Problem Based Learning Model Combination of Peer Tutor Improves Student Learning Outcomes
DOI:
https://doi.org/10.23887/jpiundiksha.v13i2.75197Keywords:
PBL, Peer Tutoring, Learning OutcomesAbstract
The current learning problem is that learning activities could be more optimal. Lack of reading habits and students' attention to the subject matter being taught causes low student learning outcomes. Based on this, this research aims to analyze the influence of problem-based learning models and peer tutor learning methods on high school students' learning outcomes in Economics subjects. The type of research used in this research is quasi-experimental research. The population of 6 classes was selected randomly using cluster random sampling, totalling 216 students. The methods used to collect data are observation, questionnaires, documentation and tests. The instruments used to collect data were questionnaire sheets and test questions. The techniques used to analyze data are descriptive statistical analysis and inferential statistical analysis. The research results show that using the problem-based learning model combined with peer tutoring significantly affects student learning outcomes in economics subjects. The PBL learning method significantly affects learning outcomes, whereas the peer-tutor combination method can provide better learning outcomes than conventional methods. The problem-based learning model combined with peer tutors could significantly improve student learning outcomes.
References
Abineno, P., Rowa, Y. R., & Jagom, Y. O. (2019). Pengaruh Model Pembelajaran Tutor Sebaya terhadap prestasi belajar matematika siswa. Asimtot : Jurnal Kependidikan Matematika, 1(1), 61–67. https://doi.org/10.30822/asimtot.v1i1.99.
Alfi, C., Sumarmi, S., & Amirudin, A. (2016). Pengaruh Pembelajaran Geografi Berbasis Masalah Dengan Blended Learning Terhadap Kemampuan Berpikir Kritis Siswa SMA. Jurnal Pendidikan - Teori, Penelitian, dan Pengembangan, 4(1). https://doi.org/10.17977/jp.v1i4.6203.
Alvyanita, V., & Priatna, N. (2021). Penerapan Model Pembelajaran Tutor Sebaya Dalam Meningkatkan Pemahaman Konsep Matematis Siswa Pada Pembelajaran Daring. Jurnal Pendidikan Matematika Universitas Lampung, 9(3), 256–265. https://doi.org/10.23960/mtk/v9i3.pp256-265.
Amir, A. (2019). Penerapan Metode Tutor Sebaya Untuk Meningkatkan Keterampilan Berfikir Kritis Siswa Dalam Pembelajaran Matematika (Studi Kasus Di Kelas XI MIA-3 MAN Sipirok Tapanuli Selatan). Logaritma: Jurnal Ilmu-ilmu Pendidikan dan Sains, 7(01), 41. https://doi.org/10.24952/logaritma.v7i01.1663.
Aryanti, F., Surtikanti, H., & Riandi, R. (2017). Penerapan Problem Based Learning (PBL) berbantuan Teknologi Informasi dan Komunikasi untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Pada Konsep Pencemaran Lingkungan. BIOSFER : Jurnal Biologi dan Pendidikan Biologi. https://doi.org/10.23969/biosfer.v2i1.370.
Astraman, Dibia, & Mahadewi. (2017). Pengaruh Model Problem Based Learning (Pbl) Bermediakan Gambar Terhadap Hasil Belajar Ipa Siswa Kelas V. MIMBAR PGSD Undiksha, 5(2), 1–10. https://doi.org/10.23887/jjpgsd.v5i2.10907.
Aufa, M. N., Rusmansyah, R., Hasbie, M., Jaidie, A., & Yunita, A. (2021). The Effect of Using e-module Model Problem Based Learning (PBL) Based on Wetland Environment on Critical Thinking Skills and Environmental Care Attitudes. Jurnal Penelitian Pendidikan IPA, 7(3), 401–407. https://doi.org/10.29303/jppipa.v7i3.732.
