PERBEDAAN HASIL BELAJAR SISWA MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN THINK PAIR SHARE

Fitri Refelita (Program Studi Pendidikan Kimia Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Syarif Kasim Riau)
Yolatifa Antikha (Program Studi Pendidikan Kimia Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Syarif Kasim Riau)
Yusbarina (Program Studi Pendidikan Kimia Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Syarif Kasim Riau)
Elvi Yenti (Program Studi Pendidikan Kimia Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Syarif Kasim Riau)

Journal of Chemistry Education and Integration
Vol. 5 No. 2 (2026): Journal of Chemistry Education and Integration

The learning model used by teachers is still less varied so that it can affect student learning outcomes. In this study, researchers compared two learning models so that it is known which one is best used by teachers as a way to support student learning outcomes to improve and increase. The purpose of this study is to see the difference in the use of Problem Based Learning (PBL) and Think Pair Share (TPS) models on student learning outcomes on the material of basic laws of chemistry at As-Shofa Islamic High School. Research type of pseudo-experiment with Pretest-Posttest Non-equivalent Control Group Design. The samples used were class X.2 as the experimental class I which was treated with the application of the PBL model and class X.3 as the experimental class II which was treated with the application of the TPS model. The final data analysis in this study is the hypothesis test with the t test. Based on the results of the t test calculation through Microsoft Excel, the researcher obtained the value Thitung (1.2688) < Ttabel (2.023) which means that H0 is accepted so it can be concluded that there is no significant difference in student learning outcomes through the PBL and TPS models on the material of the basic laws of chemistry class X As-Shofa Islamic High School.