Increase the hierarchy concept map score through the modification in the 2nd stage of problem-based learning

Abstract

The research aimed to calculate the increase of student’s hierarchy concept map (CM) scores through the modification of problem analysis and learning issue (2nd stage of problem-based learning (PBL)) using question instructional techniques. The type of research is classroom action. Research subjects were 36 X grade students. Research procedures: planning, action, observation, and reflection. Research data is the percentage of hierarchy CM score which is calculated based on the Expert CM score according to the material in each cycle. Data validity is done by confirming the percentage of hierarchy CM score with the result of interviews and documentation of the learning process in each cycle. The analysis techniques use reduction, presentation, and drawing a conclusion. The results show that the average increase in hierarchy percentage scores from pre-cycles to cycle I was 25% and cycle I to II was 38%. The number of students who experienced an increase in percentage hierarchy scores from pre-cycle to cycle I was 83% and cycle I to II by 90%, thus the modification of instructional techniques in problem analysis and learning issues PBL increased the students’ CM hierarchy score.