Application of Problem Based Learning Models on Natural Sciences to Improve Motivation and Learning Outcomes (original) (raw)
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TAMAN VOKASI
s. The objective of this research is to find: (1) increased learning motivation by applying the PBL method, and (2) increased learning outcomes by applying the PBL method. This research uses classroom action research with three cycles, each cycle consists of four phases: (1) planning; (2) action; (3) observe; and (4) reflecting. The research subjects were students of class XI TKR A totaling 26 students. Data collection techniques in research are: (2) self-assessment to measure student motivation; and (2) Tests to measure the learning outcomes. The data obtained is quantitative and processed into descriptive statistics. Data were analyzed descriptively. The research results are as follows: (1) learning motivation in the first cycle of 12.46 categorized as low, the second cycle of 14.72 categorized as high, and the third cycle of 16.76 categorized as very high, has increased by 2.26 from the first cycle to the second cycle and by 2.04 from the second cycle to the third cycle; and (2)...
Review Journal Problem Based Learning Model On Science Procces Skill Based On Learning Motivation
2020
Science process skills is one of the skills that are Slightly needed by students in elementary school. Science proccess skills it is a basic competence to develop a scientific attitude and skills in solving problems, so as to form the students' personal creative, critical and innovative. This study aimed to determine the interaction between PBL learning model on Science Process Skills in terms of motivation to learn, the formulation of the problem in this study is are there influential PBL learning model of the science process skills in terms of students' motivation in primary schools. The process of collecting data from the literature Review obtained from several research articles in a database that is associated with discussing science process skills. On the results of the analysis of several articles according to research topics are 5 articles and of all the articles there is nothing to discuss the implementation of PBL related to the science process skills in terms of mo...
International Journal of Science and Technology Education Research, 2010
Problem-based learning (PBL) is an innovative method involving problem-first learning via work in small group and independent study. With its promises, PBL is gaining popularity in higher institutions. The purpose of this study, therefore, is to compare PBL and lecture-based learning (LBL) in Senior Secondary School (SSS) students' motivation to learn science. Eight-hundred and ten (810) science SSS II students were used. Students' interest inventory (SII) was used for data collection. The Statistical Package for Social Sciences (SPSS) software (version 9.0) aided data analysis using mean (X) and standard deviation (SD). The difference between two means was calculated using t-test, and the significance level was set at alpha 0.05. The findings show that PBL enhanced students' motivation to learn Biology more than the LBL. It also proved that PBL-students, though particularly the boys, are more inclined to taking responsibility of their own learning. Thus, this study having proved that PBL is equally useful at secondary school level, it is expected that some fresh perspectives on applications of PBL on secondary school students would issue from here.
2016
Introduction: UNESCO proclaimed the importance of the capacity of life long learning. Learning motivation is one of the very important role in this regard. However, all students have not high motivation. It is influenced by the learning model applied by lecturers during learning. The purpose of this study was to analyze the comparation between conventional learning model and Problem Based Learning (PBL) to learning motivation in midwery student. Methods: This study used a quasi-experimental methods. Samples used cluster sampling technique, 90 respondent. The data collection technique for learning motivation used a questionnaire and independent t-test design. Results: There are significant comparation between conventional learning models and PBL to motivate learning with p-value = .001 with t value 17.117, df = 45. Discussion: In designing learning, institution should use a learning model that can increase learning motivation so that students active in their learning and can improve ...
This study aims to determine the effect of independent variables of learning resources and motivation to learn the results of science learning by controlling the initial ability. In addition, we also want to know whether or not the interaction between the two independent variables that affect student learning outcomes in science subjects. The method used to carry out this research is experiment. The results of the study were: 1) Science learning outcomes between students using learning modules were higher than those using textbooks after controlling initial skills. 2) There is an interaction effect between the learning source and the learning motivation on the learning outcome of IPA after controlling the initial capability. 3) For groups of students who have high learning motivation, science learning outcomes between groups of students taught with modules are higher than those of students taught by textbooks after controlling initial ability. 4) For groups of students who have low learning motivation, there is no difference in science learning outcomes between groups of students who are taught using modules or those who are taught using textbooks after controlling the initial abilities.
