Penerapan Model Pembelajaran Berbasis Masalah Pada Materi Table Set Up Terhadap Hasil Belajar Siswa SMK Negeri 1 Dlanggu

Application of Problem-Based Learning Model to Table Set Up  Materials to Student Learning Outcomes of SMK Negeri 1 Dlanggu

 Dalam suatu lembaga pendidikan termasuk sekolah, keberhasilan proses belajar-mengajar dapat dilihat dari hasil belajar yang dicapai oleh peserta didik. Berdasarkan data nilai siswa di SMKN 1 Dlanggu ditemukan mash banyak siswa yang tidak tuntas atau nilainya dibawah kriteria ketuntasan minimal (KKM) yang sudah ditentukan oleh satuan pendidikan yakni 70. Rata-rata nilai UTS hanya mencapai 63,90 pada mata Tata Hidang. hasil obeservasi peneliti. Selama kegiatan pembelajaran berlangsungmelakukan kegiatan lain seperti bermain gadget. Hal tersebut terjadi salah satunya dikarenakan guru masih menggunakan metode yang konvensional yaitu hanya menggunakan metode ceramah Design penelitian ini menggunakan one group pre-test dan post-test group design. Menurut Kinasti (2018) rancangan jenis ini hanya menggunakan satu kelompok subjek, pengukuran dilakukan sebelum dan sesudah didik pada model pembelajaran berbasis masalah berada pada kategori sangat baik, namun untuk aspek peserta didik mencari data atau referensi untuk bahan pemecahan masalah berada pada nilai terendah dari kategori sangat baik (82,5%). Sementara pada aspek peserta didik mempresentasikan hasil diskusi pada kategori sangat baik (92,5%). Hasil belajar kognitif peserta didik setelah penerapan model pembelajaran berbasis masalah secara keseluruhan hasil diketahui sebanyak 57 peserta didik dinyatakan tuntas dengan skor 75. Sedangkan 3 siswa dinyatakan tidak tuntas dengan skor 75. Bedasarkan hasil tersebut kelas XI Kuliner dinyatakan tuntas dengan presentase 88,3% bedasarkan skor post-test. Skor post-test telah diuji signifikansinya dengan uji t perpasangan

 In an educational institution, including a school, the success of the teaching and learning process can be seen from the learning outcomes achieved by students. Based on student score data at SMKN 1 Dlanggu, it was found that many students did not complete or their scores were below the minimum completeness criteria (KKM) that had been determined by the education unit, namely 70. The average UTS score only reached 63.90 in the Tata Gidang eye. results of the researcher's observation. During the learning activities, do other activities such as playing gadgets. One of the reasons for this is that teachers are still using conventional methods, namely only using the Design lecture method, this study uses one group pre-test and post-test group design. According to Kinasti (2018) this type of design only uses one group of subjects, measurements made before and after education in the problem-based learning model are in the very good category, but for the aspect of students looking for data or references for problem-solving materials is at the lowest value of the very good category (82.5%). Meanwhile, in the aspect, students presented the results of the discussion in the very good category (92.5%). Cognitive learning outcomes of students after the implementation of the problem-based learning model as a whole, the results were known as 57 students were declared complete with a score of 75. Meanwhile, 3 students were declared incomplete with a score of 75. Based on these results, class XI Culinary was declared complete with a percentage of 88.3% based on post-test scores. The post-test score has been tested for significance by the t-pair test