scholarly journals PENGARUH PENERAPAN MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR EKONOMI DILIHAT DARI AKTIVITAS BELAJAR SISWA (Studi Eksperimen Siswa Kelas X MIPA 5 di SMA Negeri 1 Purwokerto)

2019 ◽  
Vol 1 (1) ◽  
pp. 28
Author(s):  
Eka Oktaviani Widiastuti ◽  
Lina Rifda Naufalin
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Model Problem ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Control Group ◽  
Control Group Design ◽  
Positive Effect ◽  
Pbl Model

Abstrak Penelitian ini bertujuan untuk menganalisis: (1) perbedaan aktivitas belajar siswa menggunakan model pembelajaran Problem Based Learning (PBL) dan Teams Games Tournament (TGT); (2) perbedaan aktivitas belajar siswa menggunakan model pembelajaran Problem Based Learning (PBL) dan Teams Games Tournament (TGT); (3) pengaruh model pembelajaran Problem Based Learning (PBL) terhadap aktivitas belajar siswa; (4) pengaruh model pembelajaran Problem Based Learning (PBL) terhadap hasil belajar siswa; (5) pengaruh aktivitas belajar siswa terhadap hasil belajar siswa. Penelitian ini merupakan penelitian eksperimen semu (Quasi Experiment) dengan desain penelitian Non Equivalent Control Group Design. Subyek dalam penelitian ini melibatkan dua kelas yang dipilih menggunakan teknik purposive sampling yakni kelas X MIPA 1 (kelas kontrol) dan kelas X MIPA 5 (kelas eksperimen) di SMA Negeri 1 Purwokerto. Teknik pengumpulan data menggunakan tes dan angket. Analisis data menggunakan uji independent sample t test, n-gain, dan uji regresi linear sederhana. Hasil penelitian menunjukkan bahwa: (1) tidak terdapat perbedaan yang signifikan aktivitas belajar siswa menggunakan model Problem Based Learning (PBL) dengan model Teams Games Tournament (TGT); (2) terdapat perbedaan yang signifikan hasil belajar siswa menggunakan model Problem Based Learning (PBL) dengan model Teams Games Tournament (TGT). Model Problem Based Learning (PBL) lebih efektif untuk meningkatkan hasil belajr siswa; (3) model Problem Based Learning (PBL) tidak berpengaruh positif terhadap aktivitas belajar siswa; (4) model Problem Based Learning (PBL) berpengaruh positif terhadap hasil belajar siswa; (5) aktivitas belajar siswa berpengaruh positif terhadap hasil belajar siswa.   Kata Kunci   :      Aktivitas Belajar, Hasil Belajar, Model Pembelajaran Problem Based Learning (PBL). Abstract This study aims to analyze: (1) differences in student learning activities using Problem Based Learning (PBL) and Teams Games Tournament (TGT) learning models; (2) differences in student learning activities using Problem Based Learning (PBL) and Teams Games Tournament (TGT) learning models; (3) the effect of the Problem Based Learning (PBL) learning model on student learning activities; (4) the influence of the Problem Based Learning (PBL) learning model on student learning outcomes; (5) the influence of student learning activities on student learning outcomes. This research is a quasi-experimental research (Quasi Experiment) with a Non Equivalent Control Group Design research design. The subjects in this study involved two classes selected using a purposive sampling technique namely class X MIPA 1 (control class) and class X MIPA 5 (experimental class) in SMA 1 Purwokerto. The technique of collecting data uses tests and questionnaires. Data analysis using the independent sample t test, n-gain test, and simple linear regression test. The results showed that: (1) there was no significant difference in student learning activities using the Problem Based Learning (PBL) model with the Teams Games Tournament (TGT) model; (2) there are significant differences in student learning outcomes using the Problem Based Learning (PBL) model with the Teams Games Tournament (TGT) model. The Problem Based Learning (PBL) model is more effective in improving student learning outcomes; (3) the Problem Based Learning (PBL) model does not have a positive effect on student learning activities; (4) the Problem Based Learning (PBL) model has a positive effect on student learning outcomes; (5) student learning activities have a positive effect on student learning outcomes.   Keywords            :               Learning Activities, Learning Outcomes, Problem Based Learning (PBL) Models.

