IJIS Edu : Indonesian J.
Integr.
Sci.
Education, 5 .
2023 The Effect of Problem Based Learning Models on Student Learning Outcomes in Material Structure and Functions of Plants 1,2,3 Jelika Aulia 1 .
Suyud Abadi 2 .
Rindi Novitri Antika 3 Biology Education Study Program.
FKIP.
Palembang Muhammadiyah University Coresponding Author.
E-mail:
ump@gmail.
Received: December 20th, 2022 Accepted: January 27th, 2023 Online Published: January 31st, 2023 Abstract This study aims to determine the effect of the Problem Based Learning (PBL) model on student learning outcomes on plant structure and function material.
This research is a quasi-experimental study with a pretest-posttest control group design.
The population of this research is SMP Muhammadiyah 1 Palembang students.
The sample in this study were students of class ViA as the experimental class and ViB as the control class which were selected by purposive sampling.
The learning outcomes analyzed are cognitive learning outcomes.
Test analysis using independent sample T-test.
The results showed that there was an influence of the Problem Based Learning model on students' cognitive learning outcomes, it was known from the sig value on the t test 0.
038 <0.
Then it is supported by the average post-test score of the experimental class .
which is higher than the control class .
Keywords: Problem Based Learning.
Learning Outcomes.
Structure and Function of Plants How to cite this article :
Aulia.
Abadi.
Antika.
The Effect of Problem Based Learning Models on Student Learning Outcomes in Material Structure and Functions of Plants.
IJIS Edu : Indonesian Journal of Integrated Science Education, 5.
, 48-53.
doi:http://dx.
org/10.
29300/ijisedu.
__________________________________________________________________________________
Copyright A 2023.
Jelika Aulia.
Suyud Abadi.
Rindi Novitri Antika IJIS Edu : Indonesian J.
Integr.
Sci.
Education.
Vol 5 .
2023 page 48-53
INTRODUCTION
solve authentic problems that often occur in Education is a process in order to everyday life.
One appropriate learning model is influence students so that they are able to adapt Problem Based Learning.
According to Bern and as well as possible to their environment and Erickson (Komalasari, 2011: .
''Problem Based which will cause changes in themselves that allow Learning (PBL) is a learning strategy that involves them to function according to their competence students in solving problems by integrating in community life (Sagala, 2.
Education aims various concepts and skills from various to develop the potential of students to become This strategy includes gathering and quality human resources.
In the current 21st synthesizing information, and presenting century, the learning objectives are that students are expected to have 4C characteristics, namely:
The PBL model is learning that is carried Communication.
Collaboration.
Critical Thinking out by giving a problem to students, then asking and Problem Solving.
Creativity and Innovation.
several questions, facilitating investigations, and Learning at school does not only aim to opening dialogue.
The PBL model requires understand the material being taught, but the students to be actively involved in the learning main goal is for students to have reasoning, process, and prepares students to think critically communication, representation and problem and analytically, as well as being able to obtain solving skills (Ariawan & Nufus, 2.
and use learning resources appropriately.
With Classroom learning is one of the vehicles to the PBL model students will be skilled in solving achieve the expected abilities in the 21st century.
problems, digging up information, and working In fact, currently, the quality of education together in groups (Royani, 2.
Improving in Indonesia has not yet achieved the expected problem solving abilities is expected to improve results, the results of the 2018 PISA survey put student learning outcomes.
Indonesia in 74th place or sixth from the bottom.
The PBL model consists of five steps.
Indonesian students' reading ability with a score namely: .
student orientation to problems, a.
of 371 is in 74th position.
Mathematics ability organizing students to learn, .
guiding individual with 379 is in 73rd position, and Science ability and group investigations, .
developing and with a score of 396 is in 71st position.
presenting work, .
analyzing and evaluating the One of the factors causing the low ranking problem-solving process.
(Hosnan, 2.
of Indonesian students in PISA is their weak or Appropriate biology learning materials are high-level problem-solving abilities.
Because the studied using the PBL model, one of which is the questions tested in PISA range from level 1 to structure and function of plants.
In this material, level 6 questions.
Meanwhile, most Indonesian initially students are given problems that are often students are only familiar with level 1 and 2 found in certain plants, analyze, formulate routine questions (Inayah, 2.
This was also problems, and finally do problem solving.
expressed by Oktaviana, et al .
that the Based on the problems that have been ability to solve problems is found in the questions described, the researchers conducted a study tested by PISA.
