Penelitian ini bertujuan untuk: (1) menganalisis perbedaan hasil belajar ranah kognitif, afektif, dan psikomotor siswa yang menggunakan model problem based learning dibandingkan siswa yang menggunakan model direct learning;              (2) menganalisis perbedaan hasil belajar ranah kognitif, afektif, dan psikomotor siswa berkemampuan TBK tinggi dibandingkan siswa berkemampuan TBK rendah; dan (3) menganalisis interaksi antara model pembelajaran dengan TBK siswa terhadap hasil belajar ranah kognitif, afektif, dan psikomotor.  

Jenis penelitian yang digunakan adalah penelitian eksperimen bentuk faktorial design. Populasi pada penelitian ini adalah seluruh siswa pada kompetensi keahlian bangunan di SMK Negeri 1 Nganjuk yang meliputi Geomatika dan TGB. Sampel yang digunakan dalam penelitian ini adalah siswa XI TGB-1 sebagai  kelas eksperimen dan siswa XI TGB-2 sebagai kelas kontrol. Data dianalisis yaitu dengan analisys of varians (Anova) dua jalur setelah memenuhi syarat uji normalitas dan homogenitas. 

Hasil penelitian menyimpulkan bahwa: (1) hasil belajar ranah kognitif (83,750) dan psikomotor (80,138) siswa yang menggunakan model problem based learning lebih tinggi secara signifikan dibanding siswa yang menggunakan model direct learning (79,766 dan 78,545). Sedangkan, hasil belajar ranah afektif (85,976) siswa yang menggunakan model problem based learning lebih tinggi secara sangat signifikan dibanding siswa yang menggunakan model direct learning (84,583); (2) siswa berkemampuan TBK tinggi memperoleh hasil belajar ranah kognitif (83,462) lebih tinggi secara signifikan dibanding siswa berkemampuan TBK rendah (80,054). Sedangkan, siswa berkemampuan TBK tinggi memperoleh hasil belajar ranah afektif dan psikomotor (85,861 dan 80,840) lebih tinggi secara sangat signifikan dibanding siswa berkemampuan TBK rendah (84,698 dan 77,842); dan (3) terdapat interaksi yang sangat signifikan antara model pembelajaran dengan TBK siswa terhadap hasil belajar ranah kognitif (90,000 ; 77,500 dan 76,923 ; 82,609), afektif (87,286 ; 84,665 dan 84,435 ; 84,731), dan psikomotor (83,479 ; 76,796 dan 78,202 ; 78,888).  

This current study aims to analyze: (1) the differences of students’ cognitive, affective, and psychomotor learning outcomes taught by using problem based learning model and direct learning model; (2) the differences of students’ cognitive, affective, and psychomotor learning outcomes between high creative thinking level and low creative thinking level; and (3) the interaction between learning model and creative thinking level toward students’ cognitive, affective, and psychomotor learning.  

This research used experiment research in factorial design. Population of this research is all of engineering building students in SMK Negeri 1 Nganjuk includes Geomatika and Engineering Building Drawing (TGB). Sample  of this research is XI TGB-1 students as experiment group and XI TGB-2 students as control group. The data of this study were analyzed by using analysis of variants (ANOVA) after the fulfilment of the normality and homogeneity test. 

The findings of the study show that: (1) students who had taught using problem based learning model gotten cognitive (83,750) and psychomotor learning outcome (80,138) significantly hingher than students who had taught using direct learning model (79,766 and 78,545). While, students who had taught using problem based learning model gotten affective learning outcome (85,976) more significantly hingher than students who had taught using direct learning model (84,583); (2) students who have high creative thinking level will get cognitive learning outcomes (83,462) significantly higher than low creative thinking level (80,054). While, students who have high creative thinking level will get affective and psychomotor learning outcomes (85,861 and 80,840) more significantly higher than low creative thinking level (84,698 and 77,842); and (3) there is an interaction significantly between learning model and creative thinking level toward cognitive (90,000 ; 77,500 and 76,923 ; 82,609), affective (87,286 ; 84,665 and 84,435 ; 84,731), and psychomotor (83,479 ; 76,796 and 78,202 ; 78,888) students learning.  

