IMPLEMENTASI PROBLEM BASED LEARNING PADA PELAJARAN FIQIH MENINGKATKAN HASIL BELAJAR DAN AKTIVITAS PESERTA DIDIK
Keywords:Problem Based Learning, Student activity, Fiqh, TPACK, Learning outcomes
Based on the results of daily tests on fiqh subjects, it shows that learning is less successful because it is still below the specified KKM, even though the teacher has explained all the material but has not used good learning methods, only conventional learning models so that students are active in learning, and are less interested in taking fiqh lessons. This study aims to improve the learning outcomes of grade VI students of MIS Bustanut Tholabah in Fiqh subjects. The location of this research is in class VI MIS Bustanut Tholabah Mekar Jaya Village, Jabung District, East Lampung Regency with a total of 15 students. 7 boys and 8 girls. The data in this study were obtained through interviews, action observation results, and evaluation results. This research was carried out in 3 cycles. The results showed that in cycle I, before the action was taken, the average score was 61.67. The average score increased to 74 after the action. The average score increased to 74 after the action. As for student activity, it was found that 73% of students were active. For the evaluation results, only 60% of students reached the KKM. In cycle II, before the action was taken, the average score was 68.33. The average score increased to 73.66 after the action was taken. The average score increased to 73.66 after the action was taken. As for student activity, 77% of students were found to be active. For evaluation results, 70% of students have reached the KKM. In cycle III, before the action was taken, the average score was 68.33. The average score increased to 85 after the action was taken. Cycle III has achieved success of 80% of students who reached the KKM, and student activity reached 90%. Based on the results of the study it can be concluded that learning with a problem-based learning model can improve student learning outcomes, and increase student activity. Learning becomes more fun because students actively participate in all processes of learning activities, this PBL learning model must support TPACK (TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE) and requires supporting devices that support learning such as projectors, laptops, and at least more fun media. However, this model is less suitable for children who have limitations or disabilities.
Aqip, Zainal. (2003). Karya Tulis Ilmiah Bandung: Yrama Widya.
Ardianto, D., & Rubini, B. (2016). Comparison of Students’ Scientific Literacy in Integrated Science Learning Through Model of Guided Discovery and Problem Based Learning. Jurnal Pendidikan IPA Indonesia, 5(1), 31–37.
Dimyati dan Mudjiono. (2002). Belajar dan Pembelajaran. Jakarta: Rineka Cipta.
FARIDA, K. . (2021). PENERAPAN PROBLEM BASED LEARNING DALAM MENINGKATKAN HASIL BELAJAR PENDIDIKAN AGAMA ISLAM DI SMP NEGERI 5 PONOROGO. EDUCATOR : Jurnal Inovasi Tenaga Pendidik Dan Kependidikan, 1(2), 239-247.
Juleha, S., Nugraha, I., & Feranie, S. (2019). The Effect of Project in Problem-Based Learning on Students’ Scientific and Information Literacy in Learning Human Excretory System. Journal of Science Learning, 2(2), 33–41.
Kunandar. (2010). Langkah Mudah Penelitian Tindakan Kelas. Jakarta: Raja Grafindo Persada.
Lestari, Z. H., & Jasmansyah. (2020). Penerapan Problem Based Learning dalam Meningkatkan Hasil Belajar Peserta Didik. Manhajuna: Jurnal Pendidikan Agama Islam , 1(1), 38-41.
Mulyasa, E. (2005). Menjadi Guru Profesional. Jakarta: Remaja Rosda Karya.
Paizaluddin dan Ermalinda. (2013). Penelitian Tindakan Kelas (Classroom Action Research). Bandung: Alfabeta.
Peraturan Menteri Agama Republik Indonesia No. 2 Tahun 2008. (2009). Tentang Standar Kompetensi Lulusan dan Standar Isi pendidikan Agama Islam dan BahasaArab di Madrasah. Jakarta: Bp. Mediatama Pustaka Mandiri.
Purwanto. (2009). Evaluasi Hasil Belajar. Yogyakarta: Pustaka Belajar.
Rusman. (2011). Model-model Pembelajaran Mengembangkan Profesionalisme Guru. Jakarta: Raja Grafindo Persada.
Sanjaya, Wina. (2010). Penelitian Tindakan Kelas. Jakarta: Prenada Media Group.
Siregar, Eveline dan Hertini Nara. (2010). Teori Belajar dan Pembelajaran. Bogor: Ghalia Indonesia.
Slameto. (2003). Belajar dan Faktor-faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.
Sudjana, Nana. (2006). Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya.
Trianto, (2010). Mendesain Model Pembelajaran Inovatif – Progresif. Jakarta: Kencana.
Walker, A., & Leary, H. (2009). A problem-based learning meta analysis: Differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary Journal of Problem-based Learning, 3(1), 12-43.
Wibawa, Basuki. (2000). Penelitian Tindakan Kelas. Jakarta: Direktorat Tenaga Kependidikan.
Yamin, Martinis. (2013). Strategi dan Metode dalam Pembelajaran. Jakarta: GP Press Group.
How to Cite
Copyright (c) 2022 Harun Kholidur Rosidi, Iswantir, Rita Asnimar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.