THE EFFECT OF PROBLEM-BASED LEARNING MODEL IN CURRICULUM 2013 TOWARDS THE STUDENTS LEARNING
OUTCOMES ON LINEAR MOTION TOPIC IN GRADE X SMAN 2 KISARAN A . Y 2 0 1 4 / 2 0 1 5
By :
Rofi Anggriani Reg. Number 4103322020 Bilingual Physics Education Program
THESIS
Submitted to Acquire Eliglible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
BIOGRAPHY
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PREFACE
Praise and thanks to Allah SWT who has give for all the graces and blessings that provide health and wisdom to the author that this study can be completed properly in accordance with the planned time.
Thesis entitled "The Effect of Problem Based Learning model in Curriculum 2013 towards the Students Learning Outcomes in Topic Uniform Linear Motion in Grade X SMAN 2 Kisaran Academic Year 2014/2015", prepared to obtain a Bachelor's degree of Physics Education, Faculty of Mathematics and Natural Science in State University of Medan.
during my research. And the last but not least, thanks to my special one Sigit Suprayogi who have helped and gave supported during research.
The author has endeavored to as much as possible in completing this thesis, but the author is aware there are many drawbacks in terms of both content and grammar, then the authors welcome any suggestions and constructive criticism from readers for this thesis perfectly. The author hope the contents of this paper would be useful in enriching the repertoire of knowledge.
Medan, Februari 2015 Author,
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THE EFFECT OF PROBLEM-BASED LEARNING MODEL IN CURRICULUM 2013 TOWARDS THE STUDENTS LEARNING
OUTCOMES ON LINEAR MOTION TOPIC IN GRADE X SMAN 2 KISARAN A . Y 2 0 1 4 / 2 0 1 5
Rofi Anggriani (Reg. Number 4103322020)
ABSTRACT
LIST OF CONTENT
2.1.3 Learning Achievement 11
2.1.4 Learning Model 13
2.2 Problem Based Learning Model 14
2.2.1 Definition and Characteristic PBL 14
2.2.2 Problem Based Learning Goals 16
2.2.3 Syntax PBL model 17
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2.3 Subject Matter (Linear Motion) 18
2.3.1 Magnitudes in Linear Motion 18
2.3.1.1 Position, Distance and Displacement 18
2.3.1.2 Average Velocity and Instantaneous Velocity 20
2.3.2 Uniform Motion in Constant Velocity 21
2.3.3 Uniform Motion in Constant acceleration 22
2.4 Problem-Based Learning Journal 25
2.5 Conceptual Framework 29
3.2 Population and Sample Research 31
3.2.1 Research Population 31
3.6.1 Instrument of Students Learning Outcomes
Cognitive Domain 35
3.6.2 Content Validity 36
3.7 Data Analysis Techniques 36
3.7.1 Determine Average Value 36
3.7.2 Determine Standard Deviation 37
3.7.3 Determine the Homogenity Test 37
3.7.5 Hypothesis Test 38 3.7.5.1 Pre-test- Ability Test(two Tail Test) 38
3.7.5.2 Post Test Ability Test 40
CHAPTER IV RESULT OF RESEARCH AND DISCUSSION
4.1 Result of Research 42
4.1.1 The Result of Questionnaire for the Learning Principle
Permendikbud No. 65 Year 2013 43
4.1.2 The result of Questionnaire for the Conformity Learning Activity with Lesson Plan in Accordance with Permendikbud
No. 65 Year 2013 44
4.1.3 The result of Questionnaire for the Setting an Evaluation
Process in Accordance with Permendikbud No. 81 Year 2013 46 4.1.4 Students Learning Outcomes in Cognitive Domain 47 4.1.4.1 Pretest Data in Experimental and Control Class 47 4.1.4.2 Posttest Data in Experimental and Control Class 47
4.1.5 Data Analysis Test 47
4.1.5.1 Average Value, Standard Deviation and Variant 48
4.1.5.2 Normality Test 48
4.1.5.3 Homogeneity Test 48
4.1.5.4 Hypothesis Test 49
4.1.5.4.1 Hypothesis Test for Pretest Ability 49
4.1.5.4.2 Hypothesis Test for Post-Test Ability 50 4.1.6 Student’s Learning Outcomes in Affective Domain 50 4.1.7 Student’s Learning Outcomes in Psychomotor Domain 50
4.2 Discussion 51
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 57
5.2 Suggestion 57
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Table List
Table 2.1 Table of the syntax of PBL 17
Table 3.1 Research Design 32
Table 3.2 Learning Outcomes Specification 35
Table 4.1 The Result of Questionnaire for the Learning Principle
Permendikbud No. 65 Year 2013 43
Table 4.2 The result of Questionnaire for the conformity of Learning Activity with Lesson Plan in Accordance
With Permendikbud No. 65 Year 2013 44
Table 4.3 Questionnaire for the Setting an Evaluation Process in
Accordance with Permendikbud No. 81 Year 2013 46 Table 4. 4 Table of pre-test data in experiment and control class 47 Table 4.5 Table of post-test data in experimental and control
Class 47
