PENGARUH PROBLEM-BASED LEARNING TERHADAP HASIL BELAJAR SISWA PENDIDIKAN PEMBENTUKAN BINTARA POLRI

Abdul Manaf, Mustaji Mustaji, Fajar Arianto

Abstract


Penelitian ini bertujuan untuk mengetahui pengaruh problem-based learning terhadap hasil belajar Mahasiswa Bintara Polri. Pendekatan kuantitatif digunakan dalam penelitian ini dan penelitian ini dirancang dengan menggunakan pendekatan desain eksperimen sejati. Metode yang digunakan dalam penelitian ini adalah metode eksperimen semu. Analisis data menggunakan teknik analisis data Kolmogorov-Smirnov sederhana. Hasil uji analisis menunjukkan adanya pengaruh problem-based learning terhadap hasil belajar pada kelas kontrol dan eksperimen dengan taraf signifikansi 5% (0,000 < 0,05). Hal ini menunjukkan bahwa experiential teaching dengan problem-based learning terhadap hasil belajar mengalami peningkatan. Dari sini dapat disimpulkan bahwa hasil belajar siswa bintara pada kelompok eksperimen lebih tinggi daripada pada kelompok kontrol. Problem-Based Learning berdampak positif terhadap hasil belajar mahasiswa bintara Polri.

Keywords


Problem-Based Learning; Hasil Belajar; Pendidikan Pembentukan Bintara Polri

Full Text:

PDF

References


Amir, M. T. (2009). Educational Innovation through Problem Based Learning: How Educators Empower Students in the Knowledge Age. Jakarta: Prenada Media Group.

Anderson, L. W. ( 2003). Classroom Assessment: Enhancing the Quality of Teacher Decision Making. London: Lawrence Erlbaum Associates.

B. S. Bloom, B. (1981). Taxonomy of Education objective. Handbook.I: Cognitive domain. New York: McKay.

Bakac, A. K. (2010). The Effects of Problem Based Learning and Traditional Teaching Methods on Students’ Academic Achievement, Conceptual Developments and Scientific Process Skills According to Their Graduated High School Types. Procedia Social and Behavioral Science, vol. 2, pp. 2409-2413.

Bell, B. S. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology, 93(2), 296-316.

Brian R. Belland, B. F. (2009). Validity and Problem-Based Learning Research: A Review of Instruments Used to Assess Intended Learning Outcomes. Interdisciplinary Journal of Problem-Based Learning Interdisciplinary Journal of Problem-Based Learning , 59-89.

Eiggen, P., & Kauchak, D. (2012). Strategi dan Model Pembelajaran. Jakarta: Indeks.

G. Gorghiu, e. a. ( 2015). Problem-Based Learning - An Efficient Learning Strategy in The Science Lessons Context. Procedia - Social and Behavioral Sciences, vol. 191, pp. 1865 – 1870.

Graves, T. R. (2010). Enhancing perceptual awareness in ethical decision-making: A method to address ill-defined domains. Arlington, VA: U. S: Army Research Institute for the Behavioral and Social Sciences.

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.

Krathwohl, L. A. (2001). A Taxonomy of Learning, Teaching and Assessing, a Revision of Bloom Taxonomy of Educational Objective. New York: Longman.

Robert J. Pleban, T. R. (2011). Evaluating a Problem-Based Learning Strategy for Enhancing Ethical Awareness in Negotiation . Virginia: U.S. Army Research Institute for the Behavioral and Social Sciences.

Savin-Baden, M. a. (2004). Challenging research in problem-based learning. Berkshire, UK: McGraw-Hill Education.

Seiler, S. F. (2010). An interactional dual-process model of moral decision making to guide military training. Military Psychology, 22(4), 490-509.

Thomson, M. H. (2006). Moral and ethical decision-making in Canadian Forces operations (Report Number: DRDC-TORONTO-CR-2006-013). Canada: Defense Research & Development Canada.

Williams, K. R. (2010). An assessment of moral and character education in initial entry training (IET). Journal of Military Ethics, 9(1), 41-56.

Woods, D. (1994). Problem-based learning: How to gain the most from PBL . Canada: McMaster University.




DOI: http://dx.doi.org/10.58258/jime.v8i3.3736

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Fajar Arianto

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License
JIME: Jurnal Ilmiah Mandala Education (p-issn: 2442-9511;e-issn: 2656-5862) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal ini diterbitkan oleh Lembaga Penelitian dan Pendidikan (LPP) Mandala.