PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING BERBANTU ASSEMBLR EDU TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DAN KEAKTIFAN BELAJAR PESERTA DIDIK PADA MATA PELAJARAN BIOLOGI DI SMA

MEGA, ELIANA (2026) PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING BERBANTU ASSEMBLR EDU TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DAN KEAKTIFAN BELAJAR PESERTA DIDIK PADA MATA PELAJARAN BIOLOGI DI SMA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Berdasarkan hasil pra penelitian yang dilakukan di SMA Muhammadiyah 2 Bandar Lampung diperoleh hasil bahawa pembelajaran biologi masih berpusat pada guru dan belum memanfaatkan model serta media pembelajaran sehingga pemahaman konsep dan keaktifan belajar peserta didik belum optimal. Sehingga diperlukan penerapan model pembelajaran yang mampu mendorong peserta didik untuk meningkatkan pemahaman konsep dan keaktifan belajar peserta didik lebih mendalam. Penelitian ini bertujuan untuk mengetahui pengaruh model tersebut terhadap kemampuan pemahaman konsep dan keaktifan belajar peserta didik kelas XI. Metode yang digunakan yaitu Quasi Eksperimen dengan desain penelitian Pretest‑Posttest Control Group. Populasi penelitian adalah seluruh siswa kelas XI SMA Muhammadiyah 2 Bandar Lampung. Sampel diambil dengan teknik Cluster Random Sampling. Instrumen berupa tes multiple choice untuk mengukur pemahaman konsep dan lembar observasi untuk mengamati keaktifan belajar. Analisis data menggunakan uji‑t independen Hasil penelitian menunjukkan bahwa model pembelajaran Probing Prompting berbantu media Assemblr Edu berpengaruh terhadap kemampuan pemahaman konsep dan keaktifan belajar peserta didik, dibuktikan dengan uji‑t independen nilai signifikansi sebesar (Sig. 2-tailed) sebesar 0,000 karena nilai signifikansi < a 0,05, sehingga H₀ ditolak dan H₁ diterima. Hal ini berarti terdapat pengaruh model pembelajaran Probing Prompting berbantu media Assemblr Edu terhadap kemampuan pemahaman konsep dan keaktifan belajar peserta didik pada mata pelajaran Biologi kelas XI. ABSTRACT Based on the results of a preliminary study conducted at SMA Muhammadiyah 2 Bandar Lampung, it was found that biology learning remains teacher-centered and has not utilized appropriate learning models and media, resulting in suboptimal conceptual understanding and learning engagement among students. Therefore, it is necessary to implement a learning model that can encourage students to improve their conceptual understanding and deepen their learning experience. This study aims to determine the effect of the aforementioned model on students' conceptual understanding and learning engagement in Grade XI. This research employed a quasi-experimental method with a pretest-posttest control group design. The population consisted of all Grade XI students at SMA Muhammadiyah 2 Bandar Lampung. Samples were selected using cluster random sampling. The research instruments included multiple-choice tests to measure conceptual understanding and observation sheets to assess learning engagement. Data analysis was carried out using the independent t-test. The results showed that the Probing Prompting learning model assisted by Assemblr Edu media has a significant effect on students’ conceptual understanding and learning activeness. This finding is evidenced by the independent t‑test, which yielded a significance value (Sig. 2‑tailed) of 0.000. Since this value is less than the significance level < a 0,05, the null hypothesis H₀ is rejected and the alternative hypothesis H₁ is accepted. This implies that there is a significant effect of the Probing Prompting learning model assisted by Assemblr Edu media on the conceptual understanding and learning activeness of Grade XI students in Biology subject.

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