THE IMPLEMENTATION OF PROBLEM BASED LEARNING MODEL INTEGRATED WITH STAD (STUDENT TEAM ACHIEVEMENT DIVISION) TO IMPROVE STUDENT’S ACHIEVEMENT AND TEAMWORK ON SOLUBILITY AND SOLUBILITY PRODUCT SUBJECT MATTER IN SENIOR HIGH SCHOOL GRADE XI ACADEMIC YEAR 2015

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THE IMPLEMENTATION OF PROBLEM BASED LEARNING MODEL INTEGRATED WITH STAD (STUDENT TEAM ACHIEVEMENT

DIVISION) TO IMPROVE STUDENT’S ACHIEVEMENT AND TEAMWORK ON SOLUBILITY AND SOLUBILITY

PRODUCT SUBJECT MATTER IN SENIOR HIGH SCHOOL GRADE XI ACADEMIC YEAR 2015/2016

By :

Meliana Permata Sari Reg. Number : 4123332011 Bilingual Chemistry Education Program

A THESIS

Submitted to Fulfill The Requirement for Getting the Degree of Sarjana Pendidikan

FACULTY OF MATHEMATIC AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN

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THE IMPLEMENTATION OF PROBLEM BASED LEARNING MODEL INTEGRATED WITH STAD (STUDENT TEAM ACHIEVEMENT

DIVISION)TO IMPROVE STUDENT’S ACHIEVEMENT AND TEAMWORK ON SOLUBILITY AND SOLUBILITY

PRODUCT SUBJECT MATTER IN SENIOR HIGH SCHOOL GRADE XI ACADEMICYEAR 2015/2016

MELIANA PERMATA SARI (4123332011)

ABSTRACT

The objectives of this research are (1) to investigate whether the student’s achievement that taught by PBL model integrated with STAD is significant higher than taught by STAD (2) to investigate whether the student’s teamwork character that taught by PBL model integrated with STAD significant higher than taught by STAD (3) to investigate thesignificant correlation between student’s teamwork character with student's achievement (4) to describe the average percentage of student’s achievement that developed by applying PBL model integrated with STAD compared with STAD (5) to describe the average percentage of student’s teamwork character that developed by applying PBL model integrated with STAD compared with STAD. Sample was chosen by purposive sampling and taken 2 classes in SMA Panca Budi Medan, one class as experiment class and the other is as a control class. The research instrument that was used in this research consist of test instrument (evaluation test) and non test instrument (observation sheet). The research instrument in this research are 20 multiple choice questions from 40 questions that had been validated by validator and students. Research result show that the average of posttest in experiment class is 88.50±4.46with gain 0.78 (high) and the average of posttest in control class is 80.13±4.71with gain 0.69 (medium). The data of research had been analyzed by using normality test and homogeneity test, which is shown that data gain are normal distributed and homogeneous. The hypothesis testing was tested by using Independent Sample T-test with One Tailed T-test and for correlation was tested by using regression with liner in SPSS-17 for windows. The research result are (1) the student’s achievement that taught by PBL model integrated with STAD is significant higher than the student’s achievement that taught by STAD (Sig = 0.013) (2) student’s teamwork character that taught by PBL model integrated with STAD is significant higher than the student’s achievement that taught by STAD (Sig = 0.041) (3) there is significant correlation between student’s teamwork character with student's achievement (Sig F Change for both class is = 0.00) (4) the average percentage of student’s achievement in experiment class is 78% and in control class is 69% (5) the average percentage of student’s teamwork in experiment class is 61,01% and in control class is 58.32%.

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ACKNOWLEDGEMENT

Alhamdulillah, praise and gratitude to Allah SWT for all the graces and blessings that provided health and wisdom so the writer can finish this thesis. This thesis submitted to fulfill the requirement for getting degree of sarjana pendidikan with the title is “The Implementation of Problem Based Learning Model Integrated With STAD (Student Team Achievement Division) to Improve Student’s Achievement and Teamwork on Solubility and Solubility Product Subject Matter in Senior High School Grade XI Academic Year 2015/2016”.

