Efektivitas Model Problem Based Learning dalam Mereduksi Disparitas Gender pada Capaian Pembelajaran Sains

https://doi.org/10.24042/jipfalbiruni.v6i1.909

Pusfarini Pusfarini

Abstract


Bias gender atau gender gap sering menjadi permasalahan dalam pencapaian kompetensi siswa pada pembelajaran sains. Meminimalisasi gender gap di kelas-kelas sains telah menjadi fokus penelitian para pakar pendidikan sains dunia, termasuk di Indonesia. Tujuan penelitian ini adalah untuk mendeskripsikan dampak pembelajaran sains yang berorientasi pada model Problem Based Learning (PBL) dalam mereduksi gender gap dalam capaian pembelajaran sains. Metode penelitian kuantitatif kuasi eksperimen dengan disain non-equivalent pre-post group digunakan dalam penelitian ini. Hasil analisis datamengungkapkan bahwa implementasi model PBL dengan melibatkan sejumlah perangkat pembelajaran yang relevan dapat mereduksi gender gap pada pembelajaran sains, yang ditunjukkan oleh hasil uji-t terhadap N-gain kedua kelompok putra dan putri siswa SMP dalam topik Indera Pendengaran dan Sistem Sonar pada Makhluk Hidup, menunjukkan hasil belajar yang tidak berbeda secara signifikans (p>0,05).

The Effectiveness of The Problem-Based Learning Model in Reducing Gender Disparity in Science Learning Achievements

Gender gap is one of the problems in achieving science learning objectives. To minimize the gender gap in science learning has become the focus of research in world science education experts, including in Indonesia. This study aims to describe the impact of science-based learning on Problem Based Learning (PBL) model in reducing the gender gap in learning achievement of science. Quantitative quasi-experimental research methods with non-equivalent pre-post group designs are used in this study. The results of the analysis indicate that applying the PBL model by involving a number of relevant learning tools can reduce the gender gap in science learning, it is shown by the t-test results on the N-gain of both groups of male and female in the topic of Sound and Sonar Systems in Living Beings. It showed the learning outcomes which do not differ significantly (p> 0.05).


Keywords


gender gap, PBL, hasil belajar, pembelajaran sains

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DOI: https://doi.org/10.24042/jipfalbiruni.v6i1.909

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