Jurnal Ilmu Sosial dan Pendidikan (JISIP) Vol.
8 No.
2 Maret 2024 e-ISSN : 2656-6753, p-ISSN: 2598-9944 DOI: 10.
58258/jisip.
6756/http://ejournal.
org/index.
php/JISIP/index Application of the Problem Based Learning Model Combined with Think Pair Share to Improve Conceptual Understanding and Applied Physics Learning Outcomes for Electrical Engineering Students Doni Setiawan1*.
Nina Faoziyah1.
Fahmy Ferdian Dalimarta1.
Didi Kusaeri2 Prodi Teknik Elektro.
Politeknik Muhammadiyah Tegal Article Info Article history:
Received : 04 March 2024 Published : 13 March 2024 Keywords:
Problem Based Learning Think Pair Share Understanding of Concepts Learning Outcomes Info Artikel Article history:
Diterima : 04 Maret 2024 Publis : 13 Maret 2024 Abstract This research aims to improve understanding of physics concepts and learning outcomes of Electrical Engineering students at the Politeknik Muhammadiyah Tegal by using the Problem Based Learning model combined with Think Pair Share on dynamic electrical material.
The research instruments used were lecturer and student observation sheets, worksheets and test question sheets.
In the analysis of students' conceptual understanding, an increase of 8.
58% was obtained from cycle I to cycle II.
Meanwhile, in the analysis of student learning outcomes in cycle I, the number of students who passed was 61.
76%, and in cycle II the number of students who passed The results of this research show that the application of the Problem Based Learning model combined with Think Pair Share can improve students' understanding of concepts and learning outcomes.
Abstrak Penelitian ini bertujuan untuk meningkatkan pemahaman konsep dan hasil belajar fisika mahasiswa Teknik Elektro Politeknik Muhammadiyah Tegal dengan menggunakan model Problem Based Learning dipadu dengan Think Pair Share pada materi listrik dinamis.
Instrument penelitian yang digunakan berupa lembar observasi dosen dan mahasiswa.
LKS dan lembar soal tes.
Pada analisis pemahaman konsep mahasiswa diperoleh peningkatan sebesar 8,58% dari siklus I ke siklus II.
Sedangkan pada analisis hasil belajar mahasiswa pada siklus I jumlah mahasiswa yang lulus sebanyak sebesar 61,76 %, dan pada siklus II jumlah mahasiswa yang lulus sebesar 82,35%.
Hasil penelitian ini menunjukkan bahwa penerapan model Problem Based Learning dipadu Think Pair Share dapat meningkatkan pemahan konsep dan hasil belajar mahasiswa This is an open access article under the Lisensi Creative Commons AtribusiBerbagiSerupa 4.
0 Internasional Corresponding Author:
Doni Setiawan Politeknik Muhammadiyah Tegal Email: donisukisno@gmail.
INTRODUCTION
Physics is a science that studies the nature and phenomena of nature or natural symptoms and all the interactions that occur therein.
Apart from providing knowledge to students, physics courses are a vehicle for developing thinking skills and solving problems in everyday life.
According to Sumanto et al.
science is a way of systematically finding out about nature to master knowledge, facts, concepts, principles, discovery processes, and have a scientific attitude.
Physics is a science that requires more understanding than memorization.
In learning physics, the ability to understand concepts is an absolute requirement for achieving success in learning physics.
By understanding physics concepts, all physics problems can be solved, both physics problems in everyday life and physics problems in the form of physics questions at school.
However, many students say that physics is a subject that is considered scary, especially by Electrical Engineering students.
Students think that physics is a difficult subject and not easy to study because it is difficult to understand physics concepts.
1280 | Application of the Problem Based Learning Model Combined with Think Pair Share to Improve Conceptual Understanding and Applied Physics Learning Outcomes for Electrical Engineering Students (Doni Setiawa.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 Based on the results of observations made during physics learning at the Tegal Muhammadiyah Polytechnic electrical engineering study program in October 2023, the problem that occurs in the learning process is that the majority of students are not able to understand the concepts being studied.
So far, students have thought that physics is a subject that is difficult to understand.
Students' views on physics material are identical to calculation formulas, making it difficult for students to understand applied physics concepts.
This affects student learning outcomes.
Apart from that, the learning model which is still lecturercentered makes students less active in learning.
To overcome this problem, one alternative that can be applied is to use innovative learning models which are widely applied in learning, especially in science.
One application of an innovative learning model is a combination of the Problem Based Learning (PBL) model with the Think Pair Share (TPS) method.
Problem Based Learning (PBL) combined with Think Pair Share (TPS) aims to increase students' understanding of concepts in learning which has an impact on student learning outcomes.
