Implementation Of Problem Based Learning Model Research Articles

Implementation of Problem-Based Learning Model in the Integration of Anti-Corruption Education Values in Pancasila Education Learning in Elementary School 1 Jatiroto

The importance of integrating anti-corruption education values in Pancasila Education learning. The purpose of this study is to describe the form of integrating anti-corruption education values in Pancasila Education learning through the Problem Based Learning (PBL) model. This type of research uses a qualitative approach, data collection techniques with document analysis and interviews. The research subjects were teachers, students and principals. The results of the study are the integration of anti-corruption education values and character values in Pancasila Education Learning and based on the similarity of character values with the assimilation model. Meanwhile, the application of PBL in Pancasila Education learning is carried out through giving problems that are solved through six stages, namely: orientation; discussion with other teachers; discussion with parents; discussion with group mates; presenting results; analyzing, synthesizing, and evaluating. The conclusion of the research is that the implementation of PBL in integrating anti-corruption education values in Pancasila Education learning is done through giving problems that are contextual in nature and carried out by students with six stages. Integration of character values from Pancasila Education and anticorruption education through assimilation.

Enhancing Students' Critical and Creative Thinking Skills Through Problem-Based Learning

The critical and creative thinking skills (CCTs) of junior high school students remain at a low level. Following this phenomenon, this research was conducted to explore the potential of the Problem Based-Learning model (PBL) to enhance students' CCTs, using a single class with a single group pretest-posttest design involving the ninth-grade students from State Junior High School in Malang, Indonesia. The sample was selected using the purposive sampling technique. Data was gathered through evaluation instruments in the form of pretest and posttest results. In addition to the aforementioned instruments, teaching modules and student worksheets were employed in the data collection process. The data analysis was performed using a number of tests, including the Shapiro-Wilk data normality test, Wilcoxon test, and N-Gain test. In particular, these tests were carried out to evaluate changes in scores. The research findings indicated that the implementation of PBL was effective and significantly successful in improving students' thinking skills, especially their CCTs. This is evidenced by the Wilcoxon test results, which resulted a significance value of less than 0.05, as well as a high N-Gain increase for critical thinking (0.7001) and a medium category for creative thinking (0.5826). Therefore, these findings can serve as recommendations concerning the role of PBL in improving students' two thinking skills (CCTs).

Meningkatkan Hasil Belajar Pak dengan Metode PBL Berbantuan E-LKPD

Education is a systematic process that aims to develop the potential, knowledge, skills, attitudes, and character of individuals, so that they can become individuals who are useful in their personal, social, and work lives. The main goal of education is to prepare individuals to face life's challenges, contribute to society, and achieve complete self-development. Education plays an important role in shaping civilization and encouraging the progress of a nation. The quality of learning in schools is largely determined by two main factors, namely student learning motivation and teacher teaching creativity. However, at SDN 091448 Saribujawa, Catholic Religious Education learning often faces obstacles, such as the use of monotonous teaching methods, which have an impact on low student interest and learning outcomes. This study aims to improve student activity and learning outcomes through the application of the Problem-Based Learning Model (PBL) in grade V students of SDN 091448 Saribujawa, with a focus on how PBL can improve learning outcomes and students' self-understanding as developing individuals. The implementation of PBL supported by technology in the learning process has succeeded in increasing student motivation and their learning outcomes, as indicated by the increase in the average value from cycle I to cycle II. In addition, there was a significant improvement in student attitude indicators, such as cooperation, responsibility, and independence.

Implementation of Problem-Based Learning Model to Improve High School Students' Problem-Solving Ability on Physics Materials

This research aims to see whether there is an influence of the problem-based learning model on students' problem-solving abilities in physics material at SMAN 9 Gowa. This research is Pre-Experimental research using One Group Pretest-Posttest Design so that only one class without control class. The population of this study were students of class XI MIPA 1 until XI MIPA 5. The research sample was taken using a simple random class technique, namely class XI MIPA 5 SMAN 9 Gowa. The research instrument is a test instrument for students' physics problem solving abilities in the form of 6 selected essays that use the valid criteria. The research results showed that the physics solving abilities of class XI MIPA 5 students before being taught by applying the problem based learning model were in the low problem category as indicated by the average score of 42.5. Problem solving ability of students before the application of the PBL model is 64% in the medium category, 32% in the low category and 4% in the very low category. The ability to solve physics problems of class XI MIPA 5 students after being taught by applying the problem based learning model is in the high category as shown by the average score of 61.7. Problem solving ability of students after applying the PBL model is 56% in the high category, and 44% in the medium category and nothing student have low and very low problem solving ability. In the pretest, problem solving ability has the lowest score is 19, the highest score is 47 and the average score is 42.5 which is in the medium category with a standard deviation is 6.7, while in the posttest, the lowest score is 50, the highest score is 75, and the average score is 61.7 which is in the high category with a standard deviation is 6.8. There was a significant increase in the physics problem solving abilities of class XI MIPA 5 students after being taught using the problem-based learning model with the N-Gain category = 0.34 (medium criteria).

