This research was motivated by the lack of scientific attitudes and students'
mastery of concepts in the science learning process in elementary schools. The
purpose of this study was to determine the differences in students' scientific
attitudes and conceptual mastery as a result of the implementation of the Prob-Pro
BL model. This study used the one group design method. The subjects of the
study were 17 students of grade V at 1 Kaliori Public Elementary School. The
instrument used was a scale of scientific attitudes and concept control tests. Data
analysis used the One Sample t-test. The findings in this study that each indicator
of scientific attitudes and conceptual mastery for the posttest obtained a mean
greater than the pretest. The results showed (1) there was an increase in scientific
attitude after learning with the Prob-Pro BL model, the mean posttest score was
70,66 and pretest was 50,14. (2) there is an increase in mastery of concepts after
learning with the Prob-Pro BL model, the mean posttest score is 64,85 and pretest
is 47,50. (3) Each stage in the Prob-Pro BL learning can facilitate scientific
attitudes and conceptual mastery of fifth grade students at the primary school
where the research is located.