Pedagogical Analysis of the Problem-Based Learning Model Assisted by the Animated Film Jumbo on Improving Analytical Skills of Intrinsic Elements in Grade VI Students at SDN 019 Pabaki

Abstract

This research was motivated by the low critical thingking skills of Grade VI students at SDN 019 Pabaki in analyzing the intrinsic elements of literary works. Students’ understanding tended to be literal and based on textual memorization. The pedagogical gap was caused by the dominance of teacher-centered learning and the limited use of multiliteracy media. This study aims to comprehensively describe the process of pedagogical analysis in implementing the Problem-Based Learning (PBL) model assisted by the animated film Jumbo to improve the analytical abilities of Grade VI students at SDN 019 P (2025–2026). The film Jumbo was selected as a problem-based instrument because of its relevance to bullying issues and children’s psychological development.

The research procedure followed the PBL syntax, including problem orientation, learning organization, independent investigation, project development, and evaluation. Data were collected through participatory observation, in-depth interviews, and learning outcome tests focusing on Higher Order Thinking Skills (HOTS). Data analysis was conducted interactively through the stages of data reduction, data presentation, and conclusion drawing.The findings revealed that the use of problem-based pedagogical scenarios through visual media significantly increased students’ emotional and cognitive engagement. The teacher’s role shifted into that of a facilitator who encouraged healthy classroom dialectics, where students’ questions developed from literal understanding to critical analysis of character motives and the moral messages of the story. The study concludes that pedagogical reorientation through PBL assisted by animated films is highly effective in improving literary literacy competence in elementary schools.