Penerapan Model Pembelajaran Problem Based Learning (PBL) Dalam Meningkatkan Hasil Belajar Mahasiswa Pada Mata Kuliah Belajar Dan Pembelajaran

Andi Sitti Marwah, Azwar Abdollah, Pramita Wally, Indrayani Sima Sima Sohilauw

Abstract


This study aims to determine the application of the Problem Based Learning (PBL) learning model to student learning outcomes in learning and learning subjects. This research was conducted on students of the Biology Education study program at FKIP Muhammadiyah University of Maluku totaling 21 students, consisting of 6 males and 15 females. as an initial reflection to carry out the second cycle. The second cycle aims to determine the improvement in the implementation of the teaching and learning process based on the reflection of the first cycle. This classroom action research consists of four series activities carried out in each cycle consisting of planning (planning), action (acting), observation (observing), and reflection (reflection). These stages can be continued to the next cycle repeatedly until the problems encountered can be resolved/solved. Based on the results of the pre-test, post-test I and post-test II conducted and comparing them each cycle, it can be concluded that the application of the Problem Based Learning learning model in Learning and Learning courses can improve student learning outcomes. The results showed that the average score of student activity in the pre-cycle I was 51.4%, the average increase in the first cycle was 57.4%, while for student learning outcomes in the first cycle, the average was 57.4%, there was an increase in the first cycle. cycle II to 70.7%. Based on the results of these studies, it is recommended to apply the model (PBL) as an alternative learning to improve student learning outcomes.

Keywords: PBL, Learning Outcomes

Full Text:

PDF

References


Kharida, L.A., Rusilowati, A., & Pratiknyo, K. (2009). Penerapan Model Pembelajaran Berbasis Masalah Untuk Peningkatan Hasil Belajar Siswa Pada Pokok Bahasan Elastisitas Bahan. Jurnal. Pendidikan Fisika Indonesia. 8(2):42-47

Kokom Komalasari, Pembelajaran Kontekstual : Konsep Dan Aplikasi (Bandung: Refika Aditama, 2013), hal. 59

Mashudi, dkk, 2019Desain Model Pembelajaran Inovatif Berbasis Kontruktivisme (Kajian Teoritis Dan Praktis) (Tulungagung: STAIN Tulungagung Press, 2013), hal. 90-91.

Nugroho, A. A., & Hanik, N. R. (2015). Implementasi Outdoor Learning untuk Meningkatkan Hasil Belajar Kognitif Mahasiswa pada Mata Kuliah Sistematika Tumbuhan Tinggi. Bioedukasi: Jurnal Pendidikan Biologi, 9(1), 41-44.

Nurfidah, Evi Rosdiyanti, Noni Antika Khairunnisah. 2022. Penerapan Model Pembelajaran Problem Based Learning Untuk Meningkatkan Aktivitas Dan Hasil Belajar Mahasiswa Program Studi Pendidikan Bahasa Dan Sastra Indonesia STKIP Harapan Bima. Jurnal Ilmiah Mandala Education (JIME). Vol. 8, No. 2.

Paul Eggen & Don Kauchak, Strategi Dan Model Pembelajaran (Mengajarkan Konten dan Keterampilan Berpikir, Ed. 6) (Jakarta: Indeks, 2012), hal. 307

Soimin, Aris. (2014). 68 model pembelajaran inovatif dalam kurikulum 2103. Yogyakarta : Ar ruzz media.

Sudarisman. (2015). Memahami Hakikat dan Karakteristik Pembelajaran Biologi Dalam Upaya Menjawab.

Wulandari, B. (2013). pengaruh problem based learning terhadap hasil belajar ditinjau dari motivasi belajar PCK di SMK. Jurnal Pendidikan Vokasi, 3(2):179-191


Refbacks

  • There are currently no refbacks.


Lisensi Creative Commons
Kromatin: Jurnal Biologi dan Pendidikan Biologi  is licensed under a Creative Commons Attribution 4.0 Internasional License. Copyright © Biologi Education Department, Universitas Muhammadiyah Makassar. (e- ISSN: 2722-9335)