The Implementation of PBL Model on Student Learning Outcomes in the Concept of Life Organizational Systems

This research aims to determine the effect of the Problem Based Learning (PBL) model on student learning outcomes in the concept of Life Organization Systems. This research is experimental research, with the research design used being a one group pretest-posttest design. The sampling technique used in this research was the total sampling technique. The population in this study was all class VII of SMP Negeri 3 Biluhu for the 2024/2025 academic year. The sample in this study consisted of 3 classes, namely the experimental class, the replication 1, and the replication 2, The experimental and replication classes were determined randomly. Research data was collected using test techniques, then the data was analyzed using descriptive statistics, which include normality tests, homogeneity tests, hypothesis tests, and n-gain analysis. The results obtained for the concept of Life Organization Systems using the PBL model through hypothesis testing where for the Tcount in the experimental class was 2.42; replication 1 was 2.32; replication 2 was 2.29, and the Ttable for experimental class was 2.14; replication 1 was 2.18; replication 2 was 2.16. It can be concluded that the hypothesis testing in each class is that the Tcount is greater than the Ttable. Thus, the implementation of PBL model has an effect on student learning outcomes in the concept of Life Organization Systems.

The Implementation of Problem-Based Learning Model to Improve Student Learning Outcomes

Objective study This for know Application Model Learning Problem Based For Increase Results Study Computer And Network Base class X TKJ State Vocational School 1 Bitung. The research method used is classroom action research (PTK). The research took place in 2 cycles consisting of 8 meetings. Every cycle consists of planning action, implementation action, observation, and reflection. The subjects in the research were students of class X TKJ SMK Negeri 1 Bitung consisting of 32 person students. The data intake in a study covers data on student learning outcomes from the knowledge (cognitive) domain and the psychomotor (skills) domain. The research results show that the application of the problem-based learning model can improve computer and basic network learning outcomes for classroom students X TKJ vocational school Country 1 Bitung. This can prove that there is an enhancement in student learning outcomes in each cycle. In cycle I the percentage of completeness of students' knowledge of learning outcomes was 72%, while in cycle II the percentage of completeness of learning outcomes knowledge students increased become 94%. Then For cycle I the percentage of completeness of students' skills learning outcomes was 75%, while in cycle II the percentage of completeness of students' skills learning outcomes increased to 100%. Based on the results obtained, it can be concluded that the application of the problem-based learning model can improve computer and basic network learning outcomes for class X TKJ SMK Negeri 1 Bitung students.

Implementation of Problem-Based Learning Model to Improve Science Learning Outcomes in Grade V Students of Elementary Schools GMIM Pinaras

Starting froml the problemls found at GMLIML Pinaras Elemlentary School regarding low student learning outcomles caused by the domlinance of conventional learning processes, researchers conducted research at the school by imlplemlenting an innovative learning mlodel. The aiml of this research is to find out how to apply the Probleml Based Learning MLodel to imlprove science learning outcomles for fifth grade students at GMLIMLPinaras Elemlentary School. Researchers used a classrooml action research (PTK) design including four stages, namlely: (1) planning, (2) action, (3) observation, and (4) reflection which was carried out in two cycles. The subjects of this research were fifth grade students at GMLIML Pinaras Elemlentary School using the Probleml Based Learning learning mlodel. The data collection technique was carried out through observation, namlely by directly observing the imlplemlentation of learning actions and written tests to determline the extent to which students were able to understand the mlaterial froml the two cycles. The results obtained in cycle I reached 69%, while in cycle II student learning outcomles reached 88%. Students understood and were able to achieve the expected learning objectives. Based on the results of the research and discussion, it can be concluded that GMLIML Pinaras Elemlentary School teachers are expected to apply the Probleml Based Learning learning mlodel to imlprove the science learning outcomles of fifth grade students at GMLIML Pinaras Elemlentary School.

