PENGARUH MODEL PROBLEM BASED LEARNING (PBL) TERHADAP PRESTASI BELAJAR IPS PESERTA DIDIK KELAS IV MIN 12 BANDAR LAMPUNG

M. NURKHOLIS, Misdianto (2023) PENGARUH MODEL PROBLEM BASED LEARNING (PBL) TERHADAP PRESTASI BELAJAR IPS PESERTA DIDIK KELAS IV MIN 12 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatar belakangi oleh kondisi peserta didik dalam mata pelajaran Ilmu Pengetahuan Sosial kelas IV di MIN 12 Bandar Lampung, dimana Prestasi belajar peserta didik dalam mengikuti pembelajaran diantaranya penerapan model pembelajaran yang bersifat monoton atau konvensional yang masih cenderung berpusat pada pendidik sehingga peserta didik kurang aktif dalam proses pembelajaran dan peserta didik enggan bertanya serta mengemukakan pendapat. Peserta didik kurang terlatih mengembangkan kemampuan berpikir dalam memecahkan masalah dan menerapkan konsep-konsep yang dipelajari disekolah ke dalam dunia nyata. Dalam hal ini peneliti berusaha mengatasi permasalahan yang dihadapi dengan menggunakan model pembelajaran problem based learning yang bertujuan untuk meningkatkan prestasi belajar peserta didik pada mata pelajaran IPS kelas IV di MIN 12 Bandar Lampung. Tujuan penelitian untuk mengetahui pengaruh model problem based learning terhadap prestasi belajar IPS perserta didik kelas IV MIN 12 Bandar lampung. Jenis penelitian ini menggunakan penelitian kuantitatif. Teknik sampling yang digunakan dalam penelitian adalah sampling jenuh. Subjek dalam penelitian ini adalah peserta didik kelas IV A dan IV B MIN 12 Bandar Lampung. Desain penelitian ini menggunakan The Non-Equivalent Control Group. Metode pengumpulan data ini menggunakan tes, dokumentasi, dan wawancara. Analisis data yang digunakan penelitian menggunakan uji t dimana, sebelum dilakukan uji t data di uji dahulu menggunakan uji prasyarat yaitu uji normalitas dan uji homogenitas. Berdasarkan hasil penelitian diketahui bahwa pembelajaran dengan menggunakan model pembelajaran problem based learning kelas eksperimen diperoleh nilai posttest rata-rata 71,8 dan pada kelas control diperoleh 70,2. Dengan demikian sig (2-tailed) ada pengaruhnya jika sig (2-tailed) 0,000 < 0,05. Jika sig (2-tailed) lebih besar maka tidak berpengaru terhadap problem based learning terhadap prestasi belajar. Jadi dapat disimpulkan terdapat perbedaan pembelajaran menggunakan model pembelajaran problem based Learning dengan model teacher centered. Kata kunci: Prestasi belajar, Ilmu Pengetahuan Sosial, Pembelajaran Problem Based Learning. iii ABSTRACT This research is motivated by the condition of students in Social Sciences subject class IV at MIN 12 Bandar Lampung, where the learning achievements of students in participating in learning include the application of learning models that are monotonous or conventional which still tend to be teacher-centered so that students are less active in the learning process and students are reluctant to ask questions and express opinions. Less trained students develop thinking skills in solving problems and applying concepts learned in school to the real world. In this case the researcher is trying to overcome the problems faced by using a problem based learning model which aims to improve student achievement in social studies class IV at MIN 12 Bandar Lampung. The aim of the study was to determine the effect of the problem-based learning model on social studies learning achievement of students in class IV MIN 12 Bandar Lampung. This type of research uses quantitative research. The sampling technique used in this research is saturated sampling. The subjects in this study were students in class IV A and IV B MIN 12 Bandar Lampung. This research design uses The Non-Equivalent Control Group. This data collection method uses tests, documentation, and interviews. Analysis of the data used in this research uses the t test where, before the t test is carried out, the data is tested first using the prerequisite test, namely the normality test and homogeneity test. Based on the research results it is known that learning using the problem based learning model of experimental class obtained an average posttest score of 71.8 and in the control class obtained 70.2. Thus sig (2-tailed) has an effect if sig (2-tailed) 0.000 < 0.05. If sig (2- tailed) is greater then it has no effect on problem based learning on learning achievement. So it can be concluded that there are differences in learning using the problem based learning model with the teacher centered model. Keywords: Learning achievement, Social Sciences, Problem Based Learning.

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