THE IMPLEMENTATIONS OF PROBLEM BASED LEARNING MODEL INTEGRATED TEAM GAMES TOURNAMENT TO INCREASE
STUDENT’S ACHIEVEMENT AND CHARACTER ON LEARNING IN PERIODIC SYSTEM OF ELEMENTS
AT SENIOR HIGH SCHOOL
By :
M. Taufik Hidayat Reg. Number 4113131047
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill Requirement for Getting Degree of Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
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BIOGRAPHY
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THE IMPLEMENTATIONS OF PROBLEM BASED LEARNING MODEL INTEGRATED TEAM GAMES TOURNAMENT TO INCREASE
STUDENT’S ACHIEVEMENT AND CHARACTER ON LEARNING IN PERIODIC SYSTEM OF ELEMENTS
AT SENIOR HIGH SCHOOL
M. Taufik Hidayat (Reg. Number 4113131047) ABSTRACT
The type of this research is quasi – experiment. The objective of this research was to determine whether student’s achievement and character which taught by Problem Based Learning (PBL) model integrated with Team Games Tournament (TGT) is higher than Team Games Tournament (TGT). Population of this research was all class XI in SMA N 1 Perbaungan. Applying purposive random sampling, the first class as experimental class I by using PBL model integrated TGT guidance and the second class as experimental class II by using TGT. Each of class consist of 38 students. Technique of analzying data is consisted of normality, homogeneity, normalized gain and hypothesis test. The research data analyzed by SPSS 22 for windows. Based on normality and homogeneity test, the data was taken from normal distribution and homogeneous population. the normalized gain in 1st experimental class is (0.78 ± 0.11) and 2nd experimental class is (0.69 ± 0.10) at significant level α = 0.05, Ha1 is received and H01 is rejected where Sig. < α (0.000 < 0.05). It concluded that the student’s achievement taught by PBL model integrated with TGT higher significance difference than TGT. Hypothesis test is done by using t-test. The result of t-test concluded that the average in 1st experimental class is (67,88%) and 2nd experimental class is (59,35%) at significant level α = 0.05, Ha2 is received and H02 is rejected where Sig. < α (0.000 < 0.05). It means the student’s teamwork character that taught by PBL model integrated with TGT give higher significance difference TGT.
ACKNOWLEDGEMENT
First of all, I praise and gratitude to the Almighty God, Allah Swt, for all the graces and blessings that provide health and wisdom to me for finishing this thesis well.
The title of this thesis is “The Implementations of Problem Based Learning Model Integrated Team Games Tournament to Increase Student’s Achievement and Character on Learning in Periodic System of Elements at Senior High School“. This research was done in SMA N 1 Perbaungan in academic year 2015/2016. Therefore, the thesis is one of the prerequisite to get degree of Sarjana Pendidikan in Educational Department of Chemistry, Faculty of Mathematics and Natural Sciences, State University of Medan.
In this opportunity, I would like to express my greatest thanks to:
1. Dr. Iis Siti Jahro, M.Si as my thesis supervisor, thanks for his valuable time to spent in giving guidance comments and advices during the process of completing this thesis.
2. Prof. Albinus Silalahi, M.S, Eddyanto Ph.d, and Drs. Jasmidi, M.Si as my reviewer counselor for their advices, suggestions, guidance and constructive comments in the process of completing this thesis.
3. Thanks also conveyed to Drs. Marudut sinaga, M.Si, as my Academic Supervisor who always guided me during the lecture and along with Mr. and Mrs. Staff and Lecturers in Educational Chemistry Department especially in Bilingual Study Program of FMIPA UNIMED who have helped me.
4. My gratitude also presented to Mr. Drs. Suhairi, M.Pd, as school principal of SMA N 1 Perbaungan and Drs. Joner Simbolon, M.Pd.K, as vice of school principal who gave permission for conducting the research in the school and also for all teacher and students in SMA N 1 Perbaungan, especially for Bu Rosna, S.Pd as a chemistry teacher who has given much support and guidance for me as long as the research is conducted.
