THE DEVELOPMENT OF PROBLEM BASE LEARNING (PBL) WITH INNOVATIVE STUDENT WORKSHEET (LKS)
TO INCREASE STUDENT ACHIEVEMENT ON TOPIC ACIDS AND BASES
By:
Lisnawati Tumanggor Reg. Number 4123332010
Bilingual Chemistry Education Program
A THESIS
Submitted to Fulfillment of the Requirement for the Degree of Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
iii
THE DEVELOPMENT OF PROBLEM BASED LEARNING (PBL) WITH INNOVATIVE STUDENT WORKSHEET (LKS)
TO INCREASESTUDENT ACHIEVEMENT Base is explained. The aim of this research, to obtained Student Worksheet (LKS) who have met the eligibility Criteria presentation standards BSNP, How student achievements improve problem based learning (PBL) with innovative student worksheet (LKS) on the topic of acid-base, the research sample take at random sampling of two class as experiment and control class. As a means of collecting data used objective test of student achievement that are 20 questions that test the validity, reliability of 0.681, level of difficulty and distinguishing matter. The results of data processing showed the students in the experiment class the average value of the pre-test 37.83 and post-test 82.00 with the average gain is 0.688. The pre-test and post-test the experimental class is normal where normality pre-test 9.15 and the post-test normality 8.2. While students in the control class having an average value of test 25.5 and post-test 51.17. Average gain is 0.427. The pre-test and post-pre-test in normal control class is where the normality of pre-pre-test of 10.9 and a post-test normality of 9.25. Homogeneity of data can be seen from the pre-test and post-pre-test which proved to be homogeneous. Pre-pre-test on former experiment class and control class is 1.743 and post-test at the former experiment class and control class is 1.125. While the percentage increase in the results of the experimental class learning to be 68.8% and 42.7% in the control class. Where the result of the tcount right parties obtained tcount= 6.200 greater than ttable = 1.672. tcount > ttable (6.200 > 1.672) at α = 0.05 in which the increase of 37.81%. Base on the perception of chemistry Lecturer (as validator expert) and chemistry teacher to Problem Based Learning (PBL) with innovative student Worksheet (LKS) developed on topic Acid-Base are good views of the average of 3.699 validation value, which means Problem Based Learning (PBL) with Innovative student worksheet (LKS) on Topic Acid-Base in class XI in accordance curriculum in 2013 was valid and worth used.
iv
ACKNOWLEDGEMENT
First of all praise the Lord to Almighty Jesus Christ because His blessing
who can give me healthy, strength and peaceful. The writer would like to express
sincere appreciation to Thesis Supervisor Prof. Dr. Ramlan Silaban, M.Si for his
professional expertise, invaluable guidance, persistent, encouragement, patience,
enthusiasm and generous contribution of his valuable time in supervising this
thesis as well as conducting of this research. And also thanks to Prof. Dr. Retno
Dwi Suyanti, M.Si, Dr. Ajat Sudrajat, M.Si and Dr. Marham Sitorus, M.Si as
Thesis Examiner for their patience, guidance, assistance and comments in the development of writer’s thesis. And then thanks a lot to Prof. Drs. Manihar Situmorang, M.Si, Ph.D as the writer’s academic supervisor Gratitude and sincere appreciation are extended to all of lecture and staff in Chemistry Department of
State University of Medan (Unimed).
The writer didn’t forget to say thanks to principal and chemistry teacher of SMAN 2 Kisaran for giving the permission to conduct research in the school
and also for students who participated. And grateful to Prof. Dr. Retno Dwi
Suyanti, M.Si for assessing and standardization the innovative Student Worksheet
(LKS) and validator instrument test on topic Acid and Base.
Especially thanks so much to beloved parents Mr. Tumanggor and Mrs. S
Mahulae as the writer source inspiration who always give the writer love,
encouragement, pray and support during the study. And thank you to brothers and
sisters they are Swardi Harto SE, Hayenni S.Kep.Ns, Nellyana S.Pd and
Andronikus, that always give the writer inspiration, support, motivation, suggestion, love and pray in all of writer’s life in every condition until now. And thanks to best friends, Hariaty Purba, Putri dian hamian, Nova Haloho, Fridayuni
Simanjuntak, Rina Sitindaon, Dian purnamasari and Elviana Manihuruk. And also
for Bilingual Chemistry Education’12 (CESP 12) for all of your love and the last
boarding house sri erliani Gurning and Nitha nainggolan for helping to give
v
Finally The writer realized that it is still have a weakness in arrangement
this thesis. But writer has given maximum effort to finish this thesis. Therefore,
the writer receiver’s cricism and suggestion to make this thesis be better.