With the low PISA results of entitled The Influence of the Problem Based Indonesian students, it can be said that the Learning Model on Student Learning Outcomes problem solving abilities of Indonesian students on Plant Structure and Function Material.
are also low.
Low learning outcomes also occur in METHOD One of them is at SMP Muhammadiyah 1 Palembang.
Based on the results of interviews The research method used is quantitative with biology teachers, it is known that students with the type of quasi-experimental research.
rarely ask questions during discussions and are This research was carried out at SMP not critical of phenomena that are often given as Muhammadiyah 1 Palembang which was a stimulus when learning.
In addition, based on conducted within a period of one month, starting the analysis of students' mid-semester results, it from August-September 2022.
The population in was found that more than 50% of students were this study were all class Vi students at SMP unable to answer questions at C4-C6 levels or Muhammadiyah 1 Palembang.
This study used 2 questions on higher order thinking.
classes, namely Class Vi A which applied the Biology learning is closely related to Problem Based Learning (PBL) learning model, everyday life, so that in learning biology, learning and Vi B as the control class.
models are needed that are able to help students http://ejournal.
id/index.
php/ijisedu 49 IJIS Edu : Indonesian J.
Integr.
Sci.
Education.
Vol 5 .
2023 page 48-53 The sampling technique in this study was to use purposive sampling.
The design used in this study was a non-equivalent control group design that used a pretest to measure students' initial abilities and a posttest to measure students' abilities after being given treatment (Sugiyono.
The following is the research design used can be seen in table 1.
Table 1 Research Design Class Pretest Treatment Postest Experiment Control The research instrument used in this study was a question to assess students' cognitive learning outcomes.
Data analysis includes, normality test homogeneity test t-test.
RESULTS AND DISCUSSION
The data obtained from the research results are test data on student learning outcomes on the structure and function of plants.
The experimental class applies the PBL model, while the control class uses the usual learning method, namely the lecture method combined with question and answer.
Before being given treatment, both classes were given a pretest first.
Based on the results of the pretest, the following data are obtained in Table 2.
Pretest Experiment and Control
Variable Pretest
Experiment
Control
Maximum
72,93
70,24
Minimum
16,39
17,12
Average 50,90 49,18 Standard
18,33
16,55
Deviation Based on the data, it was found that the mean of the two classes was almost the same, so it could be said that the two classes had equal The standard deviation of the experimental class shows a greater value than the control class, meaning that the data distribution is more diverse.
After the pre-test was carried out in both classes, then they were given different treatment between the experimental and control classes, then the post-test was carried out.
A summary of the posttest results is presented in table 3.
Table 3 Posttest Class Experiment and Control Results Variable Postest
Experiment
Control
Maximum
92,65
Minimum
69,25
46,20
Average 82,46 73,50 Standard
9,52
12,14
Deviation Based on the data, it was found that the highest and lowest scores in the experimental class were greater than the control class, with an average indicating that the control class was higher than the experimental class.
Furthermore, the standard deviation of the experimental class is lower than that of the control class.
Referring to the higher average value of the experimental class, it means that there is a large distribution of high scores in the experimental class.
Furthermore, to see the effect of the Problem Based Learning learning model on student learning outcomes, a hypothesis test was carried out using the t-test.
Before testing the hypothesis, the normality test and homogeneity test were previously carried out on the pretest and posttest data.
The normality test is carried out to find out whether the data distribution is normally distributed or not, while the homogeneity test is to test whether the two data are homogeneous.
The following is a summary of the results of data analysis in this study can be seen in table 4.
Table 4.
Results of Research Data Analysis Learning Class Normality Test .
Homogeneity Test .
t-test
Pretest
Exp
0,082 >
0,05
0,200 >
0,05
0,130 >
0,05
0,053 >
0,05
0,582 > 0,05
0,599
>0,05
0,255 > 0,05
0,038
0,05
Con Postest Exp Con Information:
Exp : Experiment class Con : Control Class 50 http://ejournal.
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php/ijisedu IJIS Edu : Indonesian J.
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Vol 5 .
2023 page 48-53 Table 4 shows a deeper analysis of the an investigation of PC damage starting with pretest scores, it can be concluded that there is no identifying symptoms of damage or certain plant significant difference in the pretest scores in the diseases, interpreting the symptoms of damage two classes .
0599 > 0.
However, in the correctly, formulating research steps and carrying posttest results there was a significant difference out research.
