Penerapan Problem-Based Learning untuk Meningkatkan Hasil Belajar di Sekolah Menengah Atas
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.
Andrade, H. L. (2019). A Critical Review of Research on Student Self-Assessment. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00087
Angelle, S. (2018). Project-based and Problem-based Instruction: A Literature Review (Western Kentucky University). Retrieved from https://digitalcommons.wku.edu/stu_hon_theses/725
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. https://doi.org/10.1002/tl.37219966804
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). https://doi.org/10.4135/9781452218649.n21
Butler, S. M. (1998). The Process of Problem-Based Learning: A Literature Review. Journal of Health Occupations Education, 13(1), 133–167. Retrieved from http://stars.library.ucf.edu/jhoe/vol13/iss1/9
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219–233. https://doi.org/10.1080/03075070600572132
Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395–407. https://doi.org/10.1080/03075071003642449
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. https://doi.org/10.1353/rhe.2000.0008
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. https://doi.org/10.1016/j.chb.2016.11.056
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
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). https://doi.org/10.7771/1541-5015.1004
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. https://doi.org/10.1080/00461520701263368
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. https://doi.org/10.1007/BF02299613
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. https://doi.org/10.1207/s15326985ep4102_1
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. https://doi.org/10.1037/0033-2909.119.2.254
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. https://doi.org/10.1016/j.hpe.2016.09.003
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 https://www.jstor.org/stable/jeductechsoci.5.1.35
Naidu, S., Barrett, J., & Olseb, P. (2011). Improving instructional effectiveness with computer-mediated communication. Research in Learning Technology, 3(2), 63–75. https://doi.org/10.3402/rlt.v3i2.9611
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. https://doi.org/10.1007/s10648-015-9350-2
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. https://doi.org/10.1177/1932202X14533799
Savery, J. R. (2006). Overview of Problem-based Learning: Deﬁnitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1002
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. https://doi.org/10.3200/JOER.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. https://doi.org/10.1037/h0030792
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. https://doi.org/10.1080/09695940701591867
Vaidya, R., & Joshi, M. (2018). Use of Learning Style Based Approach in Instructional Delivery. Lecture Notes in Networks and Systems, 18, 199–209. https://doi.org/10.1007/978-981-10-6916-1_18
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. https://doi.org/10.1002/job.725
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. https://doi.org/10.7771/1541-5015.1061
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. https://doi.org/10.23887/jjpgsd.v4i2.7732
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. https://doi.org/10.1007/s10984-017-9246-9
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. https://doi.org/10.1007/s10459-008-9105-7
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. https://doi.org/10.1016/j.nedt.2007.12.006
Yunus, H., & Alam, H. V. (2018). Perencanaan Pembelajaran Berbasis Kurikulum 2013. Sleman: Penerbit Deepublish.
Copyright (c) 2020 Jurnal Pendidikan Islam Indonesia
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.