Table 4.6 Average value, standard deviation and variant 48 Table 4.7 Normality test data in experimental and control class 48 Table 4.8 Homogeneity test in experimental and control class 49 Table 4.9 Summary of calculation hypothesis test for pretest
ability 49
Table 4.10 Summary of calculation hypothesis test for post test
Ability 50
List of Figure
Figure 2.1 The Component of Learning Process 12
Figure 2.2 The Object Position in a Straight Line 19
Figure 2.3 Displacement vector in X-Axis 19
Figure 2.4 Graph of Velocity towards the Time in
Regular Linear Motion 22
Figure 2.5 Graph the Position towards Time from Regular
Linear Motion 22
Figure 2.6 Graph of Acceleration towards the time in
Irregular Linear Motion 23
Figure 2.7 Graph of Velocity towards the Time in Irregular
Linear Motion 23
Figure 3.1 Scheme of Research Design 34
Figure 4.1 Chart of pretest data in experiment and control class 51 Figure 4.2 Chart of students’ psychomotor in experiment and
control class 52
Figure 4.3 Chart of students’ affective in experiment and
control class 53
Figure 4.4 Chart of posttest data in experiment and control class 54 Figure 4.5 Comparison pretest and post test in experiment and
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Appendix 9 Instrument For Competency Standards and Learning
Content Standards Principle 106
Appendix 10 Instrument for Learning Activities Based on Lesson
Plan Implementation 108
Appendix 11 Instrument For Designing Assesment 111 Appendix 12 Instrument of students Learning Outcomes at
Affective Domain 113
Appendix 13 Instrument of students Learning Outcomes at
Psychomotor Domain 114
Appendix 14 Pretest and Posttest Data In Experimental Class 115 Appendix 15 Pretest And Posttest Data In Control Class 116 Appendix 16 Calculation of Average Value Deviation Standard
And variance 117
Appendix 17 The Calculation Of Normality Of Data 120
Appendix 18 Homogeneity test 126
Appendix 19 Calculation Of Hypothesis Test 128
Appendix 20 Observation Table Of Students’ Affective In
Experimental Class 132
Appendix 21 Observation Table Of Students’ Affective In Control Class 133 Appendix 22 Observation Table Of Students’ Psychomotor In
Appendix 23 Observation Table Of Students’ Psychomotor In
Control Class 135
Appendix 24 Result of Questioner of Competency Standards and
Learning Content Standards Principle 136 Appendix 25 The Result Of Questioner Learning Activities Based
On Lesson Plan Implementation 137
Appendix 26 The result of questioner about Instrument For Designing
Assesment 139
Appendix 27 List Of Critical Value For Liliefors 140 Appendix 28 List Of Percentil Value For Distribution T 141 Appendix 29 Table Of Region Under Norml Curve 0 To Z 142
Appendix 30 F Distribution Values 143
1 order to improve the quality of the nation as a whole. Education is a conscious and deliberate effort to create an atmosphere of learning and the learning process so that learners are actively developing the potential for him to have the spiritual strength of religious, self-control, personality, intelligence, noble character, and skills needed him, society, nation and state.
The function of education should really be considered in order to achieve national education goals because goals serve as a conduit of clear direction to the activities of the organization providing education so that education shall be directed to 1) Education held in a democratic and fair and not discriminatory to uphold human rights, the value of religious, cultural values, and national diversity, 2) Education organized as a systemic entity with open systems and many understanding, 3) Education was held as a civilizing process and the empowerment of learners that last a lifetime, 4) Education organized by an ex-ample, build willingness, as well as developing the creativity of learners in the learning process and activities, 5) Education organized by developing a culture of reading, writing, and numeracy for all members of society and 6) Education organized by empowering all components of the community through participation in the implementation and quality control of education services.
education is one of the critical success factors of educational goals, because the teacher is directly in contact with the students, to provide guidance that will produce graduates who are expected. Teachers are human resources become planners, perpetrators and decisive achievement of educational goals. For that to support the activities of teachers, required school climate that is conducive and good relationships between the elements that exist in schools, among others, principals, teachers, administrators and students. As well as the good relations between the elements that exist in the school with parents and the community.
