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All Journal PENDIPA Journal of Science Education
Muslimah, Mar’atul
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Chemistry Education Mathematics

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Implementasi PBLTerintegrasi TaRL dan CASEL untuk Meningkatkan Peran Aktif dan Hasil Belajar Siswa pada Pembelajaran IPA Mahardika, Nur Istiqlaliyah; Muslimah, Mar’atul; Nurita, Tutut
PendIPA Journal of Science Education Vol 8 No 2 (2024): June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.8.2.114-120

Abstract

This classroom action research aimed to improve students' activities and learning outcomes in science learning by using a problem-based learning model that includes TaRL (Teaching at the Right Level) and CASEL competencies. The subject of the research was 34 students from class VIII junior high school at SMP Negeri 1 Gresik. The results of Classroom Action research, which includes classroom observations and learning activity questionnaires, assess student learning outcomes in science learning. Research shows that students' active role increased from 55.52% to 87.61% in cycles one and two, and there was a positive correlation between active role and student learning outcomes, which increased from 23.53% to 82.34%. According to positive student feedback collected through questionnaires, this increase shows that students' active roles and learning outcomes in science learning are supported by learning activities in the problem-based learning model that integrates TaRL and CASEL. This strengthens that this approach is effective in increasing student engagement and learning outcomes in science learning.
Sebuah Pendekatan TaRL terintegrasi Social Emotional Learning (SEL) dengan model PBL untuk meningkatkan minat dan hasil belajar siswa: - Fajri, Nur Lailatul; Nurita, Tutut; Muslimah, Mar’atul
PendIPA Journal of Science Education Vol 8 No 2 (2024): June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.8.2.139-145

Abstract

This research was motivated by students low interest and learning outcomes in science learning. The science learning process cannot fully meet students' needs and interests, causing low student learning outcomes. Teaching using the Teaching at The Right Level (TaRL) approach integrated with Social Emotional Learning (SEL) with the Problem Based Learning (PBL) model can facilitate various student learning characteristics and interests. The research aimed to determine the increase in learning interest and learning outcomes in science lessons on Elements, Compounds and Mixtures. This research used Classroom Action Research which was carried out in two cycles with each cycle containing four stages, namely planning, implementation, observation, then ending with reflection. Learning interest data was obtained through a learning interest questionnaire, while learning outcome data was obtained from written tests which were then analyzed quantitatively and qualitatively. The results showed that the average percentage of students' interest in learning before the action was 73.85% (fair) then increased to 79.97% (very high) after the action was given. In learning outcomes, an increase was obtained with an average score of 71.87 with learning completeness of 77.42% in cycle I and 82.19 in cycle II with learning completeness of 90.32%. Therefore, the SEL integrated TaRL approach with the PBL model can increase student interest and learning outcomes.
Co-Authors Fajri, Nur Lailatul Mahardika, Nur Istiqlaliyah TUTUT NURITA