p–ISSN: 2723 - 6609 e-ISSN: 2745-5254

Vol. 5, No. 9 September 2024 http://jist.publikasiindonesia.id/

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 9, September 2024 3318

Application of Problem-Based Learning (PBL) Learning

Model to Improve Student Learning Outcomes in Arithmetic

Row Material Class XI SMAN 6 Southwest Aceh

Khahona Afrinia

, Baidullah

*Correspondence

ABSTRACT

Keywords: learning;

problem-based learning;

arithmetic line.

In the implementation of education, there is a learning process, where students at

each level are required to take part in certain subjects. One of the subjects taught at almost

every level of education is mathematics. Mathematics is generally defined as the field of

science about logic regarding shapes, arrangements, and concepts related to others

(Rahman & Hapizah, 2021). The educational process is essentially an empowerment

process, which is a process to reveal the potential that exists in humans as individuals

who can then contribute to their nation. Education is increasingly important in the process

right learning model. In connection with this, efforts are made to provide opportunities

for students to improve Mathematics learning outcomes by using a Problem-Based

Learning model that is not only teacher-centered but also student-centered. One of the

ways to strengthen understanding of Mathematics learning outcomes is learning that can

provide opportunities for students to understand problems, provide answers or opinions,

and then draw conclusions (Novelni & Sukma, 2021).

According to Sukma, (2021) one of the right learning models is the Problems Based

Learning (PBL. Problem-Based Learning is a learning model that uses real problems that

are unstructured and open, in addition, the Problem-Based Learning model that uses real

problems with an open context and innovative learning can invite students to learn

presentation of inquiry-oriented problems. The problems presented in PBL are problems

in daily life and these problems can stimulate students to learn this problem based on the

knowledge and experience that students have had, so that from the experience that

students have had, new knowledge and experience will be formed. Therefore, having this

ability by students will make it easier to learn and solve mathematical problems. In

mathematics learning activities, emphasis should be placed on activities that can increase

understanding of concepts so that students have good basic skills to achieve other

mathematical skills such as reasoning, communication, connection, and problem-solving.

The learning process in the classroom by directing children to the ability to use formulas,

memorize formulas, mathematics only to do problems, rarely taught to analyze, and use

learning the material that has been given, teachers have not maximized the application of

innovative learning models. The Importance of Sharing Innovative Learning Practices

Understanding the material, this learning practice is expected to motivate other teachers

to design and implement innovative learning The role of a teacher who have the task of

educating, teaching, guiding, directing, training, assessing, and evaluating students.

According to (Nurlaelah, 2023), a teacher's responsibility is to carry out all stages or

phases of innovative teaching (creative and innovative learning, which is integrated with

models that can provide active learning conditions to students. Problem-Based Learning

(PBL) is a learning model that uses real problems as a context for students to develop

students problem-solving and critical-thinking skills. The problems used must be based

on daily life that is close to the student's life so that students can find mathematical

concepts on their own, especially arithmetic. The presentation of these problems can bring

students closer to mathematics and students can know the benefits of mathematics in daily

life and provide meaningful experiences in learning so that there can be an increase in

student learning (Aklimawati, Mahmuzah, & Rahmat, 2019). The role of teachers

includes a classroom manager who organizes and monitors student learning activities,

becomes a facilitator and motivator in implementing Problem-Based Learning, ensures

of the meaning of the problem are the causes of failure to solve the problem. These

difficulties cause students to lack confidence when solving problems and have an impact

on low student learning outcomes. The difficulties experienced by students are caused by

a lack of attention and involvement of students in learning. For this reason, in the process

of learning mathematics, students generally do not like the field of mathematics study.

This is due to the tendency that what is displayed or taught to students is a series of

abstract and boring formulas (Widyasari, Miyono, & Saputro, 2024).

Therefore, it is necessary to choose a learning model that increases attention and

learning, so that students understand the meaning of formulas and concepts in arithmetic

rows and series materials. Several studies show that the learning model can be used to

concluded that "through the application of the Problem-Based Learning (PBL) learning

model on Arithmetic problem material, the completeness of learning outcomes can be

achieved. Social arithmetic material is a material that has been taught since junior high

school grade VII in the even semester. According to (Aslam, Suparji, & Rijanto, 2021)

Social arithmetic material is one of the mathematics subject matter that must be

understood by grade VII students, social arithmetic material includes sales and purchase

prices, profits, losses, and break-even, profit and loss percentages, discounts, taxes, gross,

in conducting a study entitled "Application of Problem-Based Learning (PBL) Learning

Model to Improve Student Learning Outcomes in Arithmetic Materials for Class XI

SMAN 6 Aceh Barat South.