6. My thanks also for my beloved sister, Kurnia Rahmianum who always giving love, support, motivation, and laugh until the completion of this thesis, I love u all.
7. Special thanks to my best team ever, Widi aulia Widakdo and Silvia Yanti, thanks for unlimited time in our togetherness, laugh, and experience that make me more confidence to past everyting in my life. Then For my Green Black Partner, Ary, Safwan, Ismail, Khairil, Maryam, Widia, Juli, Danki, Satoto, Siti, Bela, Geby, Nurul, Medina and all that i cannot be mentioned one by one. Thanks for that friendship.
I hope this thesis would be useful for the researcher who wants to make the further study about the learning model which is suitable for learning colloidal system, especially for students in Chemistry Department. I have been doing the maximal effort in the completion of this thesis, but I realize there are many weaknesses in terms of both content and grammar, there for suggestion, and comments are needed for further improvement of this thesis.
Medan, Juny 2016 Author
ACKNOWLEDGEMENT
First of all, I praise and gratitude to the Almighty God, Allah Swt, for all the graces and blessings that provide health and wisdom to me for finishing this thesis well.
The title of this thesis is “The Implementations of Problem Based Learning Model Integrated Team Games Tournament to Increase Student’s Achievement and Character on Learning in Periodic System of Elements at Senior High School“. This research was done in SMA N 1 Perbaungan in academic year 2015/2016. Therefore, the thesis is one of the prerequisite to get degree of Sarjana Pendidikan in Educational Department of Chemistry, Faculty of Mathematics and Natural Sciences, State University of Medan.
In this opportunity, I would like to express my greatest thanks to:
1. Dr. Iis Siti Jahro, M.Si as my thesis supervisor, thanks for his valuable time to spent in giving guidance comments and advices during the process of completing this thesis.
2. Prof. Albinus Silalahi, M.S, Eddyanto Ph.d, and Drs. Jasmidi, M.Si as my reviewer counselor for their advices, suggestions, guidance and constructive comments in the process of completing this thesis.
3. Thanks also conveyed to Drs. Marudut sinaga, M.Si, as my Academic Supervisor who always guided me during the lecture and along with Mr. and Mrs. Staff and Lecturers in Educational Chemistry Department especially in Bilingual Study Program of FMIPA UNIMED who have helped me.
4. My gratitude also presented to Mr. Drs. Suhairi, M.Pd, as school principal of SMA N 1 Perbaungan and Drs. Joner Simbolon, M.Pd.K, as vice of school principal who gave permission for conducting the research in the school and also for all teacher and students in SMA N 1 Perbaungan, especially for Bu Rosna, S.Pd as a chemistry teacher who has given much support and guidance for me as long as the research is conducted.
6. My thanks also for my beloved sister, Kurnia Rahmianum who always giving love, support, motivation, and laugh until the completion of this thesis, I love u all.
7. Special thanks to my best team ever, Widi aulia Widakdo and Silvia Yanti, thanks for unlimited time in our togetherness, laugh, and experience that make me more confidence to past everyting in my life. Then For my Green Black Partner, Ary, Safwan, Ismail, Khairil, Maryam, Widia, Juli, Danki, Satoto, Siti, Bela, Geby, Nurul, Medina and all that i cannot be mentioned one by one. Thanks for that friendship.
I hope this thesis would be useful for the researcher who wants to make the further study about the learning model which is suitable for learning colloidal system, especially for students in Chemistry Department. I have been doing the maximal effort in the completion of this thesis, but I realize there are many weaknesses in terms of both content and grammar, there for suggestion, and comments are needed for further improvement of this thesis.
