Implementation of Problem Based Learning Models to Improve Learning Outcomes of Plant and Animal Cell Structures

Authors

Kusmiyati Kusmiyati , I Made Ari Wibawa , Dewi Iryani Mulyanthi

DOI:

10.29303/jpm.v19i3.6797

Published:

2024-05-25

Issue:

Vol. 19 No. 3 (2024): May 2024

Keywords:

Learning Outcomes; PBL Model; Plant and Animal Cell Structures

Articles

Downloads

How to Cite

Kusmiyati, K., Wibawa, I. M. A., & Mulyanthi, D. I. (2024). Implementation of Problem Based Learning Models to Improve Learning Outcomes of Plant and Animal Cell Structures. Jurnal Pijar Mipa, 19(3), 450–453. https://doi.org/10.29303/jpm.v19i3.6797

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Various learning problems teachers face in schools must be solved with alternative solutions supporting 21st-century learning, which develops student-centered learning and provides a problem-solving experience in the real world. The Problem-Based Learning (PBL) model was chosen as a solution, providing the broadest possible experience for students to think critically, creatively, collaboratively, and communicatively. This research aims to improve learning outcomes of plant and animal cell structures through a problem-based learning model. Data was collected in two SMAN 1 Kerambitan class XI MIPA meetings, totalling 27 people. Cognitive learning outcomes are taken at the end of the meeting, while affective and psychomotor learning outcomes are taken during the learning process. The learning results are then subjected to qualitative analysis to determine learning completeness. The scores obtained by students are compared with the minimum completeness criteria that apply in 70 schools. Cognitive learning results at the first meeting show an average score of 74 for the number of students. Twenty-four people completed it, and three did not, while at the second meeting, the average score was 82, and all students completed it. It can be concluded that implementing the PBL model can improve the learning outcomes of plant and animal cell structures.

References

Dewi, I. S., Sunariyati, S., & Neneng, L. (2016). Analisis Kendala Pelaksanaan Praktikum Biologi di SMA Negeri se-Kota Palangka Raya. EduSains, 2(1), 13–26.

Sani, R. A. (2019). Pembelajaran berbasis hots edisi revisi: higher order thinking skills (Vol. 1). Tira Smart.

Lelamula, M. D., Sasinggala, M., & Paat, M. (2022). Pengaruh Model Pembelajaran Problem Based Learning Dengan Media Berbasis Power Point di Masa Pandemi Covid 19 terhadap Hasil Belajar Siswa Pada Pembelajaran IPA Biologi di SMP. SCIENING: Science Learning Journal, 3(1), 22-27.

Wibawa, R. A. P. (2017). Penerapan problem based learning pada materi pencemaran lingkungan untuk meningkatkan kemampuan argumentasi ilmiah tertulis siswa kelas X MIPA. Biogenesis, 14(2), 29-36.

Dewina, S., Suganda, O., & Widiantie, R. (2017). Pengaruh model pembelajaran problem based learning (PBL) terhadap kemampuan menganalisis dan keterampilan berargumentasi siswa pada konsep pencemaran lingkungan di kelas X. Jurnal Pendidikan dan Biologi, 9(2), 54-65.

Nur, M. (2008). Model Pembelajaran Berdasarkan Masalah. Surabaya: Pusat Sains dan Matematika Sekolah Universitas Negeri Surabaya

Bio, P., Nurdin, M. R. T. J. P., & Liana, A. (2022). Studi Literatur Penerapan Metode Diskusi Untuk Meningkatkan Hasil Belajar Biologi Siswa Sekolah Menengah Di Indonesia. Celebes Biodiversitas: Jurnal Sains dan Pendidikan Biologi, 5(1), 27-36.

Tupen, M. L. L. (2020). Pengaruh Penggunaan Metode Diskusi Dan Demonstrasi Serta Gaya Belajar Terhadap Hasil Belajar Biologi Siswa Kelas VIII SMP Negeri 2 Larantuka Kabupaten Flores Timur. JISIP (Jurnal Ilmu Sosial dan Pendidikan), 4(3).

Mokalu, Y. B., Wowor, E. C., & Tumewu, W. A. (2022). Developing Instagram Application-Based Media To Optimize Student Learning Outcomes Of The Natural Science Education Department Unima. Soscied, 5(2), 230-237.

Azis, R., Taiyeb, A. M., & Muis, A. (2018). Pengaruh penggunaan video pembelajaran terhadap motivasi dan hasil belajar siswa pada materi sistem peredaran darah. In Prosiding Seminar Nasional Biologi Dan Pembelajarannya (pp. 461-466).

