Enhancing Senior High School Students’ Scientific Attitude Through Problem Based Learning

DOI

10.2991/assehr.k.210909.015How to use a DOI?

Keywords

problem based learning, scientific attitude, learning result

Abstract

Problem based learning has a very important role in the world of education. Through this model students are hoped able to develop various skills including their scientific attitudes. However, many teachers still use conventional models during the teaching and learning process in the classroom. The purpose of this study was to determine how the influence of PBL on students’ scientific attitudes on static fluid concept. The method used in this research is a quasi-experiment. The population in this study were students of class X SMAN 2 Banda Aceh, while the sample selection technique was purposive sampling. The sample in this study consisted of two classes, namely class XI4 totaling 36 students and class XI5 totaling 36 students. The data collection procedure used an observation sheet and a questionnaire. The data analysis technique was performed using a percentage formula. The results of the mean difference test for scientific attitudes showed. The percentage results showed that after implementing PBL-based learning, students’ scientific attitudes have improved in each indicator. The are expected to be empirical evidence that the PBL model is very suitable to be implemented in schools, especially to improve students’ scientific attitudes.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Indah Wulandari
AU  - Muhammad Syukri
AU  - Murniati
PY  - 2021
DA  - 2021/09/11
TI  - Enhancing Senior High School Students’ Scientific Attitude Through Problem Based Learning
BT  - Proceedings of the 2nd International Conference on Science, Technology, and Modern Society (ICSTMS 2020)
PB  - Atlantis Press
SP  - 61
EP  - 64
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210909.015
DO  - 10.2991/assehr.k.210909.015
ID  - Wulandari2021
ER  -