Implementation of Problem Based Learning (PBL) Model to Improve Students' Activity and Creative Thinking Skills in Mathematics Subject at SMP Negeri 13 Lebong

Abstract

This study aims to determine the improvement in learning activities, creative thinking skills, and student learning outcomes through the Problem Based Learning (PBL) model. This type of research is classroom action research. The subjects of the study were 30 students from class VII.C at SMP Negeri 13 Lebong. The research was conducted from September to October 2023. The results showed that in the first cycle, the teacher's activity score was 32 (Good) and the student's activity score was 27 (Fair). In the second cycle, the teacher's activity score was 35.5 (Good) and the student's activity score was 35.5 (Good). In the third cycle, the teacher's activity score increased to 36 (Good) and the student's activity score remained at 35 (Good). The students' creative thinking skills in the first cycle scored 54.50% (Fair), and in the second cycle, it improved to 71.16% (Fair). In the third cycle, creative thinking skills further increased to 81.08%, categorized as Creative. The students' learning outcomes in the first cycle had an average score of 65.3 with 53.3% classical learning completeness (not yet complete). In the second cycle, the average score increased to 73.6 with 70% classical learning completeness (not yet complete). In the third cycle, the average score reached 77.23 with 87% classical learning completeness (complete). These three cycles showed an improvement in the students' learning outcomes during the teaching and learning activities. Based on the research data, the application of the Problem Based Learning model can enhance the activity and creative thinking skills of students at SMP Negeri 13 Lebong. The conclusion is there was an increase in teacher and student activity from Cycle I with a score of 32 (Good), Cycle II with a score of 33.5 (Good), to Cycle III with a score of 35 (Good). Student activity improved from Cycle I with a score of 29.5 (Adequate), Cycle II with a score of 33.5 (Good), to Cycle III with a score of 35 (Good). There was an increase in students' creative thinking skills from Cycle I (54.50%) categorized as Adequate, Cycle II (71.16%) categorized as Adequate, to Cycle III (81.08%) categorized as Creative. There was an increase in student learning outcomes from Cycle I with a score of 53.3% (Not Yet Mastery), Cycle II with a score of 70% (Not Yet Mastery), to Cycle III with a score of 86.6% (Mastery) with a classical mastery percentage of 85%.