<![CDATA[Retno Ermawati dan SukadariABSTRAKPenelitian ini bertujuan mengetahui peningkatan motivasi, kemandirian, dan hasil belajar ekonomi melalui metode pembelajaran problem based learning. Jenis penelitian merupakan penelitian tindakan kelas (classroom action research). Subjek penelitian ini peserta didik kelas X IPS 3 SMA Muhammadiyah 3 Yogyakarta berjumlah 24. Tahapan penelitian meliputi perencanaan, pelaksanaan, observasi dan refleksi. Teknik pengumpulan data menggunakan angket, observasi dan tes. Teknik analisis data menggunakan deskriptif kuantitatif dengan persentase. Penerapan metode problem based learning mampu meningkatkan motivasi belajar. Motivasi belajar kategori baik dan sangat baik pra siklus 9 peserta didik (37,5%), siklus I 14 peserta didik (58,33%) dan siklus II 21 peserta didik (87,5%). Penerapan metode problem based learning mampu meningkatkan kemandirian belajar. Kemandirian belajar kategori baik dan sangat baik pra siklus 4 peserta didik (16,6%), siklus I 15 peserta didik (62,5%) dan siklus II 20 peserta didik (83,3%). Penerapan metode pembelajaran problem based learning mampu meningkatkan hasil belajar ekonomi. Kriteria Ketuntasan Minimal pra siklus yang mencapai 6 peserta didik (25%), siklus I 10 peserta didik (41,66%) dan siklus II sebanyak 21 peserta didik (87,5%).Kata Kunci: motivasi, kemandirian, hasil belajar, problem based learningThis study determine the increase in motivation, independence, and learning outcomes through problem based learning method. This type of research is classroom action research. The study’s subjects were students of class X IPS 3, Muhammadiyah 3 Yogyakarta Senior High School, of 24 students. The stages namely planning, implementation, observation and reflection. Data collection techniques in this study used a questionnaire, observation and tests. Data analysis techniques using quantitative descriptive with percentages. The application of problem based learning method was able to increase motivation. The learning motivation showed in both good and very good categories in pre-cycle by 9 (37.5%), the first cycle was 14 (58.33%) and the second cycle is 21 (87.5%). The application of the problem based learning method is able to increase learning independence. The learning independence show in good and very good categories in the pre cycle by 4 (16.6%), the first cycle were 15 (62.5%) and the second cycle that is 20 (83.3%). The application of the method of Retno Ermawati adalah Alumni Program Studi Pendidikan Ilmu Pengetahuan Sosial, Pascasarjana Universitas PGRI Yogyakarta dan Sukadari adalah Dosen Program Pascasarjana Universitas PGRI Yogyakarta.Jurnal Sosialita, Vol. 14, No.2, November 2020 Retno dan Sukadari, Peningkatkan…344learning problem based learning can improve economic learning outcomes. The Minimum Completion Criteria in the pre-cycle of students was 6 (25%), the first cycle 10 (41.66%) and the second cycle of 21 (87.5 %)Keywords: motivation, independence, learning outcomes, problem based learning]]>
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