CREATIVITY IN LEARNING COLLOIDAL SYSTEM
By: Nursaadah
Reg Number 4123332015 Chemistry Education Study Program
A THESIS
Submitted to fulfill The Reguirement for Getting The Degree of Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
THE IMPLEMENTATION OF PROBLEM BASED LEARNING (PBL)
The objectives of this research are to get th comparison between problem based learning model integrated with team games tournament and team games tournament to increase student’s achievement, and student’s creativity charcter. Beside of that, this research was also conducted to knaw average percentage of student’s creativity character. This research was done in SMAN 1 Tanjung Pura. Population is all class XI in Senior High School. The students in SMAN 1 Tanjung Pura which taken by purposive random sampling. The research instruments are achievement test and observation sheet for student’s character. Both of isntruments have been validated. The research data analyzed by SPSS 17 for Windows. The result data show that, the student’s achievement taught by problem based learning model integrated with tem games tournament higher significance difference than team games tournament. It can be seen from average of gain and also proved with t-test, the normalized gain in 1st experimental class is (80.99) and 2nd experimental class is (50.90) at significant level α = 0.05, the result of student’s achievement Ha1 is received and Ho1 is refused where Sig. < 0.05 (0.00 < 0.05). The average of student’s creativity character taught by problem based learning model integrated with team games tournament is higher than taught by team games tournament where in 1st experimental class is 32.96% and 2nd experimental class is 31.48% . The result of student’s creativity character with t-test, the value is (0.00) < 0.05 so the Ha2 is accepted and reject Ho2. Then result of correlation between student’s achievement with student’s creativity is R > 0.80 so there is correlation between them. it means Problem Based Learning (PBL) model integrated with team Games Tournament (TGT) give higher significant difference of student’s achievement and student’s creativity character compared with TGT on the teaching of colloidal system.
ACKNOWLEDGEMENT
Alhamdulillah, praise and gratitude to Almighty God, Allah SWT for all
the graces and blessings that provide health and wisdom to writer, so the thesis
can be finished well.
The title of this thesis is “ The Implementation of Problem Based Learning (PBL) Model Integrated with team Games Tournament (TGT) To Increase Student’s Achievement and Creativity in Learning Colloidal System”. This research is done in SMAN 1 Tanjung Pura that prepared to get Sarjana Pendidikan
degree of Chemistry Education, Faculty of Mathematics and Natural Science,
State University of Medan.
In this opportunity a million thanks are delivered to Mrs. Dr. Iis Siti Jahro,
M.Si as thesis supervisor in written of this thesis for big support, advice,
guidance, suggestion and constructive comments from beginning until the end of
completing this research. Great thanks also addressed to Mr. Drs. Eddyanto,
Ph.D., Mr. Muhammad Yusuf, S.Si, M.Si., and Mrs. Nora Susanti , S.Si, Apt,
M.Sc., as examiner lecturer who had given advice and suggestion to completing
this thesis. Thanks also goes to my Academic Supervisor, well the writer so
unique when learning in UNIMED, there are two Academic Supervisor, namely in
Semester I-VIII Alm. Drs. Rahmat Nauli, M.Si., and next Semester VIII, Dra. Ani
Sutiani, M.Si., and unforgettable Mrs. Prof. Dr. Retno Dwi Suyanti,M.Si as
instrument validator, then Mrs., Dr. Iis Siti Zahro as coordinator of Bilingual
Program, Mr. Agus Kembaren, S.Si., M.Si as Head of Chemistry Department, Mr.
Prof Motlan, M.Sc, Ph.D as a Dean of FMIPA UNIMED and all staff in chemistry
department and FMIPA.
The writer also like to say thanks to Mr. Drs. Syafruddin as a headmaster
of SMAN 1 Tanjung Pura, Mr. as chemistry teacher for help and guidance when
do the research and also for all the teacher and staff in SMAN 1 Tanjung Pura
who given support to writer when do the research. Unforgettable for all my
students in XI-Science I as Experimental Class 1and XI-Science 2 as
writer also like to say to Mr. Rusdi Ramli, S.E as a headmaster of SMA Swasta
Panca Budi and Mrs. Deli S.Pd as chemistry teacher for help and guidance when
do validation of test for research and thanks for all my students in XI- MIA 1 as
Validator Class.