In this opportunity, a million thanks are delivered to Mrs. Dr. Iis Siti Jahro, M.Si as my thesis supervisor for her support, advice, guidance, suggestion and constructive comments from the beginning until the end of completing this thesis. Great thanks are also addressed to Mr. Prof. Dr. Ramlan Silaban, M.Si, Mr. Drs. Eddyanto, Ph.D, Mr. Drs. Jamalum Purba, M.Si as examiner lecturer who had given advices, suggestion, guidance and constructive comments for this thesis completeness. Thanks also goes to Mr. Dr. Marham Sitorus M.Si as my academic supervisor for his guidance during my academic process in this University. The writer also say thanks to Mrs. Prof. Dr. Retno Dwi Suyanti, M.Si as the instrument validator in this research. The special thanks for Dr. Asrin Lubis, M.Pd as a dean of FMIPA UNIMED, Mrs. Dr. Iis Siti Jahro, M.Si, as coordinator of Bilingual Program, Mr. Agus Kembaren, S.Si., M.Si as head of Chemistry Department, Mr. Syamsuddin and Mr. Ikbal as administrator of Bilingual Office for their advices and other necessary administrative business, and all lecturer and staff in chemistry department.

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Foremost, special deepest gratitude and appreciation to my lovely father Husin Marsal Hasibuan, my lovely mother Erlina Wati Hasibuan S.Pd and my lovely brothers Achmad Riyadi, Harry Darmawan, Ashari, and Muhammad Ridwan for sincere love you shared to me, and every happiness and sadness that we have experienced. A billion thanks to my parents for their caring, love, support, prayer, motivation and guidance. Thanks also to my close friend Zul Fadli Daulay for your constant support through the ups and downs, you always motivated me and strengthened me when i am so weak.

Special thanks are given to my classmate in Bilingual Chemistry Education 2012 that had been created best stories and moments during the education process. Thank you for everything, every laugh, every smile, every sad, anger and every crazy jokes. Thank you so much for your help, guidance, advices, and reminding me if i do some mistakes, thanks for all that i can’t mention one by one. And thank you so much for my Students in SMA N 1 Berastagi for you support, thanks to my PPLT’s friend, thanks to my boarding house mate, Dinda, Bida, Isti, Era for these 3 years we lived together, big thanks also to my friends, Pebri and Cicak for spending time together and created so many happy stories, i hope we always be friend till the end.

The writer has done the maximal effort in completing this thesis, writer realized that this thesis is still not being perfect yet. Therefore, the writer hope the suggestions and constructive criticism from readers for the completeness of this thesis perfectly. At least, writer hope this thesis can be useful and give many function and knowledge to the reader in science education.

Medan, June 22nd2016 Writer

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LIST OF CONTENTS

Legalization Sheet i

Biography ii

Abstract iii

Acknowledgement iv

List of Contents vi

List of Figures x

List of Tables xi

List of Formula xii

List of Appendix xiii

CHAPTER I. INTRODUCTION 1

1.1. Research Background 1

1.2. Problem Identification 5

1.3. Problem Limitation 6

1.4. Problem Formulation 6

1.5. Research Objectives 6

1.6. Research Benefit 7

1.7. Operational Definition 7

CHAPTER II. LITERATUR STUDY 9

2.1. Learning Theories 9

2.2. Definition of Teaching 10

2.3. Student’s Achievement 11

2.4. Character of Education 12

2.4.1. Student’s Teamwork Character 12

2.5. Learning Model 13

2.6. Learning Methods 14

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2.7.2. The Objectives of Problem Based Learning Model 17 2.7.3. The Stages of Problem Based Learning Model 17 2.7.4. Steps of Problem Based Learning Model 18 2.7.5. The Benefit of Problem Based Learning Model 19 2.7.6. Advantages and Disadvantages of Problem Based Learning Model 20

