BALIGE ACADEMIC YEARS 2015/2016
By:
Ruben Eko Saputra Siregar ID. 4123342017
Biology Billingual Education Study Program
THESIS
Submitted to fulfill the Requirement for Degree of Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
BIOGRAPHY
ABSTRACT
IMPROVEMENT OF STUDENT LEARNING ACTIVITY AND LEARNING OUTCOMES BY USING PROBLEM-BASED LEARNING MODEL
ON HUMAN REPRODUCTIVE SYSTEM TOPIC IN GRADE X I I P A 4 A T S M A N 2 S O P O S U R U N G B A L I G E
A C A D E M I C Y E A R S 2 0 1 5 / 2 0 1 6
(Ruben Eko Saputra Siregar, 4123342017)
This study’s purpose was to improve or increase the student learning activity and learning outcomes bu using Problem-based Learning model on human reproductive system topic. This research type was classroom action research due to two cycles that used. The objects were students class XI IPA 4 in SMAN 2 Soposrung Balige. The data got by using multiple-choice question to measure the students learning outcomes and an instrument to observe the students learning activities. The result showed that the application of problem-based learning model can increase learning activities of students from the first cycle to second cycle of 23.06%. The application of problem-based learning model can improve student learning outcomes in sub material human reproductive system was indicated by an increase learning outcomes of the first cycle to second cycle of 19.8%. Then, the data that displayed good progress of learning mastery of student has increased from first cycle to the second cycle about 53.4%.
ACKNOWLEDGEMENT
Thanks to The One and Only Almighty God, Jesus Christ, who always beside
me when I wrote this thesis. Because of His love and grace, give me strength to
complete this thesis with title “Improvement of Student Learning Activity and
Learning Outcomes by Using Problem-Based Learning Model on Human
Reproductive System Topic in Grade XI IPA 4 at SMAN 2 Soposurung Balige
Academic Years 2015/2016”.
First, thank you for the Dean of FMIPA UNIMED, Dr. Asrin Lubis, M.Si, the
Head of Biology Department, Dr. Hasruddin, M.Pd, the Bilingual Program
Coordinator, Dr. Iis Siti Jahro, M.Si, and gratefully acknowledges the deepest
gratitude to Prof. Dr.rer.nat. Binari Manurung, M.Si as the writer thesis supervisor
who has generously spent precious time in giving the guidance, encouragement,
comments and suggestions until this thesis comes to its present form. The enormous
appreciation is addressed to Prof. Dr. Herbert Sipahutar, M.S, M.Sc., Dr. Hasruddin,
M.Pd., Dr. Syahmi Edi, M.Si., and Drs. Ashar Hasairin, M.Si as the examiners for
their criticisms and valuable advices. Thank you for Drs. Tri Harsono, M.Si as the
writer academic supervisor, Dra. Cicik Suryani, M.Si as the Head of Biology
Education Program, and to all of lecturers and staff that belong to Biology
department, Biology Laboratory and Faculty of Mathematics and Natural Science.
I also appreciate the contribution of the principles of SMA Negeri 2
Soposurung Balige, Aldon Samosir, S.Pd., M.Si. for his kindness to give me chance
to do research. All students that participate in my research XI IPA 4 Elescour, thanks
to cooperation in process and procedure of research, and also for other class Aselcif,
My greatest thanks for my family, mainly my parents, N. K. Siregar and Pdt.
R. br Pasaribu, S.Th also for my little brothers Yosep and Doni. They the reason for
me to never give up. Thanks for all friends in Bilingual Biology Education 2012, for
the togetherness and their support especially for Chandra, Arny, Mesra, Murni,
Sohmi, Corry, and Jeje. And also a big thanks for big family of Naposobulung GKPA
Parlagutan Medan Timur for their pray and support me to finish this thesis. May
Jesus reward all those who have contributed in the completion of this thesis.
Writer realize that the thesis has many weakness, to complete this thesis well,
writer really appreciate for all suggestion and constructive criticism from readers.
Hopefully, this thesis will be beneficial to contribute ideas in education.