Implementation of PBL Model to Improve Learning Outcomes Class X IPA 1 SMAN 2 Labuapi

Improving learning outcomes can be achieved by implementing models that cater to students' learning needs and are integrated with contextual issues as part of the learning process. Problem Based Learning (PBL) is an effective model widely used to facilitate student-centered learning activities and promote problem-based learning. The implementation of PBL directs learning towards contextual issues and the relevant experiences of students, resulting in improved learning outcomes. This study aims to enhance student learning outcomes of class X IPA 1 through the implementation of the PBL model. It employs Classroom Action Research conducted in two cycles with stages including planning, implementation, observation, and reflection. Data was gathered through observation, pre-tests, and post-tests in both cycles. Data analysis techniques involved both qualitative and quantitative analyses. The results revealed an initial class average score of 70.00 in the first cycle, achieved through the implementation of the PBL model. The average class score further improved to 85.00 in the second cycle, obtained through reflective practices using the PBL model and discussion methods. This demonstrates that employing the PBL model alongside discussions enhances the learning outcomes of class X IPA 1 students in the topic of ecosystems.

Implementation of Problem-Based Learning Model based on Differentiated Learning to Improve Science Literacy Skills and Student Activities

Scientific literacy skills are a person's ability to understand and construct scientific concepts so that they can apply them scientifically to respond to environmental issues and solve their problems. This skill is essential to train students so that students are more involved and active in learning. The low level of scientific literacy skills and student activity is a problem that is often faced by Indonesian teachers. This study aims to improve scientific literacy skills and student activity through problem-based learning based on a differentiated learning approach. This type of research is Classroom Action Research (CAR), which consists of four stages: planning, action, observation, and reflection. Data collection techniques in this study are observation and tests. The research instrument was an observation sheet to determine student learning activities, while a test sheet was used to determine students' literacy skills. Based on the study's results, it showed an increase in scientific literacy skills and student activity in each cycle. This can be seen from the N-gain value of the first cycle (0.63) and the second cycle (0.71), and the average of student activity in the first cycle (70.32%) and the second cycle (88.44%). Thus, it can be concluded that the implementation of problem-based learning based on a differentiated learning approach can improve scientific literacy skills and student activity.

Implementation of PBL Model with Differentiated Learning to Improve Students' Motivation and Cognitive Learning Outcomes on Evolution Material

Each child has their uniqueness and the necessity to choose the correct learning technique so that it can fit all students' demands through differentiated learning by partnering with problem-based learning models to boost students' learning motivation and learning outcomes. This research is Class Action Research, which tries to determine the improvement of learning implementation on students' learning motivation and learning outcomes. The subjects of this study were all students of class XI A2.5 SMA Negeri 1 Krian totaling 35 students. Data collection was carried out using observation, questionnaire, and test procedures, with instruments in the form of observation sheets of learning differentiation with problem-based learning (PBL) models, questionnaire sheets of learning motivation, and learning outcomes test sheets. The results showed that the average learning implementation score in cycle I was 76% with an excellent category, whereas in cycle II it was 93% with a very good category. Student learning motivation before participating in the learning process was in the low category with an average score of 52.93% and after participating in the learning process, the average score of student learning motivation climbed to 76.32 in cycle I with a moderate motivated category and further climbed by 88.55% in the motivated category in cycle II. Students' cognitive learning outcomes in cycle I earned a gain score of 0.54 with a medium category, and in cycle II obtained a gain score of 0.84 with a high category. Based on the results of the study, it can be inferred that there is an increase in motivation and cognitive learning outcomes of students through the implementation of the differentiated learning PBL model on material about evolution.

Implementasi Model Pembelajaran Berbasis Masalah Pada Mata Pelajaran PAI DI SMP 01 Sungai Aur

This research is motivated by a number of problems, namely the implementation of problem-based learning models in PAI subjects at SMP N 01 Sungai Aur has not been maximally implemented, because it is constrained by the time spent in the teaching and learning process, resulting in some students not understanding the material being taught or requiring reinstatement of the material. The type of research used in this study is using qualitative research. The key informant in this study was the PAI teacher at SMP 01 Sungai Aur, namely Ibuk Asniyan Warti S.Pd. The key informants in this study were students of SMP 01 Sungai Aur who took part in the lesson. The data collection technique is by using documentation, observation, and interviews. The drawback of this model is that it takes a long time for children to get used to it. This PBL model uses many complex techniques for children to understand.

