Implementasi Model Problem Based Learning untuk Meningkatkan Hasil Belajar Siswa pada Materi Larangan Mengkonsumsi Minuman Keras

Wahyu
Mustajab
Azaroh, Siti
Baharun, Hasan

Journal of Pedagogical and Teacher Professional Development
Vol. 2 No. 1 (2025): Journal of Pedagogical and Teacher Professional Development, July 2025

Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa pada materi larangan mengkonsumsi minuman keras melalui penerapan model Problem Based Learning (PBL). Latar belakang penelitian ini didasarkan pada rendahnya pemahaman siswa kelas XI SMK Madka Iqlima Purwakarta mengenai bahaya minuman keras dari aspek kesehatan, sosial, dan agama. Model PBL dipilih karena menekankan keterlibatan aktif siswa dalam pemecahan masalah nyata yang relevan dengan kehidupan mereka, sehingga diharapkan dapat meningkatkan pemahaman dan partisipasi siswa dalam pembelajaran. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) dengan dua siklus yang melibatkan tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian terdiri dari 25 siswa kelas XI. Data dikumpulkan melalui tes hasil belajar, lembar observasi, dan angket, yang dianalisis secara deskriptif untuk melihat peningkatan hasil belajar sebelum dan sesudah penerapan PBL. Hasil penelitian menunjukkan peningkatan nilai post-test dari 63,6 menjadi 78,4 pada siklus pertama, dan meningkat menjadi 83,6 pada siklus kedua, dengan ketuntasan belajar mencapai 80%. PBL juga meningkatkan partisipasi aktif, keterampilan berpikir kritis, dan kolaborasi siswa. This study aims to improve student learning outcomes on the prohibition of alcohol consumption through the application of the Problem Based Learning (PBL) model. The background of this study is based on the low understanding of grade XI students of SMK Madka Iqlima Purwakarta regarding the dangers of liquor from health, social, and religious aspects. The PBL model was chosen because it emphasizes students' active involvement in solving real problems that are relevant to their lives, so it is expected to increase students' understanding and participation in learning. This research uses the Classroom Action Research (PTK) method with two cycles involving planning, implementation, observation, and reflection stages. The research subjects consisted of 25 grade 11 students. Data were collected through learning outcome tests, observation sheets, and questionnaires, which were analyzed descriptively to see the improvement of learning outcomes before and after the implementation of PBL. The results showed an increase in post-test scores from 63.6 to 78.4 in the first cycle, and increased to 83.6 in the second cycle, with learning completeness reaching 80%. PBL also promotes active participation, critical thinking skills, and student collaboration.