Pengaruh Problem-Based Learning terhadap Keaktifan dan Motivasi Belajar Siswa MTs
DOI:
https://doi.org/10.36312/mj.v3i2.2310Keywords:
Problem-Based Learning, keaktifan belajar, motivasi belajar, student engagement, learning motivationAbstract
Penelitian ini mengkaji pengaruh model Problem-Based Learning (PBL) terhadap keaktifan dan motivasi belajar siswa di MTs Mutiara Hikmah Al-Jubail. Penelitian menggunakan metode eksperimen semu dengan desain posttest only control group, melibatkan 26 siswa kelas VIII yang dibagi dalam kelompok eksperimen (menggunakan PBL) dan kelompok kontrol (metode ceramah). Instrumen keaktifan dan motivasi telah divalidasi untuk mengukur efek perlakuan. Hasil analisis menunjukkan bahwa PBL berpengaruh signifikan terhadap peningkatan keaktifan siswa (p < 0,001) dengan peningkatan rerata yang lebih tinggi pada kelompok eksperimen. Namun, PBL tidak menunjukkan pengaruh signifikan terhadap motivasi belajar siswa (p = 0,417). Kesimpulan dari penelitian ini adalah bahwa PBL dapat meningkatkan keaktifan belajar secara signifikan, namun faktor kontekstual perlu diperhatikan untuk meningkatkan motivasi dalam lingkungan belajar yang berbeda.
The Effect of Problem-Based Learning on Student Engagement and Motivation at Madrasah
Abstract
This study examines the effect of Problem-Based Learning (PBL) on student engagement and motivation at MTs Mutiara Hikmah Al-Jubail. Using a quasi-experimental method with a posttest-only control group design, the study involved 26 eighth-grade students divided into an experimental group (PBL) and a control group (lecture-based method). Validated engagement and motivation instruments were used to measure treatment effects. Results indicate that PBL significantly enhances student engagement (p < 0.001), with a higher mean increase in the experimental group. However, PBL did not show a significant effect on learning motivation (p = 0.417). The study concludes that while PBL effectively increases student engagement, contextual factors should be considered to boost motivation in diverse learning environments.
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