The Implementation of a Problem-Based Learning Model Integrating the Catur Asrama Teachings and the Tri Kaya Parisudha Taxonomy to Improve Social Studies Learning Outcomes Among Junior High School Students in Singaraja City

Abstract

This study aims to analyze the effect of implementing a Problem-Based Learning (PBL) model integrated with the teachings of Catur Asrama and the Tri Kaya Parisudha Taxonomy on the social studies learning outcomes of junior high school students in Singaraja City. The study employed a quasi-experimental approach using a nonequivalent control group design, involving an experimental group and a control group. Social studies learning outcomes were measured across three domains: knowledge, attitudes, and skills. Data were analyzed using descriptive and inferential statistics, specifically through Multivariate Analysis of Variance (MANOVA). The results indicate that the implementation of the PBL model grounded in the values of Catur Asrama and Tri Kaya Parisudha has a significant simultaneous effect on students’ social studies learning outcomes compared to conventional instruction. Partially, the PBL model also demonstrates a significant positive effect on the improvement of students’ knowledge, attitudes, and skills. These findings suggest that integrating problem-based learning with local wisdom and religious–moral values can enhance learning outcomes in a comprehensive manner. Therefore, a value-based PBL model is recommended as an effective and character-oriented alternative for social studies instruction.