Medan, Juny 2016 Author
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LIST OF CONTENTS
Pages
Approval Sheet i
Biography ii
Abstract iii
Acknowledgement iv
List of Contents vi
List of Tables x
List of Figures xi
List of Appendix xii
CHAPTER I INTRODUCTION
1.1. Research Background 1
1.2. Problem Identification 4
1.3. Problem Limitation 5
1.4. Problem Formulation 5
1.5. Research Objectives 5
1.6. Research Benefitds 6
CHAPTER II LITERATURE STUDY
2.1. Theoritical Framework 7
2.1.1. Definition of Teaching 7
2.1.2. Definition of Learning 7
2.1.3. Student’s Achievement 8
2.1.4. Character of Cooperation 11 2.1.5. Problem Based Learning Model 11
2.1.5.1. Learning Model 11
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Learning Model
2.1.5.5 Stages of Problem Based Learning 16
2.1.6. Teams Games Tournament 17
2.1.6.1. Advantages and Disadvantages of Teams Games 18 Tournament
2.1.6.2. Stages of Teams Games Tournament 19 2.1.7. Problem Based Learning Model Integrated with Team 19
Games Tournament
2.1.7.1 Stages of Problem Based Learning Model 20 Integrated with Team Games Tournament
2.2. Periodic System of Element 21
2.3. Conceptual Framework 38
2.4. Hypothesis 37
CHAPTER III RESEARCH METHODOLOGY
3.1. Research Location and Time 38
3.2. Population and Sampel 38
3.3. Research Variables and Research Instruments 38
3.3.1. The Research Variable 38
3.3.1.1. Independent Variable 38 3.3.1.2. Dependent Variable 38
3.3.1.3. Control Variable 39
3.3.2. Research Instrument 39
3.3.2.1. Instrument Test 39
3.3.2.2. Observation Sheet 40
3.4. Type and Research Design 42
3.4.1. Type of Research 42
3.4.2. Research Procedures 42
3.4.3. Research Flow Diagram 44
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3.5.1. Validity Test 45
3.5.2. Reliability Test 46
3.5.3. Index Difficult Test 47
3.5.4. Index Distungish Test 47
3.6. Data Analysis 48
3.6.1. The Normality Test 48
3.6.2. The Homogeneity Test 48
3.6.3. Normalized Gain 49
3.6.4. Pearson Correlation 49
3.6.5. Calculation of Character Percentage 49
3.6.6. Hypothesis Testing 50
3.6.7. Hypothesis Criteria 51
CHAPTER IV RESULT AND DISCUSSION
4.1. Analysis of Research Instrument 52 4.1.1. The Observation Sheet of Student’s Character 52
4.1.2. Instrument Test 53
4.1.3. The Validity of Evaluation Test 53 4.1.4. Reliability of Evaluation Test 54
4.1.5. Difficulty Level Test 55
4.1.6. Discrimination Power of Evaluation Test 55 4.2. Research’s Result of Pretest 56 4.2.1. Normality Test of Pretest 56 4.2.2. Homogeneity Test of Pretest 57 4.3. Research’s Result of Posttest 58 4.3.1. Normality Test of Posttest 59 4.3.2. Homogeneity Test of Posttest 60 4.3.3. Normality Test of Gain 60 4.3.4. Homogeneity Test of Gain 61
4.3.5. Hypothesis Testing 61
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4.4.1. Normality Test of Student’s Character 64 4.4.2. Homogeneity Test of Student’s Character 65
4.4.3. Hypothesis Testing 65
4.5. Relation Between Student’s Achievement and Student’s Character 67
CHAPTER V: CONCLUSION AND SUGGESTION
5.1. Conclusion 69
5.2. Suggestion 69
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LIST OF TABLES
Pages
Table 2.1 Stages of Problem Based Learning 16 Table 2.2 Phases of Team Games Tournament 19 Table 2.3 Stages of PBL Model Integrated with TGT 20 Table 2.4 Properties of metals and non metals 21 Table 2.5 Law of Oktaf Newlands 23 Table 2.6 Preparation of elements Z ≤ 20 in the modern periodic 29
System and its electron configuration
Table 3.1 The Specification of Test Instrument 40 Table 3.2 The Specification of Observation Sheet Teamwork Character 40
Table 3.3 Research Design 43
Table 4.1 Description of Sample Research 52
Table 4.2 Validation Sheet 54
Table 4.3 Summary of The Instrument Test 55
Table 4.4 Data of Pretest 56
Table 4.5 Normality Test of Pretest 57 Table 4.6 Homogeneity Test of Pretest 58
Table 4.7 Data of Posttest 59
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LIST OF FIGURES
Pages
Figure 2.1 Game Rules 18
Figure 2.2 Graph of atom mass to atom volume 24 Figure 2.3 Meyer Periodic System 25 Figure 2.4 Mendeleev Periodic System (1869) 26 Figure 2.5 Mendeleev Periodic System (1871) 26 Figure 2.6 Modern Periodic System 28 Figure 2.7 Atomic radius of elements as a function of atomic 31