Hopefully, this thesis can be useful for the education development.
Medan, Juni 2016
Writer
Lisnawati Tumanggor
vi
1.2. Problem Identification 4
1.3. Problem Formulation 4
1.4. Problem Limitation 5
1.5. Research Objectives 5
1.6. Research Benefits 5
1.7. Operation Definition 6
CHAPTER II LITERATURE STUDY
2.1. Framework Theory 7
2.1.1. Definition of Learning and Learning Outcomes 7
2.1.2. Learning Outcomes 7
2.1.3. Teaching Materials 8
2.1.3.1. Instructional Materials 8
2.1.3.2. Kinds of Teaching Material 9
2.1.3.3. Eligibility Standards Content Instructional 9
Materials Chemistry
vii
Materials Chemistry
2.1.3.5. Eligibility Standard Presentation of Teaching 10
Materials Chemistry
2.1.4. Student Worksheet (LKS) 10
2.1.4.1. Definition Student Worksheet (LKS) 10
2.1.4.2. Benefit LKS 11
2.1.4.3. Functional Student Worksheet (LKS) 12
2.1.4.4. Types Student Worksheet (LKS) 12
2.1.4.5. Characteristics of Student Worksheet (LKS) 13
2.1.4.6. Production Method Student Worksheet (LKS) 13
2.1.4.7. Advantages and Disadvantages of Student 16
Worksheet (LKS) and How to Overcome
Shortcomings
2.1.4.8. Implications Worksheet Students in Learning 17
2.2. Learning Model 18
2.2.1. Problem Based Learning Model 18
2.2.2. Excellence and Weakness of Problem Based Learning 21
2.3. Theory Acid- Base 22
2.4. Framework of Concept 31
2.5. Hypothesis 31
CHAPTER III RESEARCH METHODS
3.1. Location and Time Research 33
3.2. Population and Sample 33
3.3. Research Variable 33
3.4. Research Design 33
3.5. Research Instruments 34
3.5.1. Content Validity Tests 34
3.5.2. Difficulty Index 35
3.5.3. Distructor 36
viii
3.5.5. Reliability Tests 37
3.6. Data Collection Techniques 38
3.7. Data Analysis Techniques 42
3.7.1. Normality Test 43
3.7.2. Homogeneity Test 44
3.8. Hypothesis Testing 44
3.9. Test Improved Learning Outcomes (Gain) 45
CHAPTER IV RESULTS AND DISCUSSION
4.1. Survey Student Worksheet (LKS) Chemistry 47
4.2. Analysis Student Worksheet (LKS) SMA 47
4.3 Development and Standardization of Innovative 55
Student Worksheet (LKS)
4.4. The Role of The Innovative Student Worksheet (LKS) 65
on Learning Student Achievement
4.4.1. Standardization Instrument Test 65
4.4.1.1. Validity Instrument Test 65
4.4.1.2. Difficulty Index 66
4.4.1.3. Distructor 66
4.4.1.4. Discrimination Index of Instrument 66
4.4.1.5. Reliability instrument Test 67
4.5. Analysis Data Result 67
4.5.1. Calculating Average Values Pretest and Posttest
Class and Class Experiment Control 67
4.5.2. Improved Learning Outcomes 68
4.5.3. Normality Test Data 68
4.5.4. Homogenity Test Data 69
4.5.5. Hypothesis Test 70
4.5.6. Percentage Improved Learning Outcome 71
ix
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 74
5.2. Suggestion 75
x
LIST OF TABLE
Table 2.1. Stages Model PBL 20
Table 2.2. Examples of Acid 22
Table 2.3. Examples Bases 23
Table 2.4. Table Acid-Base Conjugation 24
Table 2.5. Price K w water in different temperatures 26
Table 2.6. Universal Indicator color 31
Table 3.1. Research design 34
Table 3.2. Classification of Content Validity Analysis 35
Table 3.3. Validity Criteria Analysis Average Value 43
Table 4.1. The results of the questionnaire assessment of
students based on eligibility student worksheet
(LKS) content by Chemistry Teacher ratings 47
Table 4.2. The result of the questionnaire student worksheet
(LKS) based on the language to feasibility
assessment chemistry Teacher 49
Table 4.3. The results of the questionnaire student worksheets
based on the merits presentation by rating
Chemistry Teacher 51
Table 4.4. The results of the questionnaire based on a
assessment module graphic judgment Chemistry Teacher 53
Table 4.5. The results of the questionnaire based on a
feasibility assessment LKS content by votes
