- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals 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 this journal.
- 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).
Efektivitas Model Problem Based Learning dalam Meningkatkan Prestasi Belajar Bahasa Indonesia Siswa Kelas Tiga
DOI:
https://doi.org/10.31004/obsesi.v8i6.6404Keywords:
Problem-Based Learning, prestasi belajar, nasionalisme, pendidikan karakter, pembelajaran Bahasa IndonesiaAbstract
Penelitian ini bertujuan untuk menganalisis pengaruh implementasi model Problem-Based Learning (PBL) terhadap prestasi belajar siswa kelas III pada mata pelajaran Bahasa Indonesia, khususnya dalam membentuk sikap nasionalisme dan kepribadian bangsa. Studi quasi eksperimen ini menggunakan teknik sampling jenuh dengan 20 siswa kelas Tiga. Desain yang digunakan adalah pretest-posttest dalam satu kelompok, dengan pengumpulan data melalui tes. Sebelum uji hipotesis, dilakukan uji prasyarat seperti uji normalitas dan homogenitas. Hasil analisis menunjukkan bahwa penerapan model PBL berhasil meningkatkan prestasi belajar siswa. Kontribusi utama penelitian ini terhadap pembelajaran Bahasa Indonesia adalah menunjukkan bahwa model PBL efektif dalam meningkatkan hasil belajar, khususnya dalam pembelajaran yang berkaitan dengan sikap nasionalisme dan kepribadian bangsa. Hasil penelitian ini dapat menjadi dasar bagi guru untuk mengembangkan metode pembelajaran yang lebih menarik dan kontekstual bagi siswa, yang mendukung pembentukan karakter dan keterampilan akademik yang lebih baik.
Downloads Statistics
Download data is not yet available.
References
Abimanyu, S. (2018). Bahan Ajar Cetak Strategi Pembelajaran: Metode Pembelajaran yang Lebih Berpusat Pada Guru. Jakarta: Direktorat Jenderal Pendidikan Tinggi Departemen Pendidikan Nasional.
Aksela, M. & Haatainen, O. (2019). Project-Based Learning (Pbl) In Practise: Active Teachers’ Views Of Its’ Advantages And Challenges, Conference Paper · January 2019, 9-16. https://www.researchgate.net/publication/333868087
Almulla, M.A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning, SAGE Open, 1 (1), 1–15. https://doi.org/10.1177/2158244020938702
Anwar, Saifuddin (2001). Metode Penelitian. Yogyakarta: Pustaka Pelajar.
Arikunto, S., Suhardjono, dan Supardi, 2018. Penelitian Tindakan Kelas. Jakarta : Bumi Aksara.
Arikunto, Suharsimi (2016). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Aunurrahman (2019). Belajar dan Pembelajaran. Bandung: Alfabeta.
Bilbao, J., Varela, C., Rebollar, C., Bravo, E., & García, O. (2018). Selecting assessments for problem based learning. International Journal of Education and Learning Systems, 3 (1), 129–133.
Bumansyah, Dasim (2018). PAKEM, Pembelajaran Aktif, Kreatif, Inovatif dan Menyenangkan. Bandung: PT.Genesindo.
Cahyo, Agus N. (2018) Panduan Aplikasi Teori-Teori Belajar Mengajar Teraktual dan Terpopuler. Yogjakarta: Divapres.
Dimyati dan Mudjiyono. (2019). Belajar dan Pembelajaran. Jakarta: Rineka Cipta.
Djamarah, Syaiful Bahri (2019). Psikologi Belajar. Jakarta: Rineka Cipta.
Gómez-Pablos, V. B., del Pozo, M. M., & Muñoz-Repiso, A. G. V. (2017). Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers. Computers in Human Behavior, 68, 501–512.
Grossman, P., Kavanagh, S. S., & Dean, C. P. (2018). The turn to practice in teacher education. In P. Grossman (Ed.), Teaching core practices in teacher education. Harvard Education Press.BUKU
Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21): A frame work for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching, 23(1), 25–41.
Hung, W. (2016). All PBL Starts Here: The Problem, Interdisciplinary Journal of Problem-Based Learning, 10(2): 1-10. https://doi.org/10.7771/1541-5015.1604
Kartono, Kartini (2015). Pengantar Psikologi Umum. Bandung : Offset Alumni.
Kavanagh, S. S., & Rainey, E. (2017). Learning to support adolescent literacy: Teacher educator pedagogy and novice teacher take up in secondary English language arts teacher preparation. American Educational Research Journal, 54(5), 904–937.
Kokotsaki, D., Menzies,V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733
LaForce, M., Noble, E. & Blackwell, C. (2017). Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs, Educ. Sci. 7 (1), 92. https://doi.org/10.3390/educsci7040092
Lie, Anita (2018). Cooperative Learning: Mempraktikkan Cooperative Learning di Ruang-ruang Kelas. Jakarta: Gramedia Widiasarana Indonesia.
Mentzer, G. A., Czerniak, C. M., & Brooks, L. (2017). An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation. School Science and Mathematics, 117(1-2), 76-86. https://doi.org/10.1111/ssm.12208
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. Thousand Oaks: SAGE Publications, Inc.
Mulyasa, E. (2019). Menjadi Guru Profesional Menciptakan Pembelajaran Kreatif dan Menyenangkan. Bandung PT Remaja Rosdakarya.
