STRATEGI PEMBELAJARAN PROBLEM BASED LEARNING MENGGUNAKAN ANIMASI GUNA MENINGKATKAN HASIL BELAJAR SISWA - Meliana Ida Pingki Rukmana; Tri Kuncoro; Priyono Priyono (BANGUNAN, 2019)
Abstrak: Penelitian ini merupakan penelitian tindakan kelas dengan menerapkan strategi pembelajaran Problem Based Learning menggunakan media animasi. Penelitian ini bertujuan untuk memperbaiki proses pembelajaran dan hasil belajar siswa di kelas XII TGB I SMKN 2 Probolinggo. Metode pengumpulan data menggunakan tes, angket, observasi, dan dokumentasi. Teknik analisis data yang digunakan adalah analisis deskriptif kualitatif dan kuantitatif. Berdasarkan hasil observasi, pada saat pra siklus menunjukkan aktivitas dikelas sebesar 39,48 persen, dengan presentase ketuntasan hanya mencapai 38 persen. Setelah dilakukan tindakan pada siklus I dan siklus II terjadi peningkatan sebesar 17,81 persen dengan aktifitas belajar siswa dari siklus I sebesar 65 persen dan siklus II sebesar 82,81 persen. Dan hasil belajar siswa juga meningkat dari siklus I sebesar 79,2 menjadi 87,9 pada siklus II dengan presntase ketuntasan sebesar 62,5 persen pada siklus I menjadi 92 persen pada siklus II. Hasil presentase tindakan guru sebesar 72,81 persen menyatakan strategi Problem Based Learning menggunakan animasi mampu memperbaiki proses pembelajaran didalam kelas, dan 89 persen guru mampu mengoptimalkan proses pembelajaran. Kata-kata kunci: Problem Based Learning (PBL), Animasi, Hasil Belajar.Abstract: This research is a classroom action research by applying Problem Based Learning learning strategies using animation media. This study aims to improve the learning process and student learning outcomes in class XII TGB I of Probolinggo 2 Vocational High School. The method of data collection uses tests, questionnaires, observations, and documentation. The data analysis technique used is qualitative and quantitative descriptive analysis. Based on the results of observations, at pre-cycle shows the activity in the class was 39.48 percent, with the percentage of completeness reaching only 38 percent. After the action in the first cycle and the second cycle there was an increase of 17.81 percent with student learning activities from the first cycle of 65 percent and the second cycle of 82.81 percent. And student learning outcomes also increased from the first cycle of 79.2 to 87.9 in the second cycle with the completeness of the presntase of 62.5 percent in the first cycle to 92 percent in the second cycle. The results of the percentage of teacher actions amounting to 72.81 percent stated that the Problem Based Learning strategy using animation was able to improve the learning process in the classroom, and 89 percent of teachers were able to optimize the learning process. Keywords: Problem Based Learning (PBL), Animation, Learning Outcomes.