Application of a Resource-Based-Learning (RBL) Approach to Improving Student Learning Outcomes on the Substance of Alkaline and Soil Alkaline

Abstract

This study aims to improve student learning outcomes on the subject of Alkalis and Soil Alkalis through the application of Resource Based-Learning (RBL). The problem studied in this classroom action research (CAR) is whether applying the Resource-Based Learning (RBL) approach can improve learning outcomes for students on the subject of Alkalis and Alkaline Earths? To answer the problems above, data collection was carried out by following the CAR flow, namely planning, implementation, observation, and reflection. Alkaline and Alkaline Earth materials are learning materials that can use a variety of other learning resources to better understand them. The data collection technique used is observation and the provision of learning outcomes tests at the end of each action. The results of data processing showed that there was an increase in student learning outcomes, both in terms of the average value per cycle and the percentage of classical completeness. The average value in the first cycle was 66.68, in the second cycle it was successfully increased to 74.26 and in the third cycle, it rose again to 78.69. Regarding the classical completeness that was successfully obtained in the first cycle it reached 92.68%, in the second cycle it was successfully increased to 95.12%, and in the third cycle, the classical completeness reached 100%. Thus, based on the results of the study, it shows that Resource Based-Learning (RBL) learning can improve student learning outcomes on the subject of Alkali and Alkaline Soils.