Implementasi problem-based learning untuk meningkatkan hasil belajar kognitif, psikomotor, dan afektif siswa di SMK - Muhammad Nurtanto; Herminarto Sofyan (ADGVI & Graduate School of Universitas Negeri Yogyakarta, 2015)
Penelitian ini bertujuan untuk meningkatkan keaktifan pembelajaran dan hasil belajar siswa pada kompetensi dasar sistem pengapian konvensional dalam mengimplementasikan metode problembased learning. Penelitian ini menggunakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus, masing-masing siklus terdiri dari empat tahapan: perencanaan, pelaksanaan, pengamatan, dan refleksi. Data dianalisa secara deskriptif. Hasil penelitian menunjukkan sebagai berikut: (1) keaktifan siswa meningkat sebesar 11,20%; (2) keaktifan siswa kategori sangat tinggi sebanyak 36 siswa dan kategori tinggi sebanyak 3 siswa; (3) hasil belajar siswa aspek kognitif, psikomotor, dan afektif mengalami peningkatan masing-masing sebesar 5,32%, 5,03%, dan 2,05%; dan (4) hasil belajar siswa aspek kognitif, psikomotor dan afektif yang mencapai kompetensi minimal masingmasing sebanyak 36 siswa (92,31%), 36 siswa (92,31%), dan 38 siswa (97,40%) dari 39 jumlah siswa melalui penerapan problem-based learning. Kata kunci: problem-based learning, aspek kognitif, aspek psikomotor, aspek afektif, hasil belajar THE IMPLEMENTATION OF PROBLEM-BASED LEARNING TO IMPROVE LEARNING OUTCOMES OF COGNITIVE, PSYCHOMOTOR, AND AFFECTIVE OF STUDENTS IN VOCATIONAL SCHOOLAbstractThis study aims to improve the learning activities and learning outcomes in learning conventional ignition system by implementing problem-based learning method. This study used a classroom action research which was conducted in two cycles, each cycle consisted of four phases: planning, implementation, observation, and reflection. The data were analyzed descriptively. The study results show that: (1) the learning activities increase as much as 11,20%, (2) the category of learning activities is very high for 36 students and high for 3 students, (3) the cognitive, psychomotor, and affective aspects in learning outcomes of students increasing which each part is 5,32%, 5,03%, and 2,05%, (4) the cognitive, psychomotor, and affective aspects in the learning outcomes reach minimum value criteria which each part is 36 students (92,31%), 36 students (92,31%), and 38 students (97,40%) from 39 students with the implementation of problem-based learning