scholarly journals Problem-Based Learning Effects on Students Learning Outcomes in the Themes of The Potential and Utilization of Natural Resources

2019 ◽  
Vol 2 (2) ◽  
pp. 95
Author(s):  
Syamsul Musthofa ◽  
Ketut Prasetyo ◽  
Nugroho Hari Purnomo
Keyword(s):  
Natural Resources ◽  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
T Test ◽  
Control Group ◽  
Learning Models ◽  
Control Group Design ◽  
Significant Difference

This study aims to determine the effect of problem-based learning models on student learning outcomes. This study is Nonequivalent control group design. The sample in this study was class VII which was determined randomly. The material used is the potential and utilization of natural resources. The data obtained are then tested differently using the independent sample t-test. The results showed that the two research classes experienced positive changes regarding student learning outcomes. In the experimental class the problem-based learning model shows learning outcomes that are better than class controls. Calculation of the independent sample t-test posttest shows that students with Sig. (2-tailed) 0.019, where 0.019 <0.05 means that there is a significant difference. The existence of significant differences indicates that there is an influence of problem-based learning models on student learning outcomes.

scholarly journals PENGARUH MODEL PROBLEM BASED LEARNING BERBANTUAN INFORMATION TECHNOLOGY TERHADAP HASIL BELAJAR PESERTA DIDIK PADA MATERI FLUIDA STATIS

2018 ◽  
Vol 9 (2) ◽  
pp. 49
Author(s):  
Sulaiman Sulaiman ◽  
Abdul Gani Haji ◽  
Muhammad Syukri
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Random Sampling ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Static Fluid ◽  
Pbl Model

Abstrak Sebagai salah satu sekolah yang menerapkan kurikulum 2013, SMAN 1 Sigli dituntut mampu menggunakan IT dalam meningkatkan hasil belajar peserta didik. Hal ini merupakan hambatan dalam implementasi kurikulum 2013 di SMAN 1 Sigli, maka perlu menerapkan IT dalam model pembelajaran. Penelitian ini bertujuan mengetahui pengaruh model PBL berbantuan IT terhadap hasil belajar peserta didik pada materi fluida statis di SMAN 1 Sigli. Metode quasi experiment dengan pretest posttest, control group design yang dilaksanakan di SMAN 1 Sigli tahun pelajaran 2016/2017. Pemilihan sampel dengan teknik random sampling, memilih 2 (dua) dari 5 (lima) kelas yang terdapat di SMAN 1 Sigli. Pengumpulan data dilakukan dengan soal tes untuk melihat pengaruh model PBL berbantuan IT terhadap hasil belajar peserta didik pada materi fluida statis. Hasil penelitian menunjukkan bahwa hasil belajar peserta didik mencapai 85% kategori tinggi pada kelas eksperimen dan kelas kontrol hanya 65%, hasil pengujian hipotesis didapat thitung > ttabel yaitu 2,61 > 1,68. Berdasarkan hasil penelitian dapat disimpulkan bahwa terdapat pengaruh model PBL berbantuan IT dalam pembelajaran fisika terhadap hasil belajar peserta didik pada materi fluida statis di SMAN 1 Sigli. Model PBL berbantuan IT dapat diterapkan dalam pembelajaran untuk membuat peserta didik lebih aktif, namun terdapat kelemahan pada kegiatan merumuskan masalah dan berhipotesis. Kata Kunci: PBL berbantuan IT; fluida; hasil belajar. Abstract As one of the schools implementing the 2013 curriculum, SMAN 1 Sigli is required to use IT in improving learners' learning outcomes. This is an obstacle in the implementation of the 2013 curriculum in SMAN 1 Sigli, it is necessary to apply IT in the learning model. This study aims to determine the effect of IT assisted PBL model on student learning outcomes on static fluid material at SMAN 1 Sigli. Quasi experimental method with pretest posttest, control group design implemented in SMAN 1 Sigli in academic year 2016/2017. Selection of sample by random sampling technique, choose 2 (two) from 5 (five) class which is in SMAN 1 Sigli. The data was collected using test questions to see the effect of IT assisted PBL model on students' learning outcomes on static fluid materials. The result of the research shows that the students' learning achievement reaches 85% high category in the experimental class and the control class is only 65%, the result of hypothesis testing is tcount> ttable is 2.61> 1.68. Based on the result of this research, it can be concluded that there is influence of IT assisted PBL model in physics learning toward student learning outcomes on static fluid material at SMAN 1 Sigli. IT-assisted PBL models can be applied in learning to make learners more active, but there are weaknesses in problem-forming and hypothesizing activities. Keywords: IT assisted PBL; fluida; learning outcomes.