2.8. Cooperative Learning Type STAD 21

2.8.1. The Stages in STAD 22

2.8.2. The Advantages of STAD 23

2.8.3. The Disadvantages of STAD 24

2.9. The Implementation of PBL Model Integrated with STAD 24

2.10. Conceptual Framework 26

2.11. Hypothesis 26

CHAPTER III. RESEARCH METHODS 27

3.1. Location and Time of Research 27

3.2. Population and Sample 27

3.3. Research Variable and Instrument 27

3.3.1. Research Variable 27

3.3.2. Research Instrument 28

3.3.2.1. Instrument Test 28

3.3.2.2. Observation Sheet of Student’s Character 29

3.3.3. The Instrumental Test 30

3.3.3.1. Validity of Items 30

3.3.3.2. Reliability Test 31

3.3.3.3. The Difficulty Level 32

3.3.3.4. Index Distinguish Test 32

3.4. Type and Design of Research 33

3.4.1. Type of Research 33

3.4.2. Research Procedures 33

3.4.3. Design of The Research 35

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3.6. Data Analysis 36

3.6.1. The Normality Test 36

3.6.2. The Homogeneity Test 36

3.6.3. Normalized Gain 36

3.7. The Calculation of Student’s Character 37

3.8. Hypothesis Testing 37

CHAPTER IV. RESULT AND DISCUSSION 38

4.1. Data analysis of Research Instrument 38

4.1.1 Instrument Test 38

4.1.1.1 Validity Test 38

4.1.1.2 Reliability Test 38

4.1.1.3 Difficulty Level 39

4.1.1.4 Index Distinguish Test 39

4.1.2. Instrument Non Test 40

4.1.2.1 The Observation Sheet of Student’s Character 40

4.2. The Data of Research Result of Pretest 41

4.2.1. Normality Test of Pretest Data 41

4.2.2. Homogeneity Test of Pretest Data 42

4.3. Student’s Achievement 42

4.3.1 The Normality Test of Student’s Achievement 44

4.3.2 The Homogeneity Test of Student’s Achievement 44

4.3.3 Normalized Gain 45

4.3.4 Hypothesis Testing for Cognitive Aspect 45

4.4. Data Result of Student’s Teamwork Character 46

4.4.1 The Normality Test of Student’s Teamwork Character 47

4.4.2 The Homogeneity Test of Student’s Teamwork Character 47

4.4.3 Hypothesis Testing for Teamwork Character 48

4.5 The Relation Between Student’s Achievement and Teamwork Character 48

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CHAPTER V. CONCLUSION AND SUGGESTION 52

5.1. Conclusion 52

5.2. Suggestion 52

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LIST OF FIGURE

Figure 3.1 Flowchart of the Research 35

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LIST OF TABLES

Table 2.1 The Stages of Problem Based Learning Model 18

Table 2.2 The Stages of STAD 23

Table 2.3 The Stages of PBL Model Integrated with STAD 25

Table 3.1 The Specification of Test Instrument 28

Table 3.2 The Specification of Observation Sheet of Teamwork Character 29

Table 3.3 Classification of Difficulty Level 32

Table 3.4. Research Design 34

Table 4.1. Summary of Instrument Test 40

Table 4.2. Data of Pretest 41

Table 4.3. Normality Test of Pretest Data 41

Table 4.4. Homogeneity Test of Pretest Data 42

Table 4.5. Student’s Achievement Data 42

Table 4.6. Normality Test of Student’s Achievement 44

Table 4.7. Homogeneity Test Data of Student’s Achievement 44

Table 4.8. Data of Normalized Gain 45

Table 4.9. Hypothesis Testing for Cognitive Aspect 46

Table 4.10. Percentage Data of Student’s Teamwork Character 46

Table 4.11. Normality Test of Student’s Teamwork Character 47

Table 4.12. Homogeneity Test Data of Student’s Teamwork Character 47

Table 4.13. Hypothesis Testing for Teamwork Character 48

Table 4.14. Relation Between Student’s Achievement and Teamwork Character in Experiment and control Class 49

