The Effect of Implementing the Problem Based Learning Model on Student Learning Outcomes at SMA Negeri 13 Semarang on the Topic of Environmental Changes

Abstract

The quality of education is greatly influenced by innovations in the learning process. Teacher-centered learning models often cause students to be passive and lose motivation, thus requiring models that actively involve students. This study aims to analyze the effect of implementing the Problem Based Learning (PBL) model on student learning outcomes, particularly in the cognitive, affective, and psychomotor aspects, on the topic of Environmental Changes at SMA Negeri 13 Semarang. This study uses a quasi-experimental method with a nonequivalent pretest-posttest design involving two classes: the experimental class used the PBL model, while the control class used a conventional model. Learning outcome data were collected through tests, observations, and interviews, then analyzed quantitatively and descriptively. The results show a significant improvement in the learning outcomes of students in the experimental class compared to the control class, in cognitive, affective, and psychomotor aspects. The conclusion of this study is that the implementation of the PBL model affects student learning outcomes on the topic of environmental changes. This is supported by hypothesis testing, including t-tests, n-gain tests, classical learning completeness tests, and analysis of learning outcomes in affective and psychomotor aspects. The contribution of this research to science is providing empirical evidence on the effectiveness of the PBL model in learning, as well as offering innovative solutions to improve student learning outcomes comprehensively.