A billions thanks, special deepest gratitude and appreciation to my lovely
father Sori Monang Hasibuan and my lovely mother Hazrah, for their caring, love,
pray, motivation, support and education. Thanks you both of you that constant
support through the ups and downs of my academic career. It has been bumpy at
times, but your confidence in me has enhanced my ability to get through it all and
succeed in the end. I cannot adequately express how thankful Iam. For ,my
younger sister Nanda Agustina, my younger brother Hairul Azwar who always
been there for me, you always help me to finished this thesis very well, always
ready to help me whatever I want, whenever I need. Even iam in bad condition,
but you always succeed make me happy. Thank you for everything, we grew up
together and you have colored my life, iam really lucky to have brothers and sister
like you all.
A billion thank for you my smelly, my ugly, my dear, Harry Prima I don’t
know how to expressed my thank for you. You always pray, support and love me
unconditionally, always beside me even I am under pressure and so emotional, but
you always make me smile and laugh. You are my passion, my mind and my
Fani, Eva, Janah, Melfa, for you support and pray to me. And thank to my friend
in PPL SMAN 1 Perbaungan specially Nikita, Rini, Reni, Dinda, Dwi and thank
you for my beloved student’s in SMAN 1 Perbaungan , specially XII-Science
Plus, XII-Science 1, XI-Science 1, XI-Science 2, I miss you all my student’s.
The writer has done the maximal effort in the completion of this thesis, but
the writer is aware there are many weaknesses in terms of both content and
grammar. Writer hopes the suggestion and constructive criticism from readers for
completeness the thesis perfectly. At least, the writer hopes this thesis can be
useful to enrich the reader in science education.
Medan, July 2016
Writer,
Nursaadah
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LIST OF CONTENTS
Legalization Sheet i
Biography ii
Abstract iii
Acknowledgement iv
List of Contents vii
List of Figures xii
List of Tables xiv
List of Appendix xv
CHAPTER 1 INTRODUCTION
1.1Research Background 1
1.2Problem Identification 5
1.3Problem Limitation 6
1.4Problem Formulation 6
1.5Problem Objectives 6
1.6Problem Benefit 7
1.7Problem Definition 7
CHAPTER II LITERATURE STUDY
2.1 Definition of Learning 8
2.2 Model of Learning 9
2.3 Student’s Achievement 9
2.4 Character of Education 11
2.4.1 Definition of Character Education According to Expert 11
2.4.1.1 Character Education According to Lickona 12
2.4.2 The Values of Character Education 12
2.5.Creativity Character 13
2.6.1 Problem Based Learning Model 14
2.6.2 Characteristic of Problem Based Learning Model 15
2.6.3 Advantages and Disadvantages of PBL 16
2.6.3.1 Advantages of Problem Based Learning 17
2.6.3.2 Disadvantages of Problem Based Learning 18
2.6.4 Stages of Problem Based Learning Model 19-21
2.7 Team Games Tournament Model 22
2.7.1 Team Games Tournament Definition 22
2.7.2 Characteristic of Team Games Tournament Model 22
2.7.3 Advantages and Disadvantages of TGT 23
2.7.3.1 Advantages of Team Games Tournament Model 23
2.7.3.2 Disadvantages of Team Games Tournament Model 23
2.7.4 Stages of Team Games Tournament Model 24
2.8 PBL Model Integrated with TGT 24
2.8 Stages of PBL Model Integrated with TGT 25
2.9 Colloidal System Learning 26
2.10 Hypothesis 29
CHAPTER III RESEARCH METHODOLOGY
3.1 Location and Time of Research 30
3.2 Population and Sample 30
3.3 Research Variables and Research Instrument 30
3.3.1 Research Variables 30
3.3.1.1 Independent Variable 30
3.3.1.2 Dependent Variable 30
3.3.1.2 Control Variable 31
3.3.2.1 Instrument Test 31
3.3.2.2 Observation Sheet 34
3.4 Type and Research Design 36
3.4.1 Type of Research 36
3.4.2 Research Procedures 36
3.4.2.1 Preparation Step 37
3.4.2.2 Operation Step 37
3.4.3 Research Flow Diagram 38
3.5 Technique Data Collection 39
3.5.1 Validity Test 39
3.5.2 Reliability Test 40
3.5.3 Index Difficult Test 41
3.5.4 Index Distinguish Test 41
3.6 Data Analysis 42
3.6.1 The Normality Test 42
3.6.2 The Homogeneity Test 43
3.6.3 Normalized Gain 43
3.6.4 Calculation of Character Percentage 44
3.6.5 Hypothesis Testing 45
3.6.6 Hypothesis Criteria 45
CHAPTER IV RESULT AND DISCUSSION
4.1 The Description of School Sample 46
4.2 The Instrument’s Analysis 46
4.2.1The Validity of Test 46
4.2.2 The Reliability of Test 47
4.2.4 Distinguish Power Index Test 48
