Comparing Students’ Learning Outcomes Using Problem Based Learning Model and Inquiry Based Learning Model

Adrianus Nasar, Klaudensia Kurniati


This study aims to compare science learning outcomes between students who take problem based learning (PBL) with students who take part in inquiry based learning (IBL). The method used in this study is a quasi-experimental research method with a pretest-posttest control group design. The population of this study were students of class VIII SMP Negeri 1 Kuwus 2018/2019 school year which numbered 97 students and consisted of 4 classes.  Students who followed the PBL learning model numbered 24 people and those who participated in the IBL learning model were 24 people. Data collection research was carried out using test techniques. The data was processed into normalized gain (N_gain) between posttest and pretest. Furthermore, the data is calculated using the t-test to compare the mean gain of learning outcomes between students who take part in learning using the PBL model and students who take part in learning using the IBL model. The results showed that there t value (tcount) = 2.566 with a significance (Sig. (2-tailed)) of 0.014 so it can be concluded that  were differences in learning outcomes between students who took part in learning using the PBL model and students who took part in learning using the IBL model.

Keywords: Problem Based Learning, Inquiry Based Learning, Learning Outcomes

Penelitian ini bertujuan membandingkan hasil belajar antara siswa yang mengikuti pembelajaran model PBL dengan siswa yang mengikuti pembelajaran model IBL. Metode yang digunakan dalam penelitian ini yaitu metode penelitian kuasi eksperimen dengan desain Control Group, Pretest–Posttest Design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 1 Kuwus tahun pelajaran 2018/2019 yang berjumlah siswa 97 orang dan terdiri dari 4 kelas. Siswa yang mengikuti model pembelajaran PBL berjumlah 24 orang dan yang mengikuti model pembelajaran IBL berjumlah 24 orang. Pengumpulan data penelitian dilakukan dengan teknik tes. Data diolah menjadi gain ternormalisasi (N_gain) antara postest dan pretest. Selanjutnya data dihitung dengan menggunakan perbedaan rerata (uji-t) untuk membandingan rerata gain (Compare Mean-Independent Sampel T Test) antara PBL dan IBL. Hasil Penelitian menunjukkan nilai t hitung (thitung) = 2,566 dengan signifikansi (Sig. (2-tailed)) sebesar 0,014 dengan demikian dapat disimpulkan bahwa ada perbedaan peningkatan hasil belajar antara siswa-siswa yang mengikuti pembelajaran menggunakan model PBL dengan siswa-siswa yang mengikuti pembelajaran menggunakan model IBL.

Kata kunci: Pembelajaran Berbasis Masalah, Pembelajaran Berbasis Inkuiri, Hasil Belajar


Problem Based Learning, Inquiry Based Learning, Learning Outcomes

Full Text:



Hadiati, D. dan Yusuf, M., (2016), Perbedaan Hasil Belajar Yang Diajarkan Dengan Model Pembelajaran Problem Based Learning (PBL) Dan Model Pembelajaran Inkuiri Pada Materi Sel Di SMA Negeri 16 Medan T.P 2015/2016, Jurnal Pelita Pendidikan 4 (1): 82-90.

Wardianti, Y., Fitriani, L., & Astuti, W. (2019). Perbedaan Peningkatan Hasil Belajar Biologi Siswa antara Model Problem Based Learning dengan Model Inquiry Learning. BIOEDUSAINS: Jurnal Pendidikan Biologi Dan Sains, 2(1), 33-39.

Dinnullah, Riski. (2019). Perbedaan model problem based learning dan discovery-inquiry ditinjau dari hasil belajar matematika siswa. Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika. 3. 1. 10.26486/jm.v3i1.654.

Yew, Elaine & Goh, Karen. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education. 2. 10.1016/j.hpe.2016.01.004.

Oguz-Unver, Ayse & Arabacioglu, Sertac. (2014). A comparison of inquiry-based learning (IBL), problem-based learning (PBL) and project-based learning (PJBL) in science education. Academia Journal of Educational Research. 2. 120-128. 10.15413/ajer.2014.0129.

Thomas, J. W. (1999). Project based learning: A handbook for middle and high school teachers. Buck Institute for Education

Walker, A. & Leary, H. (2009). A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels. Interdisciplinary Journal of Problem-based Learning, 3(1), 6-28.

