Publisher

UNIVEDUNIVED

Journal Early Childhood Research and PracticeEarly Childhood Research and Practice Abstract

This research was motivated by students who found it difficult to answer questions given by the teacher, and it was still seen that students were less able to explain the answers well in learning English, so that in learning English students did not understand the lessons given by the teacher. The formulation of the problem in this research is whether by implementing the PBL learning model (Problem Based Learning) in the introduction material can improve learning outcomes in class VII MtS N 1 Seluma?. The purpose of this research is to determine student learning outcomes using the PBL learning model (Problem Based Learning) on instruction material in class VII MtS N 1 Seluma. This research uses Class Action Research (PTK) which observes the teaching and learning process in the classroom which is an examination of learning activities in the form of actions, which are deliberately created and occur in a class together. The data collection techniques used are observation and tests. Based on data analysis, the average student learning outcomes were obtained before using the PBL learning model (Problem Based Learning) namely 41% with only 11 people completing it and the remaining 16 people not completing it. After carrying out PTK with the PBL learning model (Problem Based Learning) The average student learning outcomes in cycle I reached 78% with 21 people getting a completion score above the KKM, namely 65. Cycle II further improved by achieving an average learning outcome reaching 100% with all students getting a completion score above The KKM is 65. So it can be concluded that the hypothesis can be proven by implementing the PBL learning model(Problem Based Learning) can improve learning outcomes in the introduction material in class VII MtS N 1 Seluma can be seen from student learning outcomes after carrying out PTK using the PBL learning model (Problem Based Learning) on introductory material with 100% classical completeness.

Conclusion

Based on the analysis and interpretation of data, it can be concluded that there has been an increase in student learning outcomes after learning was carried out using the PBL Learning Model (Problem Based Learning).Student understanding increased from 41% classical completeness before the implementation of PTK to 70% in cycle I, and further increased to 100% in cycle II, indicating that all students achieved the predetermined KKM score of 65.Therefore, it can be concluded that student learning outcomes increased after learning was conducted using the PBL Learning Model (Problem Based Learning), as students experienced improved learning outcomes from the teachers actions in cycle I until overall completion was achieved in cycle II.

Future Research

Penelitian lebih lanjut dapat dilakukan untuk mengeksplorasi efektivitas model PBL dalam konteks materi pembelajaran bahasa Inggris lainnya, seperti descriptive text atau recount text, untuk melihat apakah peningkatan hasil belajar yang sama dapat dicapai. Selain itu, penelitian dapat difokuskan pada identifikasi faktor-faktor spesifik dalam implementasi model PBL yang paling berkontribusi terhadap peningkatan hasil belajar siswa, misalnya peran interaksi kelompok, kualitas masalah yang diberikan, atau tingkat dukungan guru. Terakhir, penelitian dapat dilakukan untuk membandingkan efektivitas model PBL dengan model pembelajaran lainnya, seperti direct instruction atau cooperative learning, dalam meningkatkan hasil belajar bahasa Inggris siswa, dengan mempertimbangkan variabel-variabel seperti gaya belajar siswa dan karakteristik materi pembelajaran, untuk memberikan rekomendasi yang lebih komprehensif tentang model pembelajaran yang paling sesuai untuk konteks pendidikan tertentu.

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