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All Journal Jurnal Pendidikan Sosiologi dan Humaniora Jurnal Bunga Rampai Usia Emas Pendidikan Sosiologi Bakaba: Jurnal Sejarah Kebudayaan dan Kependidikan JURNAL MUQODDIMAH : Jurnal Ilmu Sosial, Politik dan Hummaniora Pendas : Jurnah Ilmiah Pendidikan Dasar community: Pengawas Dinamika Sosial Journal on Education Jurnal Ilmiah Mandala Education (JIME) Puteri Hijau : Jurnal Pendidikan Sejarah Turast: Jurnal Penelitian dan Pengabdian Jurnal Pendidikan dan Konseling Indonesian Journal of Religion and Society Jurnal Pendidikan Ilmu Pengetahuan Sosial (JPIPS) Jurnal Ilmiah Profesi Pendidikan Science and Environmental Journals for Postgraduate LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran SOCIAL : Jurnal Inovasi Pendidikan IPS JURNAL PENDIDIKAN IPS SOSEARCH : Social Science Educational Research Jurnal Pustaka Aktiva : Pusat Akses Kajian Akuntansi, Manajemen, Investasi, dan Valuta Jurnal Pendidikan dan Pembelajaran JURNAL PENELITIAN BIDANG PENDIDIKAN Bestari: Jurnal Pendidikan dan Kebudayaan SENTRI: Jurnal Riset Ilmiah Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan QISTINA: Jurnal Multidisiplin Indonesia Mamangan Social Science Journal JURNAL PARADIGMA: Journal of Sociology Research and Education JGK (Jurnal Guru Kita) Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Journal of Educational Management Research Jurnal Bakaba : Jurnal Sejarah, Kebudayaan dan Kependidikan Journal of Innovative and Creativity Journal of Exploratory Dynamic Problems
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Journal : JURNAL PENDIDIKAN IPS

The Effect of The Problem Based Learning Model on Students' Cognitive Learning Outcomes in The Social Subject of Class VII MTSN 3 Pesisir Selatan Amanda, Amanda; Sri Rahayu; Wibi Wijaya
JURNAL PENDIDIKAN IPS Vol. 15 No. 3 (2025): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v15i3.3348

Abstract

Student-centered learning models are believed to deepen understanding and increase student engagement in learning activities. To support this, the government developed the Independent Curriculum, which provides cues to teachers in delivering material and encourages the use of various learning strategies. This study aims to examine the effect of the implementation of Problem-Based Learning (PBL) on the cognitive learning outcomes of seventh-grade students in social studies at MTsN 3 Pesisir Selatan, and to assess the extent to which PBL can increase student participation during the learning process. This quantitative research used an experimental method and purposive sampling technique. Data were obtained through observation and tests, then analyzed using normality, homogeneity, hypothesis testing, and N-Gain tests. The results showed that the PBL model had a significant effect on students' cognitive achievement. The Mann-Whitney U test showed a significant difference between the experimental and control classes, with a significance level of <0.001. The N-Gain analysis showed an increase in learning outcomes of 22% in the experimental class (categorized as quite effective) and only 6% in the control class (categorized as ineffective). These findings indicate that PBL is an innovative learning alternative that is feasible to implement, especially in social studies.