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Abstract

ABSTRAK
 
Penelitian ini bertujuan untuk menganalisis dampak program Asistensi Mengajar (AM) terhadap peningkatan hasil belajar fisika siswa kelas XI SMA Negeri 11 Kota Bengkulu, khususnya pada materi vektor. Latar belakang penelitian ini berawal dari rendahnya pemahaman siswa terhadap konsep arah, besar, dan resultan vektor akibat keterbatasan sarana laboratorium serta dominannya metode pembelajaran konvensional. Program Asistensi Mengajar diharapkan dapat menjadi solusi melalui penerapan pendekatan Deep Learning dan Problem Based Learning (PBL) yang mendorong keterlibatan aktif siswa dalam proses belajar. Penelitian ini menggunakan metode kuantitatif deskriptif dengan desain pretest–posttest yang melibatkan tiga kelas, yaitu XI IPA A, XI IPA B, dan XI IPA C. Data diperoleh melalui tes hasil belajar sebelum dan sesudah pelaksanaan program AM, kemudian dianalisis menggunakan gain score dan perhitungan rata-rata. Hasil penelitian menunjukkan adanya peningkatan signifikan pada nilai rata-rata hasil belajar siswa dari 31,28 pada pretest menjadi 82,13 pada posttest, dengan rata-rata ketuntasan mencapai 82,88%. Selain peningkatan nilai, program AM juga mendorong perubahan positif dalam sikap dan keterlibatan siswa yang menjadi lebih aktif, reflektif, serta kolaboratif selama pembelajaran. Berdasarkan hasil tersebut, dapat disimpulkan bahwa pelaksanaan program Asistensi Mengajar mampu meningkatkan hasil belajar dan pemahaman konsep fisika siswa secara bermakna, meskipun pengembangan sarana laboratorium masih diperlukan untuk mendukung efektivitas pembelajaran di masa mendatang.
 
Kata  kunci: Asistensi Mengajar, Fisika, Hasil Belajar, Problem Based Learning, Vektor.
 
ABSTRACT
 
This study aims to analyze the impact of the Teaching Assistance (AM) program on improving the physics learning outcomes of eleventh-grade students at SMA Negeri 11 Bengkulu City, particularly in the topic of vectors. The background of this research stems from students’ low understanding of vector concepts such as direction, magnitude, and resultant due to limited laboratory facilities and the dominance of conventional teaching methods. The Teaching Assistance program is expected to serve as a solution through the implementation of Deep Learning and Problem-Based Learning (PBL) approaches that encourage students’ active engagement in the learning process. This study employed a descriptive quantitative method with a pretest–posttest design involving three classes: XI IPA A, XI IPA B, and XI IPA C. Data were collected through learning achievement tests administered before and after the AM program implementation, then analyzed using gain scores and average calculations. The results showed a significant increase in students’ average learning scores from 31.28 on the pretest to 82.13 on the posttest, with an overall mastery rate of 82.88%. In addition to score improvement, the AM program also fostered positive changes in students’ attitudes and participation, making them more active, reflective, and collaborative during learning activities. Based on these findings, it can be concluded that the Teaching Assistance program effectively enhances students’ physics learning outcomes and conceptual understanding in a meaningful way, although the development of laboratory facilities remains necessary to support future learning effectiveness
 
Keywords: Learning Outcomes, Physics, Problem-Based Learning, Teaching Assistance, Vectors.

Keywords

Asistensi Mengajar Fisika Hasil Belajar Problem Based Learning Vektor

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How to Cite
Vreticia, E., Anggraini, E. D., Simanjuntak, R. E., Purwanto, A., & Sianturi, N. M. (2025). DAMPAK PROGRAM ASISTENSI MENGAJAR TERHADAP HASIL BELAJAR SISWA KELAS XI SMA NEGERI 11 KOTA BENGKULU. Jurnal Kumparan Fisika, 8(3), 131–136. https://doi.org/10.33369/jkf.8.3.131-136
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