Penerapan Model Problem Based Learning (PBL) dengan Konteks Perpisahan Sekolah pada Materi Bangun Ruang Sisi Datar

Abstract

Mathematics lessons for secondary school students in Indonesia tend to be teacher-centred. Students do not dare to argue or try so that learning occurs passively, affecting student learning outcomes. One way to improve student learning outcomes is to apply the Problem Based Learning (PBL) model. This study aims to determine learning outcomes, activities and student responses after applying PBL model using the context of school separation. This study uses mixed research carried out concurrently using a concurrent embedded strategy, namely quantitative and qualitative research. Quantitative research to determine student learning outcomes and responses. Qualitative research to determine student activities with descriptive methods. The population of this study were all Year 8 students in one of the junior high schools in Aceh Besar, Indonesia, with one class randomly selected as a sample. Data were collected by tests, observation sheets and student response questionnaires. Student learning outcomes were analyzed using t-test. The results showed that: (1) student learning outcomes using the PBL model with the context of school separation on the polyhedron can achieve minimum completeness criteria; (2) Student activities during learning using the PBL model with the context of school separation have been effective for 6 aspects, but not yet effective for 1 aspect; (3) Students give a positive response to the learning of cubes and blocks that apply the PBL model with the context of school separation. Applying the PBL model with the context of school separation on the polyhedron can affect student learning outcomes.