Pengaruh model Problem Based Intructiion (PBI) terhadap hasil belajar siswa pada materi sel hewan dan sel tumbuhan

Hasanah, Ziyan (2025) Pengaruh model Problem Based Intructiion (PBI) terhadap hasil belajar siswa pada materi sel hewan dan sel tumbuhan. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

INDONESIA: Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar kognitif siswa pada materi sel hewan dan sel tumbuhan dengan persentase ketuntasan hanya 45% yang belum mencapai Kriteria Ketuntasan Minimal (KKM). Tujuan penelitian untuk menganalisis pengaruh model pembelajaran Problem Based Intruction (PBI) terhadap hasil belajar kognitif siswa pada materi sel. Metode yang digunakan adalah quasi experiment dengan nonequivalent control group design yang diterapkan pada dua kelas VIII-A dan VIII-B dengan subjek sebanyak 62 siswa. Hasil penelitian menunjukkan keterlaksanaan aktivitas pembelajaran memperoleh kriteria sangat baik. Hasil belajar kognitif siswa menggunakan model PBI memperoleh nilai rata-rata posttest sebesar 84,35, sedangkan kelas kontrol sebesar 78,97. Peningkatan hasil belajar kognitif siswa mendapatkan nilai rata-rata N-Gain pada kelas eksperimen 0,73 dengan kategori tinggi, sedangkan kelas kontrol mendapatkan nilai N-Gain sebesar 0,66 dengan kategori sedang. Hasil uji hipotesis menggunakan uji mann-whitney diperoleh nilai sig = 0,000 < 0,05 maka H0 ditolak dan H1 diterima. Rata-rata persentase respon siswa terhadap pembelajaran menggunakan model PBI sebesar 92% dengan kategori kuat. Kesimpulan penelitian menunjukkan bahwa model PBI berpengaruh positif dan signifikan terhadap hasil belajar kognitif siswa pada materi sel hewan dan sel tumbuhan. ENGLISH: This study was motivated by the low cognitive learning outcomes of students in animal and plant cell material, with a completion rate of only 45%, which did not meet the Minimum Completion Criteria (KKM). The purpose of this study was to analyze the effect of the Problem-Based Instruction (PBI) learning model on students' cognitive learning outcomes in cell material. The method used was a quasi-experiment with a nonequivalent control group design applied to two classes, VIII-A and VIII-B, with a total of 62 students. The results of the study showed that the implementation of learning activities met the criteria for very good. Students' cognitive learning outcomes using the PBI model achieved an average posttest score of 84.35, while the control class achieved 78.97. The improvement in students' cognitive learning outcomes achieved an average N-Gain score of 0.73 in the experimental class, categorized as high, while the control class achieved an N-Gain score of 0.66, categorized as moderate. The hypothesis test using the Mann-Whitney test yielded a sig value of 0.000 < 0.05, thus rejecting H0 and accepting H1. The average percentage of student responses to learning using the PBI model was 92%, categorized as strong. The research conclusion indicates that the Problem-Based Instruction (PBI) model has a positive and significant effect on students' cognitive learning outcomes in animal cell and plant cell material.

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