PENGARUH MODELPEMBELAJARAN PROJECT BASEDLEARNINGTERINTEGRASI PENDEKATAN SETSTERHADAPKEMAMPUANPEMECAHAN MASALAHKELASXPADAMATA PELAJARANBIOLOGI

DWI, ANGGRETA (2026) PENGARUH MODELPEMBELAJARAN PROJECT BASEDLEARNINGTERINTEGRASI PENDEKATAN SETSTERHADAPKEMAMPUANPEMECAHAN MASALAHKELASXPADAMATA PELAJARANBIOLOGI. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kemampuan Pemecahan Masalah merupakan kompetensi penting berdasarkan standar kompetensi lulusan Peraturan Menteri Pendidikan Nasional Dasar dan Menengah Republik Indonesia Nomor 10 tahun 2025. Namun, pra-penelitian menunjukkan kemampuan pemecahan masalah peserta didik masih rendah karena model pembelajaran yang diterapkan belum berfokus pada kemampuan tersebut. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Project Based Learning terintegrasi pendekatan Science Environment Technology Society (SETS) terhadap kemampuan pemecahan masalah kelas 10 pada mata pelajaran biologi. Pendekatan yang digunakan berupa kuantitatif dengan metode Quasy Experiment desain pretest-posttest control group. Teknik pengambilan sampel menggunakan cluster random sampling, diperoleh kelas X.8 sebagai kelas eksperimen dan kelas X.7 sebagai kelas kontrol. Instrumen penelitian berupa soal esai kemampuan pemecahan masalah yang telah dilakukan uji validitas, reliabilitas, tingkat kesukaran, daya pembeda. Teknik analisis data yang digunakan yaitu uji Indepent T-test, yang sebelumnya dilakukan uji normalitas dan homogenitas. Hasil penelitian menunjukkan bahwa model pembelajaran Project Based Learning terintegrasi pendekatan Science Environment Technology Society (SETS) berpengaruh terhadap kemampuan pemecahan masalah, dibuktikan dari nilai signifikansi uji t independent sbesar 0,000 < 0,05, sehingga H0 ditolak dan H1 diterima. ABSTRACT Problem-solving skills are an important competency based on the competency standards of graduates of the Regulation of the Minister of National Primary and Secondary Education of the Republic of Indonesia Number 10 of 2025. However, pre-research shows that students' problem-solving skills are still low because the applied learning model has not focused on these abilities. This study aims to determine the influence of the integrated Project Based Learning learning model of the Science Environment Technology Society (SETS) approach on class 10 problem-solving ability in biology subjects. The approach used is quantitative with the Quasy Experiment method of pretest-posttest control group design. The sampling technique used cluster random sampling, obtained class X.8 as the experimental class and class X.7 as the control class. The research instrument is in the form of essay questions on problem-solving skills that have been tested for validity, reliability, level of difficulty, and differentiating power. The data analysis technique used was the Indepent T-test, which was previously carried out for normality and homogeneity. The results of the study showed that the integrated Project Based Learning learning model of the Science Environment Technology Society (SETS) approach had an effect on problem-solving ability, as evidenced by the significance value of the independent t-test as large as 0.000 < 0.05, so that H0 was rejected and H1 was accepted.

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