Penerapan Model Belajar Problem Based Learning terhadap Hasil Belajar Siswa dalam Pelajaran Ekonomi Kelas X di SMAN 1 Padangan

Abstract

Abstract

In class X Economics of SMAN 1 Padangan, this research examines the impact of the implementation of Problem Based Learning (PBL) on student learning outcomes. Students are invited to actively solve problems related to the subject matter through PBL, an approach that emphasizes the role of students. The background of this research is the need for a new method that fosters advanced thinking skills, such as analytical, creative, and critical. The research used a quasi-experimental design with Nonequivalent Control Group Design, involving 36 students from two classes - one experimental group using PBL, one control group using conventional methods. Data were collected through multiple-choice tests that had passed validity and reliability tests. The analysis showed that the implementation of PBL significantly increased learning outcomes, as evidenced by the significance of the t-test of 0.000, far below the threshold of 0.05. Students who studied with PBL achieved higher results than the control group. In addition, PBL also hones critical and creative thinking skills, because students are trained to examine, weigh, and analyze real economic problems. This increases self-confidence and interest in learning, as well as deepens understanding of concepts. The PBL model is worthy of being an alternative for economic learning, so teachers are advised to adopt this approach more often to improve the quality of education and equip students to face future challenges.

Abstrak

Pada kelas X Ekonomi SMAN 1 Padangan, riset ini menelaah dampak penerapan Problem Based Learning (PBL) terhadap capaian belajar siswa. Siswa diajak aktif menuntaskan persoalan terkait materi pelajaran melalui PBL, sebuah pendekatan yang menitikberatkan pada peran peserta didik. Latar belakang riset ini ialah perlunya metode baru yang menumbuhkan kemampuan berpikir tingkat lanjut, seperti analitis, kreatif, serta kritis.Riset memakai rancangan kuasi-eksperimen dengan Nonequivalent Control Group Design, melibatkan 36 siswa dari dua kelas-satu kelompok eksperimen menggunakan PBL, satu kelompok kontrol memakai metode konvensional. Data dikumpulkan melalui tes pilihan ganda yang telah lolos uji validitas dan reliabilitas.Analisis memperlihatkan penerapan PBL secara nyata mengatrol hasil belajar, terbukti dari signifikansi uji t sebesar 0,000, jauh di bawah ambang 0,05. Siswa yang belajar dengan PBL memperoleh hasil lebih tinggi dibanding kelompok kontrol. Selain itu, PBL turut mengasah daya pikir kritis dan kreatif, sebab siswa dilatih menelaah, menimbang, serta mengurai masalah ekonomi nyata. Hal ini menambah keyakinan diri serta minat belajar, sekaligus memperdalam pemahaman konsep. Model PBL layak dijadikan alternatif pembelajaran ekonomi, sehingga guru disarankan lebih sering mengadopsi pendekatan ini guna meningkatkan mutu pendidikan dan membekali siswa menghadapi tantangan masa depan.