MINAT DAN HASIL BELAJAR FISIKA SISWA MELALU MODEL PEMBELAJARAN PROBLEM BASED LEARNING DENGAN PETA KONSEP PADA KONSEP SUHU

Niya Agustina, Connie Connie, Irwan Koto
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引用次数: 3

Abstract

Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran problem based learning dengan peta konsep dapat meningkatkan minat belajar dan hasil belajar siswa pada konsep suhu. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) melalui empat tahapan, yaitu; perencanaan, pelaksanaan, pengamatan, dan refleksi. Dari hasil tes evaluasi pada penelitian siklus I, diperoleh nilai rata-rata kelas sebesar 46,4. Pada siklus II, diperoleh nilai rata-rata kelas sebesar 56,1. Pada siklus III, diperoleh nilai rata-rata kelas siswa sebesar 72,4.  Persentase awal minat belajar siswa sebesar 35,00%. Setelah dilakukan tindakan, persentase minat belajar siswa pada siklus I sebesar 43,83 %, pada siklus II sebesar 55,44%, dan pada siklus III sebesar 84,07%. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa penerapan model pembelajaran problem based learning dengan peta konsep dapat meningkatkan minat dan hasil belajar pada konsep suhu.Kata kunci: Model Pembelajaran Problem Based Learing, Peta Konsep, Minat Belajar, SuhuThis study aims to determine whether the problem based learning  model with concept maps can increase the interest in learning and student's learning outcomes on the concept of temperature in science subjects. The research method used  Classroom Action Research (CAR) through four stages, namely; planning, implementation, observation, and reflection. From the results of evaluation tests in the first cycle, the average score of learning outcomes was 46.4. In the second cycle, the average score was 56,1. In the third cycle, the average score was 72,.4. The initial percentage of student learning interest was 35.00%. In the first cycle, the percentage of student learning interest was 43,83%. In the second cycle, the percentage was 55,44. In the third cycle, the percentage was 84.07%. Based on the research results, it can be concluded that the application of the problem based learning model with concept maps can increase interest and learning outcomes in the concept of temperature.Keywords: Problem Based Learning Learning Models, Concept Maps, Learning Interests, Learning Outcomes, Temperature Concept
学生的物理兴趣和学习结果通过基于学习的学习模型与温度概念的概念地图
本研究的目的是了解基于概念地图的问题学习模型是否能提高学生对温度概念的学习兴趣和学习结果。采用的研究方法是通过四个阶段进行课堂行动研究(PTK)计划、执行、观察和反思。从第一个周期研究的评估测试结果来看,平均成绩为46.4分。在第二周期中,平均成绩为56.1。在第三轮,学生平均成绩为72.4分。学生早期的学生学习兴趣百分比是3500%。在采取行动后,学生对I循环兴趣的百分比为43.83 %,在II周期为55.44%,在III周期为84.07%。根据研究结果,可以得出结论,基于概念地图的学习模式的应用可以提高人们对温度概念的兴趣和学习结果。关键字:基于学习问题的学习模式、概念图、学习兴趣、研究态度来确定是否基于学习模式的问题可以增加学习和学生学习的兴趣研究方法使用课堂行动研究(通过四个阶段,namely;计划,实现,观察和反思。从最初的测试结果来看,学习的平均成绩是46.4分。在第二轮比赛中,平均得分为56.1分。在第三轮比赛中,平均分数是72。4。学生学习的初衷是35% .00%。在第一周期中,学生学习的兴趣是43.83%。在第二周期中,percentage是55.44。在第三轮比赛中,percentage是84.07%。基于研究结果,它可以得出结论,基于学习模式的问题应用可以增加兴趣,学习可以超越温度的概念。基于学习模式的问题,学习模式,学习兴趣,学习结果,学习结果
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