Upaya Meningkatkan Keterampilan Mengamati dan Menerapkan Konsep Melalui Penerapan Model Pembelajaran Problem Based Learning (PBL) pada Materi Fluida Statis

Abstract

Penelitian ini dilakukan untuk mengkaji efektifitas penerapan model Problem Based Learning (PBL) dalam upaya meningkatkan keterampilan mengamati dan menerapkan konsep siswa. Penelitian didesain dalam bentuk penelitian tindakan kelas dengan mengambil pokok bahasan fluida statis dan dilaksanakan dalam dua siklus. Data penelitian diperoleh melalaui teknik tes dan non tes. Teknik tes dilaksanakan dalam bentuk tes akhir dan lembar kerja siswa. Teknik non tes dilaksanakan melalui pengamatan dengan menggunakan lembar observasi. Data penelitian diolah menggunakan analisis presentasi. Hasil analisis penelitian menunjukan bahwa, pada siklus pertama indikator keberhasilan belum tercapai. Dimana hanya 61,9% (26 peserta didik) yang mencapai kriteria ketuntasan dengan prosentase aktivitas siswa sebesar 70,5%. Sedangkan pada siklus yang kedua, mengalami peningkatan, yakni 92.9% (39 peserta didik) yang mencapai ketuntasan secara klasikal dengan prosentase aktivitas siswa mencapai 95,7%. Hasil penelitian menunjukkan bahwa model pembelajaran yang diterapkan dapat meningkatkan ketrampilan mengamati dan menerapkan konsep sekaligus dapat meningkatkan kemampuan kognitif serta dapat melatih sikap ilmiah siswa.

This research was conducted to study the effectiveness of the implemanting of Problem Based Learning (PBL) models in an effort to improve students' observe skill and apply the concept. The study was designed in the form of classroom action research by taking the topic of static flui. Research data was obtained through test and non-test techniques. Test techniques are held by final tests and student worksheets. Non-test techniques are held by direct observation using observation sheets. Research data was processed using percentage analysis On the basis of the findings, the research showed that, in the first cycle the indicator of success has not been achieved. Where only 61.9% (26 students) reached the completeness criteria with the percentage of student activity at 70.5%. Whereas in the second cycle, there was an increase, its about 92.9% (39 students) who achieved classical completeness with the percentage of student activity reaching 95.7% The results of the study show that the learning model that is applied can improve observe skill and apply the concept as well as improve cognitive abilities and can train students' scientific attitudes.