F Jiang, WF McComas. (2015). The effects of inquiry teaching on student science achievement and attitudes: Evidence from propensity score analysis of PISA data. International Journal of Science Education 37 (3), 554-576

Metwally, N. S., Ebrahim, R. M & Husseiny Ahmed. (2017). Effect of Inquiry-Based Learning versus Conventional Approach on Maternity Nursing Students' Satisfaction, Motivation and Achievement. IDOSI Publications: World Journal of Nursing Sciences 3 (2): 33-44, 2017

Zejnilagić-Hajrić, Meliha & Kajević, Aida & Nuic, Ines. (2014). The effectiveness of inquiry-based learning on students' achievements in secondary school chemistry.

Bianchini, Julie & Colburn, Alan. (2000). Teaching the Nature of Science through Inquiry to Prospective Elementary Teachers: A Tale of Two Researchers. Journal of Research in Science Teaching. 37. 177 - 209. 10.1002/(SICI)1098-2736(200002)37:2<177::AID-TEA6>3.0.CO;2-Y.

Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56, 1023-1031

Furtak, Erin & Seidel, Tina & Iversen, H & Briggs, Derek. (2012). Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis. Review of Educational Research. 82. 300-329. 10.3102/0034654312457206.

Arends, Ricard I. (2008). Learning to Teach. Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020.

Joyce, Bruce & Marsha Weil. 2000. Models of Teaching. Amerika: A. Pearson Education Copmpany

Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2010). Introduction to research in education. Boston: Cengage Learning

Stewart, John & Stewart, Gay. (2010). Correcting the normalized gain for guessing. The Physics Teacher. 48. 194-196.

Wahyu, W & Kurnia, & Syaadah, R. (2018). Implementation of problem-based learning (PBL) approach to improve student’s academic achievement and creativity on the topic of electrolyte and non-electrolyte solutions at vocational school. Journal of Physics: Conference Series. 1013. 012096. 10.1088/1742-6596/1013/1/012096.

Sungur, Semra. (2006). Improving achievement through problem-based learning. Journal Of Biological Education. 40. 155-160. 10.1080/00219266.2006.9656037.

Bruce, Judith & Lack, Melanie & M. Bomvana, Nthabiseng & Qamata-Mtshali, Nomawethu. (2018). Problem-based Learning: Nursing students’ attitude, self-reported competence, tutorial performance and self-directed learning readiness. Journal of Nursing Education and Practice. 8. 11. 10.5430/jnep.v8n10p11.

Tan, O. S. (2004). Editorial. Special issue: Challenges of problem-based learning. Innovations in Education and Teaching International, 41(2), 123–124.

Chandra, Ritu. (2015). Collaborative Learning for Educational Achievement. International Journal of Research & Method in Education.

Peterson, M. (1997). Skills to enhance problem-based learning. Medical Education Online, 2 (3). Retrieved February 12, 2016 download/4289/4480.

Cavilla, Derek. (2017). The Effects of Student Reflection on Academic Performance and Motivation. SAGE Open. 7. 215824401773379. 10.1177/2158244017733790.

Ash, S.L., & Clayton, P.H. (2004). The articulated learn-ing: An approach to reflection and assessment.Innovative Higher Education,29, 137-154.

Hussain, Shafqat & Shah, Hussain. (2015). Effect of Inquiry Teaching Method on Academic Achievements of Male Students in Subject of Physics: A case study. European Academic Research. Vol. II,. 15461-15473.

Damawati, N. A. C.; Juanda, E. A.. The Effect of Inquiry Based Learning on the Reasoning Ability of Grade Vii Students about Heat Concept. Jurnal Pendidikan Fisika Indonesia, [S.l.], v. 12, n. 1, p. 19-25, jan. 2016. ISSN 2355-3812. Available at: . Date accessed: 06 jan. 2020. doi:

Smallhorn, M., Young, J., Hunter, N. & Burke da Silva, K. (2015). Inquiry-based learning to improve student engagement in a a large first year topic.Student Success, 6, 2 (2015).

Wilson, Christopher & Taylor, Joseph & Kowalski, Susan & Carlson, Janet. (2009). The relative effects and equity of inquiry-based and commonplace science teaching on students' knowledge. Journal of Research in Science Teaching. 47. 276 - 301. 10.1002/tea.20329.



  • There are currently no refbacks.

View JPF Stats

   Free counters!

Lisensi Creative Commons
Jurnal Pendidikan Fisika (p-ISSN: 2302-8939, e- ISSN: 2527-4015) Lisensi Creative Commons Atribusi 4.0 Internasional.