Darmayanti, R., Sugianto, R., Baiduri, Choirudin, & Wawan. (2022). Digital Comic Learning Media Based on Character Value on Students’ Critical Thinking in Sloving Mathematical Problems in Terms of Learning Styles. Al-Jabar: Jurnal Pendidikan Matematika, 13(1). https://doi.org/10.24042/ajpm.v13i1.11680.
Degeng, S., I. N., S., Rinanityas, E. P., Prihatin, Priawasana, Mais, A., & Usman, U. (2021). The Effect of PBL-based STEAM Approach on The Cognitive and Affective Learning Outcomesof Primary School. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(6). https://doi.org/10.17762/turcomat.v12i6.5521.
Hasanah, E., Darmawan, D., & Nanang. (2019). Pengaruh Penggunaan Media Pembelajaran Articulate dalam Metode Problem Based Learning (PBL) terhadap Peningkatan Kemampuan Berpikir Kreatif Peserta Didik. JTEP-Jurnal Teknologi Pendidikan dan Pembelajaran, 4(1), 826–838. https://doi.org/10.31980/tp.v4i1.503.
Hastari, R. C. (2019). Penerapan Strategi Tutor Sebaya Dalam Meningkatkan Motivasi Belajar Matematika. Jurnal Pengabdian Kepada Masyarakat, 4(1). https://doi.org/10.26905/abdimas.v4i1.2811.
Hayati, Y. L. S., Djatmika, E. T., & As’ari, A. R. (2018). Pengaruh Model Pembelajaran Tutor Sebaya terhadap Kemampuan Komunikasi Matematis Siswa Sekolah Dasar. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(8), 1056–1058. https://doi.org/10.17977/jptpp.v3i8.11463.
I Putu Budiariawan. (2019). Hubungan Motivasi Belajar Dengan Hasil Belajar pada Mata Pelajaran Kimia. Jurnal Pendidikan Kimia Indonesia, 3(2). https://doi.org/10.23887/jpk.v3i2.21242.
Ismail, N. S., Harun, J., Zakaria, M. A. Z. M., & Salleh, S. M. (2018). The effect of Mobile problem-based learning application DicScience PBL on students’ critical thinking. Thinking Skills and Creativity, 28, 177–195. https://doi.org/10.1016/j.tsc.2018.04.002.
Juliawan, G. A., Mahadewi, L. P. P., & Rati, W. R. (2017). Pengaruh Model Problem Based Learning (PBL) Terhadap Kemampuan Pemecahan Masalah Matematika. Mimbar PGSD, 5(2), 1–10. https://doi.org/10.23887/jjpgsd.v5i2.10881.
Khasana, I. N., Parmiti, D. P., & Sudatha, I. G. W. (2018). Pengembangan Media Monopoli Dengan Model Hannafin Dan Peck Mata Pelajaran IPS Di SD Mutiara Singaraja. Jurnal Jurusan Teknologi Pendidikan, 6(2), 205–214. https://doi.org/10.23887/jeu.v6i2.20292.
Lase, D. (2019). Pendidikan di Era Revolusi Industri 4.0. SUNDERMANN: Jurnal Ilmiah Teologi, Pendidikan, Sains, Humaniora dan Kebudayaan, 12(2), 28–43. https://doi.org/10.36588/sundermann.v1i1.18.
Liu, Y., & Pásztor, A. (2022). Effects of Problem-Based Learning Instructional Intervention on Critical Thinking in Higher Education: A Meta-Analysis. Thinking Skills and Creativity, 45, 1–21. https://doi.org/10.1016/j.tsc.2022.101069.
Lubis, R., Herlina, M., & Rukmana, J. (2019). Pengaruh Model Pembelajaran Think Pair Share Menggunakan Media Mind Mapping terhadap Aktivitas dan Hasil Belajar Kognitif Siswa. BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains, 2(2). https://doi.org/10.31539/bioedusains.v2i2.978.
Margarita, N., Harjono, N., & Airlanda, G. S. (2018). Pengembangan Multimedia Interaktif Sebagai Alat Bantu Pembelajaran Dengan Model Pbl Untuk Peningkatan Hasil Belajar Matematika. Journal for Lesson and Learning Studies, 1(3), 243–257. https://doi.org/10.23887/jlls.v1i3.15388.
