Font Size: 

This study uses a problem-based learning model for the experimental class and direct learning model for the control class. This study aims to determine student learning outcomes with the use of problem based learning models and to determine the differences in the use of problem based learning models with the use of direct learning models.

 The method used in this study is Quasi Experimental. The design used is a 2x2 factorial design, because this design can be used to see student learning outcomes before giving treatment and after giving treatment to the experimental class and control class. Data analysis techniques used in this study include: (1) analysis of cognitive learning outcomes; (2) analysis of affective domain results; and (3) analysis of psychomotor domain learning outcomes. The study found: (1) the cognitive learning outcomes of students who were taught using problem based learning models were significantly higher than those taught by using the direct learning model; (2) affective learning outcomes of students taught by using problem-based learning models are significantly higher than students taught using direct learning models; and (3) psychomotor domain learning outcomes of students taught using problem-based learning models are significantly higher than those taught by using the direct learning model. This study concludes that: (1) student learning outcomes taught by using problem-based learning models, can foster students more active and creative; and (2) the learning outcomes of the cognitive, affective and psychomotor domains of students taught using problem-based learning models are significantly higher than those taught by direct learning models.

Key words: Influence, Problem Based Learning (PBL), Learning Outcomes, Cognitive Learning Outcomes, Learning Outcomes Affective Areas and Learning Outcomes of Psychomotor Areas.