ABSTRAK
Tujuan penelitian ini adalah untuk mengetahui bagaimana penerapan Problem Based Learning (PBL) dalam pembelajaran IPS dapat meningkatkan motivasi dan prestasi belajar kelas VIII D SMP Negeri 2 Tanon tahun pelajaran 2014/2015. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dari hasil penelitian tindakan kelas (PTK) berupa perlakuan ( treatment) dengan menggunakan model pembelajaran Problem Based Learning (PBL). Subyek penelitian ialah siswa kelas VIII D SMP Negeri 2 Tanon, pada semester II tahun pelajaran 2014/2015 yang berjumlah 32 siswa terdiri 16 siswa laki-laki dan 16 siswa perempuan. Data penelitian diperoleh dari hasil pengamatan kegiatan pembelajaran, informan (siswa, guru, dan kepala sekolah), dokumen arsip dan foto kegiatan. Melalui tahapan planing, acting, observing, dan reflecting. Penelitian dilaksanakan dalam tiga siklus dengan langkah-langkah pembelajaran model Problem Based Learning (PBL) yang terdiri dari orientasi siswa pada masalah (apersepsi), mengorganisasi siswa untuk belajar (elaborasi), mengorganisasikan siswa dalam kelompok (eksplorasi), membimbing diskusi siswa (eksplorasi), mengembangkan dan menyajikan hasil karya (eksplorasi), menganalisis dan mengevaluasi proses pemecahan masalah (konfirmasi). Untuk memperlancar kegiatan pembelajaran model Problem Based Learning (PBL) direncanakan skenario pembelajaran, media pendukung, dan instrumen penelitian tindakan.
Hasil penelitian menunjukkan bahwa penerapan model Problem Based Learning (PBL) dapat meningkatkan semangat belajar siswa. Penerapan model PBL dapat meningkatkan motivasi belajar IPS yang diberikan kepada siswa siklus I dapat diketahui bahwa rata-rata sebesar 127,87 atau 63,94%, siklus II sebesar 135,16 atau 67,59, dan siklus III sebesar 153,28 atau 76,64. Sedangkan nilai kognitif post tes hasil belajar siklus I rata-rata 75,47 dengan pencapaian ketuntasan 53,13%, siklus II rata-rata 78,44 dengan pencapaian ketuntasan 71,88%, siklus III rata-rata 83,90 dengan pencapaian ketuntasan 100%. Penerapan model pembelajaran PBL pada pembelajaran IPS Sejarah dapat meningkatkan motivasi dan prestasi belajar siswa kelas VIII D SMP Negei 2 Tanon Tahun pelajaran 2014/2015.
Kata kunci: Model pembelajaran PBL, motivasi belajar, prestasi belajar.
ABSTRACT
The objective of research was to find out how the aplication of Problem Based Learning (PBL) is in history learning to improve the motivation and learning Achievement of IPS in the eight D (VIII D) Class of 2 State Junior Hight School Tanon in the Instruction Year 2014/2015. The method employed in this research was a discriptive qualitative one from the result of classroom action research (CAR) in the form of treatment using Problem Based Learning (PBL) model. The subject of reseach was the VIII D graders of SMP Negeri 2 Tanodn, in the two semester of 2014/2015 school year consisting of 32 students: 16 males and 16 females. The data of reseach was obtained from learning activity observation, informant ( student, teacher, and headmaster), document, archive, and activity photograph. Through planning, acting, observing, and reflecting. The research was conducted in three cycles with Problem Based Learning (PBL) consisting of student orientation toward problem (apperception), organizing the student to learn (elaboration), organizing the student in group (exploration), guiding student discussion (exploration), developing and presenting work (exploration), analyzing and evaluating the problem solving process(confirmation). To promote the Problem Based Learning (PBL) model learning study acitivy, learning scenario, supporting media and action research instrument were planned.
The result shows that implementation of PBL learning model can increase excitement of student learning and lots of fun. The application of PBL learning model can increase motivation and student learning achievementquite high. Based on the questionnaire answer of social learning studies motivation that given to student in the first cycle, can be known that the average is 127,87 or 63,94%, the second cycle is 135,16 or 67,59%, and the third cycle is 153,28 or 76,64%. While the value of cognitive post-test learning learning outcomes average in the first cycle is 75,47 with completeness achievement 53,13%, the second cycle is 78,44 with completeness achievement 71,88%, and the third cycle is 83,90 with completeness achievement 100%. The application of PBL model at social learning studies can increase the motivation and student learning achievement of history in grade VIII D SMP Negeri 2 Tanon.
Keyword: Problem Based Learning (PBL), Learning motivation, history learning achievement