Implementasi model problem based learning dalam menumbuhkan kemandirian belajar siswa SMA

Abstract

This study aims to describe the implementation of the Problem Based Learning (PBL) model in fostering students' learning independence and to identify the supporting and inhibiting factors affecting its implementation. This study employed a descriptive qualitative approach. Data were collected through classroom observations, in-depth interviews, and documentation involving teachers, students, the homeroom teacher, the guidance and counseling teacher, and the vice principal for curriculum affairs as purposively selected informants. Data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings indicate that the implementation of PBL followed the stages of problem orientation, student organization, investigation, presentation of findings, and reflection and evaluation. The implementation of PBL contributed to improving students' learning initiative, responsibility, self-confidence, collaboration skills, and active participation in the learning process. The successful implementation was supported by teachers' commitment, school support, the availability of learning facilities, and students' enthusiasm. Meanwhile, the main obstacles included limited instructional time, differences in students' characteristics, and the tendency of some students to remain dependent on teachers during the learning process.