Herlina, D. M. (2017). Analisis Pelaksanaan Praktikum Biologi dan Permasalahannya di SMA Negeri Perkotaan, Daerah Berkembang dan Daerah Terpencil di Sumatera Utara. Tesis. Universitas Negeri Medan.

Sudarisman, S. (2018). Memahami Hakikat Dan Karakteristik Pembelajaran Biologi Dalam Upaya Menjawab Tantangan Abad 21 Serta Optimalisasi Implementasi Kurikulum 2013. Florea : Jurnal Biologi Dan Pembelajarannya, 2(1), 29–35. http://doi.org/10.25273/florea.v2i1.403

Haka, N. B., Suryaasih, P. A., Anggoro, B. S., & Hamid, A. (2021). Pengembangan multimedia interaktif terintegrasi nilai sains sebagai solusi peningkatan kemampuan berpikir kritis kelas XI mata pembelajaran biologi di tingkat SMA/MA. Quagga: Jurnal Pendidikan dan Biologi, 13(1), 1-13.

Falahudin, I., & Fauzi, M. (2016). Pembelajaran berbasis proyek dalam praktikum biologi terhadap keterampilan proses sains siswa SMP Muhammadiyah 6 Palembang. Bioilmi: Jurnal Pendidikan, 2(2).

Astari, W. (2017). Pengembangan keterampilan proses sains melalui metode penemuan. Jurnal Pendidikan Biologi, 6(2), 286-290.14]

Masruri. (2020). Identifikasi Tahapan Pelaksanaan Praktikum Biologi dan Alternatif Solusinya di SMA Negeri 1 Moga. Perspektif Pendidikan dan Keguruan, 11(2), 3-8.

Widiyono, A. (2020). Efektifitas Kuliah Daring (Online) pada Mahasiswa PGSD di Saat Pandemi Covid-19. Jurnal Pendidikan, 8(2), 169-177.

Agustina, P., Saputra, A., Anif, S., Rayana, A., & Probowati, A. (2021). Analisis keterampilan proses sains dan sikap ilmiah siswa kelas XI IPA SMA pada praktikum biologi. EduSains, 13(1), 1-7.

Arestu, O. O., Karyadi, B., & Ansori, I. (2018). Peningkatan kemampuan memecahkan masalah melalui lembar kegiatan peserta didik (lkpd) berbasis masalah. Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi, 2(2), 58-66.

Adinia, R., Suratno, S., & Iqbal, M. (2022). Efektivitas pembelajaran aktif berbantuan lkpd problem solving terhadap keterampilan pemecahan masalah dan penguasaan konsep biologi siswa di sekolah kawasan perkebunan kopi. Jurnal Inovasi Pembelajaran Biologi, 3(2), 64-75.

Maimufi, R., Haviz, M., Delfita, R., & Fajar, N. (2021). Validitas lembar kerja peserta didik (lkpd) berbasis model problem-based learning (pbl) pada materi sistem peredaran darah kelas XI SMA. Edusainstika: Jurnal Pembelajaran MIPA, 1(1), 49-55.

Setiawati, N. P., Karyadi, B., & Yani, A. P. (2018). Pengembangan lkpd IPA berbasis service learning untuk meningkatkan kemampuan reflective thinking siswa. Diklabio: Jurnal Pendidikan Dan Pembelajaran Biologi, 2(1), 76-85.

Nirva, N., Hala, Y., & Junda, M. (2020). Pengaruh Penggunaan Media Video Pada Pembelajaran Biologi Terhadap Motivasi, Kemandirian dan Hasil Belajar Peserta Didik Kelas XI SMA Negeri 2 Luwu (Doctoral dissertation, UNIVERSITAS NEGERI MAKASSAR).

Pratiwi, I. (2022). Penerapan model problem based learning berbantuan audio visual untuk meningkatkan kemampuan berpikir kritis dan hasil belajar siswa. Journal of Education Action Research, 6(3), 302-308.

Paat, M., Tumbel, F. M., & Mokalu, Y. B. (2022). Pengembangan Media Pembelajaran Bentuk Lagu Dengan Menggunakan Model PBL Pada Materi Klasifikasi Makhluk Hidup Di SMA Negeri 1 Motoling. SOSCIED, 5(2), 287-295.

Author Biographies

Kusmiyati Kusmiyati, Pendidikan Biologi FKIP Universitas ataram

I Made Ari Wibawa, Biology teacher at SMA Negeri 1 Kerambitan

Dewi Iryani Mulyanthi, Biology teacher at SMA Negeri 2 Mataram

License

Copyright (c) 2024 Kusmiyati Kusmiyati, I Made Ari Wibawa, Dewi Iryani Mulyanthi

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.

2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.