THE EFFECT OF PROBLEM BASED LEARNING MODEL ASSISTED CONCEPT MAP TO AUTHENTIC PROBLEM SOLVING
SKILLS TOPIC ON DYNAMIC ELECTRIC GRADE X SMA NEGERI 1 SIDIKALANG A.Y 2015/2016
By
Novita Sari Silalahi ID. Number. 4123322011
Bilingual Physics Education Study Program
THESIS
Submitted to Acquire Eligible Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
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BIOGRAPHY
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THE EFFECT OF PROBLEM BASED LEARNING MODEL ASSISTED CONCEPT MAP TO AUTHENTIC PROBLEM SOLVING SKILLS
TOPIC ON DYNAMIC ELECTRIC GRADE X SMA NEGERI 1 SIDIKALANG A.Y 2015/2016
Novita Sari Silalahi(4123322011)
ABSTRACT
The purpose of this study was to determine the effect of problem based learning model to authentic problem solving skills of students topic on dynamic electric grade X SMA Negeri 1 Sidikalang . This type of research is quasi-experimental. The population of this entire class X SMA Negeri 1 Sidikalang consist of 11 classes. The sample in this study was taken by a random sampling of two classes that’s X-8 class asexperiment class with 23 students and X-7 class as control class with 26 students. The instrument used to determine student learning outcomes in the material dynamic electric in the form of essay test with numbered
10 and the observation sheet. Based on the result of this research, the average of
pretest on experiment class 26.52 and control class 22.69. The both of class was given with different treatment, experimental class with problem based learning(PBL) model and control class with conventional learning model . After learning process was finish the class gave the post-test with an average 74.34 on experimental class and control class 68.07. The t-test results was tcount = 3.02 and ttable = 1.66 then tcount> t table and Ha was accepted. The results obtained by testing hypotheses is concluded that there is a significant relationship between use problem based learning model to authentic problem solving skills of students grde X SMA Negeri 1 Sidikalang.
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PREFACE
The author says the great praise and gratitude to God Almighty, for all the graces and blessing that provide health and wisdom to the author that this study can be completed properly in accordance with the planned time. This thesis entitled “The Effect Of Problem Based Learning Model Assisted Concept Map To Authentic Problem Solving Skills Topic On Dynamic Electric Grade X SMA Negeri 1 Sidikalang A.Y 2015/2016.”This thesis was prepared to obtain a Bachelor's degree of Physics Education (Physics Education Bachelor), Faculty of Mathematics and Natural Science in State University of Medan.
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has carved memories, both joy and sorrow, and who gives motivations and advices to the author. And special to my best friend Silfiana Hutauruk, Sarah Saragih and Dwira Nababan thanks for your support.
The author has endeavored as much as possible in completing this thesis, but the author is aware there are many mistakes either in terms of content or grammar, then the author welcome for any suggestions and constructive criticism from readers for this thesis perfectly. The author hopes the contents of this paper would be useful in enriching the repertoire of knowledge.
Medan, June 2016
Author,
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2.1.1.1. Learning Theory that support learning 8
2.1.2. Learning Activities 8
2.1.3. Learning Outcome 11
2.1.3.4. Problem Solving Skill 14
2.1.4. Understanding Learning Model 18
2.1.4.1. Problem Based Learning Model 18
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2.1.4.5 Advantage and Disadvantage of Problem Based Learning Model 22
2.1.5 Conventional Learning Model 23
2.1.6 Learning Media 24
3.2. Population and Sample Research 40
3.3. Research Variable 40
3.6.2 Observation of student activities sheet 44
3.6.3 Test of Result of Learning 44
3.6.4 Instrument Validity by Validator 45
3.7. Data of Analyze Technique 45
3.7.1 Instrument of Initial DataCollector 46
3.7.2 Instrument of final Data Collector 46
3.7.2.1 Observation of Student Activities 46
3.7.2.2 Test of Result of Learning 46
3.7.2.2.1 Calcualting Raw Score 47
3.7.2.2.2 Determine the Average Value and Standard Deviation 47
3.7.2.2.3 Normality Test 47
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3.8 Hypothesis Test 50
CHAPTER IVRESULTS AND DISCUSSION 4.1 Results of research 53
4.1.1 Researh Data 53
4.1.2 Student Learning Outcomes On Experiment Class 56
4.1.3 Student Learning Outcomes On Control Class 57
4.1.4 Data Analysis 57
4.1.4.1 Normality Test 57
4.1.4.2Homogeneity Test 58
4.1.4.2Hypothesis Test 58
4.2 Discussion 59
CHAPTER IVCONCLUSIONS AND SUGGESTION 5.1 Conclusion 62
4.1.1Suggestion 62
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TABLE LIST
Page
Table 2.1 Syntax of PBL 21
Table 2.2 Syntax of Direct Learning 24
Table 2.3 Steps in Creating Concept Maps 27
