Pembelajaran Biologi yang efektif seharusnya melibatkan siswa secara aktif dalam proses belajar. Namun pada siswa kelas XI MIPA di SMA Negeri 2 Tapalang, keaktifan dan hasil belajar masih rendah karena pembelajaran berpusat pada guru. Maka diterapkan model pembelajaran Probing-Prompting sebagai upaya meningkatkan hasil belajar siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Probing-Prompting terhadap hasil belajar siswa. Jenis penelitian ini adalah eksperimen semu dengan desain nonequivalent control group design, dilaksanakan di SMA Negeri 2 Tapalang pada semester genap tahun ajaran 2024/2025. Populasi penelitian adalah seluruh kelas XI MIPA, dengan sampel kelas XI MIPA 1 sebagai kelas eksperimen dan XI MIPA 2 sebagai kelas kontrol. Metode pemilihan sampel penelitian
menggunakan teknik sampling total. Instrumen penelitian meliputi RPP, LKS, dan tes berupa 15 soal pilihan ganda serta 5 soal esai. Hasil analisis deskriptif menunjukkan adanya perbedaan antara nilai pretest dan posttest. Kelas eksperimen memperoleh rata-rata pretest 64,39 dan posttest 83,69, sedangkan kelas kontrol memperoleh rata-rata pretest 57,61 dan posttest 72,38. Analisis inferensial menunjukkan data telah terdistribusi normal dan homogen (signifikansi 0,32). Hasil uji independent sample test sebesar 0,00. Hal ini membuktikan bahwa
terdapat pengaruh signifikan model pembelajaran Probing-Prompting terhadap hasil belajar siswa.
Effective Biology learning should actively engage students in the learning process. However, in grade XI MIPA students at SMA Negeri 2 Tapalang, student activeness and learning outcomes remain low because the learning process is still teacher-centered. Therefore, the Probing-Prompting learning model was applied as an effort to improve students’ learning outcomes. This study aims to determine the effect of the Probing-Prompting learning model on students’ learning outcomes. The type of research used is a quasi-experimental design with a nonequivalent control group design, conducted at SMA Negeri 2 Tapalang during the even semester of the 2024/2025 academic year. The population of this research includes all grade XI MIPA students, with class XI MIPA 1 as the experimental group and class XI MIPA 2 as the control group. The sampling technique used was total sampling. The research instruments included lesson plans (RPP), student
worksheets (LKS), and tests consisting of 15 multiple-choice and 5 essay questions. Descriptive analysis results showed differences between pretest and posttest scores. The experimental class obtained an average pretest score of 64.39 and a posttest score of 83.69, while the control class obtained an average pretest score of 57.61 and a posttest score of 72.38. Inferential analysis showed that the data were normally distributed and homogeneous (significance value = 0.32). The independent sample t-test result was 0.00, indicating a significant effect of the Probing-Prompting learning model on students’ learning outcomes.