Abstract
The Effect of using the Problem Based Instruction (PBI) learning model to determine the effect on learning outcomes using the Problem Based Instruction (PBI) learning process. This research is a quasi experimental research which consists of a control class and an experimental class. The control class uses the conventional learning model and the experimental class uses the Problem Based Instruction (PBI) learning model, conducted in the X MIPA 1 and X MIPA 2 in SMA Negeri 1 Rumbia. The research data were obtained from test sheets and observations at the end of each lesson. The average cognitive learning outcomes of the experimental class were 80% and the control class was 63,83%. The average psychomotor learning outcomes of the experimental class were 80,46% and the experimental class was 75%. The results showed that there was an influence of the Problem Based Instruction (PBI) learning model on the learning outcomes of students in learning biology. Kata Kunci : Model Pembelajaran Problem Based Instruction (PBI), Hasil, Belajar peserta didik
Highlights
PENDAHULUAN Proses pembelajaran merupakan kegiatan utama dalam pendidikan untuk memenuhi tujuan pendidikan nasional
The results showed that there was an influence of the Problem Based Instruction (PBI) learning model on the learning outcomes of students in learning biology
Pengaruh Problem Based Instruction (PBI) Pada Siswa dengan Tingkat Motivasi Belajar Terhadap Penguasaan Konsep Biologi Siswa SMA Batik 1
Summary
Abstract:The Effect of using the Problem Based Instruction (PBI) learning model to determine the effect on learning outcomes using the Problem Based Instruction (PBI) learning process. Kata Kunci : Model Pembelajaran Problem Based Instruction (PBI), Hasil, Belajar peserta didik. Menurut Ibrahim dan Nur (2005) ciri-ciri khusus pembelajaran Problem Based Instruction (PBI) yaitu: (1) Pengajuan pertanyaan atau masalah dalam kehidupan nyata yang memungkinkan adanya berbagai macam solusi untuk situasi itu, (2) Berfokus pada keterkaitan antar disiplin, (3) Penyelidikan autentik untuk mencari penyelesaian terhadap masalah nyata, (4) Menghasilkan produk/karya dan memamerkannya, dan (5) Kerja sama. Berdasarkan hasil observasi dan wawancara yang dilakukan dengan ibu Sulastri S.Pd (Guru Biologi) pada hari Sabtu, 01 Desember 2018 di sekolah SMA N 1 Rumbia di kelas X MIPA 1, pendidik telah menggunakan berbagai strategi atau model pembelajaran untuk meningkatkan hasil belajar peserta didik pada mata pelajaran biologi, dapat dikatakan bahwa, peserta didik kurang aktif dalam proses pembelajaran, proses pembelajaran masih terfokus pada guru, sehingga peserta didik sulit dalam memahami konsep pada materi pembelajaran. Pembelajaran berbasis masalah dikembangkan untuk membantu peserta didik mengembangkan kemampuan berfikir, pemecahan masalah dan keterampilan intelektual
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