The Implementation of Problem Based Learning to Increase Activity and Learning Outcomes of Economics Subject in Senior High School Students

Ita Purnama Sari, Lisa Rokhmani


Education with the learning model Problem Based Learning has an important role to improve the ability of active thinking and learning outcomes so that it gets good achievements because in this economic subject one of the subjects that requires deeper understanding because in learning it requires carefulness, accuracy, and sensitivity in analyzing conditions that occur in the surrounding environment. The method in this research is classroom action research which in its research requires quantitative and qualitative data which is carried out in two cycles including 4 stages, namely planning, implementing, observing and reflecting. From the results of the implementation of the research phase, it was found that the results showed that the activeness and learning outcomes experienced an increase in criteria very well in the second cycle, the results of which could be seen in the effectiveness assessment sheet and learning outcomes.

Full Text:



Carrasco, G. A., Behling, K. C., & Lopez, O. J. (2018). Evaluation of the role of incentive structure on student participation and performance in active learning strategies: a comparison of case-based and team-based learning. Medical teacher, 40(4), 379-386.

Fadhli, M. (2017). Manajemen peningkatan mutu pendidikan. Tadbir: Jurnal Studi Manajemen Pendidikan, 1(2), 215-240.

Fitriyani, D., Jalmo, T., & Yolida, B. (2019). Penggunaan Problem Based Learning untuk Meningkatkan Keterampilan Kolaborasi dan Berpikir Tingkat Tinggi. Jurnal bioterdidik, 7(3), 77-87.

Gunantara, G., Suarjana, I. M., & Riastini, P. N. (2014). Penerapan model pembelajaran problem based learning untuk meningkatkan kemampuan pemecahan masalah matematika siswa kelas V. MIMBAR PGSD Undiksha, 2(1).

Kim, S. O. (2017). Effects of team-based learning on learning attitude, learning motivation, problem solving ability, participation in lessons of nursing students. Journal of Digital Convergence, 15(4), 351-363.

Nurhayati, D. I., Yulianti, D., & Mindyarto, B. N. (2019). Bahan ajar berbasis problem based learning pada materi gerak lurus untuk meningkatkan kemampuan komunikasi dan kolaborasi siswa. UPEJ Unnes Physics Education Journal, 8(2), 208-218.

Raharjo, S. B. (2012). Evaluasi trend kualitas pendidikan di indonesia. Jurnal Penelitian dan Evaluasi Pendidikan, 16(2), 511-532.

Saifulloh, M., Muhibbin, Z., & Hermanto, H. (2012). Strategi Peningkatan Mutu Pendidikan Di Sekolah. Jurnal Sosial Humaniora (JSH), 5(2), 206-218.

Singh, D., & Bashir, H. (2018). Effects of problem based learning and conventional learning on critical thinking ability of higher secondary school students in economics. International Journal of Education and Management Studies, 8(1), 81-86.

Suarniati, N. W., Ardhana, I. W., Hidayah, N., & Handarini, D. M. (2019). The Difference between the effects of problem-based learning strategy and conventional strategy on vocational school students’ critical thinking skills in civic education. International Journal of Learning, Teaching and Educational Research, 18(8), 155-167.

Sudarsana, I. K. (2016). Peningkatan mutu pendidikan luar sekolah dalam upayapembangunan sumber daya manusia. Jurnal Penjaminan Mutu, 1(1), 1-14.

Wan Husin, W. N. F., Mohamad A. N., Othman, O., Halim, L., Rasul, M. S., Osman, K., & Iksan, Z. (2016, June). Fostering students' 21st century skills through Project Oriented Problem Based Learning (POPBL) in integrated STEM education program. In Asia-Pacific Forum on Science Learning & Teaching (Vol. 17, No. 1).

Wiznia, D., Korom, R., Marzuk, P., Safdieh, J., & Grafstein, B. (2012). PBL 2.0: enhancing problem-based learning through increased student participation. Medical education online, 17(1), 17375.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Logo IPI