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LIST OF FORMULA

Formula 3.1. Validity Test 30

Formula 3.2. Reliability Test 31

Formula 3.3. Difficulty Level 32

Formula 3.4. Index Distinguish Test 33

Formula 3.5. Normalized Gain 36

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LIST OF APPENDIX

Appendix 1 Chemistry Subject Syllabus 56

Appendix 2 Lesson Plan (Experimental Class) 59

Appendix 3 Lesson Plan (Control Class) 77

Appendix 4 Learning Material 93

Appendix 5 Test Instrument (Have Not Valid) 98

Appendix 6 Test Instrument (Have Been Valid) 108

Appendix 6 Pretest and Posttest 114

Appendix 7 Observation Sheet of Student’s Teamwork Character 126

Appendix 8 Calculation of Validity Test 128

Appendix 9 Calculation of Reliability Test 130

Appendix 11 Calculation of The Difficulty Level 132

Appendix 12 Calculation of Index Distinguish Test 135

Appendix 13 Table of Validity Test 137

Appendix 14 Table of Difficulty Level 138

Appendix 15 Table of Index Distinguish Test 139

Appendix 16 Table of Reliability Test 140

Appendix 17 Data of Student’s Achievement 141

Appendix 18 Observation Sheet Data of Student’s Teamwork Character in

Experiment Class 145

Appendix 19 Developed of Teamwork Character in Experiment Class 149

Appendix 20 Observation Sheet Data of Student’s Teamwork Character in

Control Class 153

Appendix 21 Developed of Teamwork Character in Control Class 157

Appendix 22 Calculation of Normality Test 161

Appendix 23 Calculation of Homogeneity Test 165

Appendix 24 Gain of Pretest-Posttest in Experiment Class and Control Class 167

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Appendix 26 The Relationship between Student’s Character with Student’s

Achievement in Experiment and Control Class 174

Appendix 27 Instrument Analysis of Experiment Class and Control Class 176

Appendix 28 Documentation 178

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1 CHAPTER 1

INTRODUCTION

1.1 . Research Background

Basically education is a development effort and improvement of human

resources. Through education, produced human with good quality as desired in

the national education goals. One effort in improving the quality of education in

Indonesia is to improve the education system. This improvement in order to

realize a society that is able to compete and adapt with the times. Several attempts

to improve the quality of education including the improvement of facilities and

infrastructure, changes to the curriculum and the learning process, improving the

quality of teachers, improvement of the assessment system, and other efforts

included in the educational component. One way to improve the quality of

education is to improve the educational curriculum at all levels of education.

Curriculum applied at this time, no longer using and learning approach dominated

by the teacher (teacher centered),but more teachers put students as subjects in the

curriculum so that the students demanded the application of the use of the learning

process is more centered on students (student centered).

The development of science and technology has led to the renewal in

various fields of education. The curriculum in force today is the 2013 Curriculum.

This requires active students. The curriculum is not only oriented on learning

achievement (cognitive, affective and psychomotor) it means that the education

process is a success. This means that students are no longer as passive recipients

of information, but rather a student who has always been active and creative.

Senior High School (SMAN) 1 Berastagi which is the school where

researcher implemented the Integrated Field Experience Program (PPLT), Based

on observations in class especially class XI and chemistry teacher interviews

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1. Teachers are still using the conventional method of delivering a lecture in

chemistry learning materials.

2. Students are less active in participating in learning chemistry, it is evident

from the lack of interaction between students and teachers as well as

students with students to overcome difficulties understanding the material.

3. Learning source of the students is still limited, only use LKS publications

of Subject Teachers Council (MGMP) that less changes in terms of

teaching material and practice questions in each year.

4. Many students experienced the difficulties especially for students who

have not received prior to entering high school chemistry lesson.

As a result of learning difficulties such chemicals cause less enthusiastic

students in a lesson. High school chemistry teacher is expected to choose a

learning strategy according to the conditions of school and the condition of

students. With the selection of appropriate learning strategies, teachers are

expected to deliver chemical materials to more interactive, engaging and fun.

Thus, students will be more enthusiastic in following the teaching and learning

process.

Relating to the problem above, it requires a form of learning that is able to

activate students and the presentation of chemical material with more attractive,

so that it can help students to overcome learning difficulties and eliminate the bad

perception of students towards chemistry lessons. Learning is a learning

experience that not only materially but also have the formal ability, so it is

expected to improve student achievement and also can make students actively

involved in the learning process as much as possible that students apply

knowledge, learn to solve problems, discuss issues with friends, have the courage

to convey an idea and have a responsibility towards their duties.

