Penerapan Model Problem-Based Learning (PBL) dalam Meningkatkan Hasil Belajar IPA Fisika pada Sub-pokok Bahasan Kalor

Reflection Journal Pub Date : 2022-12-30 DOI:10.36312/rj.v2i2.1131

Hidayana Hidayana, Sukainil Ahzan, Helmi Rahmawati

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引用次数: 2

Abstract

Penelitian ini bertujuan untuk menginvestigasi penerapan model PBL dalam pembelajaran sub-pokok bahasan kalor serta mengukur sejauh mana model tersebut dapat meningkatkan hasil belajar siswa. Penelitian ini menggunakan metode penelitian tindakan kelas yang terdiri dari dua siklus, meliputi tahap perencanaan, pelaksanaan, observasi, evaluasi, dan refleksi. Data penelitian dikumpulkan dengan mengukur hasil belajar siswa melalui tes pilihan ganda. Hasil penelitian menunjukkan bahwa implementasi model PBL berhasil meningkatkan hasil belajar siswa pada sub-pokok bahasan kalor. Persentase ketuntasan belajar siswa pada siklus pertama adalah 63,16%, sementara pada siklus kedua meningkat menjadi 85%. Oleh karena itu, disarankan agar metode pengajaran yang beragam, seperti model PBL, diterapkan secara lebih sering dalam pembelajaran, terutama pada mata pelajaran yang memerlukan kemampuan pemecahan masalah. Application of the Problem-Based Learning (PBL) Model in Improving Science Physics Learning Outcomes on the subject of Calor This study aims to investigate the application of the PBL model in learning the sub-topic of calor and to measure the extent to which this model can improve student learning outcomes. This study uses a classroom action research method which consists of two cycles, including the stages of planning, implementing, observing, evaluating, and reflecting. Research data was collected by measuring student learning outcomes through multiple choice tests. The results showed that the implementation of the PBL model succeeded in increasing student learning outcomes in the sub-topic of heat. The percentage of student learning completeness in the first cycle was 63.16%, while in the second cycle it increased to 85%. Therefore, it is recommended that various teaching methods, such as the PBL model, be applied more frequently in learning, especially in subjects that require problem-solving abilities.

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本模型分散性学习的应用，在氯丁二烯上提高物理物理学习的结果

本研究的目的是调查PBL模型在kalor子学科学习中的应用，并评估其能在多大程度上提高学生的学习成绩。本研究采用由两个周期组成的课堂行动研究方法，包括计划、执行、观察、评估和反思的阶段。通过多项选择测验来测量学生的学习成绩，收集研究数据。研究结果表明，PBL模型的实施成功地提高了学生在氯化子主题上的学习成绩。学生在第一个周期学习的百分比是63.16%，而第二个周期增长85%。因此，建议多样化的教学方法，如PBL模型，更频繁地应用于学习，特别是在需要解决问题的学科。改进的科学物理学习模型的应用出现在研究calor学习的子集和测量这个模型能够培养学生学习的扩展的学科上。这个研究是一种课堂活动研究方法，其中包含两个循环的结构、实施、观察、评估和反射。这项研究的数据是由一系列选择测试的学生收集的。结果表明，委托PBL模型在不断增长的学生学习中取得成功的人是热的子主题。学生学习在第一周期完全是63.16%，而第二周期增加到85%。因此，它被重新定义了不同的教学方法，比如PBL模型，更自由地应用于学习，特别是研究require这些条款。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Reflection Journal

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