Implementation of Problem Based Learning (PBL) Models to Improve Student Physics Learning Outcomes

The purpose of this study was to determine student learning outcomes on the material Oil and Gas (Natural Gas) taught through the Problem Based Learning (PBL) learning model in class XI MIPA-3 SMA Negeri 1 Kembang Tanjong. This study uses a descriptive qualitative approach with the type of Classroom Action Research (CAR). The data sources are students of class XI MIPA-3 SMA Negeri 1 Kembang Tanjong for the academic year 2021/2022, totaling 25 students. The criteria for each action consist of process criteria and outcome criteria. The process criteria are achieved if the student's action observation score is 80% and the result criteria is achieved if 85% of students get a score of 80 on the final action test. From the processing results, classical student learning outcomes have increased respectively by 44% and 12% with the percentage of completeness from 32% in the pre-cycle, 76% in the first cycle, and to 88% in the second cycle. The activity of teachers and students in learning by applying the Problem Based Learning (PBL) model has increased. Teacher activity increased by 16% from 77.33% to 93.33%, while student activity increased by 13.34% from 73.33% to 86.67%. Based on the results of the analysis, it can be concluded that the application of Problem Based Learning (PBL) can improve student learning outcomes on oil and natural gas (Natural Gas) materials in Class XI MIPA-3 SMA Negeri 1 Kembang Tanjong, and can also increase the activity of teachers and students in learning. by applying the Problem Based Learning (PBL) learning model.Keywords: Learning outcomes, Problem Based Learning (PBL) learning model.

The purpose of this study is to improve student learning outcomes and activities in the implementation of the 2013 curriculum Problem Based Learning (PBL) Learning Model in grade VIII.8. The author conducted research at SMP Negeri 21 Batam grade VIII.8 Mathematics subject for the 2020/2021 academic year. This Classroom Action Research uses qualitative Descriptive Techniques in two learning cycles through observation and tests of the ability to solve SPLDV problems Mastery of the Two Variable Linear Equation System material in grade VIII.8 SMP Negeri 21 Batam shows an increase, this can be shown by the average daily test results, but in cycle 1 (before using the PBL model) which is 63 and 69 and after using the PBL model to 70 in the cycle, While in cycle 2 it becomes 78. Based on the study of theory and frame of mind proposed by researchers, as well as the results of research conducted on grade VIII.8 students, it can be concluded that the Problem Base Learning (PBL) Learning Model can improve learning outcomes and student activeness in class during learning. Based on observations, student activities in implementing the PBL learning model have increased, namely the good category. In the initial data of activity observations of 50% sufficient quality, in cycle 1 it rose to 54% sufficient quality, and for cycle 2 it increased but not significantly by 67%.

This study aims to a) describe the steps of applying the Problem Based Learning (PBL) model of learning in improving the responsibility and learning outcomes of second grade students of SDN Panjang 02 Ambarawa.Further, this study wanted b) to know the application of Problem Based Learning (PBL) learning model in increasing the responsibility of 2nd grade students of SDN Panjang 02 Ambarawa. Even more c) to know the application of Problem Based Learning (PBL) learning model in improving the learning outcomes of 2nd grade students of SDN Panjang 02 Ambarawa. Classroom Action Research was conducted at SDN Panjang 02 Ambarawa, data collection techniques used were observations, questionnaires, and tests. The data obtained were analyzed by using quantitative data analysis. The result of the research indicated the responsibility of the students on the initial condition no students including criteria Very Responsible, 15 students (39,5%) including Responsible, 18 students (47,4%) including Responsible enough, 5 students (13,1% %) including Unresponsible, and no students belonging to the Very Unresponsible criteria. Therefore students who are at least accountable enough 33 students with a percentage of 86.8%, then there was an increased in the final condition that there are only students who are on criteria Very Responsible 16 students (42.1%), and Responsible criteria 22 students 57.9%). So that the minimum student responsible enough increased to 38 students with 100% percentage. Results of learning conditions of the initial load of Indonesian language that completed 50% with an average value of 72.1, the first cycle increased to 55.3% with an average of 74.5, cycle II increased again to 100% with an average of 81.1 . Then on the load of PPKn the initial condition was completed 47,4% average 70,7, in the first cycle increased to 52,6% with average 80,3, then cycle II increased again to 100% with average 90 , 1. While the initial Mathematical content of 39.5% complete with an average value of 69.2, the first cycle increased to 47.4% with an average of 72, then cycle II increased again to 100% with an average of 81.6.