Surahman, 2021). The research approach used in this study is quantitative. The

quantitative approach is numerical data processed using statistical methods.1 While the

research method used in this study is the quasi-experimental method. The researcher used

this method because the samples taken were ordinary classes without changing the

existing structure. The design used in this study is the Pretest-Posttest Equivalent Group

Design. This research was conducted in two classes, namely the control class and the

experimental class. In the experimental class, a pre-test is given to see the ability of

student learning outcomes, after which learning treatment is given using the Problem-

Based Learning (PBL) learning model. After the learning is complete, students are then

given a final test (post-test) to see changes in student learning outcomes. Similarly, in the

outcomes are expected to be able to determine profits and losses and their percentages

and be able to solve real problems related to profit and loss.

The results of the pre-test showed the initial condition of student learning outcomes

which as a whole in the experimental and control classes were still resolved. However,

after the two were given treatment, namely in an experimental class using the Problem-

Based Learning (PBL) learning model. While the control class was treated using a direct

learning model, only then did the difference in student learning outcomes in social

arithmetic material be seen. This can be seen in the learning outcome scores in both

classes. In the experimental class, it appears that the learning outcomes of students

increase by using the Problem-Based Learning (PBL) learning model, this can be seen

outcomes increase with the Problem Based Learning (PBL) learning model.

During the learning process with the Problem-Based Learning (PBL) model,

students are faced with a real problem. Students understand the problem by observing and

reading the problem presented. Students look enthusiastic when observing and

understanding the problem. Students also actively ask questions about things they do not

understand, both to the teacher and their classmates. Students are also active in discussing

and collecting information from books, as well as asking directly to teachers to solve

problems in the LKPD that has been given.

At the stage of developing and presenting the work, students send two people from

their group to present answers to the completed LKPD. Students confidently explain the

mathematics learning outcomes on problem-solving materials involving money (Yenni,

2019)".

Based on the results of data processing using N-Gain in the experimental class

(table 4.4), it was found that 6 students had high n-gain values, 14 students had medium

n-gain values and 4 students had low n-gain values. The results show that the n-gain value

of the experimental class is in a moderate position. Meanwhile, in the control class (table

4.12), it was found that 2 students had a high n-gain level, 7 students at a medium n-gain

level, and the remaining 16 students at a low n-gain level. The results show that the n-

gain value in the control class is in a low position. In addition, the average post-test score

of the learning outcomes of the experimental class students was (((x ), = 70.9) and the

learning outcomes of students who are taught with direct learning".

problem, then there can be a cognitive imbalance in the student. This situation encourages

curiosity so it raises various questions related to the problem. If the question has arisen,

then their intrinsic motivation to learn will appear. The third stage is to guide the

LKPD. So they construct their knowledge. This is in line with the view of constructivism

expressed by Cobb (Suherman, 2013) who said that learning is seen as an active and

Based on the research that the author has carried out at SMAN 6 Aceh Barat South,

Problem-Based Learning (PBL) learning model are higher than the learning outcomes of

students who are taught with direct learning.

Pembelajaran Problem Based Learning pada Materi Barisan dan Deret di SMA

Nurlaelah, Nurlaelah. (2023). Problem-Based Learning Method for Improving the

Learning Achievement of Students. Edunesia: Jurnal Ilmiah Pendidikan, 4(2),

447–457.

Rahman, M. Taufiq Qur, & Hapizah, Muhamad Yusup. (2021). Penerapan Problem

Based Learning Menggunakan Bahan Ajar Berbasis Android pada Materi Barisan

dan Deret Aritmetika. Lentera Sriwijaya: Jurnal Ilmiah Pendidikan Matematika,

3(2), 1–16.

Tyas, Retnaning. (2017). Kesulitan penerapan problem based learning dalam

pembelajaran matematika. Jurnal Tecnoscienza, 2(1), 43–52.

Widyasari, Devi, Miyono, Noor, & Saputro, Susilo Adi. (2024). Peningkatan hasil belajar