Peningkatan Aktivitas dan Hasil Belajar Biologi melalui Model Problem Based Learning (PBL) pada Materi Pencemaran Lingkungan Siswa Kelas X SMA Negeri 1 Jatisrono

Abstract

Abstrak Tujuan penelitian ini adalah untuk meningkatkan aktivitas dan hasil belajar siswa dalam pembelajaran Biologi melalui model Problem Based Learning pada siswa kelas X MIPA 3 SMA N 1 Jatisrono Tahun pembelajaran 2017/2018. Metode pengumpulan data menggunakan lembar Observasi, metode tes, dan dokumentasi. Indikator kinerja pada aktivitas individual mencapai ≥73,07% sedangkan hasil belajar siswa secara klasikal mencapai ≥ 88,46 %. Aktivitas siswa pada keterampilan (Psikomotor) di siklus I, II, dan III yaitu (38,46%,69,23%,84,61%) dan sikap (afektif) untuk siklus I, II, dan III yaitu (46,61%,61,53%,88,61%), peningkatan aktivitas siswa siklus III suadah mencapai indikator kinerja keberhasilan ≥ 73,07%. Hasil penelitian siklus I ketuntasan belajar siswa yaitu 65,38%. Pada siklus II ketuntasan belajar siswa mencapai 76, 92%. Pada siklus III ketuntasan belajar siswa 92,30%. Hasil belajar sudah memenuhi nilai KKM dan mencapai indikator kinerja keberhasilan ≥ 88,46%. Penelitian ini dapat disimpulkan bahwa penerapan model Problem Based Learning ini dapat meningkatkan aktivitas belajar siswa dan hasil belajar biologi siswa. Abstract The purpose of this research is to increase the activity and student learning outcomes in Biology learning through the model as Base Learning Program in class X MIPA 3 SMA N 1 Jatisrono in the 2017/2018. Data collection method uses observation sheet, test method, and documentation. Performance indicators on individual activities reach ≥73.07% while student learning outcomes classically reach ≥ 88.46%. Student activities on skills (Psychomotor) in cycle I, II, and III were (38.46%, 69.23%, 84.61%) and attitude (affective) for the cycle I, II, and III, namely (46.61%, 61.53%, 88.61%), increasing the activity of students in cycle III suadah achieve indicators of success performance ≥ 73.07%. The results of the study in cycle I students 'learning completeness was 65.38%. In the second cycle the completeness of student learning reached 76, 92%. In the third cycle the student's learning achievement was 92.30%. Learning outcomes have fulfilled the KKM value and achieved success performance indicators ≥ 88.46%. This study can be concluded that the application of the Problem Based Learning model can improve student learning activities and student biology learning outcomes.