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  • PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) PADA PEMBELAJARAN BIOLOGI DI SMA NEGERI 14 PALEMBANG | Wulandari | Jurnal Pembelajaran Biologi: Kajian Biologi dan Pembelajarannya

    PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) PADA PEMBELAJARAN BIOLOGI DI SMA NEGERI 14 PALEMBANG

    Ristiana Wulandari, Didi Jaya Santri, Djunaidah Zen

    Abstract


    PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) PADA PEMBELAJARAN BIOLOGI DI SMA NEGERI 14 PALEMBANG

     

    Ristiana Wulandari1, Didi Jaya Santri2, dan Djunaidah Zen2

     

    1. Alumni Pendidikan Biologi FKIP Universitas Sriwijaya

    2. Program Studi Pendidikan Biologi FKIP Universitas Sriwijaya

    Fakultas Keguruan dan Ilmu Pendidikan

    Universitas Sriwijaya

    email: dj_santri@unsri.ac.id

    Abstract: The research aims to study the impact to the student's activities and the learning outcomes with implementation of Problem Based Learning (PBL) learning model in Biology, of 35 students of class X SMA Negeri 14 Palembang, had been done. The results of this study indicate PBL can make students active, as shown some of activity indicator that includes student engagement, inquiry and investigation, performance, question and answer, and the presentation of its findings, with an average of 90.0%; 82.1%; 73.6%; 56.4%; 63.6%, respectively. An authentic assessment which includes participation, reports, presentations, and post-test showed a very good result with the average final score was 80.03. It can be concluded that the application of the Problem Based Learning (PBL) learning model in Biology lessons and activities can improve student learning outcomes.

     

    Key words: Problem Based Learning, biology, student activities, learning outcome

    Abstrak

    Penelitian yang bertujuan untuk mempelajari dampak kegiatan siswa dan hasil belajar dengan penerapan model pembelajaran Problem Based Learning (PBL) dalam Biologi, dari 35 siswa kelas X SMA Negeri 14 Palembang, telah dilakukan. Hasil penelitian ini menunjukkan PBL dapat membuat siswa aktif, seperti yang ditunjukkan beberapa indikator aktivitas yang meliputi keterlibatan siswa, penyelidikan dan investigasi, kinerja, tanya jawab, dan presentasi temuannya, berturut-turut dengan rata-rata 90,0%; 82,1%; 73,6%; 56,4%; 63,6%. Penilaian otentik yang meliputi partisipasi, laporan, presentasi, dan post-test menunjukkan hasil yang sangat baik dengan skor akhir rata-rata adalah 80,03. Dengan demikian dapat disimpulkan bahwa penerapan model pembelajaran Problem Based Learning (PBL) dalam pelajaran Biologi dan kegiatan dapat meningkatkan hasil belajar siswa.

    Kata kunci: Problem Based Learning, hasil belajar, Biologi, aktivitas siswa



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    DOI: https://doi.org/10.36706/fpbio.v1i1.1164

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    Editorial Address:
    Biologi Education Study Program
    Faculty of Teacher Training and Education
    Universitas Sriwijaya, Indonesia
    email: jpb@fkip.unsri.ac.id

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