Problem-Based Learning Meets Two Stay Two Stray: Strengthening Student Learning Activity in Secondary Sociology

Abstract

This collaborative classroom action study examines the combination of Problem-Based Learning (PBL) and Two Stay Two Stray (TSTS) for increasing student learning activity in Grade XI sociology at SMAN 5 Padang. Thirty-four students participated in two action cycles following a pre-cycle observation. Activity was assessed across physical, mental, and emotional dimensions, with a classroom success criterion of at least 70%. The classroom records records an increase of 19 percentage points in Cycle 1 and a further 47 percentage points in Cycle 2, for an overall gain of 66 percentage points from the initial condition. PBL provided social problems that required collective analysis, while TSTS redistributed responsibility by requiring students to host peers, visit other groups, exchange information, and communicate conclusions. The findings indicate that the combined model can reorganize participation in sociology classrooms by connecting problem solving with peer interaction. Conclusions are limited to the observed class and action-research context.