Nira Maulia Seffi

PENGEMBANGAN HANDOUT BERBASIS PROBLEM BASED LEARNING UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR FISIKA KELAS XI LUBUKLINGGAU MATERI GELOMBANG

Introduction

Pengembangan handout berbasis problem based learning untuk meningkatkan minat dan hasil belajar fisika kelas xi lubuklinggau materi gelombang. Kembangkan handout Fisika berbasis Problem Based Learning untuk kelas XI. Terbukti valid dan efektif tingkatkan minat serta hasil belajar siswa pada materi gelombang.

Abstract

Penelitian ini bertujuan untuk mengetahui kelayakan handout berbasis Problem Based Learning yang dikembangkan, peningkatan minat belajar siswa dan mengetahui peningkatan hasil belajar siswa. Jenis penelitian ini adalah Pengembangan atau atau Research and Development (R&D). Subjek peneilitian ini sebanyak 40 peserta didik kelas XI. Penelitian dilakukan sebanyak 2 Pertemuan. Teknik pengumpulan data menggunakan angket respon dan soal test. Hasil penelitian menunjukkan bahwa pengembangan handout berbasis problem based learning telah layak digunakan sebagai media pembelajaran berdasarkan hasil validasi dengan hasil ahli media sebesar 42, ahli bahasa sebesar 57, dan ahli materi sebesar 39, ketiga validasi dari validator tersebut masuk dalam kategori sangat baik untuk digunakan dalam pembelajaran. Dapat dibuktika dengan hasil minat belajar siswa menggunakan handout berbasis problem based learning sebesar 69,63% dengan kategori Tinggi, sedangkan hasil belajar siswa menunjukkan sebesar 0,50 dengan kategori sedang. dengan demikian dapat dikatakan bahwa handout berbasis problem based lerning dapat meningkatkan minat belajar dan hasil belajar siswa.

Review

The study investigates the development and effectiveness of a Problem-Based Learning (PBL) based handout designed to enhance student interest and learning outcomes in Physics, specifically on the topic of Waves, for Class XI students in Lubuklinggau. Employing a Research and Development (R&D) methodology with 40 participants, the research assesses the handout's feasibility through expert validation and its impact on student interest and learning outcomes over two meetings. The findings indicate that the developed handout is deemed highly feasible by media, language, and material experts, falling into the "very good" category. Furthermore, it appears to positively influence student learning interest, categorized as "High," and shows a moderate improvement in learning outcomes, suggesting its potential as a valuable educational tool. While the abstract presents promising results, several aspects require further clarification to fully assess the study's robustness. The expert validation scores (42, 57, 39) are presented without context, making it difficult to understand the underlying scale or maximum possible score for these "very good" ratings. Similarly, the method by which "interest" was measured, and how the 69.63% translates to a "High" category, needs elaboration regarding the threshold used. Most critically, the claim of an "increase" in learning outcomes is supported by a single value of 0.50, which is strongly suggestive of an N-gain score but is not explicitly stated as such. Without a clear indication of a pre-test/post-test design or a comparison group, the assertion of an *increase* in learning outcomes, based solely on this number, lacks complete substantiation from the abstract alone. Despite these points needing further detail, the study presents an interesting and relevant contribution to educational practice by developing and evaluating a PBL-based instructional material. The commitment to improving student engagement and learning in Physics is commendable, and the results, even as summarized, suggest a positive impact. Assuming the full paper addresses the methodological ambiguities concerning the validation scale, interest measurement, and the precise interpretation of the learning outcome score (e.g., N-gain), this work could offer valuable insights for educators seeking to implement PBL strategies. The abstract indicates that the developed handout holds potential as an effective tool for enriching the learning experience.

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