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Pengaruh Model Pembelajaran Problem Based Learning terhadap Motivasi Belajar Siswa pada Mata Pelajaran Ips Terpadu di Kelas VIII Rian Abdul Tanib; Ardiansyah; Irina Popoi; Meyko Panigoro; Sudirman
Research Review: Jurnal Ilmiah Multidisiplin Vol. 1 No. 2 (2022): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2022 - Januari 2023)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v1i2.20

Abstract

Tujuan penelitian ini adalah untuk mengetahui Pengaruh Model Pembelajaran Problem Based Learing Terhadap Motivasi Belajar Pada Mata Pelajaran IPS Terpadu Di Kelas VIII SMP Negeri 6 Kota Gorontalo. Penelitian ini menggunakan pendekatan kuantitatif, dengan metode penelitian Surve. Jumlah populasi dalam penelitian ini sebanyak 150 Siswa dan sampel yang di gunakan dalam penelitian sebanyak 60 Siswa dengan teknik pengambilan sampel purposive sampling. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan pada model pembelajaran problem based learning terhadap motivasi belajar siswa pada mata pelajaran IPS Terpadu Kelas VIII SMP Negeri 6 Kota Gorontalo. Besaran pengaruh Model Pembelajaran Problem Based Laearning Terhadap Motivasi Belajar Siswa 63,2% sedangkan sisanya sebesar 36,8% dipengaruhi oleh variabel lain yang tidak diteliti dalam penelitian ini.
Penerapan Problem Based Learning untuk Meningkatkan Keterampilan Berpikir Kritis Siswa IPS Kelas VII Helni Laode; Radia Hafid; Ardiansyah; Meyko Panigoro; Rieriend Koniyo
Research Review: Jurnal Ilmiah Multidisiplin Vol. 5 No. 1 (2026): Research Review: Jurnal Ilmiah Multidisiplin (Februari 2026 - Juli 2026)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v5i1.350

Abstract

This study aims to improve students’ critical thinking skills through the implementation of the Problem-Based Learning (PBL) model in Social Studies for seventh-grade students at SMP Negeri 1 Suwawa. This research employed Classroom Action Research (CAR), conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The research subjects were 27 seventh-grade students, comprising 11 male and 16 female students. Data were collected through Higher-Order Thinking Skills (HOTS)-based essay tests designed according to critical thinking skill indicators aligned with the learning topics. The results of the study indicate that the implementation of the Problem-Based Learning (PBL) model effectively improves students’ critical thinking skills. This is evidenced by the increase in students’ average scores in each learning cycle. In the pre-cycle stage, the average score of students’ critical thinking skills was 64, categorized as low. After the implementation of PBL in Cycle I, the average score increased to 73, categorized as moderate. Furthermore, in Cycle II, the average score improved to 82, categorized as high. These findings demonstrate that the Problem-Based Learning model is effective in enhancing students’ critical thinking skills and encouraging more active participation in the learning process.