Problem Based Learning (PBL) According to .
, the Problem Based Learning model is learning that uses authentic problems as a learning source, so that students are trained to think at a higher level and develop personalities through problems in everyday life.
According to Nurhadi .
in com.
PBL is a learning model that uses real world problems as a context for students to learn about critical thinking and problem-solving skills, as well as gaining essential knowledge and concepts from lecture material (Putra, 2.
, states "Problem Based Learning is characterized by students working in pairs or small groups to investigate real world problems".
The formation of groups in the learning process is expected to help students to be able to solve the problems they face, and to easily acquire the knowledge and concepts they study.
The steps of the Problem Based Learning model were also put forward by .
as written in the following table.
Table 1.
Stages of Problem Based Learning Lecturer behavior Phase 1:
Lecturers convey learning objectives, describe various Provide orientation about the important logistical needs and motivate students to get problem to students involved in problem-solving activities Phase 2:
Lecturers help students define and organize learning tasks Organizing students to research related to their problems Phase 3:
Lecturers encourage students to get the right information.
Assist with independent or group carry out experiments and look for explanations and solutions Phase 4:
Lecturers assist students in planning and preparing appropriate Develop and present artifacts and artifacts, such as reports, video recordings and models and help them to convey them to others Phase 5:
Lecturers help students reflect on their investigations and the Analyze and evaluate the processes they use problem-solving process Phases Think Pair Share The Think Pair Share method is a method where the lecturer has provided learning material through short presentations in front of the class or has assigned students to read lecture material.
1281 | Application of the Problem Based Learning Model Combined with Think Pair Share to Improve Conceptual Understanding and Applied Physics Learning Outcomes for Electrical Engineering Students (Doni Setiawa.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 According to .
Think Pair Share, namely:
Stage 1: Thinking The lecturer asks questions or issues related to the lecture, then students are asked to think about the questions or issues independently for a few moments.
Stage 2: Pairing The lecturer asks students to pair up with other students to discuss what they have thought in the first stage.
Interaction at this stage is expected to be able to share answers if a question has been asked, or share ideas if a specific problem has been identified.
Usually, the lecturer gives 4-5 minutes for pairs.
Stage 3: Sharing At this stage, the lecturer asks the pairs to share with the whole class what they have This is quite effective if done by rotating pair by pair, and continuing until about a quarter of the pairs have had the opportunity to report.
Concept Understanding .
stated that understanding is the basis for students to build insight.
He also stated that understanding is an indicator of work that is ready to be criticized and reflected upon by According to Rosser .
a concept is an abstraction that represents a class of objects, events, or relationships that have the same attributes.
Concepts are internal presentations of Concepts are the basis for higher mental processes to formulate principles and Thus, a concept is the result of the thoughts of a person or group of people expressed in legal definitions and theories.
Increasing understanding of concepts can be done by linking learning material to problems that exist around students.
Learning outcomes Suprijono .
, states that learning outcomes are changes in overall behavior, not just one aspect of human potential.
states Learning outcomes are the abilities that students have after receiving their learning experience.
This learning outcome refers to the definition of learning regarding changes in behavior that are expected to occur after studentsAo study which includes patterns of behavior, values, attitudes, appreciation and skills.
RESEARCH METHOD
This type of research is Class Action Research (PTK) or (Classroom Action Research (CAR).
According to Bahri.
, classroom action research is an activity carried out to observe events in the classroom to improve practice in learning so that it is more quality in the process so that learning outcomes are good.
This research was conducted over two Classroom action research consists of 4 stages, namely .
formulating problems and planning actions, .
carrying out actions, .
making observations, .
This classroom action research was conducted at the Muhammadiyah Tegal Polytechnic.
The subjects of this research were students from the Electrical Engineering study program in the first semester of the 2023/2024 academic year with a total of 24 The data collected in the research are the implementation of the learning process, students' understanding of concepts, and student learning outcomes.
The instrument of this research is the learning process implementation sheet of Problem Based Learning combined with Think Pair Share by students and lecturers, student observation sheets, worksheets and written test question sheets at the end of each cycle.
LKS are used as supporting data for students' conceptual understanding results.
RESULTS AND DISCUSSION
Implementation of the Learning Process 1282 | Application of the Problem Based Learning Model Combined with Think Pair Share to Improve Conceptual Understanding and Applied Physics Learning Outcomes for Electrical Engineering Students (Doni Setiawa.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 Based on data analysis, the percentage of implementation of the learning process for lecturers and students has increased as in table 1 below.
Table 2.
Percentage of lecturer and student activities in Cycle I and Cycle II Activity Cycle I Cycle II Based on this table, there was an increase from the implementation of actions in cycle I to cycle II.
