PERBEDAAN HASIL BELAJAR ANTARA YANG MENGGUNAKAN MODEL PEMBELAJARAN DIRECT INSTRUCTION DAN PROBLEM BASED LEARNING PADA MATA PELAJARAN GAMBAR TEKNIK DI SMK

Pembaharuan dan perbaikan proses belajar mengajar di sekolah dapat meningkatkan mutu pendidikan siswa.Pembelajaran dengan K-13 menuntut siswa lebih aktif dalam proses pembelajaran sehingga diharapkan bisa meningkatkan mutu pendidikan. Penelitian ini bermaksud yaitu mengetahui perbedaan hasil belajar siswa antara yang menggunakan model pembelajaran PBL dan DI pada mata pelajaran gambar teknik di SMK.Penelitian ini memakai metode penelitian kuantitatif dan meta-analisissebagai jenis penelitian. Teknik analisis menggunakan teknik Hunter-Schmidt. Sampel penelitian ini menggunakan nilai siswa yang telah diterapkan model pembelajaran DI dan PBL.Berdasarkan perhitungan meta-analisis yang telah dilakukan, nilai x² hitung > dari x² tabel (11,501>11,070) pada (α) sebesar 5%, sehingga Ha diterima. Bisa disimpulkan bahwa ada perbedaan hasil belajar siswa antara yang diterapkan model pembelajaran PBL dan DIpada mata pelajaran gambar teknik di SMK. Perbedaan tersebut bisa terjadi dikarenakan faktor internal dan faktor eksternal siswa. Faktor internal meliputi kondisi atau keadaan siswa. Sedangkan faktor eksternal meiputi lingkungan sekolah dan perbedaan sintax model pembelajaran.

Kata Kunci: PBL, DI, Hasil Belajar

Updates and improvements to the teaching and learning process in schools can improve the quality of student education. Learning with K-13 requires students to be more active in the learning process so that it is expected to improve the quality of education. This research was measured by measuring student learning outcomes between PBL and DI learning models using technical drawing subjects at SMK.This research uses quantitative research methods and meta-analysis as a type of research. The analysis technique uses the Hunter-Schmidt technique. The sample of this study uses the scores of students who have applied the DI and PBL learning model.Based on the meta-analysis calculations that have been done, the value of X² count> from χ2 table (11,501> 11,070) at (α) is 5%, so Ha is accepted. It can be denied that there are differences in student learning outcomes between those applied to the PBL and DI learning models in technical drawing subjects at SMK. These differences can occur due to internal factors and student external factors. Internal factors include the condition or state of the student. While external factors include the school environment and differences in learning syntax models.

Keywords:PBL, DI, Learning Outcomes