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All Journal CARONG: Jurnal Pendidikan, Sosial dan Humaniora Circular : Jurnal Pendidikan Sosial Dan Ekonomi
Sofyan Saori
Universitas Hamzanwadi
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Tantangan Dan Strategi Guru Dalam Mengimplementasikan Model Pembelajaran Problem Based Learning (Study Kasus Pembelajaran Di Kelas XII Muallimat Nwdi  Kelayu) Farhana Muhammad; Nadila Afriliana; Nuruzziadatul Jalilah; Sofyan Saori; M. Adnan Hidayat
CIRCULAR: Jurnal Pendidikan Sosial dan Ekonomi Vol. 3 No. 2 (2025): CIRCULAR: Jurnal Pendidikan Sosial dan Ekonomi
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/circular.v3i2.373

Abstract

This study aims to analyze the challenges faced by teachers and the strategies used in implementing the Problem Based Learning (PBL) model in teaching and learning activities in class XII Mu’allimat NWDI Kelayu. PBL has long been seen as a learning approach capable of encouraging critical thinking skills, independent learning, and students' problem-solving abilities. However, its implementation in schools still faces various obstacles, both in terms of planning, implementation, and evaluation of learning. This study used a qualitative approach with a case study type. Data were collected through learning observations, in-depth interviews with teachers, and documentation of learning tools. The results showed that the main challenges included limited time to implement all stages of PBL, low initial student readiness in understanding problems, diversity of student abilities in group work, and limited media and learning support references. Nevertheless, teachers implemented a number of adaptive strategies such as simplifying problem scenarios, providing scaffolding, combining PBL with interactive lectures, and optimizing time management and group dynamics. These findings confirm that the success of PBL implementation is greatly influenced by teachers' creativity, flexibility, and ability to adapt the learning approach to classroom conditions. This study recommends the need to strengthen teacher competencies in problem design and discussion-based classroom management to increase the effectiveness of PBL implementation.
Pengaruh Problem Based Learning (PBL) Berbasis Wordwall, Kahoot, dan Wayground Pada Mata Pelajaran Ekonomi Terhadap Hasil Belajar Siswa di MAS Mu’allimat NWDI Kelayu Sofyan Saori; Farhana Muhammad; Mispandi Mispandi
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 3 (2026): Juli-September, Isu dan Tantangan Kontemporer dalam Pendidikan, Ilmu Sosial, da
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/btm7cj85

Abstract

This study aims to determine whether the implementation of Problem-Based Learning (PBL) supported by Wordwall, Kahoot, and Wayground affects student learning outcomes at MAS Mu'allimat NWDI Kelayu. The study was conducted because student learning outcomes were suboptimal, a situation influenced by a teacher-centered learning process that limited opportunities for students to think critically, collaborate, and engage actively. A quantitative approach was employed using a quasi-experimental design specifically, a One-Group Pretest-Posttest Design. The sample consisted of 36 students selected via purposive sampling. Data were collected through learning outcome tests, questionnaires, observation, and documentation. Analysis involved validity, reliability, and normality tests, followed by hypothesis testing using the t-test. The results indicate that the PBL model supported by Wordwall, Kahoot, and Wayground digital media had a positive and significant impact on student learning outcomes, with validity test results showing r-calculated > r-table (0.329). Reliability testing using Cronbach’s Alpha yielded a value of 0.753; normality test significance values ​​were 0.765 and 0.389; the hypothesis test showed a significance value (2-tailed) of 0.000 (< 0.05); and the N-Gain test showed significance values ​​of 0.765 and 0.389. Beyond improving academic achievement, the model fostered student engagement, motivation, critical thinking skills, and participation during the learning process. Integrating the PBL model with interactive learning media offers an effective alternative for enhancing the quality of Economics instruction at MAS Mu’allimat NWDI Kelayu.
Co-Authors Farhana Muhammad M. Adnan Hidayat Mispandi Nadila Afriliana Nuruzziadatul Jalilah