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All Journal Journal of Teaching and Education Journal of Teaching and Education
Majenun, Majenun
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Improving Science Learning Outcomes at SMP 02 Rumbia Through Model Problem Based Learning (PBL) Majenun, Majenun
Journal of Teaching and Education Vol 1, No 1 (2022): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v1i1.1821

Abstract

This research is a classroom action research (CAR), which aims to improve the science learning outcomes of class IX students of SMPN 02 Rumbia through the Problem Based Learning (PBL) model on electrical material in human and animal nerve cells that are capable of generating electricity. Data collection was carried out using learning outcomes tests and observations. The data collected were analyzed by descriptive analysis. From the results of data analysis, the average learning outcomes of the first cycle was 74.2. In cycles II and III, the average learning outcomes were 78.3 and 85.0. From the results of this study, it can be concluded that the PBL model is able to improve science learning outcomes. 
Improving Science Learning Outcomes at SMP 02 Rumbia Through Model Problem Based Learning (PBL) Majenun, Majenun
Journal of Teaching and Education Vol 1, No 1 (2022): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v1i1.1821

Abstract

This research is a classroom action research (CAR), which aims to improve the science learning outcomes of class IX students of SMPN 02 Rumbia through the Problem Based Learning (PBL) model on electrical material in human and animal nerve cells that are capable of generating electricity. Data collection was carried out using learning outcomes tests and observations. The data collected were analyzed by descriptive analysis. From the results of data analysis, the average learning outcomes of the first cycle was 74.2. In cycles II and III, the average learning outcomes were 78.3 and 85.0. From the results of this study, it can be concluded that the PBL model is able to improve science learning outcomes. 
Improving Students’ Learning Outcomes in Science through the Implementation of Problem-Based Instruction Majenun, Majenun
Journal of Teaching and Education Vol 4, No 2 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i2.2678

Abstract

Learning outcomes in science subjects are strongly influenced by the learning strategies implemented in the classroom. However, many students still experience difficulties in understanding scientific concepts due to passive learning environments and limited student engagement. This study aims to improve students’ learning outcomes in science through the implementation of the Problem-Based Instruction (PBI) model. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were students of Grade VII at SMP Negeri 27 Rarowatu Utara during the academic year 2024/2025. Data were collected through observation, learning achievement tests, and documentation. The collected data were analyzed using descriptive quantitative and qualitative techniques. The results indicated a significant improvement in students’ learning outcomes after the implementation of the Problem-Based Instruction model. In Cycle I, students’ learning achievement showed moderate improvement, while in Cycle II, students demonstrated higher mastery of the learning material and increased active participation during the learning process. These findings indicate that Problem-Based Instruction effectively enhances students’ understanding, engagement, and critical thinking skills in science learning. Therefore, it can be concluded that the implementation of Problem-Based Instruction contributes positively to improving students’ learning outcomes and creating a more meaningful and student-centered learning environment.
Improving Students’ Learning Outcomes in Science through the Implementation of Problem-Based Instruction Majenun, Majenun
Journal of Teaching and Education Vol 4, No 2 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i2.2678

Abstract

Learning outcomes in science subjects are strongly influenced by the learning strategies implemented in the classroom. However, many students still experience difficulties in understanding scientific concepts due to passive learning environments and limited student engagement. This study aims to improve students’ learning outcomes in science through the implementation of the Problem-Based Instruction (PBI) model. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were students of Grade VII at SMP Negeri 27 Rarowatu Utara during the academic year 2024/2025. Data were collected through observation, learning achievement tests, and documentation. The collected data were analyzed using descriptive quantitative and qualitative techniques. The results indicated a significant improvement in students’ learning outcomes after the implementation of the Problem-Based Instruction model. In Cycle I, students’ learning achievement showed moderate improvement, while in Cycle II, students demonstrated higher mastery of the learning material and increased active participation during the learning process. These findings indicate that Problem-Based Instruction effectively enhances students’ understanding, engagement, and critical thinking skills in science learning. Therefore, it can be concluded that the implementation of Problem-Based Instruction contributes positively to improving students’ learning outcomes and creating a more meaningful and student-centered learning environment.
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