This study aimed to improve students’ mathematical literacy skills (MLS) through the implementation of the Problem-Based Learning (PBL) model in the topic of probability at Phase E. The subjects were Grade X.1 students of SMAN 7 Pekanbaru in the 2024/2025 academic year. This Classroom Action Research (CAR) was carried out in two cycles, namely Cycle I and Cycle II, each consisting of two meetings with the stages of planning, action, observation, and reflection. The research instruments comprised (1) learning materials, including the Learning Objectives Flow (ATP) and teaching modules, and (2) data collection instruments, including an MLS test and observation sheets for teacher and student activities. The findings revealed that the implementation of the PBL model successfully improved both the learning process and students’ MLS. The analysis of the MLS test results showed a significant improvement: the number of students in the “very good” category increased from 1 in the pre-test to 8 in Cycle I and 18 in Cycle II, while those in the “very poor” category decreased from 22 to 12 in Cycle I and only 2 in Cycle II. Therefore, the PBL model proved effective in improving the learning process and enhancing the mathematical literacy skills of SMAN 7 Pekanbaru students in the 2024/2025 academic year on the topic of probability.

Statistics is a science that is used in various fields. However, students are still not very interested in participating in the learning. This makes the motivation and learning achievement of students' statistics decreases, especially in the problem solving abilities obtained by students are low. The learning model that can overcome the weaknesses of these students is the Problem Based Learning (PBL) model. This study aims to determine the improvement of Statistics learning outcomes for Civil Engineering Study Program students through the application of Problem Based Learning (PBL) model. The method used in this study is an experimental method using a one group pretest-posttest research design. The research sample was students of the Civil Engineering Study Program, Graha Nusantara University, Padangsidimpuan, third semester , Academic Year 2021-2022, totaling 40 people. The instruments used in this study were observation sheets and tests. The data analysis technique used is comparative descriptive analysis. Based on the results of the research obtained, it can be concluded that the Problem Based Learning (PBL) model is able to increase the statistical learning outcomes of students of the Civil Engineering Study Program at Graha Nusantara University, Padangsidimpuan by 23.08% which is characterized by an increase in individual learning mastery, the highest score, the lowest score and the average score of Statistics learning outcomes. So this learning model is very suitable to be developed in Statistics courses at the University level.

To enhance students' critical thinking abilities, it is essential to adopt an interactive learning model where students actively participate, and the instructor acts as a facilitator. This can be achieved through the implementation of the Problem-Based Learning (PBL) model in the teaching and learning process. This study aimed to evaluate the improvement of learning outcomes and critical thinking skills through the application of the PBL model among students. Conducted as classroom action research, it involved 40 students from Yogyakarta State University. The research comprised two cycles, each consisting of two sessions. Instruments used included observation sheets for learning implementation, critical thinking assessment sheets, and tests. Data analysis was performed quantitatively using descriptive analysis methods. The findings revealed that (1) the learning process was effectively implemented, with observation data from both cycles rated as good, with a mode of 4 (good); (2) students' learning outcomes improved, with the average post-test scores increasing from 70.85 in Cycle 1 to 80.63 in Cycle 2; (3) students' critical thinking skills also enhanced, with the average score rising from 68.54 in Cycle 1 to 82.08 in Cycle 2. The conclusion of this study is that implementing PBL in the learning process can significantly enhance both critical thinking and learning outcomes. The research implies that teachers' professional competence can be developed through the application of PBL. It is recommended that teachers integrate the PBL model into their teaching practices to foster students' higher-order thinking skills, such as critical thinking, creativity, and scientific reasoning abilities.

This research investigates the effect of integrating the Problem-Based Learning (PBL) model with Augmented Reality (AR) in improving student learning outcomes in physics, specifically in the material of Regular Straight Motion (GLB). Conducted at MAN 2 Tidore Islands, the study involved grade XI students during the odd semester of the 2025/2026 school year. Using a quantitative approach with a Pretest-Posttest Control Group Design, the results showed significant improvements in the experimental group. The average final score of the experimental class was 62.46, while the control class scored 40.23, with a p-value of 0.005 (< 0.05), confirming that AR-based PBL effectively enhanced learning outcomes. The N-Gain analysis revealed a 73.35% improvement in the experimental class, categorized as quite effective, compared to 24.58% in the control class. The integration of AR provided interactive, engaging, and accessible visualizations of abstract concepts, fostering better understanding and active student involvement. This study highlights the potential of AR-assisted PBL as an innovative teaching strategy to improve the quality of physics learning and suggests further exploration of this model in other educational contexts.

