PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) BERBANTUAN LEMBAR KERJA SISWA (LKS) UNTUK MENINGKATKAN HASIL BELAJAR SISWA DI KELAS X TPHP SMK NEGERI 2 CILAKU

• Main Author: Septi Yuliana, - (Author)
• Format: Book
• Published: 2019-01-15.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/48716/1/S_PTA_1401520_Title.pdf; http://repository.upi.edu/48716/2/S_PTA_1401520_Abstract.pdf; http://repository.upi.edu/48716/3/S_PTA_1401520_Table_of_content.pdf; http://repository.upi.edu/48716/4/S_PTA_1401520_Chapter1.pdf; http://repository.upi.edu/48716/5/S_PTA_1401520_Chapter2.pdf; http://repository.upi.edu/48716/7/S_PTA_1401520_Chapter3.pdf; http://repository.upi.edu/48716/9/S_PTA_1401520_Chapter4.pdf; http://repository.upi.edu/48716/6/S_PTA_1401520_Chapter5.pdf; http://repository.upi.edu/48716/8/S_PTA_1401520_Bibliography.pdf; http://repository.upi.edu/48716/10/S_PTA_1401520_Appendix.pdf
• Keywords: L Education (General); SB Plant culture

Proses pembelajaran pada mata pelajaran produktif di SMK Negeri 2 Cilaku yang lebih berpusat pada guru (teacher center) belum dapat meningkatkan peran dan keaktifan peserta didik ketika pembelajaran berlangsung yang menyebabkan hasil belajar peserta didik belum optimal. Salah satu model pembelajaran alternatif yang dapat digunakan pada mata pelajaran produktif adalah Problem Based Learning (PBL) dengan berbantuan LKS. Tujuan penelitian ini adalah untuk mengetahui keterlaksanaan sintak PBL berbantuan LKS dan hasil belajar peserta didik pada materi pengemasan bahan hasil panen. Penelitian dilakukan dengan metode Penelitian Tindakan Kelas (PTK) dalam 3 siklus. Setiap siklus terdiri dari perencanaan, pelaksanaan, pengamatan dan refleksi. Subjek penelitian ini adalah peserta didik kelas X TPHP 2. Hasil penelitian menunjukkan: 1) Keterlaksanaan model pembelajaran PBL berbantuan LKS terlaksana dengan baik pada setiap siklusnya, akan tetapi terdapat hambatan yaitu kelas menjadi kurang kondusif pada saat presentasi dan pembagian kelompok, 2) Ketercapaian KKM pada aspek kognitif yaitu 60% pada siklus I, 80% pada siklus II dan 93% pada siklus III, 3) penerapan model pembelajaran mampu menumbuhkan sikap kerja peserta didik (memperhatikan keselamatan kerja, kedisiplinan, keaktifan dan kreativitas serta membersihkan dan menyimpan peralatan yang sudah digunakan), 4) Hasil penelitian psikomotor peserta didik pada siklus II menunjukkan bahwa sebagian besar peserta didik memperoleh nilai sangat baik pada aspek persiapan praktikum dan aspek ketepatan waktu. Sedangkan pada aspek proses dan hasil praktikum memperoleh nilai sangat baik.; Learning process in productive subjects in SMKN 2 Cilaku's Behavior that is more teacher-centered has not been able to increase the role and activeness of students when learning takes place which causes student learning outcomes are not optimal. One alternative learning model that can be used in productive subjects is Problem Based Learning (PBL) with the help of LKS. The purpose of this study was to determine the feasibility of PBL syntax assisted by LKS and the learning outcomes of students in the material of harvesting material. The study was conducted with Classroom Action Research Method (PTK) in 3 cycles. Each cycle consists of planning, implementing, observing and reflecting. The subjects of this study were students of class X TPHP 2. The results of the research showed: 1) The implementation of PBL learning models assisted by LKS was well implemented in each cycle, but there were obstacles that the class became less conducive during presentation and group discussion, 2) KKM achievement on cognitive aspects, namely 60% in the first cycle, 80% in the second cycle and 93% in the third cycle, 3) the application of the learning model is able to foster the work attitude of students (paying attention to work safety, discipline, activity and creativity and cleaning and storing equipment that has been used), 4) The results of psychomotor research of students in the second cycle showed that most students received very good grades on aspects of practical preparation and timeliness aspects. Whereas in the aspect of process and results of the practice, the score is very good.