Penerapan Problem-Based Learning untuk Meningkatkan Hasil Belajar di Sekolah Menengah Atas

  • Siti Rumaidah
  • Taufiqur Rahman Universitas Ibrahimy


Traditional instruction limited students' autonomy to construct their own knowledge. This condition enforce students' dependency to the teacher. Consequently, it affects their learning outcomes. an effort to improve the learning outcomes by applying problem-based learning model is supported by several researches. This study deployed action research design carried in two circle. The result stated that there are improvements in three aspect i.e attitude, knowledge and skill. Average score of attitude aspect increase from 77,48 to 77,86; knowledge aspect from 77,26 to 77,98; skill aspect from 76,52 to 77,80. Number of students achieving classical mastery learning criteria increase 20% from first circle i.e 64% of 25 students. Therefore, the criteria is achieved. The result also points that learning task carried by small group make knowledge transfer as learning community possible.


Download data is not yet available.


Alharbi, H. A. (2017). The Effectiveness of Problem Based Learning: Literature Review. International Journal of Current Research, 9(4), 49559–49565. Retrieved from
Andrade, H. L. (2019). A Critical Review of Research on Student Self-Assessment. Frontiers in Education, 4.
Angelle, S. (2018). Project-based and Problem-based Instruction: A Literature Review (Western Kentucky University). Retrieved from
Asubiojo, R. O., & Ajayi, J. A. (2017). The Role of Information and Communication Technology in Enhancing Instructional Effectiveness in Teachers ’ Education in Nigeria . KIU Journal of Social Sciences, 3(2), 289–295.
Borrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning. New Directions for Teaching and Learning, 68, 3–12.
Brookhart, S. M. (2013). How to Create and Use Rubrics for Formative Assessment and Grading. Alelxandria, VA: ASCD.
Brown, G. T. L., & Harris, L. R. (2013). Student Self-Assessment. In James H. McMillan (Ed.), SAGE Handbook of Research on Classroom Assessment (pp. 367–393).
Butler, S. M. (1998). The Process of Problem-Based Learning: A Literature Review. Journal of Health Occupations Education, 13(1), 133–167. Retrieved from
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219–233.
Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395–407.
Cockrell, K. S., Caplow, J. A. H., & Donaldson, J. F. (2000). A context for learning: Collaborative groups in the problem-based learning environment. Review of Higher Education, 23(3), 347–363.
Gómez-Pablos, V. B., Martín del Pozo, M., & Muñoz-Repiso, A. G.-V. (2017). Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers. Computers in Human Behavior, 68, 501.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Hmelo-Silver, C. E., & Barrows, H. S. (2006). Goals and Strategies of a Problem-based Learning Facilitator. Interdisciplinary Journal of Problem-Based Learning, 1(1).
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107.
Jonassen, D. H. (2009). Instructional design models for well-structured and III-structured problem-solving learning outcomes. Educational Technology Research and Development Volume, 45, 65–94.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
Kluger, A. N., & Denisi, A. (1996). The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory. Psychological Bulletin, 9(2), 254–284.
Kusaeri. (2004). Acuan dan teknik penilaian proses dan hasil belajar dalam kurikulum 2013. Yogyakarta: Ar Ruzz Media.
Mubuuke, A. G., Louw, A. J. N., & Van Schalkwyk, S. (2017). Cognitive and Social Factors Influencing Students׳ Response and Utilization of Facilitator Feedback in a Problem Based Learning Context. Health Professions Education, 3(2), 85–98.
Mulder, I., Swaak, J., & Kessels, J. (2002). Assessing group learning and shared understanding in technology-mediated interaction. Journal of Educational Technology & Society, 5(1), 35–47. Retrieved from
Naidu, S., Barrett, J., & Olseb, P. (2011). Improving instructional effectiveness with computer-mediated communication. Research in Learning Technology, 3(2), 63–75.
Panadero, E., Brown, G. T. L., & Strijbos, J. W. (2016). The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions. Educational Psychology Review, 28(4), 803–830.
Robinson, A., Dailey, D., Hughes, G., & Cotabish, A. (2014). The Effects of a Science-Focused STEM Intervention on Gifted Elementary Students’ Science Knowledge and Skills. Journal of Advanced Academics, 25(3), 189–213.
Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1).
Schmidt, H. G., & Moust, J. H. C. (2000). Factors affecting small-group tutorial learning: a review of research. In D. H. Evensen & C. E. Hmelo-Silver (Eds.), Problem-based Learning: A Research Perspective on Learning Interactions (pp. 19–52). Mahwah, NJ: Lawrence Erlbaum Associates Inc.
Shoimin, A. (2016). 68 Model Pembelajaran Inovatif dalam Kurikulum 2013. Yogyakarta: Ar-Ruzz Media.
Sungur, S., & Tekkaya, C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. Journal of Educational Research, 99(5), 307–320.
Tallmadge, G. K., & Shearer, J. W. (1971). Interactive relationships among learner characteristics, types of learning, instructional methods, and subject matter variables. Journal of Educational Psychology, 62(1), 31–38.
Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assessment in Education: Principles, Policy and Practice, 14(3), 281–294.
Vaidya, R., & Joshi, M. (2018). Use of Learning Style Based Approach in Instructional Delivery. Lecture Notes in Networks and Systems, 18, 199–209.
Van Dijk, D., & Kluger, A. N. (2011). Task type as a moderator of positive/negative feedback effects on motivation and performance: A regulatory focus perspective. Journal of Organizational Behavior, 32(8), 1084–1105.
Walker, A., & Leary, H. (2009). A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels. Interdisciplinary Journal of Problem-Based Learning, 3(1), 3–24.
Wardana, I. W. I. E., Agung, A. A. G., & Garminah, N. N. (2016). Pengaruh Model Pembelajaran Metakognitif dan Penilaian Diri Terhadap Hasil Belajar Matematika Siswa Kelas V Sekolah Dasar di Gugus VIII Kecamatan Buleleng Kabupaten Buleleng Tahun Pelajaran 2015/2016. MIMBAR PGSD Undiksha, 4(1), 1–10.
Wijnen, M., Loyens, S. M. M., Wijnia, L., Smeets, G., Kroeze, M. J., & Van der Molen, H. T. (2018). Is problem-based learning associated with students’ motivation? A quantitative and qualitative study. Learning Environments Research, 21(2), 173–193.
Yew, E. H. J., & Schmidt, H. G. (2009). Evidence for constructive, self-regulatory, and collaborative processes in problem-based learning. Advances in Health Sciences Education, 14(2), 251–273.
Yuan, H., Williams, B. A., & Fan, L. (2008). A systematic review of selected evidence on developing nursing students’ critical thinking through problem-based learning. Nurse Education Today, 28(6), 657–663.
Yunus, H., & Alam, H. V. (2018). Perencanaan Pembelajaran Berbasis Kurikulum 2013. Sleman: Penerbit Deepublish.
How to Cite
Siti Rumaidah, & Taufiqur Rahman. (2020). Penerapan Problem-Based Learning untuk Meningkatkan Hasil Belajar di Sekolah Menengah Atas. Jurnal Pendidikan Islam Indonesia, 4(2), 192-202.
Abstract viewed = 448 times
PDF downloaded = 398 times PLAGIARISM downloaded = 55 times