Improving Student Learning Outcomes with the Application of Problem Based Learning Models in Microprocessor and Microcontroller Subjects at SMK Negeri 2 Pematangsiantar
DOI:
https://doi.org/10.11594/ijmaber.03.07.08Keywords:
improving student learning outcomes, microcontroller, microprocessor, problem-based learningAbstract
The objectives of this Classroom Action Research were to determine: (1) increase student activity during the learning process of Microprocessors and Microcontrollers by applying the Problem Based Learning model at SMK Negeri 2 Pematangsiantar, (2) increase student learning outcomes in Microprocessor and Microcontroller learning by applying the Problem Based Learning model at SMK Negeri 2 Pematangsiantar. This research was conducted at SMK Negeri 2 Pematangsiantar for 1 month starting from August 2019. The subjects of this study were 22 students of class X1 TAV 1. The action in this study consisted of two cycles, namely Cycle I and Cycle II. Cycle I was carried out using the Problem Based Learning model. The results of the first cycle showed that 45.63% of students were active and the mean score of vocational competence students for Microprocessor and Microcontroller was still 56.82. However, these results do not meet the action indicators, namely 75% of students get a value > 75, then second cycle II is carried out. Cycle II carried out the same application. In cycle II 84.38% of students are active, and the average value of vocational competence for Microprocessors and Microcontrollers increases to 80.27. So it can be concluded that the learning process using the Problem Based Learning model can increase the activeness and ability of students in learning vocational competencies in Audio Video Engineering. The implication is that teachers must apply innovative and creative learning models. And it is suggested that Electronics Engineering teachers can improve their teaching skills to be more communicative and active in participating in various pieces of training.
Downloads
References
Biedroń, A., & Pawlak, M. (2016). The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality. Studies in Second Language Learning and Teaching, 6(3), 395–422.
Brulin, G., & Svensson, L. (2016). Managing sustainable development programmes: A learning approach to change. Routledge.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.
Gaol, R. L., & Sitepu, A. (2020). The Influence of Used Good-Based Learning Media on the Value of Chracter Education and Student’s Motivation to Study. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(4), 1696–1703. https://doi.org/10.33258/birle.v3i4.1299
García-Moya, I., Brooks, F., & Moreno, C. (2020). Humanizing and conducive to learning: an adolescent students’ perspective on the central attributes of positive relationships with teachers. European Journal of Psychology of Education, 35(1), 1–20.
García-Moya, I., Moreno, C., & Brooks, F. M. (2019). The ‘balancing acts’ of building positive relationships with students: Secondary school teachers’ perspectives in England and Spain. Teaching and Teacher Education, 86, 102883.
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning.
Kim, L. E., & Asbury, K. (2020). ‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062–1083.
Nurhasanah, F., Sukandi, U., Kuncoro, A. B., Rusilowati, A., Hastuti, W. S., & Prabowo, A. (2020). Collaborative classroom action research for mathematics and science teachers in Indonesia. Journal of Physics: Conference Series, 1613(1). https://doi.org/10.1088/1742-6596/1613/1/012024
Putri, S. K., & Syahputra, E. (2019). Development of Learning Devices Based on Realistic Mathematics Education to Improve Students’ Spatial Ability and Motivation. International Electronic Journal of Mathematics Education, 14(2), 393–400.
Siahaan, K. W. A., Manurung, H. M., & Siahaan, M. M. (2021). Android-Based Learning Media Development Strategies During Pandemic Times To Improve Student Science Literature. International Journal of Education and Humanities, 1(1), 34–42. http://i-jeh.com/index.php/ijeh/article/view/4
Suartama, I. K., Triwahyuni, E., Abbas, S., Hastuti, W. D., Subiyantoro, S., & Salehudin, M. (2020). Development of E-Learning Oriented Inquiry Learning Based on Character Education in Multimedia Course. European Journal of Educational Research, 9(4), 1591–1603.
Suephatthima, B., & Faikhamta, C. (2018). Developing Students’ Argument Skills Using Socioscientific Issues in a Learning Unit on the Fossil Fuel Industry and Its Products. Science Education International, 29(3), 137–148. https://doi.org/10.33828/sei.v29.i3.2
Wahid, R. N., & Cerya, E. (2022). Development of Android-Based Interactive Media Learning Economics Capital Market Materials. Economic Education Analysis Journal, 11(1).
Wijayati, N., Sumarni, W., & Supanti, S. (2019). Improving Student Creative Thinking Skills Through Project Based Learning. KnE Social Sciences, 408–421. https://doi.org/10.18502/kss.v3i18.4732
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement 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 acknowledgement 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).
