PENGARUH PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) TERHADAP KEAKTIFAN BELAJAR PESERTA DIDIK KELAS X PADA MATA PELAJARAN PAI DI SMA NEGERI 1 BANDAR LAMPUNG

RIO, FIRMANSYAH (2026) PENGARUH PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) TERHADAP KEAKTIFAN BELAJAR PESERTA DIDIK KELAS X PADA MATA PELAJARAN PAI DI SMA NEGERI 1 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model pembelajaran Problem Based Learning (PBL) terhadap keaktifan belajar peserta didik kelas X pada mata pelajaran Pendidikan Agama Islam (PAI) di SMA Negeri 1 Bandar Lampung. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experimental, yang melibatkan dua kelompok penelitian, yaitu kelompok eksperimen yang menerapkan model Problem Based Learning dan kelompok kontrol yang menggunakan model pembelajaran tradisional. Penentuan sampel dilakukan melalui teknik cluster random sampling. Instrumen pengumpulan data berupa kuesioner keaktifan belajar peserta didik yang mencakup indikator partisipasi dalam pembelajaran, keberanian bertanya, keberanian mengemukakan pendapat, perhatian dan konsentrasi selama proses pembelajaran, serta keterlibatan dalam tugas dan diskusi kelompok. Data dianalisis menggunakan statistik deskriptif dan inferensial, dengan tahapan uji normalitas, uji homogenitas varians, serta uji beda menggunakan independent sample t-test. Hasil penelitian menunjukkan bahwa data keaktifan belajar peserta didik berdistribusi normal dan homogen. Uji perbedaan rata-rata menunjukkan adanya perbedaan yang signifikan antara keaktifan belajar peserta didik pada kelompok eksperimen dan kelompok kontrol, dengan nilai signifikansi < 0,05. Rata-rata keaktifan belajar peserta didik pada kelas eksperimen (M = 53,72) lebih tinggi dibandingkan kelas kontrol (M = 49,09). Temuan ini menunjukkan bahwa penerapan model Problem Based Learning berpengaruh signifikan dalam meningkatkan keaktifan belajar peserta didik. Model Problem Based Learning mampu mendorong keterlibatan aktif peserta didik melalui kegiatan pemecahan masalah, diskusi, dan kerja kelompok, sehingga menciptakan pembelajaran Pendidikan Agama Islam yang lebih partisipatif, kontekstual, dan bermakna. ABSTRACT This study aims to examine the effect of implementing the Problem-Based Learning (PBL) instructional model on the learning activeness of tenth-grade students in the Islamic Religious Education (IRE) subject at SMA Negeri 1 Bandar Lampung. The study employed a quantitative approach using a quasi-experimental design, involving two research groups: an experimental group that implemented the Problem-Based Learning model and a control group that applied a traditional instructional model. The sample was selected using a cluster random sampling technique. The data collection instrument consisted of a student learning activeness questionnaire, encompassing indicators such as participation in learning activities, willingness to ask questions, confidence in expressing opinions, attention and concentration during the learning process, as well as involvement in assignments and group discussions. The data were analyzed using descriptive and inferential statistical techniques, including tests of normality, homogeneity of variance, and mean difference analysis using an independent samples t-test.The results revealed that the data on students’ learning activeness were normally distributed and homogeneous. The mean difference test indicated a statistically significant difference in learning activeness between students in the experimental group and those in the control group, with a significance value of p < 0.05. The mean learning activeness score of the experimental group (M = 53.72) was higher than that of the control group (M = 49.09). These findings demonstrate that the implementation of the Problem-Based Learning model has a significant effect on enhancing students’ learning activeness. The PBL model effectively promotes active student engagement through problem-solving activities, discussions, and collaborative group work, thereby fostering a more participatory, contextual, and meaningful learning experience in Islamic Religious Education.

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