Peningkatan Hasil Belajar Materi Ajaran Sosial Gereja Melalui Problem Based Learning di Kelas XI MIPA 2 SMA Negeri 1 Sintang

Robertus Jematu, Sekolah Tinggi Pastoral, Katekatik St. Fransiskus, Semarang Yusmanto Asisi, Yusmanto Sekolah, Tinggi Agama, Katolik Negeri, Pontianak, Jl. Ronggowarsito, Tj. Mas
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Abstract

This research aims to determine and improve learning outcomes for Catholic Religious Education on Church Social Teaching material. This type of research is a classroom action research (PTK) developed by Hopkins. This research was carried out in two cycles, each consisting of four stages, namely planning, action, observation and reflection. The research subjects were 24 students in class XI MIPA 2 SMA Negeri 1 Sintang. The data collection instruments used in this research were test questions, observation guidelines, and questionnaires. The data obtained is presented in quantitative and qualitative descriptive form. The learning outcomes examined in this research include three dimensions, namely cognitive, affective and psychomotor. The results of the research in cycle I showed that student learning outcomes improved. Based on data analysis, the increase in learning outcomes in cycle I in the academic aspect was 30.33%, the attitude aspect was 16.67%, and the skills aspect was 66.67%. The results of the research in cycle II indicated an increase in student learning outcomes. Based on data analysis, the increase in learning outcomes in cycle II in the academic aspect was 45.84%, the attitude aspect was 83.33%, and the skills aspect was 91.67%. This learning model's implication is that students can become more sensitive to social problems in everyday life and learn to solve them based on Christian ethics and morals.
在十一年级 MIPA 2 SMA Negeri 1 Sintang 通过基于问题的学习提高教会社会教义的学习成果
本研究旨在确定和改进天主教宗教教育对教会社会教义教材的学习成果。这类研究是霍普金斯提出的课堂行动研究(PTK)。本研究分两个周期进行,每个周期包括四个阶段,即计划、行动、观察和反思。研究对象是 MIPA 2 SMA Negeri 1 Sintang 第十一班的 24 名学生。本研究使用的数据收集工具包括测试问题、观察指南和调查问卷。获得的数据以定量和定性描述的形式呈现。本研究考察的学习成果包括三个方面,即认知、情感和心理运动。第一周期的研究结果表明,学生的学习成绩有所提高。根据数据分析,第一周期的学习成果在学术方面提高了 30.33%,在态度方面提高了 16.67%,在技能方面提高了 66.67%。第二周期的研究结果表明,学生的学习成果有所提高。根据数据分析,第二周期的学习成果在学术方面的增幅为 45.84%,在态度方面的增幅为 83.33%,在技能方面的增幅为 91.67%。 这种学习模式的意义在于,学生可以提高对日常生活中社会问题的敏感度,并学会根据基督教伦理道德来解决这些问题。
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