The Role of Problem-Based Learning Model in Enhancing Students^ Motivation and Physics Learning Outcomes Een Irawati1, Mustika Wati2*, Maria Ulfah3, Yasmine Khairunnisa4
1Teacher Professional Education Study Program, Faculty of Teacher Training and Education, Lambung Mangkurat University, Indonesia
2Departement of Physics Education, Faculty of Teacher Training and Education, Lambung Mangkurat University, Indonesia
3Physics teacher of SMAN 11 Banjarmasin, Indonesia
4 Departement of Science Education, Faculty of Teacher Training and Education, Lambung Mangkurat University, Indonesia
*Correspondence: mustika_pfis[at]ulm.ac.id
Abstract
The teacher^s role in guiding and directing students to achieve desired learning outcomes is crucial. By designing an engaging learning activities, teachers optimize student involvement and presence, leading to the increased motivation and improved learning outcomes. At senior high school in Banjarmasin, a research study using the Problem-Based Learning model was conducted to enhance motivation and learning outcomes for tenth grade students. The study focused on three areas: (1) lesson plan implementation, (2) students^ learning motivation, (3) students^ learning outcomes, and (4) Students^ responses to Problem-Based Learning. Collaborative classroom action research was conducted in two cycles involving planning, implementation, observation, and reflection. Data were collected from 34 students through tests, observation, and documentation. The study findings indicated that: (1) Lesson plan implementation was improved from an average score of 3.34 (good) in cycle I to 3.84 (very good) in cycle II, (2) Students^ learning motivation increased from an average score of 2.28675 (moderate) in the pre-cycle to 3.47975 (very high) after the learning cycle. The N-gain score was 0.6880 (moderate), (3) Students learning outcomes were significantly improved, with the average pre-cycle score of 42.60 increasing to 83.44 after the learning cycle. The N-gain score was 0.7042 (high). (4) Students^ responses to Problem-Based Learning was positive, with an average rating of 3.2375, indicating a good category. In conclusion, the implementation of Problem-Based Learning model effectively enhanced students^ motivation and improved learning outcomes of the tenth grade students at senior high school.