The Implementation of Problem-Based Learning Model to Develop Students' Problem-Solving Abilities in Hybrid Mathematics Learning

<em>Based on the results of observations made and supported by previous research, it can be seen that the problem-solving ability of students still tends to be low. It can be seen that when students are presented with problem-solving problems, students are resistant and in the end unable to do the problem. Even though mathematical problem solving problems can support students' problem-solving abilities. Problem-solving skills are important as basic mathematical competencies and as provisions for everyday life. The purpose of writing this paper is to analyze the application of the PBL model in developing students' problem-solving skills in mathematics learning in a hybrid context. The subject of this study was a grade VII student at a private school in Bogor. The study used descriptive qualitative methods. The instruments used in this study include learning observation sheets, problem-solving tests, student observation sheets, and teaching reflections. The data obtained from the instrument is then processed in a simple descriptive manner, and the results are analyzed qualitatively. The results showed that the application of the PBL model was able to develop the problem-solving ability of grade VII students in mathematics learning. The PBL model is able to equip students to face the challenges of daily life by developing problem-solving skills. Therefore, the suggestion presented to the next researcher is to increase the number of meetings in applying the PBL model to gain a better conceptual understanding for students. Meanwhile, the advice addressed to teachers is to vary the problem solving, one of which is by giving group projects.</em>

Implementation of Problem-Based Learning Model to Improve Learning Outcomes in Mathematics Subject

<em>This study aims to determine the learning outcomes of grade IV students on the implementation of problem-based learning models in mathematics subjects of operation materials, calculating, adding and subtracting numbers to 1,000. This type of research was a Classroom Action Research consisting of 2 cycles. The subjects of this study were grade IVB students of SDN Julang Bogor City. The data collection technique of learning outcomes used objective tests and analyzed with descriptive percentages. The results of this study showed an improvement in both the learning process, changes in student behaviour, and learning outcomes. The learning process of cycle I with a percentage of 97% then cycle II increased to a percentage of 98%, in the change in behaviour of students cycle I with a percentage of 70%, then cycle II with a percentage of 90% and the results of the completeness of students learning outcomes in cycle I 54% were completed, then cycle II increased by 92% which was complete. All aspects studied had increased from cycle I to cycle II. Thus, it can be concluded that the implementation of the problem-based learning model can improve the learning outcomes of grade IVB students of SDN Julang Bogor City.</em>

IMPLEMENTATION OF MIND MAPPING-ASSISTED PROBLEM-BASED LEARNING MODEL TO IMPROVE SOCIAL SCIENCE LEARNING OUTCOMES FOR STUDENTS AT CLASS 5B OF SD KRISTEN 03 EBEN HAEZER SALATIGA

This paper discusses the implementation of the mind mapping-assisted problem-based learning model in improving Social Science learning outcomes for students at grade 5B students of SD Kristen 03 Eben Haezer Salatiga. The method used in the classroom action research was carried out in two cycles with a number of 26 students in grade 5B of SD Kristen 03 Eben Haezer Salatiga. Data were collected using values from post-tests from each cycle to find out or test using the implementation of the problem-based learning model assisted by mind mapping to improve social science learning outcomes for students at grade 5B of SD Kristen 03 Eben Haezer Salatiga and uses observation sheets of teacher’s activities and students’ activities to determine the implementation of the mind mapping-assisted problem-based learning model that during teaching and learning process in the classroom. There is an increasing percentage of students who completed the preliminary implementation of 8 students with a percentage of 30.77% who completed and increased to 12 students with a percentage of 46.15% who completed the first cycle. In addition, it increased to 21 students with a percentage of 80.1% who completed the second cycle. The results are based on the whole students. Therefore, the implementation of the PBL learning model assisted by Mind Mapping has been proven to be able to improve students’ learning outcomes and has achieved the indicators with 80% of students who achieved learning completeness.

Literacy Studies: Implementation of Problem-based Learning Models to Improve Critical Thinking Skills in Elementary School Students

Students often have difficulty in developing critical thinking skills and creative thinking in problem-solving and applying concepts learned in school. The difficulty is due to weak understanding of concepts, especially for students who are in the low category; therefore, it has an impact on the low-student learning outcomes. One of the reasons for the low-learning outcomes is the difficulty in understanding a concept given by the teacher so students tend to be passive in learning activities, which has an impact on the lack of students to think both critically and creatively in applying the concepts of the material provided by the teacher. The purpose of this study is to conceptually analyze the use of problem-based learning models to improve critical thinking skills in elementary school students. The research method used in this study is a systematic literature study. The author selected 25 articles from journals and articles published during the last 10 years from 2012 to 2022. The results of this review can improve student learning outcomes in elementary schools because this model has characteristics suitable to be applied in real-life situations; in avoiding simple answers, and allowing for multiple solutions to the situation.
 Keywords: Problem-based learning, critical thinking skills

Implementation of problem-based learning models to improve understanding of mathematics concepts at Al-Hassan high school

