Penerapan Model Pembelajaran Problem Based Learning (Pbl) Berbasis Blended Learning Untuk Meningkatkan Motivasi Dan Hasil Belajar Akuntansi

Abstract

Abstrak: Penelitian Tindakan Kelas (PTK) ini dilaksanakan di Prodi Pendidikan Akuntansi Fakultas Ekonomi Unimed, pada semester ganjil TA. 2016/2017. Subjek dalam penelitian ini Mahasiswa Kelas B Non Reguler dengan jumlah 17 orang. Objek dalam penelitian adalah model pembelajaran Problem Base Learning (PBL) berbasis blended learning untuk meningkatkan motivasi dan hasil belajar siswa. PTK yang terdiri dari dua siklus, dimana tiap siklus terdiri dari empat tahap yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Berdasarkan pengamatan yang dilakukan maka motivasi mahasiswa dalam belajar akuntansi mengalami peningkatan sebesar 29,43% yaitu dari 46,46% pada siklus I menjadi 88,24% pada siklus II. Hasil belajar akuntansi mahasiswa dengan menerapkan model pembelajaran Problem Based Learning (PBL) berbasis berbasis Blended Learning pada kompetensi dasar memahami akuntansi persekutuan mengalami peningkatan ketuntasan belajar mahasiswa sebesar 29,43% yaitu dari 52,94% pada siklus I menjadi 82,35% pada siklus II. Kata Kunci: model pembelajaran problem based learning (pbl) berbasis blended learning, motivasi, hasil belajar akuntansi Abstract: Classroom Action Research (PTK) was held at the Faculty of Economics Accounting Education Prodi Unimed, the odd semester TA. 2016/2017. Subjects in this study Students of Class B Non-Regular with 17 people. The object of this research is learning model Problem Base Learning (PBL) based blended learning to improve student motivation and learning outcomes. PTK consisting of two cycles, with each cycle consisting of four stages: planning, implementation, observation and reflection. Based on the observations made in the student's motivation to learn accounting increased by 29.43% from 46.46% in the first cycle to 88.24% in the second cycle. Accounting student learning outcomes by applying the learning model Problem Based Learning (PBL) based on competency-based Blended Learning basic understanding of accounting fellowship increased student learning completeness of 29.43% from 52.94% in the first cycle to 82.35% in cycle II. Keywords: learning model of problem-based learning (pbl) based blended learning, motivation, learning outcomes accounting

Evaluation of Accounting Learning Models: Implementation of Context, Input, Process, and Product (CIPP) Evaluation on Problem-Based Learning Models

“…PBL is intended to encourage critical thinking in problem-solving settings, including teaching students how to learn. The responsibilities of lecturers in problem-based learning include presenting challenges, asking questions, and facilitating research and discussion (Herlina & Sibarani, 2017). PBL is a teaching strategy that asks students to work through scientific methodological steps to solve problems, learn about existing topics, and develop problemsolving skills simultaneously (Asvifah & Wahjudi, 2019).…”

The Influence of Whatsapp Group-Based Blended Learning on Students' Critical Thinking Abilities

“…& Schreurs, 2013). Herliani, R & Sibarani (2017) stated that combining problem-based learning and blended learning not only enhances understanding but also improves interpersonal skills, problem-solving abilities, and critical thinking skills. This integration is termed "blended-problem based learning," implying the use of problem-based learning steps in the process of biology teaching, executed both online and in-person.…”