Lecturer Chemistry and Chemistry Teacher 57
Table 4.6. The results of the questionnaire based on the
feasibility language LKS votes by rating
Lecturer of Chemistry and Chemistry Teacher 59
Table 4.7. The questionnaire results LKS ratings based
feasibility presentation by rating Lecturer of
xi
Table 4.8. The questionnaire results LKS ratings based
eligibility feasibility graphic by rating
Lecturer of Chemistry and Chemistry Teacher 63
Table 4.9. Range End Validation of Innovative student worksheet 65
Table 4.10. The Result Achievement average pre-test and post-test 67
Table 4.11. Results Acquisition Gain Average Experiment and
Control 68
Table 4.12. Normality Test Data Pre-Test and Post-Test 69
Table 4.13. Homogeneity Test Data Pre-Test and Post-Test 70
Table 4.14. Result Hypothesis Test 70
xii
LIST OF FIGURE
Figure 3.1. Procedure on the Development and
Standardization LKS Chemistry in high school 31
Figure 3.2. Design Research Scheme 41
Figure 4.1. Feasibility Level LKS Analyzed 54
Figure 4.2. Tabulation average Range of Validation of
Innovative Materials Worksheet students acids and
bases Class XI Based Component Content
Feasibility, Feasibility Language, Presentation
xiii
Appendix 7. Research Instruments After Validation 135
Appendix 8. Key Answer Research Instrument After Validation 138
Appendix 9. Observation Sheet Field Evaluation Affective and
Psychomotor Student 139
Appendix 10. Table of Validation Test 145
Appendix 11. Calculation of Instrument Validity 146
Appendix 12. Table Reliability Test 149
Appendix 13. Calculation of Reliability Test 150
Appendix 14. Difficulty Index of Instrument 151
Appendix 15. Difficulty Index of Instrument 152
Appendix 16. Item Distracter of Instrument 154
Appendix 17. Discrimination Power 159
Appendix 18. Discrimination Index of Instrument 160
Appendix 19. Assessment of Student Work Sheet Chemistry
Lesson Senior High School Class XI 162
Appendix 20. Table Assessment Questionaire for Teacher
to Innovative Student Worksheet (LKS)Topic
Acid-Base Class XI 175
Appendix 21. Table Assessment Questionare of Lecturer
to Innovative Student Worksheet (LKS) on
xiv
Appendix 22. Table Assessment Questionaire for Teacher and
Lecturer to Innovative Student Worksheet (LKS)
Topic Acid-Base Class XI 183
Appendix 23. Result Data of Students in Experiment and
Control Class 187
Appendix 24. Calculation of Averange, Standard
Deviation,Variance Experiment Class and
Control Class 189
Appendix 25. Calculation of Normality 191
Appendix 26. Calculation Homogenety Test 195
Appendix 27. Hypothesis Test 197
Appendix 28. Data Improvement of Learning (Gain) Class 199
Appendix 29. Data Learning Outcomes Enhancement
(Gain) Class Experiment 201
Appendix 30. Increasing Percentage of Learning 203
Appendix 31. Table Learning Activity Individual Student
Class Experiment 204
Appendix 32. Table Activity Student Individual Class Control 206
Appendix 33. Data Activity Student Individual 208
Appendix 34. Table Activity Group Student Class Experiment 210
Appendix 35. Table Activity Group Class Control 211
Appendix 36. Data Activity Group Class Experiment 214
Appendix 37. Tabulation Effective Student Class Experiment 216
Appendix 38. Table Psychomotor Student Class Experiment 218
Appendix 39. Data Achievement Student Class Experiment 222
Appendix 40. Table of Critical Value Chi Squared Distribution (X2) 224 Appendix 41. Table value in Distribusi-t (Tabel t) 225
Appendix 42. TABLE VALUE r-Product Moment 226
Appendix 43. Daftar Nilai Persentil Distribution F 227
Appendix 44. Innovative Student Worksheet (LKS) 228
1
mutual relationship, the teachers are required to create a meaningful and effective
learning process so that the learning process can run smoothly and learning
objectives was achieved.