The implementation of actions in cycle I and cycle II were carried out face to face twice each.
Tests are given at the end of each cycle.
The increasing success rate of actions by lecturers shows that lecturers have tried to carry out learning activities in accordance with the Learning Implementation Plan (RPP).
Student learning activities also increased after participating in learning activities using the Problem Based Learning model combined with Think Pair Share.
In the implementation of cycle I, there were still several shortcomings, namely at the discussion stage, if not guided by the lecturer, students still spoke outside the lecture Many students still lack interaction with other groups because students are busy with their own groups, it is still difficult for students to have an opinion.
In the implementation of cycle II, the results obtained have increased compared to the implementation of cycle II.
In cycle II, students were more able to be conditioned during group discussions, this was because students had started to be bolder in their opinions.
The solution to the problem above is that lecturers must maximize guidance when students discuss and make time more effective so that students can focus on discussions and learning activities can be in accordance with the RPP that has been prepared.
Understanding student concepts Based on the results of the average calculation on the results of the LKS scores completed by students, in cycle II there was an increase of 8.
58% compared to cycle I as seen in table 2.
This increase shows that students' answers are more complete when discussing in groups compared to when working individually.
Table 3.
Cycle I and II LKS scores Cycle I Cycle II Based on these results, it appears that students have experienced an increase in understanding physics concepts in Dynamic Fluid material and are able to solve problems related to the surrounding environment collaboratively through the application of the PBL model combined with TPS.
The application of PBL combined with TPS can make students understand the concepts they learn through direct and real experiences that connect concepts in Natural Sciences (IPA) and real problems in everyday life collaboratively.
Learning outcomes Learning outcomes come from students' cognitive scores, measured based on the number of students whose test scores reached the KKM determined by the school, namely 75.
The results of the final test in cycle I showed that 61.
76% of students' scores had reached the KKM, while in cycle II it was 82.
The research is said to be successful if the average 1283 | Application of the Problem Based Learning Model Combined with Think Pair Share to Improve Conceptual Understanding and Applied Physics Learning Outcomes for Electrical Engineering Students (Doni Setiawa.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 number of students' scores reaching the KKM increases in each cycle.
Data on the percentage of End of Cycle Test Results can be seen in Table 3 below.
Table 4.
End of Cycle Test Results Percentage Data Student Cycle I Cycle II Value <75 .
ot finishe.
24% of 17.
65% of Score Ou 75 .
Based on the student test results data, there were 38.
24% of students who completed the KKM in cycle I, while 38.
24% of students did not complete it.
In cycle II, 82.
35% of students completed the KKM, while 17.
65% of students did not complete it.
This shows that student learning outcomes increased from cycle I to cycle II.
Siklus I Siklus II Hasil Belajar Figure 3.
End of cycle Test Improvement Chart The graph above shows the increase in student learning outcomes from cycle I to cycle II.
This is shown in the difference in percentage numbers from cycle I to cycle II of 20.
The increase in learning outcomes shown by students shows that students are able to adapt to the learning model applied.
Several obstacles were experienced at the start of this research, including students who were still less interested in participating in the learning process.
Many students do not pay attention to explanations from lecturers and students feel reluctant to work on the worksheets given by lecturers, so lecturers have to look for other initiatives to attract students' interest in taking part in the learning process.
CONCLUSION
Based on the results of the research and discussion above, it can be concluded that:
The implementation of the Problem Based Learning model combined with Think Pair Share by lecturers increased by 8.
Meanwhile, the implementation of the Problem Based Learning model combined with Think Pair Share by students increased by 17.
The application of Problem Based Learning combined with Think Pair Share can increase students' understanding of concepts in dynamic electricity material, with an increase from 1284 | Application of the Problem Based Learning Model Combined with Think Pair Share to Improve Conceptual Understanding and Applied Physics Learning Outcomes for Electrical Engineering Students (Doni Setiawa.
Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944 cycle I to cycle II of 8.
This increase indicates that students' answers are more complete when discussing in groups using the Problem model.
Based Learning combined with Think Pair Share, compared to working individually.
Based on data from student final test results, it shows an increase from the final test results from cycle I to cycle II by 20.
This increase indicates that the application of the Problem Based Learning model combined with Think Pair Share in cycle II was more implemented in accordance with the planning and reflection of learning in cycle I.
SUGGESTION
Suggestions that can be given for another research are as follows.
Lecturers are expected to be more active in monitoring the progress of observations and group discussions so that students do not talk outside the lecture material so that the focus of students' attention is focused on learning activities.
Lecturers are expected to be able to manage their time well so that learning activities can run in accordance with the RPP that has been created, especially at the stage of developing and presenting work results.
BIBLIOGRAPHY