Medan, July 2016
Writer
TABLE OF CONTENT
2.1. Problem Based Learning as A Learning Model 6
2.1.1. Defenition of Problem Based Learning 6
2.1.2. Characteristics of Problem Based Learning 7
2.1.3. Steps Using Problem Based Learning Model 8
2.1.4. Advantages and Disadvantages of PBL 11
2.1.5. Role of the Teacher and Student in PBL 12
2.2. Defenition of Learning 16
2.3. Student Learning Activity 16
2.4. Action Hypothesis 17
CHAPTER III RESEARCH METHOD 18
3.1. Location and Time of Research 18
3.2. Subject and Object of Research 18
3.2.1. Research Subject 18
3.2.2. Research Object 18
3.3. Data Collector Instrument 18
3.4. Type and Design of Research 21
3.5. Technique of Data Analysis 24
CHAPTER IV RESULT AND DISCUSSION 27
4.1. Result of Study 27
4.1.1. Percentage of Learning Outcome 27
4.1.2. Student Mastery Level 28
4.1.3. Learning Completeness of Student 29
4.1.4. Student Learning Activity 30
4.2. Discussion 33
4.2.1. Student Learning Activity 33
4.2.2. Student Learning Outcome 35
CHAPTER V CONCLUSION AND SUGGESTION 36
5.1. Conclusion 36
5.2. Suggestion 36
TABLE LIST
Page
Table 2.1. Steps of Problem Based Learning 8
Table 3.1. Lattices of Learning Outcome Test Reproductive 19 System Topic
Table 3.2. Assessment Rubric of Students Learning Activity 20 (Class Discussion)
Table 3.3. Category of Student Mastery Level 24
Table 4.1. Percentage of Learning Outcome 27
Table 4.2. The Description of Student Mastery Level in 28 Cycle I and Cycle II
FIGURE LIST
Page Figure 3.1. Cycle Implementation of Classroom Action 23
Reseacrh
Figure 4.1. Graph of Percentage of Student Learning 28 Outcome
Figure 4.2. Percentage of Student Learning Activity 31
Figure A.1. Meiosis 41
Figure A.2. Male Reproductive Strucutre 43
Figure A.3. Spermatogenesis 45
Figure A.4. Sagital Section of the Female Pelvis 49
Figure A.5. Female Reproduction Organs 50
Figure A.6. Oogenesis 53
APPENDIX LIST
Pages Appendix 1 Subject Matter of Human Reproductive System 39
Appendix 2 Syllabus 55
Appendix 3 Lesson Plan 59
Appendix 4 Multiple Choice Test 75
Appendix 5 Answer Keys 82
Appendix 6 Student’s Worksheet 83
Appendix 7 Student Activities Sheet 91
1 1.1.Background
The problems that often arise in the world of education is the lack of ability of students to use thinking skills to solve problems. Students tend to be bombarded within formation that requires memorizing only. A lot of knowledge and information held by students but difficult to correlate with their situation. Rather than resolve the issue, their knowledge as irrelevant to what they face. When students follow an education is nothing else to prepare them to become a man who is not only smart but capable of solving the problems they will face in the future.
Students are required to know everything that is demanded by the curriculum. Education must equip them with skills that can be used to overcome the problems they face. The capability is the ability to solve problems. This ability can be developed through learning where the problems presented in class and the students were asked to complete with all the knowledge and skills they possess.
The science and its applications are part of daily life to make our life better and therefore the development of an individual’s understanding of science and its
applications is one of the objectives of science instruction (Aziz, et al., 2014). Rapidly changing recent science applications require science students to gain self-directed learning skills for lifelong education, where skills are part of the efficiency to react to development in knowledge. Moreover, the teaching of science has become important now more than ever. One of the most effective approaches is problem-based learning (PBL), which is a scientifically accurate model.
the issue with all their knowledge and skills from various sources can be obtained. In more detail, this is what the author presented in this Thesis.