Basically the educational demands a lot has changed. Educators need to develop and implement teaching and learning activities in which children can actively construct their own knowledge. This is consistent with the view that constructivism learning success depends not only on the environment or conditions of learning, but also on the prior knowledge of students. Learning involves the creation of "meaning" by the students of what they do, see, and hear.
The issue now is how to find the best way to convey the concepts being taught so that students can use and remember longer the concept. How can teachers communicate well with his students. How teachers can broaden the diverse thinking of all students, so can learn how the concept and how to relate it to real life. How can as a good and wise teacher is able to use the model of learning with regard to solving the problem.
creative-3
critical thinking was being investigated in this study. The distribution of students‟ thinking style before and after the early implementation of integrated PBL among Physics undergraduates was reported. While in the other stated that how students’ critical thinking after being intervened with integrated PBL online in two different outline of main subjects in Physics courses (i.e., Thermodynamics and Statistical Physics). Even though based from the findings on quantitative data in this study show decreasing in students ability on critical thinking which caused by some factors that explained using qualitative data (i.e., interview), it is believed that PBL online could still be very promising learning style to substitute traditional learning in tertiary level mainly in sciences course with proper and well planned approach. In addition, PBL still has apromising potential of learning approach in developing students’ soft skills during their 3 to 4 years study in higher education (Fauziyah : 2014).
Generally PBL has a great potential to foster students’ higher order thinking skills, especially critical thinking ability. The links between PBL and critical thinking ability outside of medical field are still lacking with substantial evidence to be deemed conclusive, especially from education point of views. This scarcity has called for more experimental studies that examine PBL effectiveness in different populations and disciplines. Therefore, the study on PBL and critical thinking remains equivocal and leads to inconclusive evidence. This review however provides some hints that PBL could be more effective in a long-term duration (Aliyas : 2011).
Law No. 20 of the National Education System of 2003 states that learning is a process of interaction with educators and learners learning resources in a learning environment. In learning, the teacher must understand the nature of the subject matter they teach and understand the various models of learning that can stimulate students' ability to learn by careful planning by teachers teaching (UU Pendidikan Nasional No. 20 Tahun 2003).
Learning is an attempt to learned the students. Implicitly, there is a learning activity in selecting, establishing, developing teaching methods to get the desired result, and based on the existing conditions of learning. This activity is at the core of the learning plan (Husamah, 2013: 34).
Lessons will be planned require various theories to design it, so that lesson plans are drawn up can really meet the expectations and learning objectives, the need to plan in order to achieve intended learning improvement.
Learning outcomes is related to learning activity because learning activity is a process, while learning outcomes are achieved in part the result of a person after experiencing the learning process by first do the evaluation of the learning process is done. Learning outcomes is an achievement earned by students in the learning process as outlined by the numbers and in the application in everyday life over the knowledge gained. The results of the study indicate a high or low teacher success in delivering course material in the learning process. Sanjaya, Wina (2006: 52) says that there are several factors that can influence the activities of the learning system, including: (1) teacher, is the main component of which is crucial in the implementation of an instructional strategy, (2) Students, is a unique organism that developed in accordance with the stage of development, (3) factors that support facilities and infrastructure directly to the learning process, (4) environmental factors.
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measurement results. Curriculum 2013 signaled an important self-assessment system, where students can assess their own abilities. Assessment system based on three (3) important aspects, namely: knowledge, skill and attitude.
The achievement of expected results from the implementation of the curriculum in 2013 this is the learners have the opportunity to develop their full potential in order to create quality human resources, not only intelligent but have skills and good character through balancing the three aspects (cognitive, affective, and psychomotor), as well as the implementation of this curriculum can be implemented evenly so not only in the center and the surrounding area that could benefit from the curriculum. In addition, students are also trained to face a future full of globalization (Wiranto, 2013: 1).
students still thought physics was very difficult and they will get value or poor results.
