Pengaruh Model Problem Based Learning Terhadap Hasil Belajar Siswa Kelas X Mata Pelajaran Geografi
DOI:
https://doi.org/10.36312/ej.v6i1.2611Keywords:
Problem Based Learning, Hasil Belajar, Pembelajaran AktifAbstract
Model Problem Based Learning (PBL) berkaitan erat dengan hasil belajar siswa. Model ini mendorong siswa untuk belajar secara aktif dan kolaborasi dalam menyelesaikan masalah kehidupan nyata. Penelitian ini bertujuan untuk mengetahui pengaruh model Problem-Based Learning (PBL) terhadap hasil belajar siswa kelas X dalam mata pelajaran Geografi. Model PBL merupakan model pembelajaran yang menekankan pada pemecahan masalah nyata untuk meningkatkan keterampilan berpikir dan pemahaman konsep siswa. Metode yang digunakan dalam penelitian ini adalah quasi eksperimen dengan desain pretest-posttest control group. Sampel penelitian yang digunakan terdiri dari dua kelas, yaitu kelas eksperimen dan kelas kontrol dimana kelas eksperimen menerapkan model PBL dalam proses pembelajaran sedangkan kelas kontrol menerapkan metode pembelajaran konvensional. Teknik pengumpulan data dilakukan melalui tes hasil belajar, kemudian teknik analisis data menggunakan uji statistik t-test untuk melihat perbedaan hasil belajar antara kedua kelompok. Berdasarkan hasil uji-t diperoleh nilai p-value (2-tailed) = 0,000 yaitu lebih kecil dari tingkat signifikan 0,05 (P < 0,05). Hal ini menunjukan bahwa terdapat perbedaan yang signifikan antara hasil belajar siswa antara kelas eksperimen dan kelas kontrol. Dengan demikian dapat dinyatakan bahwa model PBL memiliki pengaruh yang signifikan dalam peningkatan hasil belajar siswa pada mata pelajaran geografi.
The Influence of the Problem-Based Learning Model on the Learning Outcomes of Grade X Students in the Subject of Geography
Abstract
The Problem-Based Learning (PBL) model is closely related to student learning outcomes. This model encourages students to learn actively and collaborate in solving real-life problems. This study aims to determine the influence of the Problem-Based Learning (PBL) model on the learning outcomes of Grade X students in the subject of Geography. PBL is a learning model that emphasizes solving real-world problems to improve students’ thinking skills and conceptual understanding. The method used in this study is a quasi-experimental design with a pretest-posttest control group design. The research sample consisted of two classes: an experimental class and a control class. The experimental class implemented the PBL model during the learning process, while the control class used conventional learning methods. Data collection techniques were carried out through learning outcome tests, and data analysis techniques employed a statistical t-test to determine differences in learning outcomes between the two groups. Based on the results of the t-test, the p-value (2-tailed) = 0.000, which is smaller than the significance level of 0.05 (P < 0.05). This indicates that there is a significant difference in student learning outcomes between the experimental class and the control class. Thus, it can be concluded that the PBL model has a significant influence on improving student learning outcomes in the subject of Geography.
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