PBL makes students more engaged in learning because they are hard wired to respond to dissonance and because they feel they are empowered to have an impact on the outcome of the investigation. PBL offers students an obvious answer to the questions, "Why do we need to learn this information?" and "What does what I am doing in school have to do with anything in the real world?" The ill-structured problem scenario calls critical and creative thinking by suspending the guessing game of, "What's the right answer the teacher wants me to find?” PBL promotes metacognition and self-regulated learning by asking students to generate their own strategies for problem definition, information gathering, data-analysis, and hypothesis-building and testing, comparing these strategies against and sharing them with other students' and mentors' strategies (Akcay, 2009).
The result of research by Bhahri (2014) by using Problem Based Learning model show the improvement of average of students learning outcomes that in the first cycle found three domains give percentage affective 62.89%, psychomotor 85%, and cognitive 55%. After the research in cycle II was done, the result showed that there is a development for the three assessment aspects namely affective 79.5%, psychomotor 90%, and cognitive 85%.
Based on the above and the problems that arise in the sixth paragraph, research with the title "Improvement of Student Learning Outcomes Using Problem-Based Learning Model on Human Reproductive System Topic in Grade XI IPA 4 at SMAN2 Soposurung Balige Academic Years 2015/2016"has been conducted.
1.2.Problem Statement
Based on the backgrounds above, the identification of problems in this research are:
1. Learning models that applied before is not relevant to help the student more learn about how to comprehend an image so it easy to answer the pictorial question.
2. Biology learning outcome still low that a side effected by teacher-centered learning in teaching-learning process.
3. The difficulty to do or answer the pictorial questions on Biology. 4. Student’s activity in teaching-learning process is still low.
1.3.Scope of the Study
The problems in this research limited to:
1. Application of Problem Based Learning model to improve the student activity and learning outcome.
1.4.Research Question
Based on the backgrounds, identification, and scope of problem, so the issues in this research are:
1. Is the Problem Based Learning model can improve student activity on subject matter Human Reproductive System in Class XI IPA 4 at SMAN 2 Soposurung Balige academic years 2015/2016?
2. Is the Problem Based Learning model can improve student learning outcome on subject matter Human Reproductive System in Class XI IPA 4 at SMAN 2 Soposurung Balige academicyears 2015/2016?
1.5.Research Aim
The purposes of this study are:
1. To know the improvement of student activity on subject matter Human Reproductive System by using Problem Based Learning model in Class XI IPA 4 at SMAN 2 Soposurung Balige academic years 2015/2016.
2. To know the improvement of student learning outcome on subject matter Human Reproductive System by using Problem Based Learning model in Class XI IPA 4 at SMAN 2 Soposurung Balige academic years 2015/2016.
1.6.Significance of the Study The benefits of this research are:
1. To observer/prospective teacher, as preparing materials to be a teacher that able to increase the student activity and learning outcomes.
2. To teacher, can used as suggestion in planning a learning by apply the Problem Based Learning model, specially in Biology subject.
1.7. Operational Definition
The definition of some keywords in this study is:
1. Learning model is a conceptual framework that describes a systematic procedure in organizing learning experiences to achieve specific learning objectives and serves as a guide for learning and the crier proclaimed and teachers in implementing the learning activities.
2. Model of Problem-Based Learning (PBL) is a cognitive psychology of learning that takes as its theoretical support. The focus is not much on what is being worked on students but on what students think as long as they do. Enabling teachers themselves as mentors and facilitators so that students can learn to think and solve their own problems.
3. Learning outcome is ability of students to fullfill a reaching step of learn experience in one of basic competency (Kunandar, 2007).
36 5.1. Conclusion
Based on the discussion on this study, researcher conclude some things, that are:
1. The application of problem-based learning model can make a student-centered learning that is indicated by an increase in activity of students from the first cycle to the second cycle of 23.06%.
2. The application of problem-based learning models can improve student learning outcomes in sub-material human reproductive system are indicated by an increase learning outcomes of the first cycle to second cycle of 19.8%.
5.2. Suggestion
Based on the anaysis and the result of the study above, researcher offer some suggestion, that are:
1. For teachers, in order to improve the quality of learning process and find solutions for solved the learning difficulties problem by implementing the problem-based learning model also to help making a good plan so the class can reach the mastery level.
2. For researchers who want to apply problem-based learning models should be more attention to the problems that will be used because the matter is the foundation that will lead to learning.
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