scholarly journals Application of Stad Type Learning Models to Improve Activity and Student Learning Outcomes

2021 ◽  
Vol 5 (1) ◽  
pp. 119
Author(s):  
Desnita Desnita ◽  
Rr Sri Kartikowati ◽  
Makhdalena Makhdalena
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Control Group Design ◽  
Low Activity

This research is motivated by the low activity and student learning outcomes in learning. One alternative that is used to overcome the low activity and learning outcomes of social studies subjects is by using the Student Team Achievement Division (STAD) type of cooperative learning model with LKPD assistance. The purpose of this study was to analyze student learning activities and outcomes using the STAD type cooperative learning model assisted by Student Workshet (LKPD). This research was an experimental study using the Pre-Test Post-Test Control Group Design. The data used consists of primary and secondary data. The data were collected using test results of learning and observation sheets to determine student learning activities. The total population was 348 people with a sample size of 78 people with a purposive sampling technique. The method of analysis used the independent sample t-test. The results showed that the student's learning activity was declared active with a high category as long as the cooperative learning model type STAD was assisted by LKPD and the learning outcomes obtained a significance value of 0.000 with a significance level of 0.05. It can be concluded that there is an increase in student activity and learning outcomes using the STAD type cooperative learning model assisted by LKPD.

scholarly journals Pembelajaran Blended Learning dengan Metode Praktikum untuk Meningkatkan Hasil Belajar Fisika Siswa SMK

2021 ◽  
Vol 3 (2) ◽  
pp. 133-140
Author(s):  
Herma Yunita ◽  
Feriansyah Sesunan ◽  
Hervin Maulina ◽  
Wayan Suana
Keyword(s):  
Blended Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Control Group ◽  
Control Group Design ◽  
Offline Learning ◽  
Face To Face Learning

The Covid-19 pandemic and government regulations regarding the Enforcement of Restrictions on Community Activities in Indonesia have caused face-to-face learning activities not to be fully implemented. One way to be used as an alternative is through blended learning, which combines online and offline learning activities. This study aims to test vocational students' learning outcomes through blended learning with practicum methods. The population of this study was all students of class XI TKJ of SMK Negeri 1 Liwa, and the samples selected by purposive sampling technique were students of class X-TKJ1 as the control class and students of X-TKJ2 as the experimental class. This study used a pretest-posttest control group design. The two sample classes were given a pretest and posttest, which were then analyzed to determine the N-gain for each class. The results showed differences in student learning outcomes in the experimental and control classes with N-gains, respectively, 0.72 and 0.40. The analysis results showed that the average increase in student learning outcomes in the experimental class was higher than in the control class. Based on the results of data analysis, it can be concluded that blended learning with practicum methods can improve student learning outcomes.

scholarly journals Peningkatan Aktivitas dan Hasil Belajar Siswa Kelas XI MIA 1 MAN 1 Banjarmasin pada Materi Larutan Penyangga Menggunakan Model Problem Based Learning Berbantuan Media Audiovisual

