Pengaruh Model Pembelajaran Problem Based Learning (PBL) terhadap Hasil Belajar Siswa dengan Variabel Moderator Kecerdasan Ekologis

Abstract

Student learning outcomes in economics at SMA Negeri 1 Garawangi remain a concern, with a considerable proportion of students still scoring below the Minimum Completion Criteria (Kriteria Ketuntasan Minimal/KKM). Learning outcomes may be influenced by various factors, one of which is the level of intelligence possessed by students themselves, including ecological intelligence. This research aims to examine the influence of the Problem Based Learning (PBL) model on student learning outcomes, moderated by ecological intelligence. A quasi-experimental method with a factorial design was employed, involving an experimental class taught using the PBL model and a control class taught using the lecture method. The results show three findings. First, there is a significant difference in learning outcomes between students taught with the Problem Based Learning model and those taught with the lecture method, with students in the experimental class achieving higher learning outcomes overall. Second, there is no significant difference in learning outcomes between students with high and low ecological intelligence. Third, there is no significant interaction between the learning model and ecological intelligence in influencing learning outcomes. These findings suggest that ecological intelligence, while conceptually relevant to environmentally responsible behavior, does not moderate the relationship between problem-based instructional models and academic learning outcomes in this context. It is recommended that teachers prepare students adequately for problem-based learning so that they experience no difficulty in solving problems and producing solutions in the form of tangible work; in implementing problem-based learning, the teacher acts as a facilitator and motivator, requiring strong content mastery and effective classroom management