Jurnal Basicedu, 2020
Science learning requires direct experience in order to develop the ability to explore and understand the natural surroundings scientifically. So far in elementary school at Bukittinggi, the process of learning science only memorizes facts, principles or theories. In science learning, students are not involved in finding or applying their own ideas and they do not instill the values contained in the learning. The science learning process in classroom is not yet fully in accordance with the demands of the curriculum. The teacher provides more material in the textbook without relating it to students' daily problems that are in accordance with the material, thus causing less interesting in learning. The teacher also has not actively involved all students in learning and emphasizes learning only on students who are smarter. The purpose of this study was to increase the activity and learning outcomes of science learning by using a problem-based learning model in SDN 11 Aur Kuning Buk...
Proceedings Series on Social Sciences & Humanities
The goal of this study is to ascertain if the problem-based learning approach has improved the learning results for class VI students at SD Negeri Karangtalun 02 Cilacap. 34 students in grade 6 SD Negeri Karangtalun 02, including 16 male and 18 female students, participated in this sort of classroom action research study. The poor scientific learning outcomes in the subject of electrical circuits are what spurred this investigation. Observation, testing, and documenting were the approaches employed for data collecting. There were two cycles to this study. The findings demonstrated that using problem-based learning to teach students about basic electrical circuits might enhance their learning outcomes. Pre-cycle students' average learning achievements were just 66.07 After using the PBL model, the average value rose to 74.57 in cycle I and to 84.29 in cycle II. According to these findings, the Problem Based Learning (PBL) teaching approach may increase scientific learning outcome...
Modality Journal: International Journal of Linguistics and Literature
Problem Based Learning Model is a learning model that is intensively promoted at the University of Jambi at this time. This study aims to determine whether there is a significant effect on the learning outcomes of English study program students taught with the Problem Based Learning Model in the course of "Belajar dan Pembelajaran (Learning and Instruction). The research design used is Quasi-Experimental Research. This design involves two groups: one as the control group and one as the experimental group. The data obtained from this research is processed by calculating the gain or difference between the pretest and post-test scores. For time efficiency, data were analyzed using the SPSS (Statistical Product and Service Solution) program for Windows version 24. Because of the Asymp value. Sig. (2-tailed) 0.381, which means greater than 0.025, it can be decided that H0 is accepted. So it can be concluded that the PBL learning model used in the experimental class is not effective ...
Ar-Raniry, International Journal of Islamic Studies, 2022
Problem Based Learning (PBL) is one method in the learning process that can be an alternative choice solution in the learning process. What and how are the planning steps and the process of implementing the PBL method in increasing student motivation in class XI IPS 2 SMA Negeri 1 Sampang which is the background of the problem in this study which aims to obtain concrete information and steps in the planning and implementation process. the PBL method and the acquisition of student learning scores in increasing student motivation in class XI IPS 2 SMA Negeri 1 Sampang. The research method used is a qualitative approach method. The results of this study concluded that active learning in class XI IPS 2 SMA Negeri 1 Sampang includes three aspects, namely; Cognitive skills, namely initiative, activeness, cooperation, accuracy in answering students have scores above the PP-completeness of 83%. Affective; acceptance, participation, assessment/determination of character, and organization whose percentage of completeness is above 83.33%. Psychomotor; children's movements include perception, readiness, guided movements and complex movements based on observations that show that children follow well by 78.34%.
International journal of applied research, 2021
The learning process does not only emphasize aspects of remembering knowledge and understanding, but also aspects of application, analysis, evaluation and creativity. This is important because students can train thinking and problem solving as well as the application of concepts in everyday life. Therefore, a model is needed in learning, but in reality teachers are lacking in developing learning models that improve critical thinking and problem solving skills so that learning tends to focus on teacher. This has an impact on the achievement of student learning outcomes. This is evidenced by the number of 33 students only 9 students who succeeded and 24 students have not reached the minimum standard of learning criteria. It is necessary to apply learning that is able to create an active learning atmosphere for students, foster collaboration between students, and train thinking skills so that they can solve problems. The research objectives are to improve critical thinking skills through the use of Problem Based Learning Models, and to improve science learning outcomes for fourth grade students of SDN Inpres Walehunian Sagerat. The method used in this study is a classroom action research method and is designed in two cycles. The results of the study found that (1) through the application of a problem based learning model in science learning the material properties of light can improve critical thinking skills; (2) through the application of the problem based learning model, it can improve the science learning outcomes of students in the SD Inpres Sagerat class. Suggestions for fourth grade teachers can use problem based learning models in science learning, so that learning becomes more fun and meaningful and students are expected to always be active, creative, think critically, work together in groups and respect each other.