Peningkatan Aktivitas Dan Hasil Belajar Materi Bangun Ruang Sisi Datar Melalui Model Pembelajaran Problem Based Learning

Abstract

Penelitian ini bertujuan untuk meningkatan aktifitas dan hasil belajar pada siswa kelas VIII-D SMP 1 Jekulo Kudus pada mata pelajaran matematika materi bangun ruang sisi datar melalui model pembelajaran problem based learning. Subjek penelitian ini adalah siswa kelas VIII-D pada semester 2 tahun pelajaran 2017/2018 yang berjumlah 34 siswa terdiri dari 14 siswa putra dan 20 siswa putri, pembelajaran menggunakan model problem based learning (PBL). Penelitian ini dilaksanakan dalam dua siklus. Setiap siklus terdiri atas empat tahapan, yaitu perencanaan, tindakan, pengamatan, dan refleksi. Cara pengumpulan data dilakukan melalui tes, pengamatan aktifitas belajar siswa dan observasi/performansi guru saat pembelajaran berlangsung. Hasil penelitian menunjukkan bahwa pada siklus I persentase keaktifan siswa dalam proses pembelajaran sebesar 57,19% kategori cukup, rata rata hasil belajar pengetahuan siswa 73,53 dengan ketuntasan belajar klasikal 79,41%, rata-rata hasil belajar keterampilan siswa 73,38 dengan ketuntasan belajar klasikal 76,47%, dan nilai performansi guru saat pembelajaran 86,84% kategori baik. Pada siklus II persentase keaktifan siswa dalam proses pembelajaran sebesar 79,06% kategori baik, rata rata hasil belajar pengetahuan siswa 85,15 dengan ketuntasan belajar klasikal 88,24%, rata-rata hasil belajar keterampilan siswa 81,76 dengan ketuntasan belajar klasikal 85,29%, dan nilai performansi guru saat pembelajaran 91,23% kategori sangat baik. Hasil tersebut menunjukkan adanya peningkatan aktifitas dan hasil belajar dari siklus I ke siklus II. Berdasarkan hasil yang diperoleh, dapat diambil kesimpulan bahwa model pembelajaran problem based learning (PBL) dapat meningkatkan aktifitas dan hasil belajar siswa.

This study aims to improve the activities and learning outcomes of students in class VIII-D Jekulo Kudus 1 Junior High School on mathematics subjects constructing flat side space through a problem based learning learning model. The subjects of this study were students of class VIII-D in the second semester of the 2017/2018 school year, which amounted to 34 students consisting of 14 male students and 20 female students, learning using the problem based learning (PBL) model. This research was conducted in two cycles. Each cycle consists of four stages, namely planning, action, observation, and reflection. The method of data collection is done through tests, observations of student learning activities and observation / teacher performance when learning takes place. The results showed that in the first cycle the percentage of student activity in the learning process was 57.19% enough, the average learning outcomes of students' knowledge was 73.53 with classical mastery learning 79.41%, the average student learning outcomes were 73.38 with classical learning completeness is 76.47%, and the teacher's performance score during learning is 86.84% good category. In the second cycle the percentage of student activity in the learning process amounted to 79.06% good category, the average learning outcomes of student knowledge 85.15 with classical learning completeness 88.24%, the average student learning outcomes 81.76 with classical learning completeness 85 , 29%, and the value of teacher performance during learning 91.23% in the excellent category. These results indicate an increase in activities and learning outcomes from cycle I to cycle II. Based on the results obtained, it can be concluded that the problem based learning (PBL) learning model can improve student learning activities and outcomes.