Perbandingan Hasil Belajar Antara Model Pembelajaran Problem Posing dan Problem Solving Peserta Didik
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Abstract
Learning outcomes are indicators of learning success. However, the physics learning process still shows low levels of student engagement, intrinsic motivation, and attention, which in turn affects learning outcomes. The objectives of this study are: to determine the learning outcomes of eighth-grade class VIII.1 students after being taught the problem-posing learning model on the topic of work; to determine the learning outcomes of eighth-grade class VIII.2 students after being taught the problem-solving learning model on the topic of work; to determine the learning outcomes of eighth-grade class VIII.1 students after being taught the problem-solving learning model on the topic of energy; to determine the learning outcomes of eighth-grade Class 2 students after being taught the problem-posing learning model on the topic of energy; to determine the learning outcomes of students in Class VIII.1 and VIII.2 after being taught the problem-posing learning model on the topics of work and energy; to determine the learning outcomes of students in Class VIII.1 and VIII.2 after being taught the problem-solving learning model on the topics of work and energy; and to determine the differences in students’ learning outcomes after being taught the problem-posing and problem-solving models at SMPN 36 Makassar. This study employed an experimental method with a counterbalanced design. The results showed that the average learning outcomes for students in Class VIII.1 on the topic of business using the problem-posing approach were 75.10, for Class VIII.2 using the problem-solving approach were 77.58, for Class VIII.1 on the topic of energy using the problem-solving approach were 79.07, and for Class VIII.2 using the problem-posing approach were 73.03. Overall, the average learning achievement for the problem-posing approach was 74.06, while that for the problem-solving approach was 78.32. Although the average learning achievement of students taught using the problem-solving approach was higher, the analysis results showed that there was no significant difference between the two learning models in terms of student learning achievement. The results of this study are expected to serve as a reference for future research.
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