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Improving Student Learning Activity Through the Application of Problem-Based Learning and Culturally Responsive Teaching Approaches Matondang, Indrawani; Non Shamdas, Gamar Binti; Jihad, Jihad
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1199

Student engagement is a crucial indicator of the success of the learning process. Engagement is demonstrated not only through physical involvement, such as participating in discussions, asking questions, or answering questions, but also through mental engagement in understanding and reflecting on the material. However, in practice, many students still exhibit low levels of engagement, resulting in learning that tends to be one-way and suboptimal. This low engagement can result in a lack of learning motivation, weak critical thinking skills, and poor overall learning outcomes. This study aims to improve student engagement through the application of the Problem-Based Learning (PBL) model combined with the Culturally Responsive Teaching (CRT) approach. The method used was Classroom Action Research (CAR), conducted over two cycles, with students of grade X-C at SMANOR Tadulako Palu as subjects. The research instrument was an engagement observation sheet, while data analysis was descriptive to describe the level of student engagement from cycle to cycle. The results showed an increase in student engagement. In cycle I, the average student engagement rate was only 58.71%, which is considered moderate. After improvements were made to the learning process in cycle II, the engagement rate increased to 75.75%, which is considered good. This improvement occurred because the PBL model enabled students to be more active in problem-solving, while the CRT approach made learning more relevant to their cultural context. Thus, it can be concluded that the combination of PBL and CRT has proven effective in creating a contextual, collaborative, and student-centered learning environment. This model is able to increase student motivation, self-confidence, and engagement in Biology learning.

Improving Student Learning Activity Through the Application of Problem-Based Learning and Culturally Responsive Teaching Approaches Matondang, Indrawani; Non Shamdas, Gamar Binti; Jihad, Jihad
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1199

Student engagement is a crucial indicator of the success of the learning process. Engagement is demonstrated not only through physical involvement, such as participating in discussions, asking questions, or answering questions, but also through mental engagement in understanding and reflecting on the material. However, in practice, many students still exhibit low levels of engagement, resulting in learning that tends to be one-way and suboptimal. This low engagement can result in a lack of learning motivation, weak critical thinking skills, and poor overall learning outcomes. This study aims to improve student engagement through the application of the Problem-Based Learning (PBL) model combined with the Culturally Responsive Teaching (CRT) approach. The method used was Classroom Action Research (CAR), conducted over two cycles, with students of grade X-C at SMANOR Tadulako Palu as subjects. The research instrument was an engagement observation sheet, while data analysis was descriptive to describe the level of student engagement from cycle to cycle. The results showed an increase in student engagement. In cycle I, the average student engagement rate was only 58.71%, which is considered moderate. After improvements were made to the learning process in cycle II, the engagement rate increased to 75.75%, which is considered good. This improvement occurred because the PBL model enabled students to be more active in problem-solving, while the CRT approach made learning more relevant to their cultural context. Thus, it can be concluded that the combination of PBL and CRT has proven effective in creating a contextual, collaborative, and student-centered learning environment. This model is able to increase student motivation, self-confidence, and engagement in Biology learning.

Improving Student Learning Activity Through the Application of Problem-Based Learning and Culturally Responsive Teaching Approaches Matondang, Indrawani; Non Shamdas, Gamar Binti; Jihad, Jihad
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1199

Student engagement is a crucial indicator of the success of the learning process. Engagement is demonstrated not only through physical involvement, such as participating in discussions, asking questions, or answering questions, but also through mental engagement in understanding and reflecting on the material. However, in practice, many students still exhibit low levels of engagement, resulting in learning that tends to be one-way and suboptimal. This low engagement can result in a lack of learning motivation, weak critical thinking skills, and poor overall learning outcomes. This study aims to improve student engagement through the application of the Problem-Based Learning (PBL) model combined with the Culturally Responsive Teaching (CRT) approach. The method used was Classroom Action Research (CAR), conducted over two cycles, with students of grade X-C at SMANOR Tadulako Palu as subjects. The research instrument was an engagement observation sheet, while data analysis was descriptive to describe the level of student engagement from cycle to cycle. The results showed an increase in student engagement. In cycle I, the average student engagement rate was only 58.71%, which is considered moderate. After improvements were made to the learning process in cycle II, the engagement rate increased to 75.75%, which is considered good. This improvement occurred because the PBL model enabled students to be more active in problem-solving, while the CRT approach made learning more relevant to their cultural context. Thus, it can be concluded that the combination of PBL and CRT has proven effective in creating a contextual, collaborative, and student-centered learning environment. This model is able to increase student motivation, self-confidence, and engagement in Biology learning.