Education is a forum for educating the nation, because through education to
create well-educated human resources capable of facing the development of
increasingly faster times. However, if the quality of education is still low, then
that is created are human resources low until now the quality of education in
Indonesia has not shown a satisfactory result. This condition also occurs in
chemical education at this time. One indicator of the quality of education is the
acquisition of student learning outcomes. Student learning outcomes can be seen
from the success of teachers deliver the subject matter that the results meet the
specific instructional objectives of the lesson material, absorptive capacity and the
level of students' understanding of the lessons delivered. (Djamarah and Zain,
2002).
Chemistry including, one branch of science, because investigations of
chemistry using scientific procedures. Chemistry is the science that studies the
composition or structure of matter, changes in shape, as well as the
Accompanying energy (Keenan, 1986).
Chemistry as one of specialization in science subjects in class XI.
Classroom XI is a science that is rich of abstract concepts. Chemistry is not a new
subject for students, but Often found a high school student who considers
chemical materials complicated and difficult, to learn, so students have first felt
2
(2012) states that the causes of low student achievement the caused by several
factors, both factors of teachers, students, environmental and other factors that can’t be controlled. Teacher of factors is not possible using a tool that can be integrated in all teaching and learning activities and require teachers to be more
creative in the implementation process so that teaching and learning activities to
teach still lead to a conventional method. To improve the quality of student
learning outcomes, teacher required in order to create a good learning. Learning
can be done by developing a model of learning and instructional media. The
learning model is as a design that describes the details of the process and the
creation of environmental situations that allow students to interact so that changes
or developments to the students. While the media is a means of communication
and complementary means that it contains elements that build on the
communication. (Arsyad, 2011)
In accordance with the results of observations and interviews with one of the
teachers who teach in high school, there are various factors that Affect the poor
quality of the learning that students Considered that the subject matter, especially
its chemical acids, bases and salts that difficult. This Affects students 'attitudes
were less enthusiastic in taking into account the lessons so that students Easily
bored and talking to himself when the teacher was teaching, as well as the lack of
students' understanding of the concepts being taught. In addition, the lack of
interaction between students resulted in the lack of cooperation among the
students when completing about chemistry, visible when the teacher Gives
homework, students prefer working individually rather than discuss or work
together so that the students' ability to solve problems is limited. Other factors,
roommates Affect the poor quality of teaching chemistry in the materials acids,
bases and salts items, namely congestion of communication, students feel less
confident in asking questions, argue and Actively Participate in the learning
process. Due to the lack of activity of students during the learning process which
makes the lack of understanding of the students' learning results Obtained by the
3
To solve this problem, it requires a paradigm shift in learning. Some
paradigms are Necessary adaptation of Arnyana (Ida, 2010) items, namely: (1) of
the teacher's role as a source of knowledge Became friends learning, (2) of
learning based on facts towards problem-based or project, (3) of the habit of
repeating and rehearsal towards the planning and investigation, then the
application is developed in learning problem-based learning, learning model of
Problem Based Learning (Ida, 2010). Also in this case required innovation in the application of models and associated methods of teaching chemistry in everyday
life. Innovation is in addition carried out by the teacher in the learning process in
the classroom, and also can be done by developing students' worksheets used in
chemistry learning. One medium that is used to supplement the learning models
using Problem Based Learning is a media student worksheet (LKS). Media LKS is a type of handout is intended to help students learn directionally. This media is
expected to increase of students' understanding of the study material with PBL
methods, so that students have a sense of curiosity and Able to motivate and
encourage the student activity in learning (Fadlana, 2013).
The use of Problem Based Learning teaching has proven models provide good results and improve student achievement. It can be seen from the results of
research conducted by Ida (2010) in his study on the implementation of Problem Based Learning (PBL) on student learning outcomes Judging from the Intelligence Quotient (IQ) states that the implementation of Problem Based Learning effect on student learning outcomes in terms of IQ in students XI IPA SMAN 1 Ubud. The same is stated by Researchers Ulfah (2013) in his research on
the application of the Problem Based Learning (PBL) with student worksheet media to improve the ability to think critically and logically. The results Showed
that the application of the Model Learning Problem-based learning improve
learning outcomes and the ability to think critically and logically students,
evidenced from the first cycle of an average percentage of 68.33% with high
criteria and the second cycle into 88.96% by very high criteria, In line with the
research above, Fadlana (2013) Reported the results of research through a
4
Macromedia Flash and Student Worksheet (LKS) on learning achievement in terms of student motivation on the material acids, bases and salts classes VII SMP
Negeri 1 Jaten Karanganyar 2012/2013 school year shows the effect of PBL
teaching models with Macromedia Flash and worksheets on student achievement.
