The Implementation of Problem-Based Learning (PBL) Integrated with the Peer-Mediated Instruction and Intervention (PMII) Cooperative Learning Model of the Class-Wide Peer Tutoring (CWPT) Type to Improve Motivation, Learning Activities, and Learning Outcomes of Biology Students in the Plant Physiology Course, Biology Education Study Program, STKIP-PI Makassar
Kata Kunci:
Problem-Based Learning (PBL), Class-Wide Peer Tutoring (CWPT), Classroom Action Research (CAR),, Motivation, Learning Activities, Learning OutcomesAbstrak
This study aims to improve students’ motivation, learning activities, and learning outcomes through the implementation of a Problem-Based Learning (PBL) strategy integrated with the Peer-Mediated Instruction and Intervention (PMII) cooperative learning model of the Class-Wide Peer Tutoring (CWPT) type in the Plant Physiology course of the Biology Education Study Program at the Indonesia Development College of Teacher Training and Education (STKIP-PI) Makassar.This research employed a classroom action research design. The subjects of this study were students of the Biology Education Study Program who were enrolled in the Plant Physiology course during the even semester of the 2017/2018 academic year. The research procedure followed a cyclical process consisting of four stages: planning, implementation, observation, and reflection.Data collection techniques included observation, tests, questionnaires, and documentation. Documentation was used to collect data on students’ performance and achievements during the learning process. The collected data were analyzed using percentage techniques, descriptive statistics, and qualitative analysis.The results showed that students’ learning motivation increased from 76.18% in Cycle I to 85.72% in Cycle II, indicating an improvement of 9.54%. Learning activities increased from 73% in Cycle I to 78% in Cycle II, showing an improvement of 5%. Learning outcomes improved from 38.09% in Cycle I to 61.91% in Cycle II, indicating an increase of 23.82%.Based on these findings, it can be concluded that the implementation of the Problem-Based Learning (PBL) strategy integrated with the Peer-Mediated Instruction and Intervention (PMII) cooperative learning model of the Class-Wide Peer Tutoring (CWPT) type can effectively improve students’ motivation, learning activities, and learning outcomes in Plant Physiology at STKIP Pembangunan Indonesia Makassar
Referensi
Adha. (2015). Perbandingan penerapan model pembelajaran peer mediated instruction and intervention dan model pembelajaran think pair-share terhadap hasil belajar biologi (Unpublished undergraduate thesis). UIN Alauddin Makassar.
Budiati. (2015). Penerapan model pembelajaran peer mediated instruction and intervention (PMII) tipe classwide peer tutoring dan teknik evaluasi index card match untuk meningkatkan kualitas proses dan hasil pembelajaran biologi kelas VII SMP Negeri 22 Surakarta. Jurnal Unesha. Retrieved September 19, 2015, from http://www.unesha.ac.id
Haling. (2007). Belajar dan pembelajaran. Makassar: Badan Penerbit UNM.
Kunandar. (2007). Guru profesional: Implementasi kurikulum tingkat satuan pendidikan (KTSP) dan sukses dalam sertifikasi guru. Jakarta: PT Raja Grafindo Persada.
Lie, A. (2007). Cooperative learning: Mempraktikkan cooperative learning di dalam ruang-ruang kelas. Jakarta: Gramedia Widiasarana Indonesia.
Mahendrayani, et al. (2014). Pengaruh model PMII tipe CWPT berbantuan mnemonic terhadap hasil belajar IPA siswa kelas V SD. Jurnal PGSD Ganesha. Retrieved September 19, 2015, from http://www.pgsdganesha.ac.id
McMahon, M. (2011). Effect of classwide peer tutoring in the acquisition, maintenance, and generalization of science vocabulary words for seventh-grade students with learning disabilities and/or low achievement (Unpublished thesis). Ohio University. Retrieved from http://www.ohio.edu
Paul, E., & Don, K. (2012). Strategi dan model pembelajaran. Jakarta: Permata Puri Media.
Sahabuddin. (2011). Mengajar dan belajar. Makassar: Badan Penerbit UNM.
Sanjaya, W. (2012). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Kencana Prenada Media Group.
Sardiman. (2011). Interaksi dan motivasi belajar mengajar. Jakarta: Rajawali Pers.
Sudjana, N. (2005). Penilaian hasil proses belajar mengajar. Bandung: Tarsito.
Taufiq, A. (2010). Inovasi pendidikan melalui problem based learning. Jakarta: Prenada Media Group.
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2018 Celebes Biodiversitas
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
