PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN PRESTASI HASIL BELAJAR SISWA KELAS X PADA MATA PELAJARAN DASAR PENGUKURAN LISTRIK DI SMK NEGERI 4 BANDUNG

• Main Author: Febrianto, Rizki (Author)
• Format: Book
• Published: 2017-10-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/32870/1/S_TE_1301422_Title.pdf; http://repository.upi.edu/32870/2/S_TE_1301422_Abstract.pdf; http://repository.upi.edu/32870/3/S_TE_1301422_Table_Of_Content.pdf; http://repository.upi.edu/32870/4/S_TE_1301422_Chapter1.pdf; http://repository.upi.edu/32870/5/S_TE_1301422_Chapter2.pdf; http://repository.upi.edu/32870/6/S_TE_1301422_Chapter3.pdf; http://repository.upi.edu/32870/7/S_TE_1301422_Chapter4.pdf; http://repository.upi.edu/32870/8/S_TE_1301422_Chapter5.pdf; http://repository.upi.edu/32870/9/S_TE_1301422_Bibliography.pdf; http://repository.upi.edu/32870/10/S_TE_1301422_Appendix.pdf
• Keywords: L Education (General); T Technology (General); TK Electrical engineering. Electronics Nuclear engineering

Pengembangan model pembelajaran yang tepat pada dasarnya bertujuan untuk menciptakan kondisi pembelajaran yang memungkinkan siswa dapat belajar secara aktif dan menyenangkan sehingga siswa dapat meraih hasil belajar dan prestasi yang optimal. Penelitian ini dilakukan untuk memperoleh gambaran tentang peningikatan prestasi hasil belajar siswa dan untuk membandingkan perbedaan hasil prestasi belajar antara siswa yang menggunakan model pembelajaran problem based learning dengan siswa yang menggunakan model pembelajarn konvensional. Metode penelitian yang digunakan dalam penelitian ini adalah metode kuantitatif. Pengumpulan data dilakukan dengan menggunakan instrumen pretest-posttest, instrument afektif dan psikomotorik Pada penelitian ini dalam pengumpulan data dilakukan dengan menggunakan instrumen kognitif yaitu berupa soal pretes-posttest, serta penilaian afektif dan psikomotor yang menggunakan rubrik penilaian yang sudah di expert judgement. Hal tersebut dibuktikan pada ranah kognitif berdasarkan hasil perhitungan gain kelas eksperimen yang menggunakan model pembelajaran problem based learning meningkat rata-rata 50% dengan nilai rata-rata posttest 79,14 sedangkan kelas kontrol meningkat rata-rata 41% dengan nilai rata-rata posttest 71,43. Selain itu, Hasil belajar peserta didik pada ranah afektif dapat dibuktikan dengan perolehan nilai peserta didik pada kelas eksperimen dengan rata-rata penilaian hasil belajar afektif peserta didik sebesar 84 dengan kategori baik sedangkan kelas kontrol perolehan nilai dengan rata-rata 83 dengan kategori baik. Sedangkan hasil belajar peserta didik pada ranah psikomotor dapat dibuktikan dari perolehan rata-rata penilaian hasil belajar psikomotor peserta didik pada kelas yang menggunakan model pembelajaran Problem Based Learning sebesar 85 sedangkan, pada kelas kontrol sebesar 77. Oleh karena itu penggunaan model pembelajaran Problem Based Learning dapat dikatakan meningkatkan hasil belajar siswa pada ranah kognitif, afektif dan psikomotor;--- The development of the right learning model basically aims to create learning conditions that enable students to learn actively and fun so that students can achieve optimal learning outcomes and achievements. To be able to develop an effective learning model then each teacher must have adequate knowledge with respect to the concepts and ways of implementing the learning model in the learning process. This study was conducted to obtain a description of the achievement of student learning outcomes and to compare differences in learning achievement between students using problem-based learning model with students using conventional learning model. The research method used is quasi experimental design. This study was conducted by giving two different treatments to two groups of students. First, the experimental group got the teaching using Problem Based Learning model, secondly, the control group used the conventional learning model. In this research, the data collecting is done by using cognitive instrument that is in the form of pretest-posttest, and affective and psychomotor assessment using assessment rubric already in expert judgment. It is proved in the cognitive domain based on the results of the experimental class gain calculation using the problem-based learning model increased by an average of 50% with an average posttest value of 79.14 while the control class increased by an average of 41% with an average posttest score of 71 , 43. In addition, the learning outcomes of learners in the affective domain can be evidenced by the acquisition of the value of learners in the experimental class with the average assessment of affective learning outcomes of learners of 84 with good category while the class of control of the acquisition value with an average of 83 with good category. While the learning outcomes of students in the psychomotor domain can be evidenced from the average acquisition of psychomotor learning outcomes of learners in the classroom using Problem Based Learning model of 85 whereas, in the control class of 77. Therefore the use of Problem Based Learning model can Said to improve student learning outcomes in the realm of cognitive, affective and psychomotor.