PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN BIOLOGI DI SMA NEGERI 2 KONAWE SELATAN

Nurfaizza, NIM. 19010108055, N (2023) PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN BIOLOGI DI SMA NEGERI 2 KONAWE SELATAN. Other thesis, IAIN KENDARI.

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Abstract

ABSTRAK
Nurfaizza, NIM. 19010108055 Pengaruh Model Pembelajaran Problem Based
Learning (PBL) Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Biologi
di SMA Negeri 2 Konawe Selatan, Dibimbing Oleh: Bapak Dr. Jumardin La
Fua S. Si, M. Si dan Ibu Hilda Ayu Melvi Amalia M. Sc
Penelitian ini merupakan penelitian kuantitatif Eksperimen menggunakan desain
Quasi Eksperimen. Teknik analisis data yang digunakan yaitu analisis deskriptif:
Prasyarat analisis (uji normalitas, uji homogenitas) dan uji hipotesis (uji
perbedaan dua rata-rata, uji t berpasangan, uji tingkat efektif). Hasil penelitian
menunjukkan bahwa; 1) Pelaksanaan model pembelajaran problem based learning
berlangsung sesuai dengan sintaksnya, proses pembelajaran berjalan dengan baik,
dan siswa lebih aktif pada saat proses pembelajaran. Siswa dapat memahami,
menyelesaikan dan memecahkan masalah yang disajikan dalam LKPD, selain itu
siswa memiliki kemampuan kerja sama yang baik dengan anggota kelompok
dalam menyelesaikan LKPD yang diberikan oleh guru, selanjutnya siswa dapat
mempresentasikan hasil kerja LKPD dengan baik didepan kelas, dan memberikan
tanggapan seperti saran dan pertanyaan sehingga proses pembelajaran menjadi
lebih aktif karena adanya kegiatan diskusi yang terjadi antara kelompok. Setelah
melakukan presentasi LKPD, siswa dapat menyimpulkan hasil temuan dalam
LKPD yang telah dikerjakan dengan baik; 2) Hasil belajar siswa pada kelas
eksperimen sebelum diberikan perlakuan memperoleh nilai rata-rata 37,93,
sedangkan hasil belajar siswa pada kelas pada kelas kontrol sebelum diberikan
nilai rata-rata 36,55. Selanjutnya hasil belajar siswa setelah diberikan perlakuan
pada kelas eksperimen memperoleh nilai rata-rata 84,66, sedangkan hasil belajar
siswa pada kelas kontrol setelah diberikan perlakuan nilai rata-rata 77,58; 3)
Tidak terdapat perbedaan hasil belajar siswa sebelum menggunakan model
pembelajaran problem based learning dan model konvensional dari hasil analisis
uji perbedaan dua rata-rata dengan nilai Thitung 0,545 dan Ttabel 2,003 (thitung <
ttabel) sehingga hipotesis nol (H0) diterima; 4) Terdapat perbedaan yang
signifikan antara hasil belajar siswa sebelum dan sesudah menggunakan model
pembelajaran problem based learning dari hasil uji t berpasangan (Paired sample
t-test) pretest-posttes kelas eksperimen dengan nilai Thitung 20,31 > Ttabel 2,048,
maka hipotesis nol (H0) ditolak dan hipotesis alternatif (H1) diterima. 5) Terdapat
perbedaan hasil belajar siswa sesudah menggunakan model pembelajaran problem
based learning dan model konvensional dari hasil analisis uji perbedaan dua rata�rata dengan nilai Thitung 4,614 dan Ttabel 2,003 (thitung > ttabel) sehingga
hipotesis nol (H0) ditolak dan hipotesis alternatif (H1) diterima.
Kata Kunci: Hasil Belajar, Problem Based Learning, Pembelajaran
Konvensional, Quasi Eksperimen

ABSTRACT
Nurfaizza, NIM. 19010108055 The Effect of the Problem Based Learning
(PBL) Learning Model on Student Learning Outcomes in Biology Subjects at
SMA Negeri 2 Konawe Selatan, Guided By: Mr. Dr. Jumardin La Fua S. Si,
M. Si and Mrs. Hilda Ayu Melvi Amalia M. Sc
This research is a quantitative experiment using a quasi-experimental design. The
data analysis technique used is descriptive analysis: Prerequisite analysis
(normality test, homogeneity test) and hypothesis testing (test the difference
between the two means, paired t test, effective level test). The research results
show that; 1) The implementation of the problem based learning learning model
takes place according to the syntax, the learning process goes well, and students
are more active during the learning process. Students can understand, solve and
solve the problems presented in the LKPD, besides that students have the ability
to cooperate well with group members in completing the LKPD given by the
teacher, then students can present the work of the LKPD properly in front of the
class, and provide feedback such as suggestions and questions so that the learning
process becomes more active because of the discussion activities that occur
between groups. After doing the LKPD presentation, students can conclude the
findings in the LKPD that has been done well; 2) Student learning outcomes in the
experimental class before being given treatment obtained an average value of
37.93, while student learning outcomes in the control class before being given an
average value of 36.55. Furthermore, student learning outcomes after being given
treatment in the experimental class obtained an average value of 84.66, while
student learning outcomes in the control class after being given treatment had an
average value of 77.58; 3) There is no difference in student learning outcomes
before using the problem-based learning model and conventional models from the
results of the analysis of the two differences test on average with a Tcount of
0.545 and Ttable of 2.003 (tcount <ttable) so that the null hypothesis (H0) is
accepted; 4) There is a significant difference between student learning outcomes
before and after using the problem-based learning model from the results of the
paired sample t-test (Paired sample t-test) pretest-posttest of the experimental
class with a Tcount of 20.31 > Ttable of 2.048, then the null hypothesis ( H0) is
rejected and the alternative hypothesis (H1) is accepted. 5) There are differences
in student learning outcomes after using the problem-based learning model and
conventional models from the results of the analysis of the two differences test on
average with a Tcount of 4.614 and Ttable of 2.003 (tcount > ttable) so that the
null hypothesis (H0) is rejected and the alternative hypothesis (H1) ) accepted.
Keywords: Learning Outcomes, Problem Based Learning, Conventional
Learning, Quasi Experiment.

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