Muhali, M. (2019). Pembelajaran Inovatif Abad Ke-21. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 3(2), 25–50. https://doi.org/10.36312/e-saintika.v3i2.126.
Mukhara, A., Rahayu Fitri, & Armet. (2022). Pengaruh Model Pembelajaran Inkuiri Berbantuan Media Audiovisual Terhadap Keterampilan Menulis Cerita Pendek Siswa Kelas XI SMA Negeri 1 Kuantan Mudik Riau. ALINEA : Jurnal Bahasa, Sastra dan Pengajarannya, 2(3), 491–501. https://doi.org/10.58218/alinea.v2i3.347.
Munthe, A. P., & Naibaho, H. P. (2019). Manfaat dan Kendala Penerapan Tutor Sebaya untuk Siswa Kelas IV Sekolah Dasar Lentera Harapan Mamit. Scholaria: Jurnal Pendidikan dan Kebudayaan, 9(2), 138–147. https://doi.org/10.24246/j.js.2019.v9.i2.p138-147.
Mustaqim, I., & Kurniawan, N. (2017). Pengembangan Media Pembelajaran Berbasis Augmented Reality. Jurnal Edukasi Elektro, 1(1), 36–48. https://doi.org/10.17977/um034v29i2p97-115.
Nasihah, E. D., Supeno, & Lesmono, A. D. (2018). Model Problem Based Learning (PBL) Disertai Tutor Sebaya Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa SMA. Seminar Nasional Pendidikan Fisika, 3(2), 178–183.
Noryanti, T., MZ, Z. A., & Nufus, H. (2019). Pengaruh penerapan metode tutor sebaya terhadap kemampuan pemecahan masalah matematis berdasarkan kemampuan awal matematis. Jurnal Pijar Mipa, 14(3), 102–107. https://doi.org/10.29303/ v14i3.1072.
Nur, S., Pujiastuti, I. P., & Rahman, S. R. (2016). Efektivitas Model Problem Based Learning (Pbl) terhadap Hasil Belajar Mahasiswa Prodi Pendidikan Biologi Universitas Sulawesi Barat. Saintifik, 2(2), 133–141. https://doi.org/10.31605/saintifik.v2i2.105.
Nurhasanah Lisa, G. (2021). Implementasi Metode Pembelajaran Tutor Sebaya Terhadap Hasil Belajar Siswa. Pedagogik: Jurnal Pendidikan, 16, 62–68. https://doi.org/10.33084/pedagogik.v16i1.1881.
Nurlizawati, N. (2019). Penerapan Model Pembelajaran Tutor Teman Sebaya Di SMAN 1 PASAMAN. Jurnal Socius: Journal of Sociology Research and Education, 6(1), 24036 6 1 127. https://doi.org/10. 24036/scs.v6i1.127.
Nurmala, Sukayasa, & Paloloang, B. (2016). Penerapan Model Pembelajaran Tutor Sebaya untuk Meningkatkan Hasil Belajar siswa kelas V SDN 20 Toli-Toli pada Operasi Hitung Campuran Bilangan Bulat. Jurnal Kreatif Tadulako Online, 4(9), 199–211.
Nurwidayanti, & Mukminan. (2018). Pengaruh Media Pembelajaran Terhadap Hasil Belajar Ekonomi Ditinjau dari Gaya Belajar Siswa SMA Negeri. Harmoni Sosial: Jurnal Pendidikan IPS, 5(2), 105–104.
Okta Nurfiyani, I., Suharsono, S., & Faisal Mustofa, R. (2019). Pengaruh Model Pembelajaran POE (Predict-Observe-Explain) Terhadap Hasil Belajar Dan Kemampuan Berpikir Kritis Peserta Didik Pada Konsep Keanekaragaman Hayati. BIOSFER : Jurnal Biologi dan Pendidikan Biologi, 4(2), 67–72. https://doi.org/10.23969/biosfer.v4i2.1928.
