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Effectiveness of the Problem-Based Learning Model in Enhancing Biology Learning Outcomes among Senior High School Students
Abstract
This study investigated the impact of the Problem-Based Learning (PBL) model on biology learning outcomes among Grade X students. The research was motivated by the low academic performance observed in biology, largely attributed to limited student engagement under conventional teacher-centered instruction. Employing a quasi-experimental design with a Nonequivalent Control Group Design, the study involved two purposively selected classes: X MIPA 1 (experimental, PBL) with 36 students and X MIPA 2 (control, conventional) with 31 students. Data were collected through a pretest and posttest consisting of 20 multiple-choice items and analyzed using SPSS 26.0 for normality, homogeneity, and independent sample t-tests. Results revealed significantly higher posttest scores in the PBL group compared to the control group. These findings confirm that the PBL model effectively improves student learning outcomes in biology, fostering active participation, problem-solving skills, and deeper conceptual understanding.
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DOI: https://doi.org/10.17509/ajsee.v5i2.89041
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