number (Z)
Figure 2.8 Electronegativity elements scale according to Pauling 35 Figure 2.9 Boiling point chart elements with Z ≤ 18 36 Figure 2.10 Melting point chart elements with Z ≤ 18 36
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LIST OF APPENDIX
Pages
Appendix 1 Chemistry Subject Syllabus 74
Appendix 2 Lesson Plan 80
Appendix 3 Instrument Test Before Validation 122 Appendix 4 Instrument Test After Validation 131
Appendix 5 Pretest 137
Appendix 6 Posttest 146
Appendix 7 Observation Sheet of Student’s Teamwork Character 155 Appendix 8 Problem For1st Experimental Class 157
Appendix 9 Game Qustion 172
Appendix 10 Validity Test 182
Appendix 11 Table of Validity Test 184
Appendix 12 Reliability 186
Appendix 13 Difficulty Level 188
Appendix 14 Table of Difficulty Test 189 Appendix 15 Discrimination Power 192 Appendix 16 Table of Discrimination Power 193 Appendix 17 Data of Pretest and Posttest 195 Appendix 18 Data of Student’s Character 197 Appendix 19 Student’s Character Develop 203
Appendix 20 Normality Test 205
Appendix 21 Homogeneity Test 209
CHAPTER I INTRODUCTION
1.1.Research Background
Education is a conscious effort with the aim to develop human quality. The main target of education is to empower teachers and students as much as possible to develop the student’s competences appropriate environmental conditions. Education always oriented toward preparing student to participate in future. Therefore, the development of educational facilities as the one of the main prerequisites to pick the future with all the opportunities and challenges (Tirtarahardja, 2005).
The quality of education is an indicator for development rate of the country, and therefore the development in education sector is a key for the development of the nation. Unfortunately, the quality of education in Indonesia is still low. It caused by learning quality is not optimal. This is shown by the low student learning outcomes in senior high school, especially in chemistry. There are many students fail in the chemistry examinationin SMA Negeri 1 Perbaungan. They have chemistry value lower than KKM that decide by school. It is about 60% student have lower chemistry value. It caused the learning model which teacher use only direct instruction so student activity is low. The KKM value in this school is 75. Therefore it is necessary to improve learning model to minimize the percentage of students number who have value that lower than KKM which is have been decided by the school.
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students passive, less interaction and collaboration with other students. Supposedly, the teacher is demand for creative in implementing a leaning model that allows students to learn easier, fun, and can achieve the goal as expected. To be more optimal learning, the learning model should effective appropriate with the subject being taught in improving student achievement.
Some previous researchers have improves the learning model by using Problem Based Learning (PBL) model, because the characteristic’s of PBL are student centered; students are required to be active and self-motivated learning. PBL is one of model that make active learning occured. The essence of Problem Based Learning consists of presenting students with authentic and meaningful problem situations that can serve as springboards for investigations and inquiry (Arends, 2012).
PBL makes students work with classmates to solve complex and authentic problem that help develop content knowledge as well as problem-solving, reasoning, communicating, and self-assessment skills. These problem also help to maintain student interest in course material because students realize that they are learning the skills needed to be successful in the field (White, 2011).
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average post test = 36,13. This shows that the application of PBL models have a significant influence on learning outcomes of students to the concept of chemical reaction rate.