4.3 The Instrument Non Test 48
4.3.1 The Observation Sheet of Student Character 48
4.4 The Data Research Result of Pretest 48
4.4.1 Normality Test of Pretest Data 49
4.4.2 Homogeneity Test of Pretest Data 49
4.5 Student’s Achievement 50
4.5.1 The Normality Test of Students Achievement 51
4.5.2 The Homogeneity Test of Students Achievement 51
4.5.3 Normalized Gain 52
4.5.4 Hypothesis Testing of Students Achievement 53
4.6.Data Result of Students Creativity Character 54
4.6.1 The Normality Test of Students Creativity Character 54
4.6.2 The Homogeneity Test of Students Creativity Character 55
4.6.3 Hypothesis Testing of Students Character 55
4.7 The Correlation of Students Achievement and Students Character 56
4.7.1 The Hypothesis of Correlation Students Achievement 56
and Students Character
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion 59
5.2 Suggestion 59
2.1 Examples of Colloidal System 27
3.1 Formula of Student’s Creativity Character 35
3.2 Research Design Flow Chart 38
3.3 Formula of Validity Test 39
3.4 Formula of Reliability Test 40
3.5 Formula of Standard Deviation Test 40
3.6 Formula of Index Difficult Test 41
3.7 Formula of Index Distinguish Test 42
3.8 Formula of Normality Test 43
3.9 Formula of Homogeneity Test 43
3.10 Formula of Normalized Gain 43
3.11 Formula of Character Percentages 44
3.12 Formula of Hypothesis Testing 45
4.1 The Student’s Achievement in 1st experimental class 57
4.2 The Increasing of Student’s Achievement ( gain) 58 in Experimental Class 1
Appendix 2 Lesson Plan (PBL and TGT) 64
Appendix 3 Lesson Plan (TGT) 76
Appendix 4 Instrument After Validated 87
Appendix 5 Instrument Before Validated 92
Appendix 6 Questionaire Creativity 101
Appendix 7 Pretest After Validated 103
Appendix 8 Posttest After Validated 111
Appendix 9 Observation Sheet of Creativity Character 119
Appendix 10 Question of Team Games Tournament 121
Appendix 11 Validity of Instrument Test 124
Appendix 12 Reliability Test 125
Appendix 13 Index Difficult 126
Appendix 14 Index Distinguish Power 128
Appendix 14 Summary of Instrument Test 131
Appendix 15 Data of Student’s Creativity Character 132
Appendix 16 Data of Pretest ad Posttest 138
Appendix 17 Data of Gain 140
Appendix 18 Data of Normality Test 142
Appendix 19 Data of Homogeneity Test 144
Appendix 20 Data of Hypothesis Test 146
Appendix 21 Data of Hypothesis Test Correlation 148
CHAPTER I
INTRODUCTION
1.1 Research Background
Education is one way that can be used to achieve a civilized and dignified
country. The quality of a nation education is a reflection of the nation. If the
education was qualified, then surely the nation is a great nation and appreciates
education. One measure that became the civility of the nation is the quality of
education that sterling. Indonesia as one of the developing countries the level of
education is still relatively low when compared with other countries.
In addition the teachers rarely modify their teaching. The teacher was a
single player or in another sense Teacher Centered Learning (TCL) in class and
the students just listening, writing, and remembering what has been mentioned by
the teacher, as a result of learning is boring and static. It also can lead to a sense of
teamwork and a sense of social pupil becomes lower with each other, in the
absence of variation which can involve learning among students one to another.
The difficulties in learning are caused by the abstract and complex concept in
chemistry subject. Chemistry is a difficult, a subject that is not quite attractive for
student among the natural science subjects. Then, the teacher should be able to
design and to applicative many alternatives of learning strategy to motivate
students in learning process. The good learning outcomes of student will be gotten
if students are able to invest reviews their knowledge based on direct observations
and experiences (Sinita, 2014).
Great teacher is a teacher who is able to manage his students achievement
reach all parts of learning outcomes (cognitive, psychomotor, and affective) and it
depends on the teaching method. The implementation of the method of teaching
which was chosen by the teachers involves learning purpose aspects, materials
In the learning process, a teacher must be able to learning objectives
successfully. The success involves the comparison understanding in the short term
or long term about what the comparison had learned, and also resulted a good
graduate student.