Table 3.1 Research Design Type Two Group (Pre-Test and Post-test) 41
Table 3.2 sfesifikasi Test Results Dynamic Learning in Electrical Material 45
Table 4.1 Pretest result 54
Table 4.2 Post-test result 55
Table 4.3 Summary of Average,Deviation standard, Variance of pretest data 56
Table 4.4 Summary of Average,Deviation standard, Variance of post-test data 56 Table 4.5 Summary of Normality test on Experiment and Control Class 57
Table 4.6 Homogeneity Test Results Summary Second Class 58
Table 4.7 Summary Of Hypothesis Test From Post-test 59
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FIGURE LIST
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Figure 2.1 Learning Outcome 12
Figure 2.2 Graph of V-I 30
Figure 2.3 Barrier Symbol 31
Figure 2.4 Series Circuit 32
Figure 2.5 Parallel Circuit 33
Figure 2.6 Current Flow On Branching Wire 35
Figure 2.7 Loop Direction 36
Figure 2.8 Closed Circuit 36
Figure 3.1 Research Procedure 44
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APPENDIX LIST
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Appendix 1. Lesson Plan 1 66
Appendix 2. Lesson Plan 2 77
Appendix 3. Lesson Plan 3 88
Appendix 4. Worksheet 1 99
Appendix 5. Worksheet 2 102
Appendix 6. Worksheet 3 105
Appendix 7. Grating Test result of Learning 107
Appendix 8. Research Instrument 116
Appendix 9 Data of pretest and post-test experiment class 119 Appendix 10 Data of pretest and post-test control class 120 Appendix 11 Mean, Standar deviation, Varians 121
Appendix 12 Normality test 124
Appendix 13 Homogenenity test 132
Appendix 14 Hypothesys test 135
Appendix 15 List of critical value for liliefors 138
Appendix 16 Table of Normality-test 139
Appendix 17 Table F distribution 140
Appendix 18 List of percentil value of t-distribution 142
1 Awareness of the importance of education has pushed efforts and attention from the whole society towards the development of education, in particular the development of information technology, where knowledge of physics that is closely associated with science and technology needs to be developed starting from the basic level to be able to complete and survive in conditions that era always evolve over time, so that the learning process should be able to develop the ability of students complete in order to have quality human resources well to face the challenges.
The main component in education is teachers. The teacher is required to compensate for even go beyond the development of science and technology developed in the community. Through the touch of a teacher at the school is expected to produce learners who are extremely competent and ready to face life's challenges with confidence and confidence is high (Sanjaya, 2006).
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Teachers need to have knowledge about the approaches and techniques of teaching is good and right so that learning activities can take place effectively and efficiently according expected goals. Whether or not the teaching quality will affect the success of student learning. Teachers should be able to create a classroom atmosphere that is conducive to the survival of student learning activities. One is the use of teaching proper technique, especially in learning physics.
Physics is often seen as a hard science students with theoretical and difficult questions. This statement obtained by author when implementationPPLT-UNIMED in SMA Negeri 1 Sidikalang,there are several problems were found that many students who consider physics as subjects frightening and assume Physics as a subject that is difficult studied so the average value of physics is still under 70 .
Some problems in the learning process of the students are caused by environmental factors and social students. The low learning outcomes physics based on implementation PPLT, due to: (1) Physical Learning model which is less varied (conventional model) where the learning process is performed centrally on the teacher (teacher centered) in order to explain, give examples, exercises and assignments. Variation of teaching methods that the teacher is less adjusted based on the characteristics of the material taught. (2) Laboratory equipment is still incomplete (3) Teachers rarely use learning media. (4) Teachers are rarely offered an opportunity for students to interact with peers or with teachers in developing students' knowledge that causes students being passive and difficult to understand and master the subject matter, so that the activities and learning outcomes less than the maximum.
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Those problems can actually be solved if teachers can see the problems in classroom and find an appropriate learning approach the subject matter presented in order to be absorbed and understood by students well. Based on the above acquired learning physics that can improve students' thinking skills by using Problem Based Learning model. with the student’sproblem solving skills, will be able to increase the activity of students in the learning process.
