Concept map and problem-based learning

Abstract

The research aims to calculate the increase of student’s Concept Map (CM) scores through the implementation of Problem-Based Learning (PBL). The research is a classroom action. Research procedures include planning, observation, implementation, and reflection. The subjects were 34 X grade students. The data were collected by observation, assessment, interviews, and documentation. CM scores were calculated as a percentage based on expert CM. The research data consisted of the percentage of students’ CM scores, performance assessment, the implementation of PBL syntax, interviews, and documentation of the learning process. The validity test used data triangulation. The analysis techniques are through reduction, data presentation, and drawing conclusions. The results show that the percentage of CM scores in the pre-cycle, cycle I, and cycle II, respectively have a range of values of 4.62-20.80%; 11.56-24.25%; and 12.14-30.86% with an average increase in the first cycle is 10.96%, and the second cycle is 4.06%. The increase in the average percentage of CM score is supported by the linear increase in the average components of H, P, B, and E, thus the application of PBL is able to increase the percentage of CM scores based on the linear increase in the average components of H, P, B, and E.