One of alternatives answers for this problem is teacher choose learning
method that can improve student learning outcomes and students activities
roommates. According to the materials will be taught, teaching and learning way
are being important factors and most impact to reach the learning outcomes. So
that, performance in teaching such as developing teaching methods, skills
roommates can improve learning motivation. One effort to improve student
learning outcomes and students activities is implementing the problem based
learning models.
According to Trianto (2009) PBL is a approach to learning where students
work on authentic problems with a view to construct their own knowledge,
develop inquiry, higher order thinking skills, develop independence and
confidence. This PBL also can improve students’ learning outcomes and students’
activeness. It is proved by the research of Pratama, et all (2014) PBL can be
implemented in a reduction-oxidation reaction material class X SMA 5 Surakarta
academic years 2013/2014. It is seen from the achievement of learning targets,
namely; implementation of problem-based learning syntax; 86.29% of learners
have good attitudes to learning competencies directly.
According to Wasonowati,(2014) based on the results of their study
indicate that the learning process in terms of student activities (visual, oral,
writing, listening. Mental, and emotional) with PBL models equipped with LKS in
curriculum implementation in 2013 categorized well with the average of 82.71
and a percentage of 81.25% achievement. The results of student learning in the
realm of knowledge, attitudes, and skills of students with PBL model equipped
with LKS in the application curriculum in 2013 categorized both by the average
knowledge, attitudes, and skills of students with PBL models equipped with LKS
categorized well with the percentage of students who achieve a core competency
curriculum in 2013 are respectively 78%, 81.24%, and 78.13%. So it will be the
reason why the author believe that PBL is the right model to improve the
achievement and character of student.
According to Ilmi, (2014) based on the result of she’s research that the
effectivity of interactive learning module with macromedia flash by using PBL is
12.16%, the average percentage of student’s creativity in experiment class is
89.42% and in control class is 85.17%. it means suitable applied in teaching and
learning process in chemistry lesson, especially in topic Colloidal System because
it can improve student’s achievement and foster student’s creativity.
Other fact about the quality of PBL is research do by Alkinoglu and
Tandogan (2007) in the fact of the data collected and evaluations made in the
research, it was determined that the implementation of problem-based active
learning model had positively affected student’s academic achievement and their
attitudes towards the science course. It was also found that the application of
problem-based active learning model affects student’s conceptual development
positively and keeps their misconceptions at the lowest level.
One of the learning models, which is student oriented active learning is
PBL models. Through PBL, students will learn how to use an interactive process
of evaluating what they know, identify what they need to know, gather
information, and collaborate in evaluating a hypothesis based on the data is
collected. While teachers act more as tutors and facilitators to help students
explore and find the hypothesis, and draw conclusions. PBL is an innovative
models that involves student to solve problems through scientific steps so that
students are able to learn the knowledge which are related to the problem posed
and also have the skills to solve the problems.
Beside that Team Games Tournament (TGT) is one type of cooperative
achieve the learning objectives. There are four stages in the TGT is teaching,
learning groups, tournaments/competitions, and awards group. The interesting
thing from the TGT which distinguishes it from other types of cooperative
learning is the tournament. In the tournament, the same academic ability of
students who will compete to get the highest score in the tournament table. So
students of high academic ability will compete with students of high academic
ability and low academic ability of students will compete with low academic
ability of students as well. Therefore, every student has the same opportunity to be
the best in the tournament table. This will certainly motivate the students to learn
that also affect student achievement.
According to Nopiyanita, et all (2013) from the results of research and
analysis that has been done shows: The application of cooperative learning model
TGT in a Reduction-oxidation reaction material can enhance student’s creativity.
In the first cycle the percentage of students with high creativity 51.51% in the
second cycle increased to 81.82%. The application of cooperative learning model
TGT may improve cognitive learning achievement in material
Reduction-oxidation reactions. The percentage of students passing grade increased from
42.42% in the first cycle to 81.82% in second cycle. For affective learning
achievement showed an increase in the average achievement indicator of 72.31%
in the first cycle to 79.01% in the second cycle. Through PBL model and TGT
brings innovative concept understanding, and emphasize student activeness is
expected to improve student learning outcomes.
PBL as the learning models have many advantages which are can be made
to improve student’s achievement, namely: Challenging student’s abilities and
give satisfaction to discover new knowledge, increasing student motivation and
learning activities. Assist students in transferring knowledge to understand the
real-world problems. PBL may encourage students to evaluate themselves well to
the results and the process of learning and develop student’s ability to think
critically and develop their ability to adjust to new knowledge. Not only PBL but
namely the involvement of students in higher learning and enthusiastic. The
knowledge gained students not solely from the teacher but also through its own
construction by students. It can foster positive attitudes in students, such as
teamwork, tolerance, responsibility, and can accept other people’s opinions. Train
students express or convey an idea or ideas.
