Pengaruh Model Contextual-Oriented Problem Based Learning Terhadap Hasil Belajar Mahasiswa Pada Mata Kuliah Sains, Teknologi, dan Masyarakat

Chairany Rizka

doi:10.58794/cerdas.v5i1.2165

Authors

Chairany Rizka Universitas Islam Negeri Sumatera Utara

DOI:

https://doi.org/10.58794/cerdas.v5i1.2165

Keywords:

Pembelajaran Kontekstual, Problem Based Learning, STM, Hasil Belajar Kognitif

Abstract

Mata kuliah sains, teknologi, dan masyarakat (STM) memiliki peran penting dalam mempersiapkan calon guru IPA karena mampu mendorong pemahaman interdisipliner dan literasi sains. Data hasil belajar mahasiswa yang telah menempuh mata kuliah STM menunjukkan bahwa masih diperlukan upaya peningkatan hasil belajar tersebut. Berbagai penelitian sebelumnya telah banyak membahas penerapan Problem Based Learning (PBL) dalam meningkatkan hasil belajar, namun integrasi pendekatan contextual-oriented pada mata kuliah STM masih belum banyak dikaji. Padahal, pendekatan contextual-oriented penting untuk membantu mahasiswa menghubungkan konsep sains dengan permasalahan nyata dalam kehidupan masyarakat. Permasalahan ini membutuhkan penerapan model pembelajaran yang inovatif untuk mengatasinya. Penelitian ini bertujuan untuk menganalisis pengaruh model Contextual Oriented Problem Based Learning terhadap hasil belajar kognitif mahasiswa pada mata kuliah STM. Penelitian ini menggunakan metode eksperimen semu dengan desain pretest-posttest control group design. Sampel penelitian terdiri atas dua kelas Program Studi Pendidikan IPA yang dipilih menggunakan teknik cluster random sampling. Kelompok eksperimen diajarkan menggunakan model Contextual Oriented Problem Based Learning, sedangkan kelompok kontrol menggunakan pembelajaran konvensional. Instrumen penelitian berupa tes kognitif yang terdiri atas 18 butir soal yang telah dinyatakan valid dan reliabel. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada kelompok eksperimen, dengan rata-rata nilai posttest mencapai 72,56 dibandingkan kelompok kontrol sebesar 64,6. Analisis statistik menunjukkan terdapat perbedaan signifikan hasil posttest antara kedua kelompok (Sig. = 0,009). Temuan ini menunjukkan bahwa model Contextual-Oriented PBL efektif meningkatkan hasil belajar kognitif mahasiswa karena mendorong keterlibatan aktif dan menghubungkan pembelajaran dengan konteks dunia nyata.

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