PENGARUH MODEL PROBLEM-BASED LEARNING (PBL) BERTEMA ISU HUJAN ASAM TERHADAP KETERAMPILAN DEEP LEARNING SISWA PADA MATERI LARUTAN PENYANGGA

MAYLANI RITA DWI PRATIWI, . (2026) PENGARUH MODEL PROBLEM-BASED LEARNING (PBL) BERTEMA ISU HUJAN ASAM TERHADAP KETERAMPILAN DEEP LEARNING SISWA PADA MATERI LARUTAN PENYANGGA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Problem-Based Learning (PBL) bertema isu hujan asam dalam meningkatkan keterampilan Deep Learning siswa (mencakup keterampilan berpikir kritis dan kolaborasi) pada materi larutan penyangga. Metode yang digunakan adalah Quasi-Experiment dengan non-equivalent control group. Sampel yang dipilih terdiri atas 73 siswa kelas XI salah satu SMA Negeri Jakarta Utara dengan menggunakan teknik purposive sampling. Data dikumpulkan melalui dua instrumen non-tes, yaitu kuesioner dan lembar observasi berskala Likert yang disusun berdasarkan indikator ketercapaian dimensi keterampilan Deep Learning dan dianalisis menggunakan statistik deskriptif serta uji beda Mann-Whitney U. Hasil penelitian ini menunjukkan terdapat pengaruh yang signifikan dari penerapan model PBL bertema isu hujan asam terhadap keterampilan deep learning siswa, yaitu dibuktikan melalui nilai signifikansi uji Mann-Whitney U sebesar 0.002 (p<0.05) berdasarkan data kuesioner pretest-posttest dan 0.000 (p<0.05) berdasarkan data observasi. Konsistensi hasil pada kedua instrumen pengukuran, baik yang bersifat self-report maupun observasi, memperkuat bukti bahwa perbedaan keterampilan deep learning antara kelas eksperimen dan kelas kontrol merupakan fenomena yang nyata. Temuan ini memberikan bukti empiris bahwa model PBL bertema isu hujan asam dapat menjadi alternatif strategi pembelajaran kimia, khususnya pada materi larutan penyangga. ***** This study examines the effect of the Problem-Based Learning (PBL) model with an acid rain theme on students' deep learning skills, encompassing critical thinking and collaboration, in the topic of buffer solutions. A quasi-experimental method with a non-equivalent control group design was used. The sample comprised 73 eleventh-grade students from a public senior high school in North Jakarta, selected through purposive sampling. Data were collected using two non-test instruments, a Likert-scale questionnaire and an observation sheet, both developed based on indicators of the deep learning skill dimensions, and analyzed using descriptive statistics and the Mann-Whitney U test. Results reveal a significant effect of the acid-rain-themed PBL model on students' deep learning skills, shown by Mann-Whitney U significance values of 0.002 (p < 0.05) for the pretest-posttest questionnaire data and 0.000 (p < 0.05) for the observation data. The consistency of results across both self-report and observational instruments strengthens the evidence that the difference in deep learning skills between the experimental and control classes is a genuine phenomenon. These findings offer empirical evidence that the acid-rain-themed PBL model can serve as an alternative chemistry learning strategy for the topic of buffer solutions.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Prof. Dr. Achmad Ridwan, M.Si. ; 2). Sarina Hanifah, S.Pd., M.Si.
Subjects:	Sains > Kimia
Divisions:	FMIPA > S1 Pendidikan Kimia
Depositing User:	Maylani Rita Dwi Pratiwi .
Date Deposited:	31 Jul 2026 08:15
Last Modified:	31 Jul 2026 12:56
URI:	http://repository.unj.ac.id/id/eprint/67974

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