PERBEDAAN PRESTASI BELAJAR KONSEP PROTISTA MENGGUNAKAN MODEL PEMBELAJARAN PROJECT BASED LEARNING

Benny Putera Prakasa, Adelina Hasyim, Sulton Djasmi

Abstract


This research aims to analyze: 1) interaction among learning model with learning motivation of learning result of Protist concept; 2) difference of learning result through Project Based Learning (PJBL) and Problem Based Learning (PBL) teaching model; 3) difference of Project Based Learning and Problem Based Learning teaching model of low motivated students. It was examined in SMA Sugar Group class of X science A and X Science B.. Research sample was done by using cluster random sampling. Hypotesis was examined using Two Ways Anova and t-Test. The conclusion of this research is 1) there was an interaction among learning model (sig 0,048<0,05), learning motivation (Sig 0,000<0,05), and interaction between model and motivation (Sig 0,048<0,05), 2) the total average of learning result through PJBL was higher than PBL teaching model (77,40>73,60), 3) the average of PJBL was higher than PBL teaching method of low motivated students (73,60>66,00).

Penelitian ini bertujuan untuk menganalisis: 1) interaksi antara model pembelajaran dengan motivasi belajar terhadap prestasi belajar pada konsep Protista, 2) perbedaan prestasi belajar biologi yang dibelajarkan dengan Project Based Learning (PJBL) dan Problem Based Learning (PBL), 3) perbedaan prestasi belajar biologi konsep Protista pada peserta didik mempunyai motivasi belajar rendah yang dibelajarkan dengan PJBL dan PBL.Penelitian dilakukan di SMA Sugar Group kelas XIPA A dan XIPA B. Teknik pengambilan sampel dengan Cluster Random Sampling. Hipotesis diuji menggunakan Uji Anava Dua Jalur dan Uji t-Test. Simpulan dari penelitian ini adalah: 1) ada interaksi antara model pembelajaran (sig 0,048<0,05) motivasi belajar (Sig 0,000<0,05), serta interaksi model dan motivasi (Sig 0,048<0,05); 2) rata-rata prestasi belajar Biologi peserta didik yang menggunakan model PJBL lebih tinggi dibandingkan dengan PBL (77,40>73,60); 3) rata-rata total prestasi belajar biologi peserta didik dengan motivasi rendah pada model pembelajaran PJBL lebih tinggi dibandingkan PBL (73,60>66,00).


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