Based on explanation previous paragraph, the author is proposed to do
research with the title” The Implementation of Problem Based Learning (PBL)
Model Integrated with Team Games Tournament (TGT) to Increase Students Achievement and Creativity in Learning Colloidal System”.
1.2 Problem Identification
1. Why is the quality of education in Indonesia still low?
2. Why is the student’s achievement in learning chemistry still low?
3. How to increase student’s achievement in learning chemistry?
4. How to measure the character of students, especially creativity character?
5. Why is the teacher useless variation of learning models?
6. Why is the learning process still dominated by the teacher?
1.3 Problem Limitation
Based on identification problem above, there is a wide scope of issues so
this research is limited to know the following:
1. This research will be conducted at the Senior High School (SHS) at
2. The subject material that will be taught is Colloidal System.
3. Teaching model that will be applied in this research is problem based
learning model (PBL) integrated with team games tournament (TGT).
4. The characters that will be measured in this research is creativity.
5. Student’s achievement that will be measured using the cognitive aspect of
6. Student’s achievement will be measured using instrument test and
student’s character will be measured using observation sheet.
1.4 Problem Formulation
As for formulation of the problems in this research are:
1. Is student’s achievement who learn using PBL model integrated with TGT
higher than student’s achievement who learn by TGT?
2. Is student’s creativity who learn using PBL model integrated with TGT
higher than student’s achievement who learn by TGT?
3. Is there positive significant correlation between student’s creativity
characters with student’s achievement?
1.5 Research Objective
1. To get information about the results comparison of student’s achievement
who is learn using PBL model integrated with TGT with using TGT.
2. To know the average percentage of student’s creativity that developed by
applying problem based learning model integrated with team games
tournament.
3. To know the positive significant correlation between student’s creativity
character with student’s achievement.
1.6 Research Benefit
This research is expected can usage as follows:
1. To provide guidelines for teachers of science, especially chemistry
teachers to use problem based learning integrated with team games
tournament in learning process that can improve student’s achievement.
2. To change student’s paradigm that chemistry is not a difficult subject, so it
can improve their motivation to learn and also the understanding about
colloidal system.
1.7 Operational Definition
1. Problem Based Learning (PBL) is problem-based learning is a learning
approach where students work on authentic problems with a view to
construct their own knowledge, develop inquiry and higher-level thinking
skills, develop independence and confidence.
2. Team Games Tournament (TGT) is one type of cooperative learning that
puts students in study groups which is consisting of 5 to 6 students who
have different ability, gender, ethnicity or race which is have special stages
namely games tournament.
3. Student’s Achievement is a measure of the teacher success in teaching to
improve learning achievement, to know the success rate of student in
understanding the subject matter which express in the form of score, and
also as a evaluation may show high or low student achievement.
4. Student Characters are aspects or qualities of individual students
consisting of interests, attitudes, learning motivation, learning styles,
CHAPTER V
CONCLUSION AND SUGGESTION 5.1 Conclusion
After conducting the research and analyzing the data, there are some
conclusions that gotten, they are:
1. Student’s achievement who learnt by using PBL model integrated with
TGT is higher than student’s achievement who learnt by TGT.
2. Student’s creativity who learnt by using PBL model integrated with TGT
is higher than student’s creativity who learnt by TGT.
3. There is a positive significant correlation between creativity characters with student’s achievement.
5.2 Suggestion
From the result the research, there are some suggestion must be raised:
1. For chemistry teacher, they should make innovation in teaching of
chemistry one of the ways is apply problem based learning model
integrated with team games tournament because this model can improve student’s achievement and character in chemistry.
2. There is innovation to do problem based learning model integrated with
team games tournament on the teaching of other topic in chemistry.
3. For researcher who wants to do same research, problem based learning
model integrated with team games tournament is expected to be more
careful in set time for each stage of learning and can create activities that
BIOGRAPHY
Nursaadah was born in Delitua on July 15th 1993. The name of her father is Sori Monang Hasibuan and her mother Hazrah. The author is the first child
from 4 childrens. In 1999, the author entered primary school in the SD Swasta
Al-Islamiyah and graduated in 2006 of year. In 2006, authors continued her study on
jenior high school in MTSN Binjai and graduated in 2009 year. Then, in 2009 the
author continued her study in senior high school MAN Binjai than graduated in
2012 year. In July at 2012, the author passed in SNMPTN and received in
Bilingual Cemistry Education Study Program, Faculty of Mathematics and
