Penerapan model pembelajaran berbasis masalah pada mata pelajaran sejarah Indonesia kelas xi ips

Theresia, Dhea (2024) Penerapan model pembelajaran berbasis masalah pada mata pelajaran sejarah Indonesia kelas xi ips. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Proyek akhir ini akan membahas mengenai penerapan model pembelajaran berbasis masalah pada pembelajaran Sejarah Indonesia kelas XI IPS. Terlihat dalam konteks pembelajaran Sejarah siswa - siswi akan diajak menyelesaikan permasalahan yang terjadi dalam peristiwa Sejarah. Adapun enduring understanding yang digunakan untuk mengkaji penerapan pembelajaran siswa yaitu Allah menunjukkan eksistensinya sebagai pencipta yang lebih besar dari segala yang ada di bumi. Melalui pendudukan Jepang di Indonesia Allah berperan membantu dalam melawan penjajahan, berperang untuk memperjuangkan kemerdekaan Indonesia dan semua ini bukan karena kuat, hebat manusia melainkan kuasa Tuhan yang menuntun bangsa Indonesia menang dari penjajahan. Dalam mencapai prosesnya guru melakukan penyesuaian dengan menggunakan model pembelajaran berbasia msalah guna memfasilitasi pemahaman yang lebih dalam dan mengembangkan keterampilan yang relevan. Maka guru melakukan uji penilaian formatif dan sumatif untuk mengukur tingkat pemahaman siswa selama proses belajar mengajar. Data menunjukkan rata - rata pencapaian penilaian diagnostik mencapai 78,8%, formatif 89% dan sumatif 87%. Oleh sebab itu melalui hasil pencapaian yang di peroleh siswa - siswi langkah kedepannya yaitu guru melakukan evaluasi konsep pembelajaran menjadi lebih efektif dan mempertahankan kualitas hasil belajar siswa secara optimal pada penerapan model pembelajaran berbasis masalah. / This final project will discuss the implementation of problem-based learning in teaching Indonesian History for Grade XI Social Studies. In the context of history learning, students will be guided to solve problems related to historical events. The enduring understanding used to examine the application of student learning is that Allah demonstrates His existence as the greater creator of all things on Earth. Through Japan's occupation of Indonesia, Allah played a role in aiding resistance against colonization, fighting for Indonesian independence, and all of this was not due to the strength or greatness of humans but due to God's power guiding the Indonesian nation to victory over colonization. In achieving this process, the teacher adjusts by using the problem-based learning strategy to facilitate deeper understanding and develop relevant skills. The teacher then conducts formative and summative assessments to measure students' understanding levels during the teaching and learning process. Data shows that the average achievement of diagnostic assessment is 78.8%, formative is 89%, and summative is 87%. Therefore, based on the achievement results obtained by the students, the next step is for the teacher to evaluate the learning concept to become more effective and maintain the optimal quality of student learning outcomes in the implementation of problem-based learning.

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