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All Journal Journal of Artificial Intelligence and Digital Business Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Fauziah, Farrah Hany
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Mathematics Other

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Pengaruh Model Problem Based Learning terhadap Hasil Belajar Matematika Siswa Kelas IX SMP Negeri 243 Jakarta Fauziah, Farrah Hany; Supardi U.S, Supardi U.S
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 4 No. 2 (2025): Mei - Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v4i2.1448

Abstract

Penelitian ini bertujuan menganalisis pengaruh model Problem Based Learning (PBL) terhadap hasil belajar matematika siswa kelas IX di SMP Negeri 243 Jakarta. Latar belakang menunjukkan bahwa hasil belajar matematika siswa belum mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) yang ditetapkan, sebagian besar disebabkan oleh pendekatan pembelajaran konvensional yang cenderung pasif. Model PBL dipilih sebagai alternatif karena mendorong keterlibatan aktif siswa dalam pemecahan masalah dan pengembangan berpikir kritis. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi-experimental) dan desain post-test only control group design. Populasi penelitian adalah seluruh siswa kelas IX SMP Negeri 243 Jakarta, dengan sampel 72 siswa yang terbagi menjadi kelompok eksperimen (IX-4, 36 siswa) dan kelompok kontrol (IX-3, 36 siswa) yang diambil menggunakan purposive sampling. Instrumen pengumpulan data berupa tes hasil belajar matematika berbentuk pilihan ganda sebanyak 20 soal yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan menggunakan uji normalitas (Kolmogorov–Smirnov), uji homogenitas (Levene’s Test), dan uji hipotesis (Independent Sample T-Test) dengan bantuan SPSS versi 27. Hasil penelitian menunjukkan bahwa data berdistribusi normal (Sig. 0.081 > 0.05) dan varians homogen (Sig. 0.695 > 0.05). Uji hipotesis menunjukkan nilai signifikansi sebesar 0,001 < 0,05, mengindikasikan perbedaan signifikan antara hasil belajar kelompok eksperimen (rata-rata 79.72) dan kontrol (rata-rata 64.44). Dengan demikian, disimpulkan bahwa model PBL berpengaruh signifikan terhadap hasil belajar matematika siswa.
Implementasi Asesmen Autentik Berbasis Kompetensi dalam Pembelajaran Abad Ke-21: Penelitian Kalyana, Dyani; Hayatunnufus, Gina; Fauziah, Farrah Hany; Wijaya, Hari Rachmat; Haryani, Rini; Sudarmaji, Sudarmaji; Sumarmia, Sumarmia; Larashati, Larashati; Damayanti, Fitri
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3665

Abstract

Authentic assessment based on competency has become an essential component of 21st-century learning, as it enables comprehensive evaluation of students’ cognitive, affective, and psychomotor competencies. This study aims to analyze the implementation of authentic assessment through a literature review of 24 published articles examining its practices, effectiveness, and challenges across various educational levels. The analysis shows that authentic assessment positively contributes to student engagement, higher-order thinking skills (HOTS), and the development of collaboration, communication, creativity, and character. The assessment instruments developed in these studies are reported to be valid and reliable for measuring holistic competencies. However, several challenges persist, particularly regarding teachers’ ability to design rubrics, formulate performance indicators, and assess affective and psycho motor domains objectively. Limited time, administrative workload, and adaptation to online learning further hinder its implementation. This review highlights the need for strengthening teacher capacity, providing standardized assessment instruments, and ensuring policy support to optimize the sustainable application of authentic assessment in 21st-century learning.
Co-Authors Fitri Damayanti Haryani, Rini Hayatunnufus, Gina Kalyana, Dyani Larashati, Larashati SUDARMAJI SUDARMAJI Sumarmia, Sumarmia Supardi U.S, Supardi U.S Wijaya, Hari Rachmat