This study aims to determine the effect of Problem Based Learning (PBL) and Project Based Learning (PjBL) Learning Models on Students' Mathematical Communication Ability. The population in this study were all 8th grade students of SMP Negeri 1 Sukorejo in the 2021/2022 academic year. Samples were taken randomly as many as 3 classes, namely class A, B and D as the control class and the experimental class with simple random sampling technique. The research design used is Posttest-Only Control Design. The data collection used in this research is by observing, documenting, and giving written tests. The results of this study state that (1) There are differences in students' mathematical communication skills in learning mathematics using Problem Based Learning (PBL), Project Based Learning (PjBL) and conventional models. (2) Students' mathematical communication skills in Problem Based Learning (PBL) learning models are better than conventional learning models. (3) Students' mathematical communication skills in the Project Based Learning (PjBL) learning model are better than the conventional learning model. (4) There is no difference in students' mathematical communication skills in the Project Based Learning (PjBL) and Problem Based Learning (PBL) models.

This study began with the low student learning outcomes in class III caused by the learning process that is not optimal. This type of research is a classroom action research. This class action research includes the stages of planning, implementation, observation and reflection. The subjects of this study were students in grade III SDN No.152 / II Renah Jelmu with a total of 18 students. Data collection techniques used were tests and observation sheets. The research instruments used included the Learning Implementation Plan with the Problem Based Learning (PBL) model, test questions and observation sheets. The data analysis technique used is descriptive analysis while the research approach is quantitative. The research results obtained are as follows; (a) the teacher conducts learning interactively so that the learning process in cycle I runs well and increases in cycle II with very good criteria. (b) Students become active in the learning process, this is shown from the learning activities of students in the first cycle with good enough criteria and then increase in the second cycle with good criteria. (c) Problem Based Learning Model taught coherently will train students' understanding ability, this can be seen from the results of student learning that increased from cycle I only by 78% to 89% in cycle II with very good criteria.

Based on data analysis in the initial reflection which still shows the learning outcomes of students who are still lacking, research was carried out by applying the 4C (Creativity, Critical Thinking, Collaboration, And Communication) oriented Problem Based Learning (PBL) model in learning Balinese, especially cecimpedan material. This study aims to determine the ability of students to write cecimpedan and determine student responses in class X PH 5 SMK Negeri 5 Denpasar in the 2023/2024 academic year with the research subjects being 40 students. This research uses theories including: (1) writing, (2) Balinese paribasa, (3) 21st century learning, (4) 4C in learning, (5) Problem Based Learning (PBL) model. Data were collected using test and observation methods, while the data processing method used descriptive statistics. The results of this study showed that before the application of the 4C-oriented Problem Based Learning (PBL) model (Creativity, Critical Thinking, Collaboration, And Communication) the average student score was 62.55. With clasical learning completeness only 22.5%. In cycle I, it increased to 82.65 with clasical learning completeness reaching 87.5%. Student responses to the application of the 4C-oriented Problem Based Learning (PBL) model (Creativity, Critical Thinking, Collaboration, And Communication) also increased from pre-cycle to cycle I. In the pre-cycle, the average student response was 58.77 with a category of less and increased in cycle I to 86.37% with a good category

Students' low ability to write narrative essays is caused by several problems in the learning process. These problems include teachers not using appropriate learning models in implementing learning. Teachers also do not use appropriate learning media. Apart from that, learning is still teacher-centered which causes students to be less actively involved in learning. This research aims to improve students' ability to write narrative essays using the Problem-Based Learning (PBL) model assisted by a series of pictures. This research is Classroom Action Research (CAR) involving 18 elementary school students. The approach used in this research is a mixed method approach or a qualitative and quantitative approach. The research was carried out in 2 cycles with data collection techniques in the form of document analysis, observation, and tests. The results of the research showed an increase in: a) assessment of teaching modules in cycle I 82.14% (Good) to 92.85% (Very Good) in cycle II, b) observations on the teacher aspect of cycle I 75% (Good) to 85% (Good) in cycle II, while implementation in the student aspect of cycle I was 75% (Good) to 85% (Very Good) in cycle II, c) the assessment of students in cycle I obtained an average of 69.10 and cycle II with an average of 80.10. Based on the research results, it shows that there has been an increase in students' writing skills using the Problem-Based Learning (PBL) model assisted by a series of images.