The result of research Harahap, (2014) show Problem Based Learning Model on the teaching of solubility and solubility product can enhance student’s achievement and cooperative and responsibility character. The average of posttest in experiment class is 86,40 6.21 with gain 0,82 (high) and the average posttest in control class is 78,20 5.57 with gain is 6,29 (medium). The percentage of student’s cooperation and resposibility character from observation sheet data were developed from the first meeting up to third meeting. The average of students cooperation character for all meeting is 70.22%, while for students responsibility character is 74.59. the average students cooperation character from questionaire data is 85.11 and students responsibility character is 88.44%.
Beside the Problem Based Learning, the Team Games Tournament (TGT) is one of cooperative learning which emphasizes the cooperation between members of the group to achieve the learning objectives. There are four stages in the TGT is teaching, learning groups, tournament/ competition, and award groups. The interesting thing from the TGT which distinguishes it from other type of cooperative learning is the tournament. In the tournament, the same academic ability of students who will compete to get highest score in the tournament table. So students of high academic ability will compete with the students of high academic ability of students as well. Therefore, every students 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.
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indicator of 72,31% in the first cycle to 79,01 in the second cycle (Nopiyanita, et all 2013). Through PBL model and TGT is expected to provide solutions and exciting new atmosphere in teaching so as to provide a learning experience with new concept. PBL model and TGT brings innovative concept understanding and emphasize student activity, is expected to improve student learning outcomes.
PBL as the learning model has many advantages which are can be made to improve student’s achievement, namely: Challenging students’ 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 welll to the results and the process of learning and develop students’ ability to think critically and develop their ability to adjust to new knowledge. Not only PBL but also TGT have many advantages to use as the variation of learning approach, 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. Can foster positive attitudes in students, such as cooperative, tolerance, responsibility, and can accept other people’s opinions. Train student express or convey an idea or ideas.
Based on explanations previous paragraph, the author is proposed to do research with title “The Implementations of Problem Based Learning (PBL) Model Integrated Team Games Tournament (TGT) to Increase Student’s Achievement and Character on Learning in Periodic System of Elements at Senior High School”.
1.2.Problem Identification
Based on the background describe above, then obtained that: 1. Why is the student’s achievement is still low?
2. Why some teacher are still using less variation learning models? 3. How do increase student’s activity?
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5. Can the PBL model increase the student’s achievement? 6. Can the PBL model generate student’s activity?
7. Can the TGT model generate student’s teamwork?
1.3.Problem Limitations
Based on identification problems above, there is a wide of issues so this research is limited to know the following:
1. This research will be conducted at the Senior High School (SHS) at SMA N 1 Perbaungan class XI using KTSP curriculum, first semester on academic year 2015/2016.
2. The subject material that will be taught is periodic system of elements. 3. Teaching model that will be applied in this rlearnesearch is problem based
learning model (PBL) integrated with team games tournament (TGT). 4. The character that will be measured in this research is teamwork.
5. Student’s achievement will be measured using the cognitive aspect of C1, C2, C3, and C4 level.
6. Student’s achievement will be measured using instrument test and student’s character will be measured using observation sheet.
1.4.Problem Formulation
Based on the background described above, then the problem can be formulated as follows:
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 teamwork who learnt using PBL model integrated with TGT higher than student’s teamwork who learnt by TGT?
1.5.Research Objective
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2. To know the average percentage of student’s teamwork that developed by applying problem based learning model integrated with team games tournament.
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 learnt and also the understanding about periodic system of element.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
After conducting the research and analyzing the data, there are some conclusion that gotten, they are:
1. Student’s achievement who learnt using PBL model integrated with TGT
higher that student’s achievement who learnt by TGT.
2. Student’s teamwork who learnt using PBL model integrated with TGT higher that student’s teamwork who learnt by TGT.
5.2. Suggestion
From the result of the research, there are some suggestion must be raised: 1. For chemistry teacher, they should make innovation in teaching of chemistry, one of the way is by apply problem based learning model integrated team games tournament because this model can improve student’s achievement and character in chemistry.
2. For chemistry teacher could be develop the integration of problem based learning model with another suitable learning model to improve students’ achievement in chemistry subject matter.
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