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All Journal JGK (Jurnal Guru Kita) Action Research Journal Indonesia (ARJI)
Damayanti, Nirwana
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Innovations in 21st Century Education: An Experimental Investigation of the Effect of Problem Based Learning on Students’ Learning Autonomy Novita Sari, Jihan; Hiqma , Nur; Rafiki, Niken Aufa; Harahap, Nur Aisyah Finanda; Damayanti, Nirwana; Azizah, Nurul
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.416

Abstract

Fostering learning independence is a crucial element of the educational process. Nonetheless, many students continue to exhibit a high degree of dependency during learning. This research investigates the impact of the Problem-Based Learning (PBL) approach on the academic performance of 10th-grade students at MAN 2 Bandar Lampung in the Akidah Akhlak subject.Employing a quantitative method, the study adopts a quasi-experimental design known as the Pretest-Posttest Nonequivalent Control Group Design. The research population comprises all 310 students enrolled in the 10th grade. The class was selected using a simple random sampling method X.H as the experimental group and class X.I as the control group.Data collection was conducted using a non-test questionnaire consisting of 20 statements aligned with the indicators of self-confidence, activeness, discipline, and responsibility. Data analysis involved normality testing, homogeneity testing, and t-tests.The normality test yielded a significance value of 0.89, while the homogeneity test produced a value of 0.386, confirming that the data met the assumptions of normal distribution and homogeneity. The t-test results showed a t-value of 1.090 with 61 degrees of freedom and a significance level (Sig. 2-tailed) of 0.280 and 0.288—both exceeding the 0.05 threshold. These findings suggest that the experimental and control groups did not differ significantly in statistical terms. Given the findings that the PBL model did not significantly enhance students’ learning independence, it is recommended that educators refine the implementation of PBL by tailoring teaching strategies to the learners' needs and levels of preparedness. Providing more structured guidance is also essential. Integrating PBL with complementary learning models may further support the development of student autonomy. Additionally, schools are advised to offer professional development for teachers on effective PBL application. Future studies should consider longer implementation periods and include variables such as student motivation and the learning environment to produce more comprehensive insights
Efektivitas Model Pembelajaran Contextual Teaching And Learning Terhadap Hasil Belajar PAI dan Budi Pekerti Siswa SMP Damayanti, Nirwana; Sada, Heru Juabdin; Octafiona, Era
JGK (Jurnal Guru Kita) Vol. 10 No. 2: Maret 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/55feqy65

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa pada mata pelajaran Pendidikan Agama Islam (PAI) dan Budi Pekerti yang dipengaruhi oleh penggunaan metode pembelajaran yang masih monoton serta kurangnya keterlibatan aktif siswa dalam proses pembelajaran. Oleh karena itu, diperlukan model pembelajaran yang mampu mengaitkan materi dengan pengalaman nyata siswa agar pembelajaran menjadi lebih bermakna. Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran Contextual Teaching and Learning (CTL) terhadap hasil belajar PAI dan Budi Pekerti siswa SMP. Penelitian ini menggunakan metode kuantitatif dengan desain quasi-experimental jenis Pretest–Posttest Control Group Design. Subjek penelitian adalah siswa kelas VIII SMP Negeri 2 Way Pengubuan yang dipilih melalui teknik simple random sampling, dengan kelas VIII B sebagai kelompok eksperimen (n=25) dan kelas VIII C sebagai kelompok kontrol (n=20). Pengumpulan data menggunakan tes pilihan ganda berjumlah 20 soal pada indikator kognitif C4. Analisis data menggunakan uji normalitas Shapiro–Wilk, uji Mann–Whitney U, uji homogenitas Levene, dan uji independent sample t-test. Hasil penelitian menunjukkan nilai Mann–Whitney U sebesar 217,000 dengan sig. 0,435, uji homogenitas 0,823, serta uji t-test memperoleh t = -3,783 dengan sig. 0,000 dan mean difference 13,600, sehingga CTL terbukti efektif meningkatkan hasil belajar siswa.
Co-Authors Era Octafiona Harahap, Nur Aisyah Finanda Heru Juabdin Sada Hiqma , Nur Novita Sari, Jihan NURUL AZIZAH Rafiki, Niken Aufa