Electronic Theses and Dissertation

Natasya Ulfa. (2025). Pengaruh Model Problem Based Learning (PBL) terhadap Hasil Belajar dan Keterampilan Sosial Emosional Peserta Didik pada Materi Virus. [Tesis. Universitas Syiah Kuala]. Dibawah bimbingan Dr. Hafnati Rahmatan, M.Si. dan Dr. Safrida, S.Pd., M.Si., AIFO.
Model pembelajaran yang diterapkan guru selama ini belum sepenuhnya berorientasi pada peningkatan hasil belajar sekaligus keterampilan sosial emosional peserta didik. Rendahnya keterampilan sosial emosional berdampak pada kurangnya partisipasi aktif dalam pembelajaran sehingga berpengaruh terhadap pencapaian akademik. Salah satu solusi yang dapat digunakan adalah model Problem Based Learning (PBL). Model PBL menekankan pada pembelajaran yang berpusat pada peserta didik dengan melibatkan mereka secara aktif dalam pemecahan masalah nyata, kerja sama kelompok, komunikasi, serta pengelolaan diri. Penelitian ini bertujuan untuk menganalisis perbedaan peningkatan hasil belajar peserta didik setelah penerapan model PBL pada materi virus, keterampilan sosial emosional peserta didik setelah penerapan model PBL, dan hubungan antara hasil belajar dengan keterampilan sosial emosional peserta didik. Penelitian menggunakan metode quasi-eksperimen dengan desain pretest-posttest non-equivalent control group design. Populasi penelitian adalah seluruh peserta didik kelas X MAN 1 Banda Aceh dan MAN 2 Banda Aceh berjumlah 423 orang. Sampel penelitian sebanyak 120 peserta didik, yang ditentukan dengan teknik purposive sampling. Instrumen penelitian berupa tes hasil belajar dan angket keterampilan sosial emosional. Data dianalisis menggunakan independent sample t-test dan uji korelasi Pearson product moment dengan taraf signifikansi α = 0,05. Hasil penelitian menunjukkan terdapat perbedaan signifikan hasil belajar antara kelas eksperimen dan kelas kontrol (Sig. 0,000 < 0,05), keterampilan sosial emosional peserta didik pada kelas eksperimen berada pada kategori cukup, dan terdapat hubungan positif dan signifikan antara hasil belajar dan keterampilan sosial emosional (r = 0,305; Sig. 0,018 < 0,05). Dengan demikian, dapat disimpulkan bahwa model PBL berpengaruh terhadap peningkatan hasil belajar sekaligus keterampilan sosial emosional peserta didik.
Kata Kunci: Problem Based Learning, Hasil Belajar, Keterampilan Sosial Emosional, Virus, Quasi Eksperimen

Natasya Ulfa. (2025). The Effect of Problem Based Learning (PBL) Model on Students’ Learning Outcomes and Social-Emotional Skills in the Topic of Virus. [Thesis. Universitas Syiah Kuala]. Supervised by Dr. Hafnati Rahmatan M.Si. and Dr. Safrida, S.Pd., M.Si., AIFO. The learning model generally applied by teachers has not fully focused on improving students’ learning outcomes and social-emotional skills. Low social-emotional skills negatively affect students’ active participation in the learning process, which in turn influences their academic achievement. One solution to overcome this issue is the application of the Problem Based Learning (PBL) model. PBL emphasizes student-centered learning by involving learners in real problem-solving, collaboration, communication, and self-regulation. This study aims to analyze the differences in students’ learning outcomes after the implementation of PBL in the topic of virus, students’ social-emotional skills after PBL implementation, and the correlation between learning outcomes and social-emotional skills. The study employed a quasi-experimental method with a pretest-posttest non-equivalent control group design. The population consisted of 423 tenth-grade students of MAN 1 Banda Aceh and MAN 2 Banda Aceh, with a sample of 120 students determined using purposive sampling. Research instruments included a learning outcome test and a social-emotional skills questionnaire. Data were analyzed using the independent sample t-test and Pearson product moment correlation at a significance level of α = 0.05. The results showed that there was a significant difference in learning outcomes between the experimental and control classes (Sig. 0.000 < 0.05), students’ social-emotional skills in the experimental class were categorized as moderate, and there was a positive and significant correlation between learning outcomes and social-emotional skills (r = 0,305; Sig. 0.018 < 0.05). It can be concluded that the implementation of PBL significantly affects both learning outcomes and social-emotional skills of students. Keywords: Problem Based Learning, Learning Outcomes, Social-Emotional Skills, Virus, Quasi-Experiment