Pengaruh Problem Based Learning Terintegrasi Social Emotional Learning terhadap Hasil Belajar Siswa pada Materi Larutan Elektrolit dan Non-Elektrolit - Simatupang, Lisnawaty; Sitepu, Sri Ayu Juliati Br (Reflection Journal, 2026)
Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Problem Based Learning terintegrasi Social Emotional Learning terhadap hasil belajar siswa pada materi larutan elektrolit dan non-elektrolit. Penelitian menggunakan pendekatan kuasi eksperimen dengan desain Nonequivalent Control Group Design yang dilaksanakan pada Februari–Maret 2026 di SMA Negeri 10 Medan. Sampel penelitian terdiri atas dua kelas yang masing-masing berjumlah 29 siswa dan dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui tes hasil belajar yang telah memenuhi validitas dan reliabilitas serta angket respons siswa, kemudian dianalisis menggunakan uji normalitas, uji homogenitas, dan Independent Samples t-test satu pihak (kanan) pada taraf signifikansi 0,05. Hasil penelitian menunjukkan rata-rata nilai pretest kelas eksperimen sebesar 51,38% meningkat menjadi 76,05% pada posttest. Uji hipotesis menunjukkan nilai signifikansi 0,000 (<0,05) dengan t hitung sebesar 4,767, sehingga hasil belajar siswa pada kelas eksperimen lebih tinggi secara signifikan dibandingkan kelas kontrol. Respons siswa terhadap pembelajaran juga berada pada kategori baik (85%). Dengan demikian, model PBL terintegrasi SEL berpengaruh positif terhadap hasil belajar siswa dan berpotensi menjadi alternatif pembelajaran kimia yang mendukung aspek kognitif dan sosial-emosional. The Effect of Problem Based Learning Integrated with Social Emotional Learning on Electrolyte and Non-Electrolyte Learning Outcomes  This study aimed to analyze the effect of the Problem-Based Learning model integrated with Social Emotional Learning on students’ learning outcomes in electrolyte and nonelectrolyte solution topics. The study employed a quasi-experimental approach using a Nonequivalent Control Group Design conducted from February to March 2026 at SMA Negeri 10 Medan. The sample consisted of two classes, each comprising 29 students, selected through purposive sampling. Data were collected using a validated and reliable learning achievement test and a student response questionnaire, then analyzed using normality and homogeneity tests, followed by a one-tailed Independent Samples t-test at a significance level of 0.05. The results showed that the experimental class mean pretest score increased from 51.38% to 76.05% on the posttest. The hypothesis test revealed a significance value of 0.000 (< 0.05) with a t-value of 4.767, indicating that the learning outcomes of students in the experimental class were significantly higher than those in the control class. In addition, students’ responses to the learning process were categorized as good (85%). Therefore, the PBL model integrated with SEL had a positive effect on students’ learning outcomes and has the potential to serve as an alternative approach to chemistry instruction that supports both cognitive and social-emotional development.