Improving activities and learning outcomes of biology education students through learning Problem-Based Learning model of entrepreneurship

Abstract

This study aims to describe the activities of lecturers, student activities and student learning outcomes on creative thinking material in biology study programs, by applying the Problem-Based Learning (PBL) learning model. This type of research is classroom action research (CAR) with descriptive methods. This research was conducted in 2 cycles, each cycle consisting of 4 stages: planning, implementing, observing and reflecting. Research subjects are lecturers and all semester 5th students of biology study programs. The research variable is the learning model Problem-Based Learning and student learning outcomes. Data collection techniques used are observation and tests. While the research instruments consisted of observation sheets and test sheets. The results of the analysis of lecturer activity data in cycle 1 obtained an average of 33.5 (good) and cycle 2 rose to 35 (good). The results of the analysis of student learning activity data cycle 1 obtained an average score of 29 (good) cycle 2 increased to 34 (good). Student learning outcomes tested by the T-test showed that significantly showed an increase in the value of learning outcomes in cycle 1 (3.02439) and in cycle 2 (7.26829). It was concluded that the Problem-Based Learning (PBL) learning model can improve student learning activities as well as student learning outcomes that take entrepreneurship courses in Biology education courses.