Perbedaan Peningkatan Hasil Belajar Biologi Siswa antara Model Problem Based Learning dengan Model Inquiry Learning

  • Yunita Wardianti Program Studi Pendidikan Biologi STKIP PGRI Lubuklinggau
  • Linna Fitriani STKIP PGRI Lubuklinggau
  • Wayan Ema Astuti STKIP PGRI Lubuklinggau

Abstract

This study aims to determine the improvement of student biology learning outcomes using the Problem Based Learning (PBL) model and Inquiry Learning model in Class X of Lubuklinggau 2 Public High School. This research is a quantitative descriptive research using quasi-experimental methods. The population in this study were all students of Class X Lubuklinggau 2 State Senior High School, amounting to 391 students, while the research samples were class X.7 amounting to 39 students as experimental class I and class X.10 totaling 40 students as experimental class II obtained using techniques cluster sampling. The research data was obtained by the test technique in the form of essay questions. Data analysis techniques with t test. The results of the study, based on the results of the analysis with the t test on the final value, can be concluded that Ho is rejected and Ha is accepted because of the value of Sig. (2-tailed) of 0.513 greater than α = 0.05. Conclusion, the increase in biology learning outcomes of students with Problem Based Learning learning models is higher than the increase in student biology learning outcomes with the Inquiry Learning model

Keywords: problem based learning, inquiry learning, improving learning outcomes

References

Al-Tabany, T. I. B. (2014). Mendesain Model Pembelajaran Inovatif, Progresif, dan Kontekstual. Jakarta: Kencana.

Ardana. I K, (2013). Studi Komperatif Penerapan Model Pembelajaran Berbasis Masalah dan Model Pembelajaran
Kooperatif Tipe STAD Terhadap Keterampilan Berpikir Kritis dan Kinerja Ilmiah Biologi SMA. e-journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi IPA. 3 (1). 12. [online]. http://pasca.undiksha.ac.id.

Arisandy, D. A., Fitriani, L., & Ghassani, F. (2018). Efektivitas Model Pembelajaran Inquiry terhadap Hasil Pembelajaran Biologi Siswa Kelas X SMA Negeri 6 Lubuklinggau. BIOEDUSAINS: Jurnal Pendidikan Biologi Dan Sains, 1(1), 71–79. doi:10.31539/bioedusains.v1i1.267

Hamdayama, J. (2014). Model dan Metode Pembelajaran Kreatif dan berkarakter. Jakarta: Ghalia Indonesia.
Handoyono, NA. (2016). Pengaruh Inquiry Learning dan Problem Based Learning Terhadap Hasil Belajar PKKR Ditinjau dari Motivasi Belajar. Jurnal Pendidikan Vokasi, 6(1),31-42

Neliana, (2016). Pengaruh Model Problem Based Learning terhadap Aktivitas dan Hasil Belajar Siswa. Jurnal Bioterdidik: Wahana Ekspresi Ilmiah 4(1)

Ngalimun. (2012). Strategi dan Model Pembelajaran. Yogyakarta: Aswaja Pressindo.

Nyonita. T, (2014). Study Komparasi Hasil Belajar Biologi dengan Penerapan Model Pembelajaran Inquiry Based Learning (IBL) dan Problem Based Learning (PBL) Pada Siswa Kelas X SMA Negeri 5 Surakarta Tahun Pelajaran 2013/2014. Bio-Pedagogi. 3 (2). 29. [Online]. http://jurnal.fkip.uns.ac.id.

Sanjaya, W. (2006). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana.

Soleh. Y. M, (2014). Studi Komparasi Penerapan Model Pembelajaran Problem Based Learning dan Model Pembelajaran Ikuiri Terbimbing Terhadap Keterampilan proses Sains Siswa Kelas X SMA Negeri 3 Boyolali Tahun Pelajaran 2013/2014. Bio-Pedagogi. 3 (2). 9. [online]. http://jurnal.fkip.uns.ac.id.

Supiandi, MI, dan Julung, H. (2016). Pengaruh Model Problem Based Learning (PBL) terhadap Kemampuan Memecahkan Masalah dan Hasil Belajar Kognitif Siswa Biologi SMA. Jurnal Pendidikan Sains 4(2),60-64
Published
2019-06-28
How to Cite
Wardianti, Y., Fitriani, L., & Astuti, W. (2019). Perbedaan Peningkatan Hasil Belajar Biologi Siswa antara Model Problem Based Learning dengan Model Inquiry Learning. BIOEDUSAINS: Jurnal Pendidikan Biologi Dan Sains, 2(1), 33-39. https://doi.org/https://doi.org/10.31539/bioedusains.v2i1.674
Abstract viewed = 32 times
pdf downloaded = 45 times