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All Journal Jurnal Ilmiah Desain & Konstruksi Jurnal Biologi Tropis Ihtifaz: Journal of Islamic Economics, Finance, and Banking IJoASER (International Journal on Advanced Science, Education, and Religion) PTK: Jurnal Tindakan Kelas Jurnal Al-Qiyam Jurnal Tana Mana
Jihad, Jihad
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Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Law, Crime, Criminology & Criminal Justice Social Sciences Transportation

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Journal : Jurnal Tana Mana

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Improving Student Learning Activity Through the Application of Problem-Based Learning and Culturally Responsive Teaching Approaches Matondang, Indrawani; Non Shamdas, Gamar Binti; Jihad, Jihad
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1199

Abstract

Student engagement is a crucial indicator of the success of the learning process. Engagement is demonstrated not only through physical involvement, such as participating in discussions, asking questions, or answering questions, but also through mental engagement in understanding and reflecting on the material. However, in practice, many students still exhibit low levels of engagement, resulting in learning that tends to be one-way and suboptimal. This low engagement can result in a lack of learning motivation, weak critical thinking skills, and poor overall learning outcomes. This study aims to improve student engagement through the application of the Problem-Based Learning (PBL) model combined with the Culturally Responsive Teaching (CRT) approach. The method used was Classroom Action Research (CAR), conducted over two cycles, with students of grade X-C at SMANOR Tadulako Palu as subjects. The research instrument was an engagement observation sheet, while data analysis was descriptive to describe the level of student engagement from cycle to cycle. The results showed an increase in student engagement. In cycle I, the average student engagement rate was only 58.71%, which is considered moderate. After improvements were made to the learning process in cycle II, the engagement rate increased to 75.75%, which is considered good. This improvement occurred because the PBL model enabled students to be more active in problem-solving, while the CRT approach made learning more relevant to their cultural context. Thus, it can be concluded that the combination of PBL and CRT has proven effective in creating a contextual, collaborative, and student-centered learning environment. This model is able to increase student motivation, self-confidence, and engagement in Biology learning.
Application of Problem-Based Learning (PBL) Model to Improve Literacy Skills of Grade XA Students at SMANOR Tadulako Palu Alfadillah, Dian Husnaya; Non Shamdas, Gamar Binti; Jihad, Jihad
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1218

Abstract

IThis study aims to test the effectiveness of the Problem-Based Learning (PBL) model in improving the literacy skills and reading interest of students in class XA at SMANOR Tadulako Palu. This study used a classroom action research design conducted in two cycles involving 22 students. Data were collected through literacy tests and reading interest questionnaires, then analyzed descriptively and through ANOVA and Tukey's HSD tests. The results of the study show a significant increase in literacy skills, with the average score increasing from 38.18 in the pre-cycle to 65.91 in Cycle I and 90.91 in Cycle II (p < 0.05). In terms of reading interest, the median score increased from 44 in Cycle I to 65 in Cycle II, with a wider score range and a more even distribution. ANOVA analysis confirmed that the increase was statistically significant (p < 0.05). These findings indicate that the implementation of PBL is not only effective in strengthening students' literacy skills, but also in fostering a more equitable interest in reading across different achievement groups. Thus, PBL is recommended as an alternative learning strategy to improve literacy and motivate reading in secondary schools.
Co-Authors Alfadillah, Dian Husnaya Budiyasa, I Komang Sutrisna Diarna, Ni Putu Della Efiantari, Lina Gamar Binti Non Shamdas Imron Mawardi Matondang, Indrawani Muhammad Sanusi Non Shamdas, Gamar Binti Sandiase, I Kadek Wijaya, Devina Adelina