Oktaviani, A., Anom, K., & Lesmini, B. (2020). Pengembangan Modul Kimia terintegrasi STEM (Science, Technology, Engineering and Mathematics) dan PBL (Problem-Based Learning). Journal of Educational Chemistry (JEC), 2(2), 64. https://doi.org/10.21580/jec.2020.2.2.6279.
Permana, I. P. ayu A., Dibia, D. I. K., & Dharsana, I. K. (2017). Pengaruh Model Pembelajaran Pbl Untuk Meningkatkan Hasil Belajar IPA Melalui Lesson Study Sd Kelas V. MIMBAR PGSD Undiksha, 5(3), 1–11. https://doi.org/10.23887/jjpgsd.v5i3.12063.
Primayanti, P. E., Suarjana, I. M., & Astawan, I. G. (2019). Pengaruh Model Pbl Bermuatan Kearifan Lokal terhadap Sikap Sosial dan Kemampuan Berpikir Kritis Matematika Siswa Kelas V di Gugus V Kecamatan Sukasada. Thinking Skills and Creativity Journal, 1(2), 86. https://doi.org/10.23887/tscj.v1i2.20417.
Pristiawati, & Saiman. (2021). Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share Berbantuan Index Card Match Terhadap Kemampuan Berpikir Kritis Matematis Siswa Smp Negeri 6 Langsa. Jurnal Dimensi Matematika, 4(02). https://doi.org/10.33059/jdm.v4i02.4498.
Rahayu, R., Iskandar, S., & Abidin, Y. (2022). Inovasi Pembelajaran Abad 21 dan Penerapannya di Indonesia. Jurnal Basicedu, 6(2), 2099–2104. https://doi.org/10.31004/basicedu.v6i2.2082.
Rambe, Y. A., Silalahi, A., & Sudrajat, A. (2020). The Effect of Guided Inquiry Learning Model and Critical Thinking Skills on Learning Outcomes. Research in Chemistry and Chemistry Education, 488(Aisteel), 151–155. https://doi.org/10.2991/assehr.k.201124.033.
Ramda, A. H., Delima, M., & Nendi, F. (2022). Dampak Pbl Bermuatan Tutor Sebaya Terhadap Peningkatan Kemampuan Pemecahan Masalah Siswa Smp. Jurnal Pendidikan Dan Kebudayaan Missio, 14(2), 190–203. https://doi.org/10.36928/jpkm.v14i2.1283.
Ratnawati, D., Handayani, I., & Hadi, W. (2020). Pengaruh Model Pembelajaran PBL Berbantu Question Card terhadap Kemampuan Berpikir Kritis Matematis Siswa SMP. Edumatica: Jurnal Pendidikan Matematika, 10(01). https://doi.org/10.22437/edumatica.v10i01.7683.
Redhana, I. W. (2019). Mengembangkan Keterampilan Abad Ke-21 Dalam Pembelajaran Kimia. Jurnal Inovasi Pendidikan Kimia, 13(1), 2239–2253. https://doi.org/10.15294/jipk.v13i1.17824.
Reflianto, & Syamsuar. (2019). Pendidikan dan tantangan pembelajaran berbasis teknologi informasi di era revolusi imdustri 4.0. Jurnal Ilmiah Teknologi Pendidikan, 6(2), 1–13. https://doi.org/10.24036/et.v2i2.101343.
Romaliyana, R. Y., Putra, M., & Sujana, I. W. (2019). Pengaruh Model Pembelajaran Circuit Learning Berbantuan Media Flipchart Terhadap Kompetensi Pengetahuan Ips Siswa Kelas V. Media Komunikasi FPIPS, 18(1), 22–30. https://doi.org/10.23887/mkfis.v18i1.22235.
Rudland, J. R., & Rennie, S. C. (2014). Medical faculty opinions of peer tutoring. Education for Health: Change in Learning and Practice, 27(1), 4–9. https://doi.org/10.4103/1357-6283.134290.
