Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Based Instruction terhadap hasil belajar IPA siswa dan konsep diri. Penelitian menggunakan metode pre-eksperimen dengan desain One-Group Pretest-Posttest Design dan dilaksanakan di SMP Negeri 1 Galis dengan populasi semua siswa kelas VII pada pokok bahasan Perubahan Suhu Tubuh. Teknik pengambilan sampel menggunakan purposive sampling. Sampel penelitian sebanyak 1 kelas. Pengumpulan data menggunakan teknik tes untuk hasil belajar, teknik lembar keterlaksanaan untuk keterlaksanaan pembelajaran dan teknik angket untuk konsep diri dan respon siswa. Teknik analisis data menggunakan uji-t berpasangan. Berdasarkan hasil penelitian dapat disimpulkan bahwa: (1) ada pengaruh penggunaan model Problem Based Instruction terhadap hasil belajar dengan signifikansi 0,000 < 0,05 dan -thitung < ttabel < thitung (-25,086 < 2,060 < 25,086) (2) ada pengaruh penggunaan model Problem Based Instruction terhadap konsep diri dengan signifikansi 0,000 < 0,05 dan -thitung < ttabel < thitung (-18,266 < 2,060 < 18,266 ) (3) keterlaksanaan pembelajaran berkategori sangat baik dengan persentase 92% (4) respon siswa terhadap pembelajaran berkategori sangat baik dengan persentase 85%. Kata Kunci: hasil belajar, konsep diri, problem based instruction.

This study aims to determine the effect of Problem Based Instruction learning model on students' science learning outcomes and self-concept. The research used pre-experiment method with One-Group Pretest-Posttest Design design and implemented in SMP Negeri 1 Galis with population of all grade VII students on the subject of Body Temperature Changes. Sampling technique using purposive sampling. The sample of research is 1 class. Data collection uses test techniques for learning outcomes, instructional sheet techniques for instructional execution and questionnaire techniques for self-concept and student response. Data analysis techniques use paired t-test. Based on the result of the research, it can be concluded that: (1) there is influence of using Problem Based Instruction model to learning result with significance 0.000 < 0,05 and -tcount < ttable < tcount (-25,086 < 2,060 < 25,086) (2) there is influence of using Problem Based Instruction model to self concept with significance 0.000 < 0,05 and -tcount < ttable < tcount (-18,266 < 2,060 < 18,266) (3) very good categorized learning implementation with percentage of 92% (4) student response to excellent categorized learning with percentage 85%. Keywords: learning outcomes, self concept, problem based instruction.

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