Electronic Theses and Dissertation

Aktivitas belajar dan hasil belajar merupakan dua indikator penting dalam keberhasilan proses pembelajaran. Namun, pada kenyataannya, aktivitas siswa dalam pembelajaran matematika, khususnya materi aritmatika sosial, masih rendah. Hal ini terlihat dari kurangnya aktivitas siswa dalam bertanya, berdiskusi, dan menyelesaikan soal secara mandiri yang berdampak pada rendahnya pencapaian hasil belajar. Penelitian ini bertujuan untuk mengetahui aktivitas dan hasil belajar siswa melalui penerapan model pembelajaran Problem Based Instruction (PBI) pada materi Aritmatika Sosial. Penelitian ini menggunakan pendekatan mixed method dengan desain one shot case study. Subjek penelitian adalah siswa kelas VII-2 SMP Negeri 13 Banda Aceh. Pengumpulan data dilakukan dengan menggunakan lembar observasi aktivitas siswa untuk memperoleh data kualitatif dan tes hasil belajar untuk memperoleh data kuantitatif. Analisis data kualitatif dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan data kuantitatif dianalisis dengan menghitung nilai rata-rata dan persentase ketuntasan belajar. Hasil penelitian menunjukkan bahwa aktivitas siswa dalam pembelajaran menggunakan model PBI berada pada kategori sangat baik, dengan rata-rata skor aktivitas sebesar 83%. Sementara itu, nilai rata-rata hasil belajar siswa mencapai 75 dengan tingkat ketuntasan klasikal sebesar 75%. Model Problem Based Instruction (PBI) dapat mendorong siswa secara aktif dalam proses pembelajaran sekaligus memberikan dampak positif terhadap pencapaian hasil belajar. Dengan demikian, penerapan model pembelajaran Problem Based Instruction (PBI) mendorong aktivitas dan hasil belajar siswa pada materi Aritmatika Sosial di kelas VII SMP.
Kata kunci: Aktivitas siswa, hasil belajar, Problem Based Instruction, Aritmatika Sosial.

Learning activities and learning outcomes are two important indicators of the success of the learning process. However, in reality, student activity in mathematics learning, especially social arithmetic material, is still low. This is evident from the lack of student activity in asking questions, discussing, and solving problems independently, which impacts the low achievement of learning outcomes. This study aims to determine student activity and learning outcomes through the application of the Problem-Based Instruction (PBI) learning model on social arithmetic material. This study uses a mixed-method approach with a one-shot case study design. The research subjects are students in VII-2 at SMP Negeri 13 Banda Aceh. Data collection was conducted using student activity observation sheets to obtain qualitative data and learning achievement tests to obtain quantitative data. Qualitative data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing, while quantitative data was analyzed by calculating the average score and learning achievement percentage. The results of the study indicate that student activities in learning using the PBI model were in the very good category, with an average activity score of 83%. Meanwhile, the average learning outcome score of students reached 75 with a classical mastery level of 75%. The Problem-Based Instruction (PBI) model can encourage students to actively participate in the learning process while also having a positive impact on learning outcomes. Thus, the application of the Problem-Based Instruction (PBI) learning model encourages student activity and learning outcomes in Social Arithmetic material in the seventh grade of junior high school. Keywords : student activity, learning outcomes, Problem Based Instruction, Social Arithmetic.