Analysis of the Influence of the PPSI Learning Model on Students’ Learning Achievement

Abstract

The Instructional System Development Procedure (PPSI) is a learning model that emphasizes systematic planning through the formulation of learning objectives, the development of assessment instruments, the selection of teaching and learning activities, and the implementation of instructional programs. This article aims to analyze the influence of the PPSI learning model on students’ learning achievement, particularly in the context of Islamic Religious Education. The method used is a literature review of books and scholarly articles discussing PPSI, instructional design, and learning achievement. The review indicates that PPSI has the potential to support learning achievement through the alignment of objectives, materials, strategies, and assessment. Its implementation can help teachers organize learning activities systematically, adapt instruction to students’ needs, and evaluate competency attainment. Nevertheless, its effectiveness is also influenced by teachers’ competence, students’ motivation, the availability of facilities, and the appropriateness of instructional strategies. Therefore, PPSI can serve as an alternative approach to developing systematic, competency-oriented learning.