Penelitian ini bertujuan untuk: (1) menganalisis perbedaan hasil belajar ranah kognitif, afektif, dan psikomotor siswa yang menggunakan model problem based learning dibandingkan siswa yang menggunakan model direct learning;              (2) menganalisis perbedaan hasil belajar ranah kognitif, afektif, dan psikomotor siswa berkemampuan TBK tinggi dibandingkan siswa berkemampuan TBK rendah; dan (3) menganalisis interaksi antara model pembelajaran dengan TBK siswa terhadap hasil belajar ranah kognitif, afektif, dan psikomotor.  

Jenis penelitian yang digunakan adalah penelitian eksperimen bentuk faktorial design. Populasi pada penelitian ini adalah seluruh siswa pada kompetensi keahlian bangunan di SMK Negeri 1 Nganjuk yang meliputi Geomatika dan TGB. Sampel yang digunakan dalam penelitian ini adalah siswa XI TGB-1 sebagai  kelas eksperimen dan siswa XI TGB-2 sebagai kelas kontrol. Data dianalisis yaitu dengan analisys of varians (Anova) dua jalur setelah memenuhi syarat uji normalitas dan homogenitas. 

Hasil penelitian menyimpulkan bahwa: (1) hasil belajar ranah kognitif (83,750) dan psikomotor (80,138) siswa yang menggunakan model problem based learning lebih tinggi secara signifikan dibanding siswa yang menggunakan model direct learning (79,766 dan 78,545). Sedangkan, hasil belajar ranah afektif (85,976) siswa yang menggunakan model problem based learning lebih tinggi secara sangat signifikan dibanding siswa yang menggunakan model direct learning (84,583); (2) siswa berkemampuan TBK tinggi memperoleh hasil belajar ranah kognitif (83,462) lebih tinggi secara signifikan dibanding siswa berkemampuan TBK rendah (80,054). Sedangkan, siswa berkemampuan TBK tinggi memperoleh hasil belajar ranah afektif dan psikomotor (85,861 dan 80,840) lebih tinggi secara sangat signifikan dibanding siswa berkemampuan TBK rendah (84,698 dan 77,842); dan (3) terdapat interaksi yang sangat signifikan antara model pembelajaran dengan TBK siswa terhadap hasil belajar ranah kognitif (90,000 ; 77,500 dan 76,923 ; 82,609), afektif (87,286 ; 84,665 dan 84,435 ; 84,731), dan psikomotor (83,479 ; 76,796 dan 78,202 ; 78,888).  

This current study aims to analyze: (1) the differences of students’ cognitive, affective, and psychomotor learning outcomes taught by using problem based learning model and direct learning model; (2) the differences of students’ cognitive, affective, and psychomotor learning outcomes between high creative thinking level and low creative thinking level; and (3) the interaction between learning model and creative thinking level toward students’ cognitive, affective, and psychomotor learning.  

This research used experiment research in factorial design. Population of this research is all of engineering building students in SMK Negeri 1 Nganjuk includes Geomatika and Engineering Building Drawing (TGB). Sample  of this research is XI TGB-1 students as experiment group and XI TGB-2 students as control group. The data of this study were analyzed by using analysis of variants (ANOVA) after the fulfilment of the normality and homogeneity test. 

The findings of the study show that: (1) students who had taught using problem based learning model gotten cognitive (83,750) and psychomotor learning outcome (80,138) significantly hingher than students who had taught using direct learning model (79,766 and 78,545). While, students who had taught using problem based learning model gotten affective learning outcome (85,976) more significantly hingher than students who had taught using direct learning model (84,583); (2) students who have high creative thinking level will get cognitive learning outcomes (83,462) significantly higher than low creative thinking level (80,054). While, students who have high creative thinking level will get affective and psychomotor learning outcomes (85,861 and 80,840) more significantly higher than low creative thinking level (84,698 and 77,842); and (3) there is an interaction significantly between learning model and creative thinking level toward cognitive (90,000 ; 77,500 and 76,923 ; 82,609), affective (87,286 ; 84,665 and 84,435 ; 84,731), and psychomotor (83,479 ; 76,796 and 78,202 ; 78,888) students learning.