Santya, Elsa Cahya (2014) PENGARUH MODEL PEMBELAJARAN PROBLEM BASED INTRODUCTION (PBI) TERHADAP HASIL BELAJAR SISWAPADA MATA PELAJARAN SOSIOLOGI :PENELITIANKUASI EKSPERIMEN TERHADAP SISWA KELAS XI TAHUN AJARAN 2013-2014 DI SMA NEGERI 4 BANDUNG:. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
On subject sociology that covering about knowledge, attitude, value, and norm so the application of Problem Based Introduction model must be adjusted to the material which would be taught. At this time many teachers especially in sociology subject which related tightly to the example in real life, only use conventional method for the learning process. The subject of sociology is less attractive for students at this time so that it will have an impact on students learning outcome. In fact this time, various kind of classroom has been developed in increasing study result of the students, one kind of classroom innovative is Problem Based Introduction (PBI) method. Problem Based Introduction (PBI) method has an excess value, therefore the purpose of this research is to know the influence of Problem Based Introduction (PBI) to the student learning outcomes.Based on the background above, the outlines of this research are: 1) is there any differences of the score in pre-test and post test on experiment class that use the Problem Based Introduction (PBI) method, 2) is there any differences of the score in pre-test and post test on the control class that use conventional method (speech), 3) how huge the influence of Problem Based Introduction (PBI) and conventional method (speech) that implemented to the student learning outcomes.This research use quantitative phenomenological by using experiment quasi method in Senior High School 4 Bandung. The respondents taken as sample data in this research are 40 students in XI IPS 1 as experiment class and 38 students in XI IPS 4 as the control class.Based on result of the research indicated that there are differences on pre-test and post test on experiment class, from the testing of hypotheses on 5% significant standard where H1 accepted and H0 rejected (tcount= 8,913 and ttable= 1,697). There are differences on pre-test and post test on control class, where H1 accepted and H0 rejected (tcount = 5,208 and ttable = 1,697). Besides that, Problem Based Introduction (PBI) model in sociology subject give big influence on the students learning outcomes, between the student who use PBI method with another who don’t use PBI method in Senior High School 4 in Bandung can be seen from the score of study result. Therefore, Problem Based Introduction method can be used as one of alternative method that innovative on the study learning. DalammatapelajaranSosiologi yang mencakuppengetahuan, sikap, nilai, dannormamakapenerapan model Problem Based Introduction (PBI) harusdisesuaikandenganmateri yang akandiajarkan. Padasaatinibanyak guru-guru khususnyapadamatapelajaranSosiologi yang sangatberkaitandengancontohnyatadalamkehidupan, dalam proses belajarmengajarnyahanyamenggunakanmetodekonvensionalsaja. Mata pelajaranSosiologikurangdiminatisiswasaatinisehinggaakanberdampakpadahasilbelajarsiswa. Padahalsaatiniberbagai model pembelajarantelahdikembangkandalamupayameningkatkanhasilbelajarsiswa, salahsatunya model pembelajaraninovatifyaitu model Problem Based Introduction (PBI). Model pembelajaranProblem Based Introduction (PBI) inimempunyaikelebihan, sehinggapenelitianinidilakukanuntukmengetahuipengaruh model pembelajaranProblem Based Introduction (PBI) terhadaphasilbelajarsiswa.Berdasarkanlatarbelakangdiatas, makarumusanpenelitianadalahsebagaiberikut: 1) apakahterdapatperbedaanhasilnilaipre testdanpost testpadakelaseksperimen yang menggunakan model pembelajaranProblem Based Introduction (PBI), 2) apakahterdapatperbedaanhasilnilaipre testdanpost testpadakelas control yang menggunakanmetodekonvensional(ceramah), 3) seberapabesarpengaruh model pembelajaranProblem Based Introduction (PBI) danmetodekonvensional(ceramah) yang telahditerapkanterhadaphasilbelajarsiswa.Penelitianinimenggunakanpendekatankuantitatifdenganmetodekuasieksperimen di SMA Negeri 4 Bandung.Adapunresponden yang diambilsebagaisampel data dalampenelitianiniyaitukelas XI IPS 1 sebanyak 40 orang sebagaikelasEksperimendankelas XI IPS 4 sebanyak 38 orang sebagaikelaskontrol.Berdasarkanhasilpenelitian, menunjukkanbahwaterdapatperbedaanhasilpre testdanpost testpadakelaseksperimen, daripengujianhipotesispadatarafsignifikasi 5% dimana H1diterimadan H0ditolak (thitung= 8,913 danttabel=1,697). Terdapatperbedaanhasilpre testdanpost testpadasiswakelaskontrol, dengan H1 diterimadan H0ditolak (thitung= 5,208 danttabel=1,697). Selainitu, Model pembelajaranProblem Based Introduction (PBI) padamatapelajaranSosiologisangatberpengaruhterhadaphasilbelajarsiswa, antarasiswa yang menggunakan model PBI dengan yang tidakmenggunakan model PBI di SMA Negeri 4 Bandung yang dilihatdariskorhasilbelajarnya. Dengandemikian, model pembelajaranProblem Based Introduction (PBI)dapatdijadikansebagaisalahsatualternatif model yang inovatifdalamkegiatanpembelajaran.
| Item Type: | Thesis (S1) |
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| Additional Information: | No.Panggil : S SOS SAN p-2014 |
| Uncontrolled Keywords: | Pengaruh, Model Problem Based Introduction (PBI), Hasilbelajar |
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Pendidikan Ilmu Pengetahuan Sosial > Sosiologi |
| Depositing User: | DAM STAF Editor |
| Date Deposited: | 18 Feb 2015 03:16 |
| Last Modified: | 18 Feb 2015 03:16 |
| URI: | http://repository.upi.edu/id/eprint/13185 |
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