<![CDATA[This study aims to determine the effect of implementing a poster-based problem based learning (PBL) model on student learning outcomes in the topic of atomic structure among X student at Pematangsiantar state high school 4. The study employed a quasi-experimental design with a pretest-posttest control group. The research subjects consisted of two classes: an experimental class that received instruction using the poster-based PBL model and a control class that received conventional instruction. The research instrument consisted of learning outcome tests administered before and after the intervention. Data were analyzed using nonparametric tests and N-Gain calculations. The results showed that the average pretest scores for both classes were relatively similar. After instruction, the average posttest score for the experimental class increased to a higher level than that of the control class. The N-Gain test yielded an N-Gain score of 0.64 > 0.30, falling into the “moderate” category, and an N-Gain percentage of 64% > 56%, falling into the “fairly effective” category. Thus, it can be concluded that the poster-based PBL learning model has a positive effect on students’ learning outcomes regarding atomic structure material in X grade high school.]]>
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