PENERAPAN METODE PEMBELAJARAN PBL (PROBLEM BASED LEARNING) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN PENGOLAHAN DAN PENYAJIAN MAKANAN KONTINENTAL DI SMK N 4 SURAKARTA

Abstract

Abstrak
      Penelitian ini bertujuan untuk mengetahui penerapan metode pembelajaran PBL (Problem
Based Learning) dalam meningkatkan hasil belajar siswa pada mata pelajaran pengolahan
dan penyajian makanan kontinental. Jenis penelitian ini menggunakan penelitian tindakan
kelas dengan model Kemmis dan Mc Taggart. Waktu penelitian dilakukan pada bulan
Agustus 2016-Maret 2017 di SMK N 4 Surakarta. Subjek penelitian adalah siswa kelas XI
Jasa Boga 2 sejumlah 30 siswa. Teknik pengumpulan data menggunakan observasi dan tes
pilihan ganda. Validitas Instrumen menggunakan validitas konstruk dari expert judgement.
Teknik analisis data menggunakan deskriptif kuantitatif dan kualitatif. Hasil penelitian
diperoleh dengan melihat peningkatan hasil belajar aspek kognitif, afektif, dan psikomotorik
berjumlah 34,4%. Hasil belajar aspek kognitif  siklus I ke II meningkat 7,64%. Dimulai dari
siklus I siswa bertanya masih sedikit dan siklus II siswa mulai terbiasa mengaitkan materi
dengan dunia nyata mereka. Hasil belajar aspek afektif siklus I ke II meningkat 15%. Hasil
belajar aspek psikomotorik siklus I ke II meningkat 11,66%.
 
Kata kunci : Problem Based Learning, hasil belajar siswa, pengolahan dan penyajian
makanan kontinental

Abstract
      The purpose of this research aims to determine the implementation  of Problem Based Learning
methods to improve  student learning outcomes on the subjects of continental food  processing and
serving. This type of research uses classroom action methods with Kemmis and Mc Taggart models.
The research was conducted in August 2016-March 2017 at SMK N 4 Surakarta. Subject of this
research is 30 students from XI culinary 2 class. Data collection techniques use observation and
multiple choice tests. Instrument Validity use construct validity from expert judgment. Data analysis
techniques use descriptive quantitative and qualitative. The results obtained by looking at the
increase of  cognitive, affective, and psychomotor aspects in learning outcomes that  amounted as
34.4%. The results of cognitive aspects of the second cycle study increased as7.64%. Starting from 1st
cycle  the students ask is still a bit and 2nd  cycle  students start accustomed to associate material
with their real world. The results of learning affective aspects of 1st cycle to 2nd cycle  increased as
15%. The result of psychomotor aspects learning 1st cycle to2nd cycleI increased as11.66%.
 
Key words : Problem Based Learning, student learning outcomes, processing and
serving of continental food