Besse Harnanengsi Har, Syaharuddin Syaharuddin, Irfan Jaya

Respon Siswa SMA terhadap Challenge Based Learning Berbasis Karakter

Introduction

Respon siswa sma terhadap challenge based learning berbasis karakter. Penelitian menganalisis respon siswa SMA terhadap Challenge Based Learning (CBL) berbasis karakter dalam matematika. Hasil menunjukkan respon positif, meningkatkan motivasi, kerjasama, dan karakter siswa.

Abstract

Penelitian ini bertujuan untuk menganalisis respon siswa terhadap model pembelajaran Challenge Based Learning (CBL) berbasis karakter dalam mata pelajaran matematika. Penelitian ini dilakukan dengan menggunakan metode deskriptif kualitatif. Data penelitian diperoleh melalui observasi, wawancara, dan angket yang diberikan kepada siswa SMA kelas XI. Hasil penelitian menunjukkan bahwa respon siswa terhadap CBL berbasis karakter dalam matematika secara keseluruhan positif. Siswa menunjukkan antusiasme dan motivasi belajar yang tinggi saat mengikuti pembelajaran dengan model ini. Mereka juga menunjukkan peningkatan dalam hal kerjasama, komunikasi, dan karakter seperti tanggung jawab, disiplin, dan pantang menyerah. Penelitian ini menyimpulkan bahwa CBL berbasis karakter merupakan model pembelajaran yang efektif untuk meningkatkan respon dan hasil belajar matematika siswa. Model ini dapat membantu siswa untuk mengembangkan karakter dan keterampilan abad ke-21 yang mereka perlukan untuk menjadi pembelajar yang mandiri dan sukses.Kata kunci: Challenge Based Learning, karakter, respon siswa, matematika

Review

This study presents a timely and relevant exploration into the efficacy of Challenge Based Learning (CBL) integrated with character development within a high school mathematics context. The qualitative descriptive methodology, employing observation, interviews, and questionnaires, offers a suitable approach to gauge student perceptions and behaviors. The abstract effectively conveys that students exhibited significant enthusiasm and motivation, alongside observed improvements in essential 21st-century skills such as cooperation and communication, and critical character traits including responsibility, discipline, and perseverance. These positive findings underscore the potential of CBL berbasis karakter as an engaging and effective pedagogical model for holistic student development. However, the abstract presents a minor inconsistency that warrants clarification. While the conclusion states that the model is "effective for increasing student response and *mathematics learning outcomes*," the detailed findings primarily articulate student *response* and character development, without explicitly mentioning how "mathematics learning outcomes" were measured or what the results indicated. Addressing this discrepancy, either by providing evidence for learning outcomes or refining the conclusion to align with the presented data, would enhance the study's precision. Furthermore, while the overall response is positive, a more nuanced discussion, potentially including any challenges faced by students or specific conditions under which the model was most effective, would offer a richer understanding of its implementation. Despite these points, the research provides a strong foundation for integrating character education into challenge-based mathematics instruction. The reported student engagement and perceived development of critical attributes suggest that this model holds significant promise. Future research could build upon these findings by employing a mixed-methods approach, perhaps incorporating quantitative measures to assess the impact on specific mathematics learning outcomes and character development more rigorously. Comparative studies with traditional teaching methods, or long-term investigations into the sustained impact of this model, would also be valuable. Exploring the practicalities of implementation from a teacher's perspective, including required training and resource implications, would further strengthen the applicability of this innovative approach.

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