PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR PADA MATERI ENERGI DAN PERUBAHANNYA

Didaktik : Jurnal Ilmiah PGSD STKIP Subang Pub Date : 2023-12-01 DOI:10.36989/didaktik.v9i5.2142

Della Meidina

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Abstract

Based on the results of observations carried out in class III of SD Negeri Cimayang 01, Pamijahan District, Bogor Regency, for the 2023/2024 academic year, information was obtained that the learning process carried out was still teacher-oriented (Teacher Centered) and had not obtained optimal results. Students tend to be passive, tend to chat with their friends, are not able to express opinions and have no desire to ask questions. Meanwhile, the teacher in the learning process only uses the Direct Instruction (Lecture) learning model. The aim of this research is to determine the effect of the Problem Based Learning (PBL) model on learning outcomes in the material Energy and its Changes. This research method uses quasi-experimental research. Experimental research is defined as a research method used to find the effect of certain treatments on others under controlled conditions. This research was conducted three times in each class group. Sampling was carried out using a cluster random sampling technique, namely class IIIA (as Experiment Class) and class IIIB (as Control Class) with a total of 40 students. Data collection techniques used test, documentation and observation techniques. Research data was collected using an initial ability test (pretest) and final ability test (posttest). Based on the results of the N-Gain calculation in the experimental class, an average value of 58.03 (medium category) was obtained, which means that the implementation of learning was quite effective. Meanwhile, in the control class, an average score of 49.93 (medium category) was obtained, which means learning was quite effective. Based on the results of this research, it can be concluded that the problem based learning model has an influence on learning outcomes regarding Energy and its Changes. This is shown by the value of tcount = 0.0339 while ttable = 0.05 with db 40. Thus it is known that tcount

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基于问题的学习模式对能源及其变化学习成果的影响

根据2023/2024学年在茂物县Pamijahan区SD Negeri Cimayang 01 3班进行的观察结果，获得的信息是，所进行的学习过程仍然以教师为导向(Teacher Centered)，并没有取得最佳效果。学生倾向于被动，倾向于和朋友聊天，不能表达意见，也不想问问题。同时，教师在学习过程中只采用直接教学(讲座)学习模式。本研究的目的是确定基于问题的学习(PBL)模式对材料能量及其变化学习结果的影响。本研究方法采用准实验研究。实验研究被定义为在受控条件下发现某些治疗对其他治疗的影响的研究方法。本研究在每个班级组进行三次。采用整群随机抽样的方法进行抽样，即IIIA班(实验班)和IIIB班(对照班)共40名学生。数据收集技术使用测试，文件和观察技术。采用初始能力测试(前测)和最终能力测试(后测)收集研究数据。根据实验班的N-Gain计算结果，得到的平均值为58.03(中等类别)，说明学习的实施是相当有效的。与此同时，在控制班，平均得分为49.93分(中等)，说明学习效果很好。基于本研究的结果，可以得出基于问题的学习模式对能量及其变化的学习结果有影响。这可以通过tcount = 0.0339，而在db40中，ttable = 0.05来显示。由此可知，tcount

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Didaktik : Jurnal Ilmiah PGSD STKIP Subang

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