Penerapan model Problem Based Learning melalui video explainer untuk meningkatkan hasil belajar kognitif dan critical thinking skill siswa pada mata pelajaran PAI: Penelitian quasi eksperimen siswa kelas XI SMAN 24 Bandung

Mikdar, Wendi (2025) Penerapan model Problem Based Learning melalui video explainer untuk meningkatkan hasil belajar kognitif dan critical thinking skill siswa pada mata pelajaran PAI: Penelitian quasi eksperimen siswa kelas XI SMAN 24 Bandung. Masters thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

INDONESIA: Di SMAN 24 Bandung telah dilakukan upaya untuk meningkatkan hasil belajar kognitif dan kemampuan critical thinking skill siswa dengan menerapkan model problem based learning melalui langkah-langkah yang sistematis sesuai dengan sintaks model tersebut, yaitu: merumuskan masalah terkait gerakan pembaharuan Islam abad 20, mengidentifikasi faktor penyebab kemunduran politik Islam, mempelajari faktor internal dan esternal kemunduran politik Islam, mengumpulkan referensi yang sesuai dengan topik, berdiskusi tentang pengaruh modernisasi dan memaparkan rekomendasi pemecahan masalah di depan kelas. Namun kenyataannya masih ditemukan siswa yang pasif dan merasa jenuh ketika proses pembelajaran. Penelitian ini bertujuan untuk 1) Mendeskripsikan penerapan model problem based learning. 2) Mendeskripsikan hasil belajar kognitif siswa melalui model problem based learning. 3) Mendeskripsikan kemampuan critical thinking skill siswa melalui model problem based learning. 4) Mendeskripsikan pengaruh penerapan model problem based learnig terhadap hasil belajar kognitif siswa. 5) Mendeskripsikan pengaruh penerapan model problem based learning terhadap kemampuan critical thinking skill siswa. Penelitian ini didasari oleh teori John Dewey yang ditulis oleh Asep Budiman dalam jurnalnya menyatakan bahwa dengan menggunakan model problem based learning dalam proses pembelajaran mampu melatih kemampuan berpikir siswa, meningkatkan hasil belajar siswa dan siswa berperan aktif dalam proses pembelajaran. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dikarenakan data-data yang digunakan berupa angka-angka untuk merepresentasikan hasil penelitian. Teknik pengumpulan data yang digunakan berupa observasi, tes dan studi dokumentasi. Hasil analisis data menunjukan bahwa 1) penerapan model problem based learning pada mata pelajaran PAI tergolong sangat baik dengan nilai 75 berada interval 64-84 artinya sangat baik. Siswa dan guru telah melakukan seluruh tahapan model dengan baik, terutama dalam merumuskan masalah dan memberikan arahan terhadap siswa mengenai orientasi masalah yang dibahas. 2) Hasil belajar kognitif siswa tergolong baik dengan rata-rata 84,2, artinya siswa sudah mulai mampu menguasai materi yang disampaikan. Namun masih terdapat beberapa siswa yang kebingungan dalam memahami materi pembelajaran. Oleh sebab itu, upaya peningkatan peningkatan mutu pembelajaran bukan hanya terfokus pada strategi pembelajaran saja tetapi perlu diperhatikan peningkatan motivasi belajar dan pemberdayaan model pembelajaran yang mendorong siswa untuk terus aktif.3) Keterampilan critical thinking skill siswa tergolong baik dengan rata-rata 85,08. siswa memiliki kemampuan menganalisis masalah yang baik, namun masih terdapat siswa yang belum maksimal dalam kemampuan tersebut maka masih perlu dilatih dalam tahapan awal berpikir kritis, yaitu mengenali dan memahami permasalahan yang sedang dibahas.4) Terdapat pengaruh positif dan signifikan dengan nilai uji paired sample T-test sig sebesar 0,000 artinya terdapat pengaruh terhadap hasil belajar siswa dan uji independen sample-t bahwa diperoleh nilai sig 2 tailed sebesar 0,00 < 0,05. maka kesimpulanya bahwa terdapat perbedaan rata-rata hasil belajar kognitif siswa antara menggunakan model problem based learning dengan metode diskusi. 5) Terdapat pengaruh positif dan signifikan dengan nilai uji paired sample T-test sig sebesar 0,000 artinya terdapat pengaruh terhadap critical thinking skil siswa dan uji independen sample-t bahwa diperoleh nilai sig 2 tailed sebesar 0,00 < 0,05 . maka kesimpulanya bahwa terdapat perbedaan rata-rata hasil belajar kognitif siswa antara menggunakan model problem based learning dengan metode diskusi. ENGLISH: At SMAN 24 Bandung, efforts have been made to improve students' cognitive learning outcomes and critical thinking skills by implementing the problem-based learning model through systematic steps in accordance with the model's syntax. These steps include: formulating problems related to the 20th-century Islamic renewal movement, identifying factors causing the decline of Islamic politics, studying internal and external factors of the decline of Islamic politics, collecting relevant references, discussing the influence of modernization, and presenting recommendations for problem-solving in front of the class. However, students still remain passive and feel bored during the learning process. This study aims to: 1) Describe the application of the problem-based learning model. 2) Describe students' cognitive learning outcomes through the problem-based learning model. 3) Describe students' critical thinking skills through the problem-based learning model. 4) Describe the effect of the problem-based learning model on students' cognitive learning outcomes. 5) Describe the effect of implementing a problem-based learning model on students' critical thinking skills. This research is based on John Dewey's theory, as written by Asep Budiman in his journal, stating that using a problem-based learning model in the learning process can train students' thinking skills, improve student learning outcomes, and enable students to play an active role in the learning process. This research used a quantitative approach with a quasi-experimental method because the data used were numerical to represent the research results. Data collection techniques used were observation, tests, and documentation studies. The results of the data analysis showed that 1) the application of the problem-based learning model in Islamic Religious Education (PAI) subjects was classified as very good, with a score of 75 in the 64-84 range, indicating very good results. Students and teachers had successfully completed all stages of the model, particularly in formulating problems and providing guidance to students regarding the orientation of the problems discussed. 2) Students' cognitive learning outcomes were classified as good, with an average score of 84.2, indicating that students had begun to master the material presented. However, some students still experienced confusion in understanding the learning material. Therefore, efforts to improve the quality of learning are not only focused on learning strategies but also need to pay attention to increasing learning motivation and empowering learning models that encourage students to continue to be active. 3) Students' critical thinking skills are classified as good with an average of 85.08. Students have good problem analyzing abilities, but there are still students who are not yet optimal in these abilities so they still need to be trained in the initial stages of critical thinking, namely recognizing and understanding the problems being discussed. 4) There is a positive and significant influence with a paired sample T-test sig value of 0.000 meaning that there is an influence on student learning outcomes and an independent sample-t test that obtained a 2-tailed sig value of 0.00 <0.05. then the conclusion is that there is a difference in the average cognitive learning outcomes of students between using the problem based learning model and the discussion method. 5) There is a positive and significant influence with a paired sample T-test sig value of 0.000 meaning that there is an influence on student critical thinking skills and an independent sample-t test that obtained a 2-tailed sig value of 0.00 <0.05. So the conclusion is that there is a difference in the average cognitive learning outcomes of students between using the problem-based learning model and the discussion method.

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