Electronic Theses and Dissertation

abstrak yusniza (2023). pengaruh penerapan model problem based learning berbasis mind mapping terhadap hasil belajar dan self regulated learning peserta didik. kemampuan self regulated learning peserta didik yang rendah dapat dilihat dari kurangnya keaktifan siswa dalam proses pembelajaran sehingga berdampak pada rendahnya hasil belajar. penelitian ini bertujuan untuk mengetahui pengaruh penerapan model problem based learning berbasis mind mapping terhadap hasil belajar dan self regulated learning peserta didik pada materi perubahan dan pelestarian lingkungan hidup. penelitian ini menggunakan desain quasi eksperimental tipe pretest-posttest non-equivalen control group design yang terdiri dari kelas kontrol dan kelas eksperimen. populasi penelitian adalah seluruh peserta didik kelas x sma negeri 3 banda aceh dengan jumlah peserta didik 361 orang. pemilihan sampel menggunakan teknik purposive sampling dengan jumlah sampel 121 orang. pengumpulan data hasil belajar menggunakan intrumen test berupa 30 butir soal pilihan ganda dan pengumpulan data self regulated learning menggunakan instrumen non test berupa angket self regulated learning. analisis data dilakukan dengan uji mann whitney dan independent sample t test dengan taraf signifikansi 0,05. berdasarkan hasil penelitian diketahui penerapan model problem based learning berbasis mind mapping berpengaruh secara signifikan terhadap hasil belajar dengan nilai signifikansi p < 0.05 (0.000 < 0.05) dan tidak berpengaruh secara signifikan terhadap self regulated learning dengan nilai signifikansi p > 0.05 (0.776 > 0.05). simpulan dari penelitian ini penerapan model problem based learning berbasis mind mapping berpengaruh positif terhadap hasil belajar dan tidak berpengaruh terhadap self regulated learning namun berpengaruh positif pada indikator penyesuaian dan proaktif serta berpengaruh negatif pada indikator penetapan tujuan. kata kunci: problem based learning, mind mapping, hasil belajar, self regulated learning

ABSTRACT Yusniza (2023). The Effect of Mind Mapping-Based Problem Based Learning Model Application on Learning Outcomes and Self Regulated Learning of Learners. Low self-regulated learning ability of students can be seen from the lack of student activeness in the learning process so that it has an impact on low learning outcomes. This study aims to determine the effect of applying a problem-based learning model based on mind mapping on learning outcomes and self-regulated learning of students on the material of environmental change and preservation. This study used a quasiexperimental design type Pretest-Posttest Non-Equivalent Control Group Design consisting of a control class and an experimental class. The study population was all students of class X SMA Negeri 3 Banda Aceh with a total of 361 students. The sample selection used purposive sampling technique with a total sample of 121 people. Collecting data on learning outcomes using test instruments in the form of 30 multiple choice questions and collecting data on self-regulated learning using nontest instruments in the form of self-regulated learning questionnaires. Data were analyzed using Mann Whitney test and independent sample t test with a significance level of 0.05. Based on the results of the study, it is known that the application of problem-based learning model based on mind mapping has a significant effect on learning outcomes with a significance value of p < 0.05 (0.000 < 0.05) and has no significant effect on self-regulated learning with a significance value of p > 0.05 (0.776 > 0.05). The conclusion of this study is that the application of the problembased learning model based on mind mapping has a positive effect on learning outcomes and has no effect on self-regulated learning but has a positive effect on adjustment and proactivity indicators and has a negative effect on goal setting indicators. Keywords: Problem-based learning, mind mapping, learning outcomes, selfregulated learning.