Troubleshooting is an individual or group effort to find the answers based

on the understanding that has been held previously in order to meet the demands

of a situation that is not normal (Krulik & Rudnick in Santyasa 2008:4). Problem

solving skills are also become important for students, because in the learning

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examples, and understand if given the opportunity to try to solve the problem

(Steinbach in Santyasa 2008:4). Learning activities that can help students develop

thinking skills, problem solving and intellectual skills in the form of learning adult

roles and involvement in a real or simulated experiences become autonomous

students.

Chemistry is a subject that is seen by the student a little tricky compared

with other subjects. A good understanding of the concept is very important. Due

to grasp a new concept necessary requirement prior understanding of the concept.

Chemistry concepts are arranged regularly. Beside it chemistry is closely related

to daily life. So learning can be geared to everyday events experienced by

students. Chemistry is the science that investigates the properties and behavior of

all matter in the universe and use this information to meet human needs and build

a peaceful environment and well being (Nuray, et al. 2010:1417). So far, most

teachers only teach the concepts, without adding the application of the concept.

Students are not only proficient in concept, but the understanding of the current

reality in their lives associated with concepts they learned in school.

One solution that can be used is the application of learning activities that

solve the problem because the activity is an attempt to develop student’s thinking

skills. There are various models of learning that can be used in chemistry learning

that can train students in solving problems, one of which is Problem Based

Learning model. According to Amir (2010), Problem Based Learning model has

characteristics such as learning begins with the provision of the problem, learners

in groups actively formulate problems and identify the gaps of their knowledge,

learn and seek its own material related to the problem, and reporting solution of

the problem, while educators more facilitated.

Excess of PBL Learning model is to encourage cooperation in completing

the task, help thinking skills, problem solving, and intellectual skills in learning to

become autonomous learners. This is supported by research conducted by Jefri

(2013) examined that “The Improvement of learning outcomes concept of

chemical equilibrium through PBL learning model ". The results showed that with

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improve student learning outcomes as measured by the average score of student

achievement in each cycle, namely 67.33 in cycle I and 77.56 in cycle II. It also

proved by Batubara (2013) the percentage of student’s achievement is 51.781%

on the subject of Reaction Rate using PBL model. And research by Fitri (2014)

obtained the percentage of student’s achievement improvement using PBL on the

subject of the Redox Reaction is 75.12 %.

Cooperative learning is also a solution to increase student teamwork

character among students in learning activity. One example of cooperative

learning is the STAD. STAD is one of the many strategies in cooperative learning,

which help promote collaboration and self regulating learning skills. The reason

for the selection STAD is good interaction among students, improve positive

attitude toward the subject, better self esteem, interpersonal skills Increased

(Khan, 2001). Expected with the Implementation of STAD not only improve

student’s achievement in cognitive but also student teamwork character. Based on

result research of Erwin Hutabarat (2011) “The Effect of STAD cooperative

learning towards improving student learning outcomes on the subject

Hydrocarbons in class X SMA" said that the magnitude effectiveness influence of

STAD cooperative learning is 64.12%. Mean STAD gives a positive effect on

learning activity. Using STAD had researched by Sumitro Silalahi (2012) he said

that resulted achievement about 71% by implementing STAD. And the recent

research by Intan (2015) on her thesis, the increasing of student’s achievement

that taught by cooperative learning STAD is 74%.

The researcher choose Solubility and Solubility Product as learning

material. Solubility and Solubility Product is studied in even semester of Grade

XI. The material of Solubility and Solubility Product contains many complex

concept that require problem solving process. Many student struggle to learn it,

especially if taught by direct method. Selection of learning model appropriate with

the characteristic of material is important to overcome the problem faced by

students. PBL model integrated with STAD is appropriate when applied to this

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scientific methods so that students can learn the knowledge related to the problem

and can increase students activity and teamwork character.

Based on the background described, researcher interest to do the research

by integrating PBL with STAD. Previous studies distinguish between the model

PBL and STAD although both have the objectives to increase student

achievement . Research carried out by integrating PBL and STAD expected can

increase student achievement, include achievement in cognitive, and student

teamwork character in the learning process with the title :“The Implementation

of Problem Based Learning Model Integrated with STAD (Student Team

Achievement Division) to Improve Student’s Achievement and Teamwork on

Solubility and Solubility Product Subject Matter in Senior High School

Grade XI Academic Year 2015/2016”

1.2 . Problem Identification

Based on the background described above, then obtained that :

1. What efforts are being made to improve the quality and quantity of

education?

