PENGARUH MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA KAHOOT TERHADAP HASIL BELAJAR DAN MOTIVASI BELAJAR SISWA PADA MATERI PEMANASAN GLOBAL

Alayya Mar’ani Farikhanifa, NIM.: 21104050036 (2025) PENGARUH MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA KAHOOT TERHADAP HASIL BELAJAR DAN MOTIVASI BELAJAR SISWA PADA MATERI PEMANASAN GLOBAL. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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	Text (PENGARUH MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA KAHOOT TERHADAP HASIL BELAJAR DAN MOTIVASI BELAJAR SISWA PADA MATERI PEMANASAN GLOBAL) 21104050036_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf Restricted to Registered users only Download (6MB) | Request a copy

Abstract

This study aims to determine the effect of the Problem Based Learning (PBL) model assisted by Kahoot on students’ learning outcomes and learning motivation in the topic of global warming in physics. The research employed a pre-experimental design with a one-group pretest-posttest model. The subjects were 36 students of class XE1 at a senior high school in Bantul Regency. The population consisted of all tenth-grade students at SMA N 1 Piyungan, with purposive sampling applied. The research instruments included multiple-choice tests to measure learning outcomes and a Likert-scale questionnaire to measure learning motivation. The instruments were validated by four experts, consisting of two physics education lecturers and two physics teachers, and were then tested on 36 students of class XIE3 at SMA N 1 Piyungan. Data analysis techniques involved calculating the mean, maximum, and minimum scores of the pretest and posttest, followed by the N-Gain test. Meanwhile, students’ motivation was analyzed by calculating the average percentage before and after the treatment. The results showed a significant improvement in students’ learning outcomes, with the average pretest score of 31.11 increasing to 76.52 in the posttest. The N-Gain score was 0.65, which falls into the moderate category. In addition, students’ learning motivation increased from the “fair” category (65%) to the “good” category (73%) after the implementation of the PBL model assisted by Kahoot. These improvements covered various indicators of both learning outcomes and motivation. The findings indicate that the PBL model assisted by Kahoot has a positive effect on improving students’ learning outcomes and motivation. This model is recommended for physics learning, as it enhances students’ active engagement and creates a more interesting, interactive, and meaningful learning environment.

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