Penerapan Model Pembelajaran Problem Based Learning Untuk Meningkatkan Aktivitas Belajar Dan Hasil Belajar Siswa

Saragih, Rosdiana; Sitompul, Dian Novianti

doi:10.30596/jppp.v2i1.6533

Cited by 13 publications

(12 citation statements)

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“…Independent learning is a very important aspect in the world of education because if students do not have learning independence, it will be difficult to learn responsibly, including in the learning process (Dedyerianto, 2020;Palerangi et al, 2016). So, students who can self-regulate will lead to the emergence of independence from within students, and this is also supported by research which states that student independence can increase students' activities, outcomes, and learning independence (Suardana, 2012;Sugianto et al, 2020). Thus, learner Autonomy has a positive and significant effect on Independence.…”

Section: Discussionmentioning

confidence: 99%

Learner Autonomy and Agile Learner on Student Independence and Literacy

Mastini

Wayan

Japa

2022

JPAI

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There are several problems in the learning process where students are forced to do learning at home. It impacts students' reading and writing literacy which is still low. This study aims to analyze the effect of Learner Autonomy and Agile Learner on the independence and literacy of elementary school students. The type of research used is a quantitative approach with the Ex-Post Facto method. The population was 159 students, using the non-probability sampling technique so that the research sample amounted to 51 students. The data collection method used in this study was a questionnaire. The data collection instrument is in the form of a questionnaire. The data analysis technique used in this research is the quantitative analysis and inferential statistics. The results of data analysis, namely the results of the t-test, are obtained in the coefficients table, which is 3.366, so learner autonomy directly affects student independence. The results of the t-test, obtained in the coefficients table, are 30.446 so that Agile Learner does not directly affect students' metacognition awareness. The coefficients table shows 30.446 showings 0.313, so Learner Autonomy does not directly affect literacy. The coefficients table shows 0.613. So Agile Learner does not directly affect students' literacy. The coefficients table shows 1.68, so independence directly affects students' literacy. It was concluded that students' Learner Autonomy was in a low category, students' Agile Learners were in a low category, students' independence was in the high category, and students' literacy and literacy were in the high category.

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Section: Discussionmentioning

confidence: 99%

Learner Autonomy and Agile Learner on Student Independence and Literacy

Mastini

Wayan

Japa

2022

JPAI

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“…Pada proses pelatihan terlihat guru aktif dalam memecahkan permasalahan yang diberikan. Pernyataan ini senada dengan pernyataan yang menyatakan bahwa keaktifan mampu meningkatkan kualitas pembelajaran (Bali, 2020;Marpaung, 2021). Selain itu semangat yang di tonjolkan oleh guru menjadi faktor lain yang mengakbatkan terjadi peningkatan.…”

Section: Diskusiunclassified

Pelatihan Pengembangan Pembelajaran Berbasis Sains Teknologi Enjiniring Dan Matematika Untuk Guru Sekolah Dasar

Hendri

Kenedi

Suherman

et al. 2023

tano

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Pelatihan ini dilandasi oleh rendahnya kemampuan guru dalam melaksanakan proses pembelajaran berbasis teknologi dan pembelajaran berbasis STEM bagi siswa sekolah dasar. Tujuan pelatihan ini adalah untuk dapat meningkatkan keterampilan guru dalam melaksanakan proses pembelajaran berbasis teknologi dan meningkatkan keterampilan guru dalam melaksanakan pembelajaran berbasis STEM untuk siswa sekolah dasar. Kegiatan ini melibatkan 40 orang guru sekolah dasar di gugus 1 Kecamatan IV Koto Kabupaten Agam. Kegiatan ini dilaksanakan dengan memberikan pelatihan tentang proses pembelajaran berbasis teknologi dan pembelajaran berbasis STEM. Hasil kegiatan ini mendapatkan skor kemampuan guru menggunakan LMS sebesar 87,89, kemampuan guru dalam mengembangkan bahan ajar digital sebesar 86,93, kemampuan guru dalam mengembangkan penilaian berbasis teknologi sebesar 83,49, kemampuan guru dalam merancang proses pembelajaran STEM sebesar 85,79, kemampuan guru dalam melaksanakan pembelajaran berbasis STEM sebesar 87,98 dan kemampuan guru dalam melakukan penilaian pembelajaran berbasis STEM sebesar 88,98. Hal ini membuktikan bahwa guru telah mampu mengembangkan pembelajaran berbasis teknologi dan pembelajaran berbasis STEM. Implikasi penelitian ini dapat dijadikan sebagi referensi dalam mengembangkan dan meningkatkan kemampuan guru

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“…Model PBL bertujuan dalam mendukung pengembangan ketrampilan murid dalam pemecahan masalahnya, memberi peluang untuk murid dalam melakukan pembelajaran, serta memungkinkan siswa meningkatkan kemampuan berpikir dan menjadi mandiri (Saragih & Sitompul, 2021). Kelebihan model Problem Based Learning (PBL) berupa pelajaran yang dimulai dengan menerangkan dan menganalisis hasil pekerjaan murid pada kegiatan tersebut dapat mendukungnya dalam ikut aktivitas belajar secara efektif (Saragih & Sitompul, 2021).Problem Based Learning memiliki kelemahan dalam aspek tersebut, guru akan memberi pemaparan mengenai arah pembelajaran. Keperluan atau perlengkapan yang dibutuhkan maupun dorongan untuk motivasi murid dalam berperan pada setiap tahap aktivitas dalam memecahkan permasalahan (Syawaly & Hayun, 2020).…”

Section: Pendahuluanunclassified

The Effectiveness of the Problem Based Learning Model Using Lift The Flap Book Media in Post Pandemic Biology Learning

Aziza

Anas

2022

JPBN

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After the COVID-19 pandemic, changes in the environment and learning conditions are interesting to be studied and used as a means of evaluating learning. Social activity in society began to return to normal, including education. The purpose of this study is to determine the impact that post-pandemic education has on biology learning outcomes. In the study, Non equivalent control group design was used. There were 25 students in each of the two sample classes. The media for the experimental class is class XI IPA 3, which uses the Problem Based Learning Lift learning model. Instead, the control class uses conventional learning strategies XI Science 1. The written research instrument totals twenty multiple-choice questions. The T-test is performed after collection from the data. The findings show that the Lift The Flap Book media and the Problem Based Learning learning model affect students' biology learning success. Teachers can use the Problem Based Learning learning model. A learning model to improve the biology learning outcomes of its students. Teachers can more easily distribute biology learning materials by utilizing the Lift The Flap Book media so that the learning process runs smoothly and effectively

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Penerapan Model Pembelajaran Problem Based Learning Untuk Meningkatkan Aktivitas Belajar Dan Hasil Belajar Siswa

Cited by 13 publications

References 0 publications

Learner Autonomy and Agile Learner on Student Independence and Literacy

Learner Autonomy and Agile Learner on Student Independence and Literacy

Pelatihan Pengembangan Pembelajaran Berbasis Sains Teknologi Enjiniring Dan Matematika Untuk Guru Sekolah Dasar

The Effectiveness of the Problem Based Learning Model Using Lift The Flap Book Media in Post Pandemic Biology Learning

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