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All Journal Indonesian Journal of Research and Educational Review (IJRER) Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu
Istiara, Rayuni
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Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Eksplorasi Keterlaksanaan Model Problem Based Learning Eksplorasi Keterlaksanaan Model Problem Based Learning Pada Pembelajaran Biologi Kelas X di SMA Negeri 5 Medanpada Materi Biologi Kelas X di SMA Negeri 5 Medan T.P. 2024/2025 Istiara, Rayuni; Arwita , Widya
Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Vol. 5 No. 2 (2025): Juli - Desember 2025
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/pelita.5.2.2025.997

Abstract

Pembelajaran Biologi di sekolah menengah menuntut siswa untuk tidak hanya memahami konsep, tetapi juga mampu berpikir kritis dan memecahkan masalah nyata. Faktanya banyak siswa yang masih mengalami kesulitan dalam memahami konsep biologi secara mendalam karena proses pembelajaran yang cenderung berpusat pada guru. Kondisi ini menuntut penerapan model pembelajaran yang dapat meningkatkan partisipasi aktif dan kemampuan berpikir kritis siswa, salah satunya melalui model problem based learning. Penelitian ini bertujuan untuk mengeksplorasi keterlaksanaan model PBL pada pembelajaran Biologi kelas X di SMA Negeri 5 Medan tahun pelajaran 2024/2025. Penelitian menggunakan metode kualitatif dengan pendekatan studi kasus. Subjek penelitian terdiri dari dua guru dan dua kelas siswa. Data dikumpulkan melalui observasi dan angket, kemudian dianalisis menggunakan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Guru II mampu melaksanakan model PBL secara efektif pada seluruh sintaks pembelajaran, ditandai dengan keterlibatan siswa yang tinggi dan penerapan refleksi yang baik. Sebaliknya, Guru I masih mengalami kendala pada tahap investigasi mandiri dan refleksi, terutama dalam pembentukan kelompok dan bimbingan diskusi. Secara keseluruhan, implementasi PBL di SMA Negeri 5 Medan berjalan dengan baik, meskipun pelaksanaan pada sintaks ketiga dan kelima perlu ditingkatkan untuk mencapai efektivitas yang lebih optimal.
Planning a Problem Based Learning (PBL) Model in Biology Subjects in High School: A Case Study Arwita, Widya; Sitinjak, Abraham Pranata; Amanda, Naziha; Istiara, Rayuni; Mahmudah, Delsa; Nasution, Sheila Desiska; Sianturi, Sri Tama Rotua
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4119

Abstract

Biology learning in the 21st century demands a shift from conventional teacher-centered methods to student-centered approaches to improve critical thinking and problem-solving skills. The Problem-Based Learning (PBL) model is one relevant approach, but its implementation is highly dependent on the quality of teacher planning. This study intends to describe and analyze in depth the PBL model planning process in biology subjects at high school. This study uses a qualitative approach with a case study method. The research subjects are biology teachers and the school's internal MGMP team. Data collection was conducted through in-depth interviews, non-participatory observation during planning meetings, and document analysis in the form of lesson implementation plans. The results of the study indicate that the PBL planning process at High School 5 Medan goes through several crucial stages: (1) Identification of essential materials suitable for PBL; (2) Formulation of problems (scenarios) that are authentic, contextual, and relevant to the student's environment; (3) Design of systematic learning steps according to PBL syntax; and (4) Development of authentic assessment instruments that focus on process and product. The main challenges faced by teachers in planning are time allocation and alignment problems with the learning outcomes set by the curriculum. This case study concludes that thorough and collaborative planning is an essential key to the successful implementation of PBL and recommends the need for ongoing professional development support for teachers in designing innovative learning.
Co-Authors Amanda, Naziha Arwita , Widya Arwita, Widya Mahmudah, Delsa Nasution, Sheila Desiska Sianturi, Sri Tama Rotua Sitinjak, Abraham Pranata