Inopendas Jurnal Ilmiah Kependidikan ISSN 2615-5443 Vol. 4 No. 1, Februari 2021 Hal. 45- 45 10.24176/jino.v4i1.5973 http://jurnal.umk.ac.id/index.php/pendas/index mpd@umk.ac.id Implementation of the PBL Learning Model in Class V Mathematics at SD Negeri Sari 1 Budi Setyani 1 , Murtono 2 , Slamet Utomo 3 Universitas Muria Kudus, Indonesia 1,2,3 e-mail: setyanibudi82@gmail.com Info Artikel Abstract Sejarah Artikel Diterima: 23 Agustus 2020 Revisi: 30 September 2020 Disetujui: 28 Pebruari 2021 Dipublikasikan: Pebruari 2021 This study aims to determine the implementation of the PBL learning model. This learning model aims to improve student learning outcomes in the material of distance, time, and speed in class V SD Negeri Sari 1, Gajah District, Demak Regency. In this study, an experimental method with a quantitative approach was used and research techniques through tests with the research site in class V SD Negeri Sari 1. In data collection, tests, documentation and interviews were used. Data analysis using qualitative descriptive analysis. Based on the results of research conducted, the application of the PBL learning model to improve student learning outcomes in the material of Distance, Time, and Speed in Class V Elementary Schools has stages in its learning activities. Conclusion In its implementation, it is known that students are more creative and enthusiastic in the learning process of Mathematics, the material for distance, time, and speed, and student learning outcomes have increased quite high. Artikel ini dapat diakses secara terbuka dibawah lisensi CC-BY-SA Keyword implementation, pbl, learning outcomes Introduction Elementary school education is basic education which plays an important role in shaping children's personality and mindset. At the elementary school level, children are taught various sciences as a foundation for children to undergo education at the next level. Mathematics is the main subject taught in Elementary School education. Mathematics is a science that plays an important role in the development of science and technology, both as a tool in the application of other fields of science and in the development of mathematics itself. In other words, mathematics has a very essential role, especially for science and technology. According to Adam (2007). ) “Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate at the end of a period of learning. They are usully defined in terms of a mixture of knowledge, skills, abilities, attitudes and understanding that an individual will attain as a result of his or her successfulengagement in a particular set of higher education experiences”. This opinion states that learning outcomes are not only about what is known, understood, and shown at the end of learning but learning outcomes include knowledge, skills, abilities, attitudes and understandings that a person will achieve as a result of his successful involvement in learning. Sudjana (2005) previously also had the same opinion that learning outcomes are abilities that students have had after experiencing the learning process. There are four important components that influence the learning process and for student success, namely learning materials, learning atmosphere, media and learning resources, and teachers as learning subjects. The teacher as one of the elements in the teaching and learning process has an important role, namely as a teacher who transfers of knowledge and as a guide who encourages student potential in learning (Firmansyah, 2015). Meanwhile, the curriculum becomes a rule and order in the implementation of education. The curriculum implemented in Indonesia is inseparable from educational goals, educational