Perbedaan Hasil Belajar melalui Penerapan Problem Based Learning dan Inquiry Based Learning terhadap Pembelajaran IPA
Abstract
. Penelitian ini didasari oleh rendahnya prestasi belajar siswa kelas 4 IPA. Rendahnya capaian pembelajaran IPA di Indonesia ditunjukkan dengan hasil TIMMS. Problem Based Learning (PBL) Inquiry Based Learning (IBL) tampaknya menjadi solusi untuk meningkatkan prestasi belajar sains siswa. Dari hasil kajian/tinjauan literatur, penerapan PBL dan IBL membutuhkan persiapan yang matang. Oleh karena itu, penelitian ini bertujuan untuk mengetahui keefektifan PBL dan IBL dalam pembelajaran materi Gaya dan Gerak pada kelas IPA kelas IV SD Negeri Cibeureum 2 Kecamatan Bogor Selatan Kota Bogor. Penelitian ini menggunakan metode kuasi eksperimen dengan desain non-equivalent control group design (pre-test dan post-test tidak setara). Besar sampel penelitian adalah 31 siswa yang belajar menggunakan PBL dan 30 siswa yang belajar menggunakan IBL. Data dari hasil penelitian menunjukkan bahwa prestasi belajar siswa lebih bergantung pada penggunaan IBL daripada PBL, dan terdapat perbedaan efektivitas penggunaan PBL dan IBL terhadap prestasi belajar siswa kelas IV IPA.
Downloads
Metrics
References
Abidin, Y. (2018). Desain Sistem Pembelajaran dalam Konteks Kurikulum 2013. PT Refika Aditama: Bandung
Anam, K. (2017). Pembelajaran Berbasis Inkuiri, Metode dan Aplikasi. Pustaka Pelajar: Yogyakarta
Denis-Çeliker, H., & Dere, S. (2022). The Effects of the Problem-Based Learning Supported by Experiments in Science Course: Students' Inquiry Learning and Reflective Thinking Skills. Journal of Science Learning, 5(1), 14-27.
Farida, N., & Cintamulya, I. (2018). Perbedaan Berpikir Kritis Siswa Antara yang Menggunakan Model Inquiry Based Learning dengan Model Problem Based Learning Ditinjau dari Gaya Kognitif Reflektif Dan Impulsif. In Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning (Vol. 15, No. 1, pp. 075-081).
Fatonah, D. S. R., Ashadi, A., & Haryono, H. (2016). Studi Komparasi Pembelajaran Kimia Menggunakan Model Inquiry Based Learning (Ibl) Dan Problem Based Learning (Pbl) Pada Materi Termokimia Kelas Xi Sma N 1 Sukoharjo Dengan Memperhatikan Kemampuan Matematik Tahun Pelajaran 2015/2016. Jurnal Pendidikan Kimia, 5(2), 36-43.
Febriati, N., Widayat, E., & Kadar, S. (2020). Pengaruh Model Pembelajaran Problem Based Learning Dan Inquiri Based Learning Terhadap Motivasi Dan Hasil Belajar Siswa. Jurnal Riset Pembelajaran Matematika, 2(2), 37-46.
Funa, A. A., & Prudente, M. S. (2021). Effectiveness of Problem-Based Learning on Secondary Students' Achievement in Science: A Meta-Analysis. International Journal of Instruction, 14(4), 69-84.
Hadiati, D., & Nasution, M. Y. (2016). Perbedaan Hasil Belajar Yang Diajarkan Dengan Model Pembelajaran Problem Based Learning (PBL) dan Model Pembelajaran Inkuiri Pada Materi Sel Di SMA Negeri 16 Medan TP 2015/2016. Jurnal Pelita Pendidikan, 4(1).
Nasar, A., & Kurniati, K. (2020). Comparing Students’ Learning Outcomes Using Problem Based Learning Model and Inquiry Based Learning Model. Jurnal Pendidikan Fisika, 8(1), 43-55.
Rafiq, A. A., Triyono, M. B., & Djatmiko, I. W. (2023). The integration of inquiry and problem-based learning and its impact on increasing the vocational student involvement. International Journal of Instruction, 16(1), 659-684.
Ritonga, N. H. (2020). Analisis Problem Based Learning (PBL) Dan Problem Solving Menggunakan Media Adobe Flash Terhadap Aktivitas Belajar Dan Hasil Belajar Siswa Pada Materi Laju Reaksi (Doctoral dissertation, UNIMED).
Safitri, A. R. (2019). Problem-Based Learning: Strategi Pembelajaran untuk Siswa pada Berbagai Level Kemampuan Koneksi Matematis. Kontinu: Jurnal Penelitian Didaktik Matematika, 3(2), 112-129.
Susilowati, S. (2017). Pengembangan Bahan Ajar IPA Terintegrasi Nilai Islam untuk Meningkatkan Sikap dan Prestasi Belajar IPA Siswa. Jurnal Inovasi Pendidikan IPA, 3(1), 78. https://doi.org/10.21831/jipi.v3i1.13677
Trianto. (2017). Mendesain Model Pembelajaran Inovatif, Progresif dan Kontektual. Kencana:Jakarta.
Ünver, A. O., & ArabacioĞlu, S. (2011). Overviews on Inquiry Based and Problem Based Learning Methods.
Copyright (c) 2022 Putri Intan Juwita
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with CJPE agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.