IMPLEMENTASI PENDEKATAN PROBLEM BASED LEARNING (PBL) MENURUT TAN PADA PEMBELAJARAN KIMIA SMA DALAM KONTEKS PENCOKLATAN BUAH APEL DAN PISANG - Susilawati, Ina (2016)
Penelitian ini bertujuan untuk memperoleh gambaran nyata tentang implementasi pendekatan Problem Based Learning (PBL) menurut Tan pada pembelajaran kimia SMA dalam konteks pencoklatan buah apel dan pisang. Penelitian ini melibatkan siswa SMA kelas XI IPA semester 1 yang berjumlah 30 orang dengan menggunakan metode penelitian pre-experiment dengan one group pretest-posttest design. Penelitian ini mengungkap kemampuan guru dalam merencanakan dan melaksanakan pembelajaran, kemampuan siswa dalam menjalankan tahapan pembelajaran PBL, sikap, keterampilan dan penguasaan konsep. Hasil penelitian menunjukkan bahwa kemampuan guru dalam merencanakan dan melaksanakan PBL sangat baik. Kemampuan siswa dalam menjalankan tahapan PBL, sikap yang ditunjukkan selama pembelajaran, dan keterampilan siswa dalam menjalankan percobaan di kategorikan sangat baik. Penguasaan konsep siswa terhadap konsep dasar dan konsep terapan dalam konteks pencoklatan apel dan pisang pada pra pembelajaran dikategorikan cukup, pasca pembelajaran dikategorikan baik dengan kenaikan signifikan (23,4%). ---; The research intends to gain a real description of oncoming implementation of Problem Based Learning (PBL) by Tan on high school's chemistry learning in context of apple and banana browning. The research involved high school students of First Semester-Grade XI Science totaling 30 people by using pre-experiment research method with one group pretest-posttest design. The research revealed teacher's ability in planning and implementing of learning, students' competence in implementing of PBL phases learning , attitude, skill and concept mastery. The result of the research showed that teacher's ability in PBL planning and implementing were very good. Students' competence in implementing PBL phases, attitude which was conducted during learning, and students' skills in experiment implementing were categorized as very good. Students' concept mastery onto basic concept and applicative concept in context of apple and banana browning before learning was good enough, after learning was categorized as good with significant elevation (23,4 percent).