Implementation of the Problem Based Learning (PBL) Model to Improve Self-Discipline in Students
DOI:
https://doi.org/10.17977/um027v10i22025p213-217Keywords:
Self-discipline, Problem-based learning, Contextual learningAbstract
This classroom action research (CAR) aims to improve student self-discipline through the application of the Problem-Based Learning (PBL) model. The study was conducted in grades eleven of a high school with 35 students as subjects. The research method used two cycles from Kemmis and McTaggart, consisting of planning, action, observation, and reflection, which were implemented in two cycles. The data collection instruments used were questionnaires and observations. The questionnaires were completed by the students, while the observation sheets were completed by the teacher as observer. The self-discipline indicators measured included: (1) punctuality (arriving on time and completing assignments according to schedule), (2) compliance with school rules, and (3) responsibility for tasks and roles in the classroom. The results showed an increase in the average score from 76.2% to 79.0%. The percentage of students with high self-discipline increased from 28.6% to 45.7%, while students with low self-discipline decreased from 22.9% to 8.6%. Thus, it can be concluded that the PBL model is effective in improving students' self-discipline through an active, contextual, and student-centered learning approach.References
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Copyright (c) 2025 Devina Wulandari, Azizah Qur’anni Astike, Ibnu Rahman Firdaus, Muwakhidah Muwakhidah, Yanie Soesanti
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