The Implementation of Problem Based Learning Model Assisted by Scaffolding Method to Improve Students' Communication Ability at SMA Negeri 4 Palu Layukan, Surini; Non Shamdas, Gamar Binti; Erwin, Muhammad
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1217

This research aims to describe and evaluate the effectiveness of the implementation of problem based learning model assisted by scaffolding method to improving students' communication ability at SMA Negeri 4 Palu. The research used a classroom action approach implemented in two cycles with stages of planning, implementation, observation, and reflection. The research instrument used consists of a test containing three essay questions to measure written communication ability and observation sheet to measure oral communication ability, which are analyzed using descriptive methods. The total score percentage of students' oral communication ability in cycle I (73%) and cycle II (76%), an increase of (3%), with an average score of (75%) in the high category, while the total score percentage of students' written communication ability in cycle I (76%) and cycle II (80%), an increase of (4%), with an average score of (78%) in the high category. Based on the research results, it is concluded that the application of the problem based learning model assisted by the scaffolding method is very effective in enhancing students' communication ability both orally and in writing.

Application of Problem-Based Learning (PBL) Model to Improve Literacy Skills of Grade XA Students at SMANOR Tadulako Palu Alfadillah, Dian Husnaya; Non Shamdas, Gamar Binti; Jihad, Jihad
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1218

IThis study aims to test the effectiveness of the Problem-Based Learning (PBL) model in improving the literacy skills and reading interest of students in class XA at SMANOR Tadulako Palu. This study used a classroom action research design conducted in two cycles involving 22 students. Data were collected through literacy tests and reading interest questionnaires, then analyzed descriptively and through ANOVA and Tukey's HSD tests. The results of the study show a significant increase in literacy skills, with the average score increasing from 38.18 in the pre-cycle to 65.91 in Cycle I and 90.91 in Cycle II (p < 0.05). In terms of reading interest, the median score increased from 44 in Cycle I to 65 in Cycle II, with a wider score range and a more even distribution. ANOVA analysis confirmed that the increase was statistically significant (p < 0.05). These findings indicate that the implementation of PBL is not only effective in strengthening students' literacy skills, but also in fostering a more equitable interest in reading across different achievement groups. Thus, PBL is recommended as an alternative learning strategy to improve literacy and motivate reading in secondary schools.

The Implementation of Problem Based Learning Model Assisted by Scaffolding Method to Improve Students' Communication Ability at SMA Negeri 4 Palu Layukan, Surini; Non Shamdas, Gamar Binti; Erwin, Muhammad
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1217

This research aims to describe and evaluate the effectiveness of the implementation of problem based learning model assisted by scaffolding method to improving students' communication ability at SMA Negeri 4 Palu. The research used a classroom action approach implemented in two cycles with stages of planning, implementation, observation, and reflection. The research instrument used consists of a test containing three essay questions to measure written communication ability and observation sheet to measure oral communication ability, which are analyzed using descriptive methods. The total score percentage of students' oral communication ability in cycle I (73%) and cycle II (76%), an increase of (3%), with an average score of (75%) in the high category, while the total score percentage of students' written communication ability in cycle I (76%) and cycle II (80%), an increase of (4%), with an average score of (78%) in the high category. Based on the research results, it is concluded that the application of the problem based learning model assisted by the scaffolding method is very effective in enhancing students' communication ability both orally and in writing.

Application of Problem-Based Learning (PBL) Model to Improve Literacy Skills of Grade XA Students at SMANOR Tadulako Palu Alfadillah, Dian Husnaya; Non Shamdas, Gamar Binti; Jihad, Jihad
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1218

IThis study aims to test the effectiveness of the Problem-Based Learning (PBL) model in improving the literacy skills and reading interest of students in class XA at SMANOR Tadulako Palu. This study used a classroom action research design conducted in two cycles involving 22 students. Data were collected through literacy tests and reading interest questionnaires, then analyzed descriptively and through ANOVA and Tukey's HSD tests. The results of the study show a significant increase in literacy skills, with the average score increasing from 38.18 in the pre-cycle to 65.91 in Cycle I and 90.91 in Cycle II (p < 0.05). In terms of reading interest, the median score increased from 44 in Cycle I to 65 in Cycle II, with a wider score range and a more even distribution. ANOVA analysis confirmed that the increase was statistically significant (p < 0.05). These findings indicate that the implementation of PBL is not only effective in strengthening students' literacy skills, but also in fostering a more equitable interest in reading across different achievement groups. Thus, PBL is recommended as an alternative learning strategy to improve literacy and motivate reading in secondary schools.

