Improving Science Learning Outcomes by Applying Problem-Based Learning Model

– This study aims to improve students' learning outcomes and figure out their responses to the application of the problem-based learning model in learning natural sciences. This study is a classroom action research. The subjects of this study were 16 students of class VII SMP Negeri 1 Gunungsari in the odd semester of the 2022–2023 academic year. This research was conducted in two learning cycles, with the stages in each cycle including planning, action, observation/evaluation, and reflection. The data collection was carried out using two instruments, namely tests in the form of a pre-test (cycle 1) and a post-test (cycle 2) to examine the student learning outcomes after implementing PBL and a questionnaire to find out the student responses to the application of PBL. The data that have been collected were then analyzed descriptively. Based on the data analysis, the results showed that after the application of the problem-based learning model, there was an increase of 60.2% in students' science learning outcomes. The average value of students' learning outcomes in cycle I was 33, while that of in cycle II increased to 83. In addition, students' responses are in the positive category. This study concluded that the application of the problem-based learning model could improve students' learning outcomes in class VII at SMP Negeri 1 Gunungsari.


I. INTRODUCTION
The Law No. 20 of 2003 concerning the Indonesian National Education System in Article 1 states that education is a conscious and planned effort to create a learning atmosphere and learning process in which students actively develop their potential (Hasanah et al., 2021). Education is allegedly one of the factors that require special attention  (Ratnasari et al., 2020;Fatima et al., 2014). Science learning emphasizes direct experience to develop competencies so that students are able to understand the natural surroundings (Fahrezi et al., 2020). The importance of mastering science in elementary schools, namely: (1) the development of science takes place very quickly so that it is no longer possible to teach facts and concepts to students, (2) students will understand abstract concepts more easily if they learn through concrete objects and immediately do it themselves, (3) science has discovered that the nature of truth is relative.
(4) in the teaching and learning process, concept development cannot be separated from the development of attitudes and values (Juniati & Widiana, 2017;Nurazmi & Bancong, 2021).
The teacher is an important component in the teaching and learning process, which plays a role in efforts to form potential human resources; the teacher has a role in the development of the intelligence of each student (Arianti, 2018 (Parwati et al., 2019). Only then was this model adopted by many schools in terms of increasing learning outcomes (Anggraini, 2019).
The problem-based learning model is a learning model that demands students' activity in order to solve every problem encountered (Suminar & Meilani, 2016). In problem-based learning, learning is no longer teacher- Based on several previous studies, it can be seen that the application of the problembased learning model is very influential both in terms of student learning outcomes and students' critical thinking. This learning model is very appropriate when applied in schools to create active and innovative students (Molnar, 2015). Therefore, this study aims to improve student learning outcomes at SMP Negeri 1 Gunungsari West Lombok by applying a problem-based learning model. The research questions are 1) Does the application of the problembased learning models improve student learning outcomes at SMP Negeri 1 Gunungsari West Lombok? 2) How do students respond to the implementation of the problem-based learning models at SMP Negeri 1 Gunungsari West Lombok?

III. RESULTS AND DISCUSSION
This study aims to see an increase in the learning outcomes of class VII students at SMP Negeri 1 Gunungsari with the application of the problem-based learning model in science subjects. Based on Figure 2 below, in cycle 1 it was found that the average score for the learning outcomes test was 33. In cycle 2, with the application of the problem-based learning model in class, the average score increased to 83.  Table 2.   problems from various aspects (Helyandari et al., 2020). In addition to learning methods, to improve learning achievement, it is also necessary to pay attention to factors from within students (intrinsic factors). Intrinsic factors are factors that come from within students, such as motivation, talent, interest, mastery of basic concepts, learning styles, and independence. As an illustration, if students do not have motivation for a lesson, it is likely that their learning outcomes will be low (Sujatmika, 2017).

IV. CONCLUSION AND SUGGESTION
The conclusion of this study is that the learning outcomes of students in class VII at