PENGGUNAAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DENGAN MEDIA GAMBAR UNTUK MENINGKATKAN PRESTASI BELAJAR PENDIDIKAN AGAMA HINDU SISWA KELAS VIII J SMP NEGERI 1 KINTAMANI
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The implementation of learning at SMP Negeri 1 Kintamani, Kintamani District, Bangli Regency is nothing more than regular learning activities and is still conventional or teacher centered so that it does not touch the students themselves. Apart from that, the learning process only uses material according to curriculum demands. These problems have implications for the results of the evaluation of the Hindu religious education learning process that has been implemented at SMP Negeri 1 Kintamani, namely that student learning outcomes have not been able to meet the predetermined KKM and classical absorption capacity. Seeing that the gap between the expectations that have been conveyed and the reality on the ground is very different, in an effort to improve the quality of education, especially in Hindu religious education subjects, it is very necessary to improve learning methods. One of them is by improving learning using the Problem Based Learning Model assisted by image media, where students learn from problems and are able to solve problems experienced in achieving goals in the learning process effectively and efficiently. The results of the research show that the problem based learning model using image media can improve the learning outcomes of Hindu Agma Education for class VIII J students at SMP Negeri 1 Kintamani in the odd semester of the 2023/2024 academic year. This can be seen from the implementation of problem based learning in the first cycle, showing that the percentage of success obtained was 96.32%. In the second cycle, the percentage of success obtained was 100%.
 ABSTRAKPelaksanaan pembelajaran di SMP Negeri 1 Kintamani, Kecamatan Kintamani, Kabupatem Bangli yang tidak lebih dari kegiatan pembelajaran yang bersifat regular dan masih konvensional atau berpusat pada guru (teacher centered) sehingga belum menyentuh peserta didik itu sendiri. Selain itu proses pembelajaran hanya bersifat menghabiskan materi sesuai dengan tuntutan kurikulum. Permasalahan-permasalahan tersebut berimplikasi pada hasil evaluasi proses pembelajaran pendidikan agama Hindu yang sudah dilaksanakan di SMP Negeri 1 Kintamani yaitu hasil belajar siswa belum mampu memenuhi KKM dan daya serap klasikal yang sudah ditentukan. Melihat kesenjangan antara harapan-harapan yang sudah disampaikan dengan kenyataan lapangan sangat jauh berbeda, dalam upaya memperbaiki mutu pendidikan utamanya pada mata pelajaran pendidikan agama Hindu, sangat perlu kiranya dilakukan perbaikan cara pembelajaran. Salah satunya dengan perbaikan pembelajaran menggunakan Model Pembelajaran Problem Based Learning berbantuan media gambar, dimana peserta didik belajar dari masalah dan mampu memecahkan masalah yang dialami dalam pencapain tujuan dalam proses pembelajaran secara efektif dan efesien. Hasil penelitian menunjukkan model pembelajaran problem based learning berbantuka media gambar dapat meningkatkan hasil belajar Pendidikan Agma Hindu siswa kelas VIII J SMP Negeri 1 Kintamani semester ganjil tahun pelajaran 2023/2024. Ini dapat dilihat dilihat dari keterlaksanaan pembelajaran problem based learning pada siklus I menunjukkan bahwa prosentase keberhasilan yang diperoleh adalah 96.32% pada siklus yang ke II memperoleh prosentase keberhasilan adalah sebesar 100%.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it