Journal of Lesson Study in Teacher Education

PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) PADA MATERI PERUBAHAN FISIKA DAN PERUBAHAN KIMIA SMK

2024-07-02T08:07:13+00:00

Learning is required to provide opportunities for students to be involved in the learning process, including chemistry learning. Learning chemistry is still a scourge for most children, or is considered a difficult subject. Based on observations and interviews, the results showed that students were less actively involved in learning activities. This is because teachers have not optimized the use of methods and innovative learning models. This research focuses more on the application of the PBL learning model. The hope is that students will be motivated to study chemistry, especially the topic of physical and chemical changes. This research is a qualitative descriptive study. Data processing techniques are carried out by describing the data collected and analyzing the implementation of learning, in order to find best practices that can be disseminated. The impact of applying the problem based learning model on material on physical changes and chemical changes is very affective because it can make students active in participating in learning activities and learning outcomes also increase. In order to make learning innovation work well in the future, you must: Carry out careful planning in the learning process which can be done through coordination with teachers and education staff. Careful planning ensures that innovation will not disrupt the flow of in-depth learning of the material. On the other hand, innovation can support a better level of understanding of the material.

PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI SIFAT-SIFAT PERIODIK UNSUR KELAS X DI SMAN 1 SURANENGGALA

2024-07-02T08:10:20+00:00

This research is classroom action research which aims to improve the quality of learning and student learning outcomes. The objects of this research were students in class The method in this research is a qualitative descriptive method. Classroom action research design with three steps, namely Planning, Implementation, and Reflection. The indicator of success in this research is the achievement of student competency from cognitive learning outcomes which reached 92% completion with a KKM = 75. In carrying out the assessment in this activity, learning technology media through Quizizz is used to facilitate data processing to make it more efficient and effective. Through this learning, it is hoped that students will be able to grow their imagination and develop their thinking power to achieve the 4 character skills of the 21st century, such as: Critical Thinking and Problem Solving, Communication, Collaboration, and Creativity and Innovation.

ANALISIS KEMAMPUAN SPASIAL SISWA KELAS VIII DALAM MEMECAHKAN MASALAH GEOMETRI DITINJAU DARI GAYA BELAJAR

2024-07-02T08:08:23+00:00

This study aims to describe the spatial abilities of students with visual, auditory, and kinesthetic learning styles. The type of research used in this study is qualitative descriptive research. The research subjects consisted of 21 students in class VIII, MTs Al Hidayah Sadeng, Semarang. Data collection techniques include tests, anchors, and interviews. The results of this study showed that students with high spatial and moderate visual and auditory learning styles were able to understand the problem by explaining what was known and being asked correctly. And it's able to relate concepts so that it can find the right formula and solve the given problem correctly and precisely. Meanwhile, students with moderate abilities and a kinetic learning style are only able to write down what is known and asked. And yet it has not been able to relate concepts so that it cannot find the right formula and not solve the given problem properly and precisely. While students with low spatial abilities with visual and kinesthetic learning styles are able to write down what is known and asked, subjects with auditory learning styles write but are less precise. Students with visual, auditory, and kinesthetic learning styles have not been able to relate concepts, so they have not been able to find the right formula and cannot solve the given problem correctly and precisely. Students with high spatial, medium, or low abilities cannot describe objects based on what is known and asked.

MENGATASI PERMASALAHAN SISWA DALAM PEMBELAJARAN: EKSPLORASI PENERAPAN MODEL PROBLEM BASED LEARNING (PBL)

2024-07-02T08:10:44+00:00

The era of globalization confronts the world of education with quite complex problems. This encourages the initiation of problem-based learning methods/models. Social interaction in the form of collaboration is one strategy that makes it easier to solve problems. Various learning strategies are chosen, with the hope that students can improve the quality of their knowledge and skills. This research aims to find best learning practices that can provide added value for anyone who reads it. This research is a qualitative descriptive study using the STAR method (Situation, Challenges, Action, Reflection on Results and Impact) to describe the implementation of lesson study. The results of this research show that the use of the problem based learning model makes students trained in their critical thinking skills. Students are more critical because they are trained to formulate their own problems. This is shown by the increase in student learning outcomes as evidenced by the results of formative tests carried out during learning with the highest score being 100 and the lowest score being 60. This learning success factor is largely determined by the teacher's competence in managing learning, especially in terms of selecting innovative learning models and media that are developed. in teaching modules so that students' critical thinking abilities can increase.

PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR DAN KEAKTIFAN DISKUSI PESERTA DIDIK KELAS X

2024-07-02T08:08:59+00:00

A research study was conducted with the aim of determining the cognitive learning outcomes and discussion activity (affective) of students on the topic of Material and its changes by implementing the Problem-Based Learning (PBL) model supplemented with Student Worksheets (LKPD). This research is a qualitative descriptive study consisting of stages such as situational analysis, challenges, obstacles, improvement efforts, and research outcomes. The research subjects were male and female students of X TAB 3. Data were collected through diagnostic, formative, and summative assessments, interviews, observations, and documentation. Data collection techniques involved tests (cognitive domain), Peer Assessment (attitude domain), and non-tests (interviews and surveys). Based on the research findings, it is evident that the innovative PBL model can improve students' cognitive learning outcomes, as assessed by the summative assessment (post-Test) with the PBL model supplemented with LKPD categorized as good, achieving a mastery rate of 90% compared to the pre-test results of only 55%. Moreover, there was an increased participation during task completion discussions (LKPD), where in the discussion of LKPD 1, 70% of students received an Excellent (SB) predicate and 30% received a Good (B) predicate. Similarly, in the discussion of LKPD 2, 85% of students received an Excellent (SB) predicate and 15% received a Good (B) predicate.

PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) DIINTEGRASIKAN DENGAN MEDIA FLASH CARD DAN QUIZIZZ UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA

2024-07-02T08:11:11+00:00

English is a subject which for some students is a difficult subject. There are several factors that cause this, whether from students, teachers or the learning environment. This condition must be addressed immediately so as not to disrupt student learning outcomes. In facing challenges to problems in learning in this class, the author applies a model Problem Based Learning by applying learning media from wordwall and quiziz to increase student learning motivation. This research is a qualitative descriptive study. The impact of action on the implementation of learning steps was obtained from the results of a student survey carried out at the end of the lesson, showing that the learning that had been carried out felt enjoyable. By implementing innovative and fun learning, it encourages students to be active and creative, able to convey their thoughts and ideas both individually and in groups to achieve the expected learning goals

MENINGKATKAN KETERAMPILAN SPEAKING PADA MATERI TELLING TIME DENGAN MODEL PBL (PROBLEM BASED LEARNING) BERBANTUKAN ONLINE GAME (WORDWALL) DAN WORKSHEET (OFFICE ONLINE)

2024-07-02T08:09:26+00:00

This research aims to enhance students’ speaking skill using problem-based learning integrated with online game (word wall) and worksheet (office online). An observation was used to capture how students’ attitude during the teaching and learning process using problem-based learning integrated with word wall and office online. Students’ result of learning, particularly their speaking performance was also used to support the data. The data were then analyzed descriptively to know how students’ learning of speaking in the classroom. The result showed that through problem-based learning integrated with word wall and office online, students learnt comprehensively with others about how to ask for and give a response of telling time. During the teaching and learning process, students performed actively either in their own group or in front of the class.

MENINGKATKAN KEAKTIFAN BELAJAR SISWA MELALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBANTUAN LKPD

2024-07-12T10:24:29+00:00

This research is classroom action research (PTK). The aim of this research is to increase student activity by using a problem based learning model assisted by LKPD. The subjects in this research were all class VII students of SMP IT Hidayatul Mubtadiin Kebonagung. This research was carried out with indicators of positive activity and negative activity. The minimum work indicator for positive activities is 75% while the minimum work indicator is 15%. In cycle 1, the percentage of positive activity was 70% and negative activity was 20%. Because the minimum work indicators were not met, cycle 2 was carried out which resulted in a positive activity percentage of 80% and negative activity of 13%. These results show that the percentage obtained meets the criteria for research success, so it can be concluded that the application of the problem based learning model assisted by LKPD can increase student learning activity.