I Made Hermanto, Nurhayati Nurhayati, Lukman Samatowa


This study aims to determine the effect of the Guided Context-Problem Based Learning model on the retention of knowledge possessed by students after the implementation of learning. The method used in this study is an experimental method with a Non-Randomized Control Group Pretest-Posttest Design. The sample in this study were students of class XI science in one of the public high schools in West Bandung Regency. The instrument used to measure students' knowledge retention is a multiple-choice test on sound wave material that has been validated by experts and has a reliability value of 0.74 in the high category. The results showed that students in the GC-PBL class had better knowledge retention than students in the conventional class. Therefore, it can be concluded that the application of the GC-PBL model can provide good knowledge retention for students to maintain their understanding. Implications for further research are discussed in this article.


PBL; CBL; Retention

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