PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) BERBASIS KASUS NYATA UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR BIOLOGI PADA MATERI SISTEM REPRODUKSI MANUSIA KELAS XI SMA/MA

Ashila Khansa Kamila, NIM.: 22104070027 (2026) PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) BERBASIS KASUS NYATA UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR BIOLOGI PADA MATERI SISTEM REPRODUKSI MANUSIA KELAS XI SMA/MA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

	Text (PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) BERBASIS KASUS NYATA UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR BIOLOGI PADA MATERI SISTEM REPRODUKSI MANUSIA KELAS XI SMA/MA) 22104070027_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (7MB)
	Text (PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) BERBASIS KASUS NYATA UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR BIOLOGI PADA MATERI SISTEM REPRODUKSI MANUSIA KELAS XI SMA/MA) 22104070027_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (12MB) | Request a copy

Abstract

The low levels of student engagement and learning outcomes in biology at SMA Negeri 4 Yogyakarta indicate that the use of the Direct Instruction model is less relevant for the complex and visually oriented subject matter of the human reproductive system. This study aims to determine whether the application of a real-case-based Problem-Based Learning (PBL) model on the subject of the human reproductive system can improve student engagement and learning outcomes in biology among XI grade students at SMA Negeri 4 Yogyakarta. This study is a Classroom Action Research (CAR) using the Kemmis and Taggart model, consisting of two cycles. Cycle 1 used the Direct Instruction learning model, while Cycle 2 used the Problem-Based Learning (PBL) model based on real-life cases with the human reproductive system material. Research data were obtained from student engagement observation sheets and posttest scores, photographic documentation, and field notes. The data were analyzed using effect size. The results of the study indicate that the implementation of the Problem-Based Learning (PBL) model based on real-life cases can improve student engagement and learning outcomes. The increase in student engagement was evident from the percentage of engagement observation results: in Cycle 1, the first session was 58.08% (sufficient) and the second session was 49.21% (insufficient). In Cycle 2, the first session achieved 82.09% (good) and the second session achieved 94.83% (very good). The average posttest score for Cycle 1 was 67.50 with a mastery rate of 50%, and in Cycle 2, it increased to 90.86 with a mastery rate of 93.1%. The effect size analysis showed a value of 1.8, which falls into the large effect category between Cycle 2 and Cycle 2. Therefore, it can be concluded that the application of the Problem-Based Learning (PBL) model based on real-life cases can improve the engagement and biology learning outcomes of Grade XI F4 students at SMA Negeri 4 Yogyakarta.

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