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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Journal of Social and Scientific Education
Burhanudin Mustofa
STAI Al-Anwar Sarang Rembang
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Efektifitas Model Problem-Based Learning (PBL) Terhadap Hasil Belajar Mahasiswa Burhanudin Mustofa
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1461

Abstract

Model problem-based learning secara empiris menyajikan berbagai masalah dalam pembelajarannya. Mengingat pentingnya hasil belajar pada tingkatan mahasiswa. Namun, model pembelajaran menarik serta memberikan dampat positif terhadap mahasiswa cukup terbatas. Penelitian ini bertujuan menganalisis model problem-based learning untuk mengukur hasil belajar mahasiswa. Pada penelitian ini menggunakan pendekatan kuantitatif dengan desain pra-eksperimen one-group pretest-posttest. Partisipan penelitian meliputi mahasiswa putra disalah satu perguruan tinggi di Kabupaten Rembang yang mengambil mata kuliah Statistika Pendidikan. Uji normalitas Shapiro Wilks untuk kedua kelompok sampel menunjukkan bahwa kedua sampel tidak berasal dari populasis yang berdistribusi normal. Sehingga pengujian hipotesis menggunakan metode statistika non-parametrik menggunakan uji Wilcoxon. Hasil analisis menunjukkan bahwa nilai Sig. sebesar 0,025 atau lebih besar dari nilai kritis 0,05. Dengan begitu dapat disimpulkan bahwa secara signifikan model problem-based learning berpengaruh hasil belajar mahasiswa. Penelitian ini menyajikan salah satu model pembelajaran yang dapat digunakan untuk mempengaruhi hasil belajar mahasiswa khususnya pada matakuliah Statistika Pendidikan. Namun, perubahan yang terjadi cenderung mengarah pada penurunan hasil belajar karena rata-rata nilai posttest lebih rendah dibandingkan rata-rata nilai pretest
The Impact of the Drill and Practice Learning Model on the Cognitive Development of Students in the Concrete Operational Stage Burhanudin Mustofa
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.695

Abstract

Addition is a fundamental arithmetic concept that is abstract for students still in the concrete operational stage of cognitive development. To address this, an appropriate instructional model was selected to facilitate student understanding; specifically, the teacher chose a "drill and practice" model to allow students to explore their grasp of addition. However, challenges arose during the process, given that the students were in a transitional phase between the preoperational and concrete operational stages. This study examines the phenomena observed in the cognitive development of students in the concrete operational stage resulting from the implementation of the drill and practice model. Data collection involved interview and classroom observation. The study yielded both positive and negative findings regarding the students' cognitive development. Implementing the "Drill and Practice" model helps teachers address student learning challenges during the early concrete operational stage through intensive practice and repetition; however, its implementation still faces obstacles, specifically a poor understanding of addition concepts, a tendency among students to rely on rote memorization, and a lack of student-to-student interaction, which lead to confusion and a classroom atmosphere that is less than conducive to learning.
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