TO INCREASE STUDENT’S ACHIEVEMENT ON SOLUBILITY AND SOLUBILITY PRODUCT
IN SENIOR HIGH SCHOOL
By :
Wita Loka Rizki Siregar Reg.Number : 4123332020
Bilingual Chemistry Education Study Program
A THESIS
Submitted to fulfill The Requirement for Getting The Degree of Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
THE IMPLEMENTATION OF PROBLEM BASED LEARNING MODEL BASED ON COLLABORATIVE WITH MACROMEDIA FLASH
TO INCREASE STUDENT’S ACHIEVEMENT ON SOLUBILITY AND SOLUBILITY PRODUCT
IN SMA
Wita Loka Rizki Siregar (Reg. Number: 4123332020)
ABSTRACT
The purpose of this research is determine the students achievement on Solubility and Solublity Product is learned by problem based learning based on collaborative with macromedia flash.The population of this research was all of student in SMA Negeri 10 Medan grade XI Science. The samples were 2 class from student in SMAN 10 Medan by purposive random sampling methods. The experimental class was learned by problem based learning based on collaborative with macromedia flash and control class was learned by direct instructional method. The instruments are using multiple choice test to see the student’s achievement. The instrument of research was stardardized by expert validators and empiric validity . Data analysis using Microsoft Excel for Windows 2007. The result of test standardized is 20 items with reliability 0.78. The result data shows that the student’s achievement taught by problem based learning based on collaborative with macromedia flash give higher significant difference than taught by direct instructional model. It can be seen from the average of gain and also proved with z-test, the normalized gain in experimental class (0.88±0.10) and control class (0.67±0.09) The statement support the data research result of hypothesis test is zcount = 18.363 and ztable = 1.645. The calculation shows that Ha is received and Ho is refused, so the student’s achievement taught by using PBL based on collaborative with macromedia flash is higher than direct instructional model. In addition, the formation of collaborative group can increase the activity of student to working together in the learning process, it shown from the percentage of observation collaborative which there are 8 indicator of collaborative and the percentage of them is more than 50% of students become active in learning process . And the last is cognitive aspect which improve by implementation of problem based learning based on collaborative is C1, C2, C3, and C4. The most level of cognitive aspect improved are C1 (Knowledge), C2 (Comprehenssion), C3(Application), C4 (Analysis) : C1 is 0.62 (medium score), C2 is 0.87 (High score), C3 is 0.77 (High score), C4 is 0.86 (High score),
iv
ACKNOWLEDGEMENT
Praise and Gratitude must be prayed to Almighty God for all the graces
and blessings that provide health and wisdom to the author so writer can finish
this thesis.
The title of this thesis is “The Implementation of Problem Based Learning based on Collaborative with Macromedia Flash to Increase Studen’s Achievement on Solubility and Solubility Product In SMA“. This research is done in SMA N 10
Medan in academic year 2015/2016 that prepared to get degree Sarjana
Pendidikan of Chemistry Education, Faculty of Mathematics and Natural
Sciences, State University of Medan.
On this occasion, the author also conveys a respect and gratitude to:
Prof.Dr.Retno Dwi Suyanti, M.Si., As a thesis supervisor who has provided guidance and suggestions to the author since the beginning of the study until
the completion in writing this thesis.
Give thanks also to Prof.Dr.Albinus Silalahi, M.S , Drs. Eddyanto, Ph.D , and Agus Kembaren, S.Si, M.Si who has provided suggestions from the plan until
the completion of this thesis.
The award was also presented to Mr. Drs. H. Sufrizal Tanjung, M.Si as a school principal of SMA N 10 Medan and Mrs. Dewi, S.Pd as a teacher and
staff which assist in this implementation of this research.
Special gratitude no limit to best ever parents in my life, my father Krosbin Siregar and my mother Luse Desemberina Simanungkalit who always caring,
raising and educating me with love and affection. Thanks to pray, motivation
and sacrifices for both of them.