In this stage students will learn between the experimental and control classes about various symptoms of damage or disease in .
038 <0.
Then associated with the average plant parts.
Students must determine their own experimental value which is higher than the tools and materials used as research materials.
control class, it can be concluded that there is an Students must be able to utilize existing reference influence of the PBL model on student learning sources, so that students gain learning outcomes on the material structure and function experiences that are directly experienced.
of plants.
Learning with PBL ends with each group This is also in line with the research of presenting the results of experiments or research Anggraini.
Agus, and Anwari .
which states results so that other groups also gain new that based on classroom action research activities knowledge from other groups.
conducted at X IPA 3 SMA Negeri 1 Bulu in the This research was conducted in 2 2018/2019 academic year, it can be concluded meetings, at the second meeting, the teacher that "Implementation of the Problem Based again explained the learning objectives and Learning model can improve students' cognitive learning steps to be taken so that learning was biology learning outcomes in environmental more optimal.
To avoid passive students, the change learning materials.
In addition, in Rini's teacher encourages each group leader to always research .
, research results showed that involve his group members in every stage of problem-based learning significantly improved To encourage students who are still cognitive outcome, this can be seen from the passive in learning and presentations, the teacher increase in the post-test in the experimental appoints students in each group to be the main group compared to the control group .
presenters in the next presentation so that all Based on the results of these studies students take part in presenting experimental indicate that the use of Problem Based Learning results and all students have the opportunity to affects the learning of science on the cognitive express their thoughts.
outcomes of 7th grade at junior high school on The increase in learning outcomes using the topic of water pollution.
the PBL model is caused by the application of The application of learning with PBL in learning that begins with discourse or problems the material on the structure and function of in the worksheet as a stimulus to activate plants during the research went smoothly.
The cognitive conflict.
In addition, having LKPD can results obtained show the application of the PBL improve problem solving skills and students are model in improving learning outcomes.
The more active in the learning process with the aim study consisted of five PBL phases.
Learning of solving problems more optimally.
When the begins with the teacher explaining the purpose of learning process is carried out using the PBL implementing learning with the PBL model, model students are able to solve problems and explaining the tools needed in PBL and the can express opinions and work together in activities to be carried out by the teacher and finding information related to existing problems.
The teacher divides the class into 6 In addition, students can work hard on their own Each group is given worksheets based on initiative to be able to think so they can solve the the Problem Based Learning model with problem at hand.
problems that often occur in the student's The problems used in this study are Each group must determine for problems encountered in the real world.
Even themselves what learning tasks are needed related though individual abilities are required for each to efforts to solve the problem and also student, in the learning process in PBL students determine what equipment and materials are study in groups to understand the problems they needed in solving the problem.
In this study, the Then students study individually to obtain researcher acts as a teacher and is assisted by a additional information related to problem teacher who acts as a collaborator.
The teacher's role in PBL is as a The main role of the teacher in PBL is as a facilitator in the learning process.
With such a Students study in a group environment learning process, there is also an increase in to carry out experiments.
Each group conducts student learning outcomes.
http://ejournal.
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php/ijisedu 51 IJIS Edu : Indonesian J.
Integr.
Sci.
Education.
Vol 5 .
2023 page 48-53 The PBL model is able to provide opportunities for students to behave scientifically and meet the demands of 21st century skills.
this learning model knowledge is sought and formed by students in an effort to solve examples of problems faced by them as subjects who carry out learning activities, students do not act as passive recipients of information, but are directed to find relevant information and design solutions to existing problems so that Problem Based Learning according to Tosun & Senocak .
can create an atmosphere of metacognitive knowledge, namely students can think how to think and students can control their own cognition processes.
Orhan & Ruhan .
, stated that the PBL model had a positive impact on student academic achievement and students' attitudes towards science.
In the implementation of PBL in health schools.
PBL has a positive impact on the competence of doctors in social and cognitive dimensions (Gerald Choon Huat Koh.
Hoon Eng Khoo.
Mee Lian Wong & David Koh, 2.
In addition.
Samsudin's research .
states that the Problem Based Learning model has a significant positive effect on the process skills and cognitive learning outcomes of science students in grade IV SD in Cluster i Godean Sleman.
CONCLUSION
Based on the results of the research and discussion conducted, it can be concluded that there is an influence of the Problem Based Learning model on student learning outcomes.
This is reinforced by the average experimental value .
which is higher than the control class .
REFERENCES