Upaya Meningkatkan Hasil Belajar Kognitif Peserta Didik melalui Model Problem Based Learning (PBL) Efforts to Improve Students’ Cognitive Learning Outcomes through the Problem Based Learning (PBL) Model

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Page Numbers: 2945-2952
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Published: May 31, 2025
Digital Object Identifier: 10.58578/tsaqofah.v5i3.6038
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Authors:
Regina Atikoh Cahyani1, Rahmah Evita Putri2, Fitria Yenira3
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Regina Atikoh Cahyani
Universitas Negeri Padang
Rahmah Evita Putri
Universitas Negeri Padang
Fitria Yenira
SMP N 10 Padang

Abstract

This study aims to improve the cognitive learning outcomes of Class IX.3 students at SMP Negeri 10 Padang through the implementation of the Problem Based Learning (PBL) model in the science subject (Ilmu Pengetahuan Alam/IPA). The research employed a Classroom Action Research (Penelitian Tindakan Kelas) method conducted over two cycles, each consisting of planning, action implementation, observation, and reflection stages. Data were collected through observations of learning activities and evaluations of student achievement, then analyzed quantitatively to measure improvements in student performance. The results showed a significant increase in the class average score, from 64.59 in Cycle I to 70.00 in Cycle II, along with an improvement in mastery learning percentage from 21.88% to 59.38%. Additionally, the application of the PBL model enhanced active student engagement during the learning process, as reflected in increased participation in asking questions, engaging in discussions, and solving problems collaboratively. These findings demonstrate that the PBL model is effective not only in improving cognitive learning outcomes but also in enhancing the quality of classroom interaction. Therefore, PBL can be considered a relevant alternative instructional strategy to strengthen students’ conceptual understanding and critical thinking skills in science learning.

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Article Details

How to Cite
Cahyani, R. A., Putri, R. E., & Yenira, F. (2025). Upaya Meningkatkan Hasil Belajar Kognitif Peserta Didik melalui Model Problem Based Learning (PBL). TSAQOFAH, 5(3), 2945-2952. https://doi.org/10.58578/tsaqofah.v5i3.6038

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Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

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