Munawaroh, Isniatun. (2019). Modul 1: Konsep Dasar Ilmu Pendidikan. Jakarta: Tim Direktorat Pembinaan GTK PAUD dan Dikmas.
Nafiah, Y.N. & Suyanto, W. (2014). Penerapan Model Problem-Based Learning Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Hasil Belajar Siswa, Jurnal Pendidikan Vokasi, Vol 4, Nomor 1, Februari 2014, 125-143.
Nasution (2018). Didaktik Asas-Asas Mengajar. Jakarta: Bumi Aksara.
Nasution, S. (2017). Metode Research (Penelitian Ilmiah). Jakarta: Bumi Aksara.
Purwanto, M. Ngalim (2019). Psikologi Pendidikan. Bandung: PT. Remaja Rosdakarya.
Reisman, A., Kavanagh, S. S., Monte-Sano, C., Fogo, B., Simmons, E., & Cipparone, P. (2018). Facilitating whole-class discussions in history: A framework for preparing teacher candidates. Journal of Teacher Education, 69(3), 278–293.
Rusman (2019). Model-model Pembelajaran Mengembangkan Profesionalisme Guru. Jakara: Raja Grafindo Permai.
Sardiman, A.M. (2017). Interaksi dan Motivasi Belajar Mengajar. Jakarta : Rajawali Pers.
Schunk, Dale H. (2017). Learning Theories An Education Perspective, Diterjemahkan oleh Eva Hamdiah, Rahmat Fajar, dengan Judul Teori-Teori Pembelajaran Perspektif Pendidikan. Yogyakarta, Pustaka Pelajar.
Silva, A.B. (2016), “Action learning: lecturers, learners, and managers at the center of management education”, in Lepeley, M.T., Von Kimakovitz, V. and Bardy, R. (Eds), Human Centered Management in Executive Education: Global Imperatives, Innovation and New Directions, 1 (1), Palgrave Macmillan, London, 126-139.
Silva, A.B.D., Bispo, A.C.K.D, Rodriguez, D.G & Vasquez,F.I.F. (2018). Problem-based learning: A proposal for structuring PBL and its implications for learning among students in an undergraduate management degree program, Revista de Gestão, 25 (2), 160-177. https://doi.org/10.1108/REGE-03-2018-030
Simons, M., & Baeten, M. (2016). Student teachers’ team teaching during field experiences: An evaluation by their mentors. Mentoring & Tutoring: Partnership in Learning, 24(5), 415–440.
Sugihartono (2019). Psikologi Pendidikan. Yogyakarta: UNY Press.
Sugiyanto (2019). Model-model Pembelajaran Inovatif. Modul Pendidikan dan Pelatihan Profesi Guru (PLPG). Surakarta: Panitia Sertifikasi Guru Rayon 13.
Sugiyono (2013). Metode Penilitan Pendidikan, Bandung : Alfabeta.
Sumarni, W. Wardani, S., Sudarmin & Gupitasari, D.N. (2016). Project Based Learning (PBL) To Improve Psychomotoric Skills: A Classroom Action Research, JPII, 5 (2), 157-163.
Suparno, P. (2019). Filsafat Konstruktivisme dalam Pendidikan. Yogjakarta: Kanisius.
Suwandi, Sarwiji dan Madyo Ekosusilo, 2017. Modul Pendidikan dan Latihan Profesi Guru (PLPG): Peneltian Tindakan Kelas (PTK) dan Penulisan Karya Ilmiah. Surakarta: Panitia Sertifikasi Guru Rayon 13.
Suyatinah. (2015). Psikologi Perkembangan. Yogyakarta: FIP UNY.
Syah, Muhibbin (2019). Psikologi Belajar. Jakarta, Rineka Cipta.
Syamsidah & Suryani, H. (2018). Buku Model Problem Based Learning (PBL). Sleman: Penerbit Deepublish
Thobroni, M. (2019). Belajar dan Pembelajaran. Teori dan Praktik. Yogyakarta: Arr-Ruzz Media.
Tsybulsky, D., & Muchnik-Rozanov, Y. (2019). The development of student-teachers’ professional identity while team-teaching sci-ence classes using a project-based learning approach: A multi-level analysis. Teaching and Teacher Education, 79, 48–59.
Usman, Moch. Uzer (2019). Menjadi Guru Profesional. Bandung: PT. Remaja Rosdakarya.
Wijayanti, Restu (2019). Peningkatan Prestasi Belajar Pkn Melalui Penerapan Model Pembelajaran Problem Based Learning, Jurnal Pendidikan Guru Sekolah Dasar, Edisi 34 Tahun ke-5 2016:3227-3235.
Yeh, E.H.J. & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning, Science Direct: Health Professions Education 2 (2016) 75–79. http://dx.doi.org/10.1016/j.hpe.2016.01.004
Downloads
Published
31-12-2024
Check Article Index
How to Cite
Martini, M., & Purbarini, S. (2024). Efektivitas Model Problem Based Learning dalam Meningkatkan Prestasi Belajar Bahasa Indonesia Siswa Kelas Tiga. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 8(6), 2121–2132. https://doi.org/10.31004/obsesi.v8i6.6404
Issue
Section
Articles