The Implementation of Problem Based Learning Model Assisted by Scaffolding Method to Improve Students' Communication Ability at SMA Negeri 4 Palu Layukan, Surini; Non Shamdas, Gamar Binti; Erwin, Muhammad
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1217

This research aims to describe and evaluate the effectiveness of the implementation of problem based learning model assisted by scaffolding method to improving students' communication ability at SMA Negeri 4 Palu. The research used a classroom action approach implemented in two cycles with stages of planning, implementation, observation, and reflection. The research instrument used consists of a test containing three essay questions to measure written communication ability and observation sheet to measure oral communication ability, which are analyzed using descriptive methods. The total score percentage of students' oral communication ability in cycle I (73%) and cycle II (76%), an increase of (3%), with an average score of (75%) in the high category, while the total score percentage of students' written communication ability in cycle I (76%) and cycle II (80%), an increase of (4%), with an average score of (78%) in the high category. Based on the research results, it is concluded that the application of the problem based learning model assisted by the scaffolding method is very effective in enhancing students' communication ability both orally and in writing.

Application of Problem-Based Learning (PBL) Model to Improve Literacy Skills of Grade XA Students at SMANOR Tadulako Palu Alfadillah, Dian Husnaya; Non Shamdas, Gamar Binti; Jihad, Jihad
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1218

IThis study aims to test the effectiveness of the Problem-Based Learning (PBL) model in improving the literacy skills and reading interest of students in class XA at SMANOR Tadulako Palu. This study used a classroom action research design conducted in two cycles involving 22 students. Data were collected through literacy tests and reading interest questionnaires, then analyzed descriptively and through ANOVA and Tukey's HSD tests. The results of the study show a significant increase in literacy skills, with the average score increasing from 38.18 in the pre-cycle to 65.91 in Cycle I and 90.91 in Cycle II (p < 0.05). In terms of reading interest, the median score increased from 44 in Cycle I to 65 in Cycle II, with a wider score range and a more even distribution. ANOVA analysis confirmed that the increase was statistically significant (p < 0.05). These findings indicate that the implementation of PBL is not only effective in strengthening students' literacy skills, but also in fostering a more equitable interest in reading across different achievement groups. Thus, PBL is recommended as an alternative learning strategy to improve literacy and motivate reading in secondary schools.

Pemanfaatan Media Animasi Dalam Meningkatkan Hasil Belajar IPA Pada Peserta Didik Kelas VIII A di SMP Negeri 4 Sindue Karninsy, Lastri; Non Shamdas, Gamar Binti; Alibasyah, Lestari; Lilies, Lilies; Febriani, Vita Indri; Buntu, Amalia
Bioscientist : Jurnal Ilmiah Biologi Vol. 13 No. 2 (2025): June
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v13i2.16588

This study aims to improve students' learning outcomes by utilizing discovery learning-based animated video media using a scientific learning approach in science subjects of class VIII A at SMP Negeri 4 Sindue. The sample in this study were VIII A class students totaling 15 people. This type of research is classroom action research (PTK), data analysis techniques are qualitative and quantitative analysis. Based on the results of research on the utilization of animation media, it shows an increase in student learning outcomes to reach the predetermined completeness of 75%. The percentage of students' classical learning completeness in cycle I only reached 6.7% while in cycle II it reached 82.67%, this shows a significant increase. The percentage of teacher activity in the application of this learning method reached 88.23% in cycle I while in cycle II it reached 93.39% with a very good predicate. In addition, the percentage of student activity in cycle I reached 88.23% and in cycle II reached 93.39% with a very good predicate. This increase in student activity contributed significantly to the increase in learning outcomes, because students became more active, interested and understood the material well. This research implies that animation media can be used as an innovative alternative for teachers to increase student involvement and learning outcomes in science learning.

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