Model Problem Based Learning Berbantuan Youtube Dalam Meningkatkan Motivasi Dan Hasil Belajar Siswa Pada Mata Pelajaran Geografi Di SMA
DOI:
https://doi.org/10.23917/jmp.v20i1.10496Keywords:
PBL, YouTube, Motivation, Learning Outcomes, Geography EducationAbstract
The purpose of this study is to analyze: (1) the implementation of the Problem-Based Learning
(PBL) model assisted by YouTube in geography learning, and (2) its effect on students’ learning
motivation and learning outcomes. This research was conducted at SMA Negeri 1 Penebel using
a quasi-experimental approach with a Non-Equivalent Control Group Design. Class samples were
selected through simple random sampling from equivalent class pairs, resulting in class X2 as the
experimental group (E) and class X4 as the control group (C). Data collection was carried out through
observation, surveys, tests, documentation, and document analysis. The data were analyzed using
qualitative descriptive methods and inferential statistical analysis with a t-test. The results indicate
that: (1) the YouTube-assisted PBL model can be implemented by geography teachers with a very high
level of effectiveness (score of 87.5), (2) the implementation of the model has a highly significant
effect on students’ learning motivation (significance value 0.000 < 0.05), and (3) on students’ academic
achievement (significance value 0.003 < 0.05). Based on these findings, the YouTube-assisted PBL
model is recommended as an interactive learning alternative for high school geography teachers to
enhance student motivation and academic performance.
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