Penerapan Model Pembelajaran Problem Based Learning untuk Meningkatkan Hasil Belajar Pendidikan Agama Islam di SMPN 1 Kadipaten

Abstract

By applying the Problem Based Learning Learning Model in class IX B of SMPN 1 Kadipaten Tasikmalaya Regency for Islamic Religious Education subjects, this research seeks to improve student achievement results. Descriptive research techniques are used in this type of research. All students of class IX B were used as research subjects. The learning process is carried out in three cycles, each of which has four stages, namely planning, implementing, observing, and reflecting. The Problem Based Learning (PBL) paradigm and student achievement are factors in this research. In this study, observation, questionnaires, and tests were used to collect data. Observation sheets, questionnaires, and tests as research instruments. Based on research findings from cycle I, cycle II, and cycle III, the problem-based learning activity plan planned by the teacher for class IX B of SMPN 1 Kadipaten Tasikmalaya went well. Based on the research findings, it can be said that for the 2022–2023 school year, the Problem Based Learning approach can improve student achievement in Islamic Religious Education subject class IX B of SMPN 1 Kadipaten Tasikmalaya

Penerapan Model Problem Based Learning Pada Pembelajaran Tematik Muatan Bahasa Indonesia Kelas Iii Sekolah Dasar

“…Model pembelajaran berbasis masalah atau disebut dengan Problem Bleased Learning yakni serangkaian rencana pembelajaran guna keberhasilan pembelajaran yang dilaksanakan oleh seorang guru (Sari, 2019). Oleh karena itu, secara umum model Problem Based Learning merupakan aktivitas yang dilaksanakan guru dalam merealisasikan proses belajar mengajar, yang mana terdapat pembelajaran dari awal hingga tahap akhir.…”

Pembelajaran Inovatif Aswaja An-Nahdliyah dalam Mengasah Pemahaman dan Amaliyah Aqidah Asy’ariyah

“…Guru terlalu sering menggunakan metode ceramah dalam proses kegiatan pembelajaran yang hal tersebut mengakibatkan terhambatnya kemampuan peserta didik untuk memahami materi pembelajaran. demikian ini dikarenakan keterbatasan pemahaman guru terhadap materi pembelajaran yang disampaikan (Nasir et al, 2023).…”