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Anwar Anwar Anwar
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Model Problem ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Group Approach ◽  
Group Activities ◽  
Audiovisual Media ◽  
Buffer Material ◽  
Pbl Model

Learning using appropriate media will provide optimal results for student’s understanding of the material being studied. PBL is usually done with a group approach by emphasizing the development of the group's skills to take decisions, discuss, solve problems, agreement, and leadership of the group. Activities and learning outcomes of students on learning of buffer material materials using PBL model aided in audiovisual media in class XI MIA 1 MAN 1 Banjarmasin. Student learning activities using PBL model (Problem Based Learning) aided audiovisual media increased. The completeness of student learning outcomes in the classical increased by 27,03%, seen from the results of cycle I of 59,46% and on the second cycle of 86,49%.

scholarly journals PENGARUH PENDEKATAN MODIFICATION OF RECIPROCAL TEACHING PADA MATERI REDOKS TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA KELAS X SMA KOPERASI PONTIANAK

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Retno Anjar Kusuma ◽  
Tuti Kurniati ◽  
Rizmahardian Azhari Kurniawan
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Teaching Approach ◽  
Learning Activities ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Control Group Design

The background of this research was the lack of students’ learning activities in the classroom and the low of student learning outcomes in the oxidation reduction material. This research aimed to determine whether there are any differences in the activities and learning outcomes of students who were taught using modification of reciprocal teaching approach and students who were taught using the expository approach and how much the influence of modification of reciprocal teaching approach to the activities and student learning outcomes. This research used experimental method with nonequivalent control group design. Samples were selected using saturation sampling technique. Data collection techniques used were measurement, observation and direct communication techniques. Data collection tools used were learning result test, observation sheet and interview guide. Based on the results of statistical analysis using SPSS 22.0, it can be concluded that there were differences in activity and student learning outcomes students who were taught using modification of reciprocal teaching approach and expository approach. The value of effect size showed that the effect of 92.07% approach to student learning activities and 99.20% of student learning outcomes. So it can be concluded that the modification of reciprocal teaching approach can be used to improve student activity and learning outcomes.Keywords: Learning activities, Learning outcomes, Modification of Reciprocal Teaching, Redox

scholarly journals PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH (PBL) PADA MATA PELAJARAN GEOGRAFI DI SMAN 1 LANGOWAN

2021 ◽  
Vol 2 (2) ◽  
pp. 131-136
Author(s):  
Afriliandy Tumbelaka ◽  
Xaverius Erick Lobja ◽  
Ellen Eva Poli
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Control Group ◽  
Learning Models ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Improving Student Learning

The background of the research is an effort to develop the quality and explore the potential of students. Teachers are strived to use the right learning model, namely problem-based learning models combined with online learning methods (learning from home) that have been decided by the Ministry of Education and Culture during the Covid-19 pandemic. The purpose of this study was to determine the application of problem-based learning models in improving student learning outcomes in geography subjects at SMAN 1 Langowan. The method used is a quasi-experimental design with a pretests-posttests control group design. The research variable with the independent variable is the problem-based learning model and the dependent variable is the learning outcome. The results showed that the problem-based learning model was effective and efficient to improve student learning outcomes. The comparison of learning outcomes shows the experimental class with 76.2 pretests and 87.7 posttests and the control class with 74.4 pretests and 81.8 posttests. It also encourages students to be more active and creative in overcoming the problems encountered in learning.

scholarly journals The Effectiveness of Problem Based Learning Model on Virus Material of Senior High School on Science Process Skills and Student Learning Outcomes

2019 ◽  
Vol 8 (3) ◽  
pp. 266-278
Author(s):  
Kania Zulafa Pradasti ◽  
Sri Mulyani Endang Susilowati ◽  
F. Putut Martin Herry Bodijantoro
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills

Student learning outcomes at Pemalang 2 High School are still low students are less actively involved in learning activities. This is because Biology learning applied by the teacher still uses the lecture model. In this learning model, the teacher has not developed science process skills (SPS). One learning model that can be applied to improve SPS and student learning outcomes is problem-based learning. The purposes of this study are to determine the differences in student learning outcomes in virus material, to determine the effect of the application of problem-based learning models to student SPS, and to test the effectiveness of problem-based learning. This research is a quasi-experiment with nonequivalent control group design. The research sample is determined by purposive sampling. Data collection is done by test, observation, and questionnaire methods. The results show that the percentage of students classical completeness in the experimental class reach 88% while the control class is 72%. The results of the ttest show tcount = 2.80> ttable = 1.99 so that there is a difference in learning outcomes increase in the experimental class. The N-gain test shows the N-gain value of the experimental class 0.62 and the control class 0.52. The improvement of students' understanding in the experimental class was better than the control class. Student's SPS increase is directly proportional to student learning outcomes. Based on the results of the study, it is concluded that there are significant differences from the learning outcomes of the control class and experimental class. The application of problem-based learning has a positive influence on student SPS and problem-based learning is effective in student learning outcomes.

scholarly journals Meningkatkan Hasil Belajar Ekonomi Siswa dengan Model Pembelajaran Kooperatif Tipe Mind Mapping

2021 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Gabby Farada Mayura Arifin ◽  
Luh Indrayani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
T Test ◽  
Control Group ◽  
Mind Mapping ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test

Mind mapping, or the term Mind Mapping and Problem Based Learning, both researchers apply as a model in the examiner class and the monitoring class in this research learning. This research is aimed at notifying whether or not a significant difference can be found between the two or not in economic lessons that are focused on student learning outcomes. In the class of examiners who use Mind Mapping as a model in learning, the researcher uses X IPS 1 in this research. Meanwhile, in the review class that used Problem Based Learning as a model in learning, researchers used X IPS 3 in this research. Quasi-experimental design, or a method that is designed without randomizing the examiner class and the monitoring class in the research and is only given a post-test after being given treatment, otherwise known as the Non-Equivalent Post-Test Only Control Group Design which the researcher uses as this research method. . All students in class X totaled 90 people, each of whom was divided into 3 classes into the population in this research. Sampling technique , known as Simple random samplingSimple Random Sampling, is also the researcher's choice of in this research, from 3 population classes, the researcher chooses X IPS 1 and class X IPS 3 to be the sample. The post-test was chosen as the data collection method, after the post-test data was obtained then the data would be analyzed using a technique from the t test (partial test) which in English is known as the independent sample t-test. Researchers received the results from the computer statistical program SPSS 24.0 for Windows with the results of Sig. (2-tailed) = 0.000. In order to support this research, the significance value must be <0.005, and that means the result of the Significance value in this research is 0.000 <0.005. The results of these researchers used as evidence of acceptance of the research hypothesis in this research, namely that there was a significant difference between student learning outcomes in economic subjects using thetype of cooperative learning model and Mind Mapping student learning outcomes in economic subjects usinglearning models Problem Based Learning in class. X SMA Negeri 3 Singaraja, 2020/2021 academic year.

scholarly journals MODEL PROBLEM BASED LEARNING SEBAGAI SALAH SATU CARA MENINGKATKAN HASIL BELAJAR MATA PELAJARAN MEMAHAMI DASAR-DASAR ELEKTRONIKA

2018 ◽  
Author(s):  
Hansi Effendi ◽  
Sukardi ◽  
Yusnaini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Model Problem ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Achievement Test ◽  
Quasi Experimental ◽  
The Subject ◽  
Academic Year ◽  
Pbl Model

This study aims to determine the increase of student learning outcomes in the subject of Understanding the Basics of Electronics using Problem-Based Learning (PBL) model. This research is a quasi-experimental using one group pretest-posttest design. The subjects were students of class X TITL2 SMK Negeri 1 Pariaman enrolled in the academic year 2015/2016 consisting of 40 students. Data were collected by using achievement test consisting of pretest and posttest. Learning outcomes data were analyzed by using the Gain Score formula. The results showed an increase in learning outcomes with a moderate category of students after using the PBL learning model.

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