<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya penguasaan Sistem Organisasi Kehidupan di kalangan mahasiswa. Penelitian ini bertujuan untuk mendeskripsikan optimasi penguasaan Sistem Organisasi Kehidupan melalui Pembelajaran Berbasis Masalah pada pembelajaran IPA. Subyek dan sumber data penelitian berjumlah 30 siswa. Teknik pengumpulan data menggunakan observasi, dokumentasi, dan tes, sedangkan alat pengumpulan data menggunakan item. Analisis data menggunakan analisis kritis dan komparatif. Indikator keberhasilan menggunakan Kriteria Ketuntasan minimal sebesar 78 dan target ketuntasan kelas adalah 100%. Hasil penelitian dan pembahasan menunjukkan bahwa kemajuan prestasi belajar siswa pada pembelajaran IPA, pada pra siklus rata-rata 74 dan siklus I rata-rata 81 dan siklus II rata-rata 83. Data nilai prestasi belajar tertinggi pada pra siklus 90, siklus I 95, dan siklus II 100.. Data nilai pra siklus terendah 50, siklus I 80, dan siklus II 80. Persentase ketuntasan belajar 72% pada pra siklus dan 100% pada siklus I dan siklus II sebesar 100%. Dengan demikian, prestasi belajar IPA siswa dari pra siklus ke siklus II mengalami peningkatan yang signifikan. Artinya model pembelajaran berbasis masalah dapat meningkatkan aktivitas belajar siswa, keterampilan, dan berpikir kritis dan prestasi belajar IPA siswa. Increasing students’ activities and learning outcomes through problem-based learning in the topic of life organization systems. This research is motivated by the low mastery of the Life Organization System among students. This study aims to describe the optimization of mastery of the Life Organization System through Problem-Based Learning in science learning The subjects and sources of research data were 30 students. Data collection techniques used observation, documentation, and tests, while the data collection tools used items. Data analysis used critical and comparative analysis. The success indicator using Minimum Passing Score (MPS) of 78 and the class completeness target is 100%. The results of the research and discussion show that the progress of student learning achievement in science learning, in pre-cycle an average of 74 and cycle I an average of 81 and cycle II an average of 83. Data for the highest value of learning achievement in pre-cycle is 90, cycle I of 95, and cycle II of 100 .. The lowest value data from pre-cycle is 50, cycle I is 80, and cycle II is 80. The percentage of completeness of learning is 72% in pre-cycle and 100% in cycle I and cycle II of 100%. Thus, student achievement in science learning from pre-cycle to cycle II had a significant increase. This means that problem-based learning model can improve the students’ learning activities, skills, and students' critical thinking and science learning achievement. ]]>
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