PENINGKATAN HASIL BELAJAR FISIKA MELALUI PBL BERBASIS EKSPERIMEN MENGGUNAKAN AVOMETER ANALOG KELAS XII MAN 1 JEMBER

Abstract

Students' physics learning outcomes in the topic of direct current electricity at Class XII-9 of MAN 1 Jember remained low, with a mean daily-test score of 65, well below the Minimum Mastery Criterion (KKM) of 78. This study aimed to improve student learning outcomes through an experiment-based Problem Based Learning (PBL) model using an analog AVOmeter. This research was a Classroom Action Research (CAR) conducted in two cycles, following the Kemmis and McTaggart model consisting of planning, action, observation, and reflection. The subjects were 35 students of Class XII-9 MAN 1 Jember in the odd semester of the 2026/2027 academic year. Data were collected through learning-outcome tests, observation sheets, and documentation, then analyzed descriptively-quantitatively. The results showed that the average score increased from 65 (precycle, conventional learning) to 79.60 in Cycle I and 92.00 in Cycle II, while classical mastery rose from 22.86% to 94.29%. The experiment-based PBL model using the analog AVOmeter engaged students directly in measuring electric current, voltage, and resistance, which strengthened conceptual understanding and problem-solving skills. It is concluded that the experiment-based PBL model using an analog AVOmeter effectively improves students' learning outcomes on direct current electricity material and is recommended as an alternative learning model for physics teachers.