The Effect Of Problem Based Learning (PBL) Learning Model Using Canva Media On The Motivation And Learning Outcomes Of Class X Students In The Material Of Atomic Structure
DOI:
10.29303/cep.v8i2.9324Published:
2025-12-01Issue:
Vol. 8 No. 2 (2025): Edisi NovemberKeywords:
Problem-Based Learning, Canva, Learning Motivation, Learning Outcomes, Atomic StructureArticles
Downloads
How to Cite
Abstract
This study aims to determine the Effect of the Problem Based Learning (PBL) Learning Model Assisted by Canva Media on the Motivation and Learning Outcomes of Class X SMA Students on Atomic Structure Material. This research was conducted in the even semester of the 2024/2025 academic year at SMA Negeri 1 Percut Sei Tuan. The population in this study were all class X SMA students. The class sampling technique used in this study was purposive sampling of around 36 students who were relatively homogeneous in status. The research design used was a Pretest-posttest control group design. The instrument used was a multiple-choice test instrument related to atomic structure material. Hypothesis testing was carried out using a two-tailed t-test. The results obtained in this study indicate that there is an effect of the problem based learning model assisted by Canva media on student learning outcomes on atomic structure material. The average pretest score in the experimental class was 30.55 and the posttest in the experimental class was 84.86. This proves that there is an effect of the problem based learning model assisted by Canva media on student learning outcomes.
References
dan Prestasi Belajar Siswa di Indonesia: Kajian Meta-Analisis. Konselor, 6(4), 150–157. https://doi.org/10.24036/02017648171-0-00
Ambarita, M., Simanjuntak, H dan Yanti, F. (2023). Pengaruh Model Pembelajaran Kooperatif Tipe Team Games Tournament (TGT) pada Materi Struktur Atom dan Nanoteknologi Terhadap Motivasi dan Hasil Belajar Siswa di Kelas X SMA Negeri 2 Pematangsiantar. Journal Of Social Science Research. 3(6):9833-9846.
Ananda, R. (2017). Penggunaan MediaAudio Visual untuk Meningkatkan Hasil Belajar Pendidikan Kewarganegaraan Siswa Kelas IV SD Negeri 016 Bangkinang Kota. Jurnal Basicedu, 1(1), 21–30.
Bahri, S., Yuliana, R., & Rahmawati, A. (2022). Penggunaan metode observasi dalam penelitian pendidikan. Jurnal Penelitian Pendidikan, 39(1), 55–63. https://doi.org/10.23917/jpp.v39i1.19562
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Fauzi, A., & Fathurrohman, M. (2021). Digital media integration in PBL to improve students’ conceptual mastery. Jurnal Pendidikan Sains, 9(2), 102–111. https://doi.org/10.21580/jps.v9i2.7848
Gall, M. D., Gall, J. P., & Borg, W. R. (2015). Applying educational research. Pearson.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Ilmi, N. N., Suhardi, & Pranata, O. H. (2020). The effect of PBL assisted by digital media on students’ science learning outcomes. Jurnal Pendidikan IPA Indonesia, 9(4), 442–450. https://doi.org/10.15294/jpii.v9i4.26665
Mayer, R. E. (2021). Multimedia Learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781316941358
Meylinda, Mifta, Desy Hanisa Putri, and Eko Risdianto. 2024. “Pengaruh Model Problem Based Learning (PBL) Berbantuan Media Animasi Berbasis Canva Terhadap Hasil Belajar Fisika Di SMA.” Jurnal Penelitian Pembelajaran Fisika 15(2):196–203. doi: 10.26877/jp2f.v15i2.17871.
Ponza, P. J. R., Jampel, I. N., & Sudarma, I. K. (2018). Pengembangan Media Video Animasi pada Pembelajaran Siswa Kelas IV di Sekolah Dasar. Jurnal Edutech Undiksha, 6(1), 9–19.
Saputri, L., Rokhimawan, M., Rahmawan, S. (2023). ANALISIS LEMBAR KERJA SISWA (LKPD) TEORI ATOM BERBASIS INKUIRI TERSTRUKTUR SISWA SMA N 1 PRAMBANAN SLEMAN. J. Pend. Kim. dan Ilmu. Kim. 6(3).
Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20. https://doi.org/10.7771/1541-5015.1002
Silitonga,Pasar Maulim.2014.Statistik Teori dan Aplikasi Dalam Penelitian.Medan:Fakultas Matematika dan Ilmu Pengetahuan Alam.Universitas Negeri Medan.
Sugiharti,G dan Zen,Y. (2020). Perbedaan Hasil Belajar Siswa Dengan Model Pembelajaran Problem Based Learning (Pbl) Dan Inkuiri Terbimbing Menggunakan Media Courselab Pada Materi Struktur Atom. Jurnal Penelitian Bidang Pendidikan.26(1):1-8.
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Suttrisno, & Yulia, N. M. (2022). Teacher Competency Development in designing learning in the independent curriculum. AL-MUDARRIS:, 5(1).
Tanjung, R. E., & Faiza, D. (2019). Canva Sebagai Media Pembelajaran Pada Mata Pelajaran Dasar Listrik Dan ElektronikaRahma Elvira Tanjung 1) , Delsina Faiza 2) 1. Jurnal Vokasional Teknik Elektronika Dan Informatika, 7(2), 79–85
Tebogo Mogashoa. (2014). Applicability of Constructivist Theory in Qualitative Educational Research. American International Journal of Contemporary Research , 4(7), 51–59.
Ulfah dan Arifudin, O. (2023). Analisis Teori Taksonomi Bloom Pada Pendidikan Di Indonesia. Jurnal Al-Amar. 4(1):13-22.
Uno, H. (2011). Model Pembelajaran. Jakarta: PT Bumi Aksara
Author Biographies
Graceana Ambarita, Universitas Negeri Medan
Marham Sitorus , Program Studi Pendidikan Kimia, Universitas Negeri Medan
License
Copyright (c) 2025 Graceana Ambarita, Marham Sitorus
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Chemistry Education Practice agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Chemistry Education Practice.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