Inconformity of indicators (objectives to be achieved), learning and evaluation process may impede the achievement of learning objectives and learning outcomes that will get worse anyway and it set in curriculum 2013. Based on the problems identified, the researchers are interested in studying it further. Researchers wanted to try to do a study titled “The Effects of Problem -Based Learning Model In Curriculum 2013 towards the Student Outcomes in Topic Uniform Linear Motion in Grade X SMAN 2 KISARAN.” expected the results could provide benefits for teachers, especially in providing an alternative model of learning in classroom, particularly in efforts to achieve the purpose and the indicator that have been planned in Lesson plan and also can increase the student learning achievement.
1.2 Identification of Problems
Based on the background of the above problems can be identified as follows:
1. Low student learning outcomes in the field of study of physics.
2. Inconformity of indicators, learning process, and evaluation can impede the achievement of learning objectives.
3. Model that used in the learning process have not been using problem-based learning and still dominated by Conventional Learning.
1.3 Limitation of the problem
This study will be limited as follows:
1. The subject in this research are the students in SMAN 2 Kisaran class X 2. The conformity among the indicator, process of learning the process of the
evaluation (in curriculum 2013).
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1.4 Problem Statement
Based on the background of the problems describe above are common problems can be formulated in this studies are:
1. How does the learning outcomes of students which teach using the Problem Based Learning Model in curriculum 2013 (emphasize conformity among the indicator, process of learning and process of evaluation) in Topic Uniform Motion in grade X semester I?
2. How does the learning outcomes of students which teach using the Conventional Learning Model Material in Topic uniform Motion in grade X semester I?
3. Is there a significant effect using Problem Based Learning Model in curriculum 2013 (emphasize conformity among the indicator, process of learning and process of evaluation) in Topic Uniform Motion in grade X semester I?
1.5 Research Objectives
1. To know the learning outcomes of students which teach using the Problem Based Learning Model in curriculum 2013 (emphasize the conformity among the indicator, process of learning and process of evaluation) in Topic Uniform Motion in grade X semester I
2. To know the learning outcomes of students which teach using the Conventional Learning Model Material in Topic Uniform Motion in grade X semester I
3. To analyze if there is a significant effect using Problem Based Learning Model in curriculum 2013 (emphasize the conformity among the indicator, process of learning and process of evaluation) in Topic Uniform Motion in grade X semester I
1.6 Research benefits
2. As a positive contribute ideas and information into the material in order to improve the learning variation in the conduct of research in particular and education in general
3. As a comparison for future researchers who will research with the same learning model
1.7 Definition of Operational
Evaluation : The process of making judgments about what is good or desirable as in, for example, judging the quality of pupils’ essays or the desirability of a particular instructional activity
Indicator : Basic competence achievement markers are characterized by measurable changes in behavior that includes attitudes, knowledge, and skills. Indicators are developed in accordance with the characteristics of learners, subjects, educational units, potential areas and formulated in measurable operational verbs and / or observable
Learn : A process of one's efforts to acquire a new behavior changes as a whole, as a result of his own experience in interaction with the environment Learning : Usually defined as a change in an individual caused
by experience
Method : Method, which the function is a means to an end Teaching : The guidance of learning
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the research result, data analysis, and discussion can be concluded that: 1. The learning outcomes that using problem based learning model in
curriculum 2013 (emphasize conformity among the indicator, process of learning and process of evaluation) in Topic Uniform Motion in grade X semester I have the highest enhancement, the value of enhancement reach 23.33. Which pretest value has mean 35.56 and post-test has mean 58.89. 2. While in conventional learning only a bit increase of the learning outcomes.
The value of enhancement only up to 7.58. Which the mean value of pretest has 31.21 and the post-test has 38.79.
3. There was a significant effect using Problem Based Learning Model in curriculum 2013 in Topic Linear Motion in grade X semester I. Problem-Based learning model can increase the critical thinking and active to solve the problems. Learning process was proportional with the learning outcomes that got. It has been proved by this research. If the learning process was good, so the learning outcome was good too and it’s contrary.
5.2 Suggestion
Based on the research result and discussion before, researcher give suggestion as follow:
For the next researcher who will do research in same problem about Problem Based-Learning model, pay attention to the condition of class was difficult to control because discussion chance in teaching and learning process giving chance for some students making noise so bothered other group discussion, and also time allocation that limited making the group discussion is not maximal,
