PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) DALAM PEMBELAJARAN ANATOMI FISIOLOGI DENGAN MEDIA KAHOOT SEBAGAI PENDUKUNG DI SMK LABSCHOOL UNESA 1 SURABAYA

The Implementation of Problem Based Learning (PBL) Model in Anatomy and Physiology Learning with Kahoot as a Supporting Media at SMK Labschool UNESA 1 Surabaya

Penelitian ini bertujuan untuk mengkaji penerapan model pembelajaran Problem Based Learning (PBL) yang didukung oleh media game Kahoot dalam proses pembelajaran Anatomi Fisiologi di SMK Labschool UNESA 1 Surabaya. Fokus penelitian meliputi keterlaksanaan model PBL, peningkatan hasil belajar siswa, serta tanggapan siswa terhadap pembelajaran. Metode yang digunakan adalah penelitian pre-eksperimen dengan desain one group pretest-posttest, melibatkan 32 siswa Fase E TKKR sebagai subjek penelitian. Data diperoleh melalui tes kognitif, lembar observasi, dan angket siswa. Hasil menunjukkan bahwa penerapan PBL mampu meningkatkan hasil belajar siswa secara signifikan, yang ditunjukkan oleh perbedaan antara nilai pretest dan posttest. Tanggapan siswa terhadap pembelajaran sangat positif, mencerminkan antusiasme dan keterlibatan yang tinggi. Media Kahoot turut berperan dalam menciptakan suasana belajar yang interaktif dan menyenangkan, sekaligus memberikan umpan balik cepat terhadap pencapaian siswa. Oleh karena itu, kombinasi PBL dengan media Kahoot direkomendasikan untuk meningkatkan efektivitas pembelajaran, terutama pada materi yang bersifat kompleks seperti Anatomi Fisiologi.

Kata Kunci: Problem Based Learning, Kahoot, Anatomi Fisiologi, Hasil Belajar, Respon Siswa

This study aims to analyze the implementation of the Problem Based Learning (PBL) model supported by the Kahoot game media in Anatomy and Physiology learning at SMK Labschool UNESA 1 Surabaya. The focus of the study includes the implementation of PBL, the improvement of student learning outcomes, and student responses to the learning process. The research method used is pre-experimental with a one-group pretest-posttest design, involving 32 students from Phase E TKKR as research subjects. Data were collected through cognitive tests, observation sheets, and student questionnaires. The results showed that the implementation of PBL effectively improved student learning outcomes, with a significant difference between pretest and posttest scores. Student responses to the learning process were highly positive, indicating high enthusiasm and engagement. The Kahoot media contributed to creating an interactive and enjoyable learning environment while providing rapid feedback on student achievements. Thus, the combination of PBL and Kahoot media is recommended to enhance the effectiveness of learning, particularly for complex materials such as Anatomy and Physiology.

Keywords: Problem Based Learning, Kahoot, Anatomy and Physiology, Learning Outcomes, Student Responses