Penerapan Model Problem Based Learning untuk Meningkatkan Hasil Belajar pada Materi Menyambut Usia Baligh
DOI:
https://doi.org/10.35719/jptpd.v3i1.120Keywords:
Hasil Belajar, Pendidikan Agama Islam dan Budi Pekerti, Penelitian Tindakan Kelas, Problem Based Learning, Classroom Action Research, Learning Outcomes, Problem-Based Learning, Islamic EducationAbstract
Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti (PAI dan BP) materi Menyambut Usia Baligh. Berdasarkan hasil observasi awal, pembelajaran masih didominasi metode konvensional sehingga peserta didik kurang aktif dalam membangun pengetahuannya. Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik melalui penerapan model Problem Based Learning (PBL). Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) dengan model Kemmis & McTaggart yang dilaksanakan dalam dua siklus, masing-masing terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 25 peserta didik kelas IV SDN 1 Sukasari Tahun Pelajaran 2024/2025. Data dikumpulkan melalui tes hasil belajar dan observasi aktivitas guru serta peserta didik, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa penerapan model PBL mampu meningkatkan hasil belajar peserta didik. Nilai rata-rata kelas meningkat dari 57 pada pra siklus menjadi 74 pada siklus I, kemudian meningkat menjadi 89 pada siklus II. Persentase ketuntasan belajar klasikal juga mengalami peningkatan dari 36% pada pra siklus menjadi 60% pada siklus I, dan mencapai 84% pada siklus II sehingga telah melampaui indikator keberhasilan penelitian sebesar 80%. Dengan demikian, penerapan model Problem Based Learning terbukti mampu meningkatkan hasil belajar peserta didik pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti materi Menyambut Usia Baligh di kelas IV SDN 1 Sukasari.
This study was motivated by the low learning outcomes of fourth-grade students in Islamic Religious Education and Character Education (PAI and BP) on the topic of Welcoming Puberty. Preliminary observations indicated that classroom instruction was still dominated by conventional teaching methods, resulting in limited student participation in constructing their own knowledge. This study aimed to improve students' learning outcomes through the implementation of the Problem-Based Learning (PBL) model. The research employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of two cycles, with each cycle including the stages of planning, action, observation, and reflection. The participants were 25 fourth-grade students of SDN 1 Sukasari during the 2024/2025 academic year. Data were collected through learning achievement tests and observations of teacher and student activities and were analyzed using descriptive quantitative and qualitative techniques. The findings revealed that the implementation of the PBL model successfully improved students' learning outcomes. The class average score increased from 57 in the pre-cycle to 74 in Cycle I and further improved to 89 in Cycle II. Likewise, classical learning mastery increased from 36% in the pre-cycle to 60% in Cycle I and reached 84% in Cycle II, exceeding the predetermined success criterion of 80%. Therefore, the Problem-Based Learning model proved effective in improving students' learning outcomes in Islamic Religious Education and Character Education on the topic of Welcoming Puberty for fourth-grade students at SDN 1 Sukasari.
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