Problem Based Learning Model is an innovation in teaching because of the student’sproblem solving skills learning and teaching process truly optimized through the process of work group or team that is systematic, so that students can empower, honing, testing, and develop the capacity to think on an sustainably.
The essence of problem based learning consist of presenting student with autentic and meaningfull problem situation that can serve as springboard for investigation and inquiry. Arends (2012:397)
Learning is based on the problem as one of the student-centered learning and adhering to the constructivism learning paradigm. A paradigm shift in the learning process that had been centered on the teacher (teacher centered) into a student-centered learning (student student-centered) is expected to encourage students to be actively involved in building the knowledge, attitudes, and behaviors. Centered learning process students will make students gain the opportunity and facilities to construct their own knowledge so that students can gain in-depth knowledge, and ultimately improve the quality of student learning and students play an active role in constructing the concepts learned.
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good. Efforts will be made author to overcome these weaknesses is to provide learning model Problem Based Learning with Power Point as a learning media, so that with the power point help of students more easily understand the concept of dynamic electricity. In addition, authors will provide student worksheet relevant to daily life easier so that students do and make the lesson plan with the allocation of time as efficiently as possible so that the expected result will be a better student learning outcome. Based on the background described above the author intends to do research with the title "The Effect Of Problem Based Learning Model Assisted Concept Map To Authentic Problem Solving Skills Topic On Dynamic Electric Grade X SMA Negeri 1 SidikalangA.Y 2015/2016"
1.2 Problems Identification
Based on the background described above, it problem can be identified relevant to the research include:
1. The average of student learning outcomes is still under 70. 2. Students is still less interested in studying physics.
3. Students are still less active and involved in the learning process.
4. Lack of practice over theory learned and laboratory use are less effective in school. 5.Teaching and learning process is still teacher centered.
1.3Problem Limitations
The limit problem in this research are:
1. The learning model used is the Problem Based Learning Model
2. The subjects were students of Grade X SMA Negeri 1 Sidikalang A.Y 2015 / 2016. 3. The basic material is a Dynamic ElectricGrade X SMA Negeri 1 Sidikalang A.Y
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1.4 Problem Formulation
Based on the above problem definition, the formulation of the problem in this study are:
1. Is there the effect of problem based learning model to problem solving skill of student in topic dynamic electric ?
2. Is there is the differences of problem solving skill of student that learn by problem based learning model and conventional learning ?
3. Is the student’s problem solving skills as a result of the influence of problem based learning model better than conventional learning topic on dynamic electric grade X SMA N 1 Sidikalang A.Y 2015/2016 ?
1.5 Research Objectives
Based on the formulation of the problem, the objectives to be obtained in this study are:
1. To analyze there the effect of problem based learning model to problem solving skill of student in topic dynamic electric.
2. To know the differences of problem solving skill of student that learn by problem based learnning model and conventional learning.
3. To know the problem solving skills of students as a result of the influence of problem based learning model better than conventional learning in Dynamic electric topic in class X SMA N 1 Sidikalang A.Y 2015/2016.
1.6 Research Benefits
The benefits of this research are:
1. For students, is expected to train students to developproblem solving skill in the learning processof physics.
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3. For school, expectedasresourcesneed to designthe learning system with the model of Problem Based Learning as an effort to improve problem solving skill of student inPhysics.
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CHAPTER V
CONCLUSIONS AND SUGGESTION
5.1. Conclusion
Based on the research results obtained from the data analysis and hypothesis testing, it can be summed up as follows:
1. The average results of students on experiment class were treated with problem based learning increase from 26.52 to 74.34.
2. Based on the calculation t test showed that tcount>ttable 3.02 > 1.67 so Ha is accepted. Based on the data obtained it can be concluded that there is the effect of using problem based learning model to authentic problem solving skills of students topic on dynamic electric in class X SMA Negeri 1 Sidikalang A.Y 2015/2016. 3. The results of authentic problem solving skills of student using Problem based
learning model is better than conventional learning topic on dynamic electric thats in experiment class 74.34 and control class 68.07.
5.2. Suggestion
Based on the research result, data analysis, discussion, and weakness had been
faced, researcher suggest;
In implementing PBL, we should observe condition and quality of knowledge of
student, school facilities, and learning media; and then we must give the authentic
problem to the student so that they can realisation what them know and develop their
knowladge in daily life. For the next researcher should consider the problems to be
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