The low mathematical problem-solving abilities of Indonesian students can be seen from the PISA test results, which show that Indonesian students are ranked 72nd out of 78 countries, with an average score of 394 in 2018. Using Problem-Based Learning, this classroom action research seeks to improve the learning process and increase students' mathematical problem-solving abilities. This research was attended by 41 students with various skill levels from class VIII 3 of SMP Negeri 17 Pekanbaru. This research was divided into two cycles, each consisting of four stages: preparation, implementation, observation, and reflection. Research instruments include learning tools and instruments for collecting data. The KPMM test instruments and observation sheets are data collection instruments, while the syllabus, learning implementation plans, and student worksheets are learning tools. Data from observation sheets and mathematical problem-solving ability tests were examined using descriptive analysis techniques. From cycle I to cycle II, the learning process, according to observation data, experienced improvement. In cycle II, the average value of students' mathematical problem-solving abilities increased from 55.97 in cycle I to 81.09. By implementing Problem Based Learning in the learning process, the mathematical problem solving abilities of class VIII3 students at SMP Negeri 17 Pekanbaru have increased and improved their learning process. So researchers highly recommend this learning model in improving the learning process and increasing students' KPMM.

Physics learning in senior high schools often faces challenges due to monotonous teaching methods and a lack of interesting media, resulting in low student interest and learning outcomes. This study aims to determine the effect of implementing the Problem-Based Learning (PBL) model supported by Powtoon-based assessment media on students' physics learning outcomes. Powtoon provides visual animations that can improve students' conceptual understanding. This study employed a quasi-experimental method with a post-test only control group design. The subjects were 72 eleventh-grade students at Arjasa State High School, randomly divided into 36 students in the experimental group and 36 students in the control group. The independent variable in this study was the PBL model with Powtoon media, the dependent variable was students' physics learning outcomes, and the control variables were the same topic and duration of instruction. The instrument used was a test consisting of essay questions. Data analysis was conducted using an independent sample t-test with a significance level of 0.05. The results of the study indicate a significant difference between the learning outcomes of students in the experimental group and the control group, with the experimental group achieving higher scores. Therefore, it can be concluded that the implementation of the PBL model with Powtoon as an assessment medium has a positive effect on students' physics learning outcomes. This approach can be used by teachers to enhance students' conceptual understanding and engagement in physics learning.

This study aims to determine the increase in learning motivation of class XI SMA YP PGRI 1 Makassar. This type of research is a classroom action research with implementation stages which include planning, implementation, action, reflection, and evaluation in each cycle. The research subjects were 30 student of class XI IPA for the 2019/2020 academic year. Instruments in data collection using observation sheets and questionnaire sheets. The observation sheet is used to determine the increase in student motivation through student activities. Questionnaire sheets were used to obtain data on increasing student motivation in applying the Simas Eric learning model and students as respondents put a cross (X) on the answer choices that are considered the most appropriate to represent the answer. Based on the results of the study, the application of the Simas Eric learning model can increase the learning motivation of class XI IPA students of SMA YP PGRI 1 Makassar for the 2019/2020 school year.This is evidenced by increase in the results of student learning motivation in each cycle. Student learning motivation in cycle I was 61% and increased in cycle II by 84%.

This study aims to analyze the effectiveness of the implementation of the Problem-Based Learning (PBL) learning model in improving student learning outcomes in the material Welcoming the Age of Puberty in grade IV of SDN 106210 Rambung Besar. This study uses the Classroom Action Research (CAR) method which is carried out in two cycles, with stages of planning, implementation, observation, and reflection. The subjects of the study were grade IV students of SDN 106210 Rambung Besar. Data were collected through learning outcome tests, observations of student and teacher activities, and interviews. The results of the study showed that the implementation of the PBL model can significantly improve student learning outcomes. In the first cycle, the average student score increased compared to the conditions before the action. The second cycle showed further improvements in conceptual understanding, critical thinking skills, and student activity. The PBL model also encourages students to be more active in discussing, working together, and solving problems related to the material being studied. The conclusion of this study is that the PBL learning model is effective in improving student learning outcomes in the material Welcoming the Age of Puberty. Therefore, it is recommended for teachers to adopt this model as an innovative learning strategy to improve the quality of learning in elementary schools