Based on the above background, Researchers interested in conducting
research with the title “The Development of Problem Based Learning (PBL) with Innovative Student Worksheet to Increase Student’s Achievement on topic Acid and Base.
1.2. Problem Identification
Based on the background can be identified the following issues:
1. Low students' understanding of the concepts being taught
2. Presentation of the material is complicated, less interesting, monotonous
and boring
3. The lack of availability of worksheets that require students perform simple
experiments and comes with practice questions that relate to experiments
designed that because student worksheet focused on the usual practice
questions.
4. The use of models with learning media, Instant confirmation has not been
used in the learning process
1.3. Problem Formulation
In accordance with the background and limit the problems Mentioned
above, the formulation of the problem in this study are:
1. Is the problem based Learning (PBL) with innovative student worksheet
(LKS) has been prepared in compliance with the eligibility criteria of the
standard presentation BSNP, Lecturer, through the perception of chemistry
teacher and expert validation?
2. How student achievements improve problem based learning (PBL) with
5
1.4. Problem Limitation
A restriction on the problem needs to be done so that the research is well
done. Limitations of problem in this research are as follows:
1. The study was conducted in SMA 2 Kisaran
2. The research material is acid-base
3. Research conducted by providing innovative student worksheet
acid-base
4. The study was conducted by using model problem base learning (PBL)
1.5. Research Objectives
Based on the formula above problems, while the objectives of this study are:
1. Obtain problem based learning (PBL) with innovative Student
Worksheet (LKS) which have been prepared in compliance with the
eligibility criteria of the standard presentation BSNP, through trials
against student learning outcomes, through the perception of chemistry
teacher and expert validation.
2. Obtain data on increase student achievement taught using base on
learning model of problem based learning (PBL) with innovative student
worksheet on the topic of acid-base?
1.6. Research Benefit
As for the benefit of this research are:
1. For Researchers
Researchers gain a lot of knowledge about the use of student worksheets
6
2. For student
Chemistry help improve student achievement of students in the learning
process materials acids, bases.
3. For Teachers
Insightful thinking teachers in teaching so to as leave a way of learning that
is less attractive and monotonous by developing innovative learning models.
4. For Schools
Improve the quality and the quality of schools through improving student
learning student achievement and teacher performance in school.
5. For student or researcher Further
As information material for research to developed a better future research.
1.7. Operational Definition
a. Model learning Problem Based Learning is a learning model that begins with giving problems to students where the problem is
encountered or an everyday experience - the students. Furthermore,
students solve the problem of finding new knowledge. (Rusman,
2013)
b. Innovative student worksheet is someone's attempt to use
reasoning, the ability of imagination, a variety of stimulant and
individuals surrounding the new product both for themselves and
the environment and student worksheet type of handout is intended
to help students learn in a focused and Able to Enhance students
'understanding of the study material (Mulyasa, 2013).
c. Student achievement is a student achievement in participating in
the learning process at a level that Followed and is a manifestation
of the ability of self-optimal after receiving lessons (Sudjana,
74 CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the research that has been done, it can be concluded that
1. The Student Worksheet (LKS) based on Problem Based Learning
(PBL), which was developed for the materials Acids and Bases XI has
met the eligibility criteria presentation standards BSNP the average
feasibility of Content 3.875, the feasibility of language is 3.533,
feasibility of presentation is 3.375, feasibility of graphic is 3.81 which
mean that the Innovative LKS according curriculum in 2013 is valid
and worth used
2. Based on trials that have been done can be concluded that the learning
model Problem based learning with innovative student worksheet
(LKS) effect on improving student achievement on the subject of acid
and base. This proved alternative hypothesis is accepted, which
previously had been proven that the data pre-test and post-test in both
classes is normal and homogeneous. Moreover, it also happens
percentage increase in student achievement of students who were
taught by learning model Problem Based Learning with the problem
base learning with innovative student worksheet (LKS) amounted to
68.8% greater than in conventional learning models amounted to
75
5.2. Suggestion
Based on discussion and conclusions have stated above then author
recommend things following:
For teachers and prospective teachers, applying learning to using
Innovative Student Worksheet (LKS) to facilitate the achievement of
instructional objectives and may enhance the activity and student learning
outcomes, particularly chemical subjects. In addition, for teachers and
prospective teachers is important to check the content, language, and
presentation graphic of the book will be used for students so there are no
misconceptions and material incomplete.
For subsequent researchers in other who can to do more research just
suggested using Innovative Student Worksheet (LKS) learning model that
is different and in line with the development technology can make it a
comparison of teacher in improved the quality of education, especially in
76
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