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Moch Haikal
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Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effect of a Problem-Based Learning (PBL) Model Integrated with Mind Mapping on The Learning Motivation of Grade X Students Alfianto Firdaus Wahyudi; Akhmad Fathir; Moch Haikal
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 2 No. 2 (2025): December
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v2i2.46

Abstract

Low student motivation for learning in the biology curriculum remains a challenge that calls for innovative instructional approaches. One alternative is the Problem-Based Learning (PBL) model integrated with the Mind Mapping technique, which is believed to promote active engagement and improve students' understanding. This study aimed to examine the effect of a Problem-Based Learning (PBL) model integrated with Mind Mapping on students' learning motivation regarding water pollution among Grade X students at MA Miftahul Ulum Bettet Pamekasan. The study employed a quantitative, quasi-experimental design with a post-test-only control group. The sample consisted of two classes: an experimental class that implemented PBL integrated with Mind Mapping and a control class that used the lecture method, each with 25 students. The research instrument was a learning motivation questionnaire. Data were analyzed using tests of normality and homogeneity, and an independent-samples t-test in Jamovi version 2.3.26. The results indicated a p-value of 0.705 (p > 0.05), indicating no statistically significant difference in learning motivation between the experimental and control groups. Therefore, it can be concluded that implementing Problem-Based Learning integrated with Mind Mapping did not have a significant effect on students' learning motivation. Nevertheless, this model is still recommended as an innovative instructional strategy that may enrich students' learning experiences.
The Effect of the Problem-Based Learning (PBL) Instructional Model on the Cognitive Learning Outcomes of Grade X Students at MA Miftahul Ulum Bettet on the Topic of Environmental Pollution Juwairiyah Juwairiyah; Moch Haikal
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 2 No. 1 (2025): June
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v2i1.50

Abstract

This study aimed to analyze the effect of the Problem-Based Learning (PBL) model on students' cognitive learning outcomes on the topic of environmental pollution in Grade X at MA Miftahul Ulum Bettet, Pamekasan. The study used a quantitative approach with a quasi-experimental, nonequivalent pretest–posttest control-group design. The sample consisted of two classes: X IPA C, the experimental class receiving PBL, and X IPA B, the control class receiving conventional instruction (lecture and discussion), totaling 47 students. Cognitive learning outcomes data were collected using a 9-item essay test measuring cognitive domains C1–C5, administered as both a pretest and posttest. Data were analyzed using the nonparametric Kruskal–Wallis test because the normality assumption was not met. The results showed a significant difference between the cognitive learning outcomes of students in the experimental and control classes, with posttest means of M = 66.8 (SD = 5.24) and M = 53.2 (SD = 4.81), respectively, and χ²(1) = 32.7; p < 0.001; ε² = 0.711, indicating a large effect. These findings indicate that implementing PBL is effective in improving students' cognitive learning outcomes in environmental pollution material and underscore its relevance as an alternative instructional model for developing critical thinking and problem-solving skills in Biology learning at the madrasah aliyah level.
The Effect of the Guided Inquiry Learning Model on Cognitive Learning Outcomes and Student Learning Activeness of Grade 10 Students at MA Miftahul Ulum Bettet Malihatul Ainiyah; Moch Haikal
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 2 No. 1 (2025): June
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v2i1.51

Abstract

This study was motivated by low science learning outcomes and the demands of 21st-century skills, which emphasize activeness, higher-order thinking, and students' independent engagement in the learning process. The study aimed to analyze the effect of the guided inquiry learning model on cognitive learning outcomes and student activeness among Grade 10 students at MA Miftahul Ulum Bettet, Pamekasan. A quantitative approach was employed using a quasi-experimental nonequivalent pretest–posttest control group design. The participants were female students in Grade X Science B (control: conventional/lecture-based instruction) and Grade X Science C (experimental: guided inquiry). Cognitive learning outcomes were measured using a five-item essay test, while student activeness was assessed using an observation sheet based on a rubric. Data were analyzed using Jamovi 2.0. Because the parametric assumptions were not met, the Mann–Whitney test was used for hypothesis testing. The results indicate that the experimental class achieved substantially higher mean cognitive posttest scores and activity scores than the control class, with statistically significant differences (p < 0.001) and a very large effect size. These findings suggest that guided inquiry is effective in improving students' cognitive learning outcomes and learning activity. It is therefore recommended as an alternative instructional model for Biology in Madrasah Aliyah (MA).
The Relationship between Learning Motivation and Biology Learning Outcomes of Grade XI Science Students at SMA Hidayatun Najah Proppo, Pamekasan Maskur Rohman; Moch Haikal
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 2 No. 1 (2025): June
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v2i1.52

Abstract

This study aimed to analyze the relationship between learning motivation and biology learning outcomes among Grade XI science students at SMA Hidayatun Najah Proppo, Pamekasan, within the implementation of a guided inquiry learning approach. The study employed a quantitative correlational design and involved 19 students from Class XI IPA 1 as the sample. Learning motivation was measured using an ARCS model (Attention, Relevance, Confidence, Satisfaction) questionnaire, while learning outcomes were assessed using an essay test on the coordination system topic. Data were analyzed using simple linear regression assisted by Jamovi software. The results showed that learning motivation was not significantly associated with biology learning outcomes (R = 0.0373; R^2 = 0.00139; F(1,17) = 0.0237; p = 0.880), explaining only 0.139% of the variance. These findings indicate that, in the context of a pesantren-based school with limited face-to-face instructional time and students’ dense activity schedules, learning outcomes are likely influenced more strongly by factors other than the motivation measured in this study. Accordingly, improving biology learning outcomes requires interventions that not only strengthen motivation but also optimize the learning environment, coordinate school–pesantren schedules, and enhance the quality of guided inquiry implementation so that students’ motivation can be effectively converted into optimal academic achievement.
Co-Authors Akhmad Fathir Alfianto Firdaus Wahyudi Juwairiyah Juwairiyah Malihatul Ainiyah Maskur Rohman