The purpose of this study was to find out the application of the Problem Based Learning learning model in increasing students' understanding of mathematical concepts in learning Mathematics on the material of a two-variable linear equation system in class X IPA SMA AL-HASSAN BALIKPAPAN. The implementation of this research was through a cyclical review process consisting of four stages, namely planning, action, observation, and reflection. Procedure This research was carried out in two cycles, namely the first cycle and the second cycle. Each cycle consists of 4 meetings. In this study, the subjects in this study were students of class X with a total of 20 students consisting of 9 male students and 11 female students. Data collection in this study was carried out by tests, documentation and observation. Data analysis was carried out by classifying student data, presenting data, interpreting data, and concluding. Based on the results of the study, several conclusions can be drawn to answer the question that the PBL learning model can improve students' mathematical concept comprehension tests in Class X IPA SMA AL-Hassan Balikpapan. This is based on the results of the test for understanding the mathematical concept of the two-variable system of equations (SPLDV) material for students in cycle I who achieved scores above 65 in PBM only achieving a score of 90%, the results obtained from tests of students' understanding of mathematical concepts in PBM increased from the first cycle with a score above 65 reaches 100%.

Building Students' Critical Thinking Skill through Problem-Based Learning Model

Reality showed that one of the common problems being faced in the world of education at various levels of school is the low level of students' critical thinking skill. The low level of students' critical thinking skill is caused by the learning model applied in learning by the teacher being unable to stimulate students to improve their critical thinking skill. The purpose of this research was to build students' critical thinking skill through the implementation of a problem-based learning model. The method used in this research was a library research method or approach. The type of research used in this research was library research. Data collection in this research was carried out using documentation and literature study techniques, namely reviewing several journals, books, theses, scientific works sourced from the internet as a source of information that can be studied according to the theme of this research. The data obtained were then analyzed in depth to then be presented descriptively. The results of this research indicated that the implementation of problem-based learning model can build students' critical thinking skill. Because this learning model provides or bases problems as a starting point for students to investigate, inquire and solve. In this learning, students are gradually able to build concepts and principles from a material with their own abilities that integrate skills and knowledge that have been previously understood. Through this learning model students are active and have the opportunity to find and apply their own ideas in solving problems, thereby supporting students to develop their critical thinking skill.

Implementation of Problem-Based Learning Model and Its Effect on Students’ Physics Learning Outcomes

This study aims to implement a problem-based learning model and to measure its effect on students' physics learning outcomes. This research is a pre-experiment using a one-group pretest-posttest research design. The population in this study were all students in class XI MIPA at SMA Negeri 1 Wangi-Wangi for the 2022/2023 academic year, while the sample was 35 students who were selected using the Slovin method. The results of the descriptive analysis showed that the average score of students' physics learning outcomes before using the problem-based learning model was 7.26. Conversely, after using the problem-based learning model, the average score of students' physics learning outcomes was 12.14. The results of the N-gain test analysis showed N = 0.36, which indicated that there was an increase in students' physics learning outcomes after using the problem-based learning model. Therefore, this study concluded that the problem-based learning model is effective in improving the physics learning outcomes of class XI MIPA students at SMA Negeri 1 Wangi-Wangi.

DEVELOPING STUDENTS’ CRITICAL THINKING WITH THE IMPLEMENTATION OF PROBLEM-BASED LEARNING ACTIVITIES

<em>Activities in the implementation of the problem-based learning model train students in finding information independently related to the problems obtained and train students to be able to solve the problems they face in order to develop students' thinking skills. The purpose of this study is to describe what activities can develop students' critical thinking skills in implementing the PBL model. The method used in this research is a case study in qualitative research by collecting data using self-observation (video recorder). The data collection technique used to obtain the data on the implementation of problem-based learning model in developing students’ critical thinking by doing the activities in learning. The result showed that the activities in problem-based learning model can be implemented in developing students’ critical thinking. This is supported by observational data from self-observation on students’ activities and responses to the implementation of problem-based learning model.</em>

Analisis Kemampuan Literasi Matematis melalui Model Pembelajaran Berbasis Masalah pada Siswa Sekolah Menengah

This research is motivated by the low mathematical literacy ability of students. One of the learning models that can develop and facilitate to improve students' mathematical literacy skills is a problem-based learning model, because with a problem-based learning model students are oriented towards real world problems and in the learning stages students report results. work done in groups. The purpose of this study was to determine: analyze the implementation of problem-based learning models for mathematical literacy skills. This study uses a qualitative research approach. The type of research used in this research is library research with the documentation method. Data was collected by collecting literature related to research variables and then classified and analyzed. Based on the results of data analysis, it can be concluded that the implementation of problem-based learning models can improve and have a positive impact on the development of high school students' mathematical literacy skills.