Penerapan Model Problem Based Learning untuk Meningkatkan Prestasi Belajar dan Motivasi Belajar Fisika Peserta Didik - Dolly Liem; Ruth N.K. Mellu; Yeni A. Sabat (Variabel, 2023)
Penelitian ini bertujuan untuk mengetahui peningkatan prestasi belajar dan motivasi belajar fisika peserta didik dengan penerapan model Problem Based Learning (PBL) pada materi Suhu dan Termometer. Jenis penelitian yang digunakan adalah penelitian eksperimen semu (Quasi Experimental) dengan desain yang digunakan adalah posttest only control group design. Subjek penelitian adalah peserta didik kelas XI IPA berjumlah 25 orang. Pengumpulan data dilakukan dengan menggunakan soal tes sebanyak 10 nomor untuk mengetahui prestasi belajar dan angket dengan 14 pernyataan untuk mengetahui motivasi belajar peserta didik. Teknik analisis data yang digunakan yaitu teknik analisis uji-t parametrik dan teknik deskriptif persentase. Hasil penelitian menunjukkan nilai t hitung lebih besar dari t tabel yaitu 4,843>2,964 sehingga Ha diterima artinya ada pengaruh penggunaan model PBL terhadap prestasi belajar peserta didik dengan rata-rata nilai kelas 85 > nilai KKM 75. Motivasi belajar dalam kategori tinggi dengan persentase 85%, sehingga dapat disimpulkan bahwa penggunaan model pembelajaran PBL dapat meningkatkan prestasi belajar dan motivasi belajar peserta didik.Kata Kunci: Problem Based Learning; Prestasi Belajar; Motivasi Belajar Implementation of Problem-Based Learning Model to Improve Students’ Learning Achievement and Physic Learning MotivationABSTRACTThis study aimed to determine the increase in learning achievement and motivation to learn physics students by applying the Problem-Based Learning (PBL) model to the Temperature and Thermometer subject. The type of research used was quasi experimental research with the design used was posttest only control group design. The subjects of the study were 25 students of class XI science. Data collection was carried out using 10 test questions to determine learning achievement and questionnaires with 14 statements to determine student learning motivation. The data analysis techniques used were parametric t-test analysis techniques and percentage descriptive techniques. The results showed that the calculated t value was greater than the t table, which was 4.843 > 2.964 so that Ha was accepted, meaning that there was an influence on the use of the PBL model on student learning achievement with an average grade score of 85 > a KKM value of 75. Learning motivation was in the high category with a percentage of 85%, so it can be concluded that the use of PBL model can increase learning achievement and students learning motivation.