Saprina, Helda, T., & Fitri, R. (2022). Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) Terhadap Keterampilan Menulis Teks Eksplanasi Siswa Kelas XI SMA N 2 Pulau Punjung. ALINEA : Jurnal Bahasa, Sastra dan Pengajarannya, 2(1), 98–104. https://doi.org/10.58218/alinea.v2i1.170.
Septikasari, R., & Frasandy, R. N. (2018). Keterampilan 4C Abad 21 dalam Pembelajaran Pendidikan Dasar. Tarbiyah Al-Awlad. https://doi.org/10.15548/alawlad.v8i2.1597.
Serevina, V., Sunaryo, Raihanati, Astra, I. M., & Sari, I. J. (2018). Development of E-module Based on Problem Based Learning (PBL) on Heat and Temperature to Improve Student’s Science Process Skill”. Journal of Educational Technology, 17(3), 26–36. https://doi.org/10.35445/alishlah.v12i2.263.
Sudarmin, S., Zahro, L., Pujiastuti, S. E., Asyhar, R., Zaenuri, Z., & Rosita, A. (2019). The Development of PBL-Based Worksheets Integrated with Green Chemistry and Ethnoscience to Improve Students’ Thinking Skills. Jurnal Pendidikan IPA Indonesia, 8(4), 492–499. https://doi.org/10.15294/jpii.v8i4.17546.
Suwono, H., Permana, T., Saefi, M., & Fachrunnisa, R. (2021). The problem-based learning (PBL) of biology for promoting health literacy in secondary school students. Journal of Biological Education, 0(0). https://doi.org/10.1080/00219266.2021.1884586.
Tang, T., Vezzani, V., & Eriksson, V. (2020). Developing critical thinking, collective creativity skills and problem solving through playful design jams. Thinking Skills and Creativity, 37, 100696. https://doi.org/10.1016/j.tsc.2020.100696.
Toheri, Winarso, W., & Haqq, A. A. (2020). Where exactly for enhance critical and creative thinking: The use of problem posing or contextual learning. European Journal of Educational Research, 9(2), 877–887. https://doi.org/10.12973/eu-jer.9.2.877.
Turan, M. B., & Koç, K. (2018). The impact of self-directed learning readiness on critical thinking and self-efficacy among the students of the school of physical education and sports. International Journal of Higher Education, 7(6), 98–105. https://doi.org/10.5430/ijhe.v7n6p98.
Wahyuni, I., Slameto, S., & Setyaningtyas, E. W. (2018). Penerapan Model PBL Berbantuan Role Playing untuk Meningkatan Motivasi dan Hasil Belajar IPS. Jurnal Ilmiah Sekolah Dasar, 2(4), 356–363. https://doi.org/10.23887/jisd.v2i4.16152.
Wali, G. N. K., Winarko, W., & Murniasih, T. R. (2020). Peningkatan Keaktifan Dan Hasil Belajar Siswa Dengan Penerapan Metode Tutor Sebaya. RAINSTEK : Jurnal Terapan Sains & Teknologi, 2(2), 164–173. https://doi.org/10.21067/jtst.v2i2.3574.
Yael, A., Yuridka, F., & Apriani, H. (2022). Pengaruh Penerapan Model Class-Wide Peer Tutoring (Cwpt) Menggunakan Media Permainan Joepardy Terhadap Hasil Belajar Siswa Pada Materi Koloid. Jurnal Pendidikan Kimia dan Ilmu Kimia, 5(1). https://doi.org/10.31602/dl.v5i1.6453.
Yuniawardani, V., & Mawardi. (2018). Peningkatan Hasil Belajar Pada Pembelajaran Matematika Dengan Model Problem Based Learning Kelas IV SD. Jurnal Riset Teknologi dan Inovasi Pendidikan, 1(2), 24–32. https://doi.org/10.31764/justek.v1i1.416.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Liliyana Ayu W
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Jurnal Pendidikan Indnesia agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