2. Does learning chemistry in high school in general still use the

conventional method that is lectures?

3. Does the difficulty of high school students in the study of chemistry due to

less active students in learning and learning media still limited?

4. Does the use of PBL learning model and STAD learning method can

improve student’s learning activeness on the subject of Solubility and

Solubility Product to class XI Senior High School ?

5. Are there several external factors that affect the learning process such as

teaching methods, curriculum, teacher relationships with students, learning

media and others?

6. As a prospective teacher what a major sign to increase the quality of

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1.3 . Problem Limitation

Based on the problem identification above, there is a wide scope of issues ,

so this research is limited to know as the following :

1. This research will be conducted in Senior High School (SHS) at grade XI

using curriculum 2013, in even semester Academic Year 2015/2016.

2. The subject matter that will be taught is Solubility and Solubility Product.

3. Teaching model that will be applied in this research is Problem Based

Learning model integrated with STAD in Experiment Class and STAD

learning method in control class.

4. The character that will be measured in this study is student teamwork

5. Student’s achievement that will be measured in this study is the cognitive

aspect of C1,C2,C2, and C4 level.

6. Student character that will be measured by using observation sheet and

questioners.

1.4 . Problem Formulation

Based on the background described above, then the problem formulation

can be formulated as follows :

1. Is the student’s achievement that taught by PBL model integrated with

STAD significant higher than taught by STAD?

2. Is the student’s teamwork character that taught by PBL model integrated

with STAD significant higher than taught by STAD?

3. Is there significant correlation between student’s teamwork character with

student's achievement?

1.5 . Research Objectives

The research objectives are :

1. To investigate whether the student’s achievement that taught by PBL

model integrated with STAD is significant higher than taught by STAD

2. To investigate whether the student’s teamwork character that taught by

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3. To investigate the significant correlation between student’s teamwork

character with student's achievement

4. To describe the average percentage of student’s achievement that

developed by applying PBL model integrated with STAD compared with

STAD

5. To describe the average percentage of student’s teamwork character that

developed by applying PBL model integrated with STAD compared with

STAD

1.6. Research Benefit

The benefits of this research are :

1. For teachers

As an input in selecting a learning model and learning method most

appropriate, so that the learning process becomes more effective and

achieve good quality learning outcomes.

2. For student

To provide motivation, increase student activity, and can develop student’s

thinking skills

3. For researchers

For additional insight and knowledge as well as guidelines that can be

applied when it became a lecturer.

4. For schools

Being an alternative learning activity in other subjects in order to increase

motivation and student learning outcomes.

1.7 . Operational Definition

1. Problem Based Learning is a learning model that involves students to

solve a problem through the stages of scientific methods so that students

can learn the knowledge related to the problem (Sanjaya, 2006).

2. STAD cooperative learning model is a form of learning in a group

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involved faced on a problem (question) to be discussed and solved

together.

3. The learning result is a change in behavior that is expected of students

after doing the learning process. Behavioral changes are assumed as

changes in knowledge, understanding and skills of existing attitudes on

students.

4. Solubility and Solubility Product is a topic in grade XI at even semester

discuss about the definition of solubility and solubility product, the effect

of type ions to substances solubility and the relationship of Ksp and

sedimentation.

5. Teamwork is an effort in people or a group of human to reach one or some

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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. The student’s achievement that taught by Problem Based Learning model

integrated with STAD is significant higher than taught by Student Team

Achievement Division.

2. The student’s teamwork character that taught by Problem Based Learning

model integrated with STAD significant higher than taught by Student

Team Achievement Division.

3. There is significant correlation between student’s teamwork character with

student's achievement.

5.2. Suggestion

From the result of the research, there are some suggestion must be raised :

1. It is suggested for chemistry teacher to use problem based learning model

integrated with STAD in learning Solubility and Solubility Product to

increase student’s achievement in learning process especially for students

who have medium to high initial knowledge about Solubility and

Solubility Product.

increase student’s teamwork character in learning process.

3. There is innovation to do problem based learning model integrated with

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