My thanks also for my beloved sister Winanda Andryani Siregar, and my brothers Michael Sebastian Siregar and Jeanclau Vanderick Siregar who
always giving love, support, motivation, and laugh until the completion of this
Thanks for Nicea Konstantinopel Malau, a special man for 7 years who always give me support, cares to me, and make me enjoy to finish this thesis. For my friends in Field Experience (PPL) who always be my part, Lady, Evy,
Rina, Putri Wita, Febrina, Findi, Is Wibowo, Aisyah, and Aldo. Thanks for
our friendship and everything that we passed together.
For my crazy friends, Fridayuni, Rolina, and Ivana thanks for unlimited laugh, craziness, folly, madness, and experience that make me more
confidence and brave in my life. Thanks for that friendship but feeling more
than family.
This CESP’12 the most crazy and enjoyable class ever, full of ambition but full of fun, Frida, Lady, Evy, Rina, Ivana, Rolina, Novelita, Haryati, Nova,
Lisna, Lestari, Fany, Seruni, Nursaadah, Mely, Biuti, Arif, Suditro, Rimbun, Ernita. Thanks for this 4 years guys and let’s go to the next ambition.
Do not forget also thanks for my friends in Senior High School Dessi, Sribunga, Rina, Novia, and Roy. Thanks for suggestion, support, experience,
laugh until the completion of this thesis.
Actually the author has doing the maximal effort in the completion of
this thesis, but the author is aware there are many weaknesses in terms of both
content and grammar. Authors hope the suggestions and constructive criticism
from readers for completeness the thesis perfectly. At least, Author hope this
thesis can be useful to enrich the readers in science education.
Medan, July 2016 Author
Wita Loka Rizki Siregar
vi
I. CHAPTER 1 ( INTRODUCTION )
1.1. Research Background 1-4
II. CHAPTER II ( LITERATURE REVIEW )
2.1. Theoretical Framework 7
2.1.1. Learning 7
2.1.2. Students Achievement 8
2.2. Teaching Model 8
2.2.1. Problem Based Learning 8-10
2.2.2. Collaborative Learning 11-12
2.2.3. Guidelines for implementation of Collaborative Learning 12 2.3. Problem Based Learning Based on Collaborative 12-13
2.3.1. The procedures of PBL based on Collaborative 13-14
2.4. Macromedia Flash 14-16
2.5. Description of Learning Material 16
2.5.1. Solubility 16-17
2.5.2. Solubility Product 17-19
2.5.3. Relation between Solubility and Solubility Product 19-20 2.5.4. Predict The Occurence of Sedimentation when Two Solutions are
Reacted Each Other 20-21
2.5.5. Effect of Common Ion on Solubility 21-23
2.6. Conceptual Framework 23
2.7. Hypothesis 24
III.BAB III ( RESEARCH METHODOLOGY))
3.1. Research Location and Time of Research 25
3.2. Population and Sample of Research 25
3.3. Research Variable 25
3.3.1. Indenpendent Variables 25
3.3.2. Dependent Variables 25
3.4. Research Design and Procedures 26-28
3.5. Research Instrument 29-32
3.6. Data Collection Techniques
3.6.1. Validity of Test 32-33
3.6.2. Reliability of Test 34
3.6.3. Difficulty Index of Test 34
3.6.4. Discrimination Index of Test 35
3.7. Data Analysis 35
3.7.1. Normalized Gain 36
3.7.2. Normality Test 36
3.7.3. Homogenity Test 37
3.8. Hypothesis Testing 37-38
IV.CHAPTER IV (RESULT AND DISCUSSION)
4.1. Research Result 39
4.2. Data Analysis of Research Instrument 39
4.2.1. Validity of Item Test 40
4.2.2. Difficulty Level of Item Test 40
4.2.3. Discriminating Index of Item Test 40-41
4.2.4. Reliability of Item Test 41
4.3. Achievement of Research Result 41
4.3.1. Data Analysis of Student’s Achievement before Teaching Treatment 41-42 4.3.2. Data Analysis of Student’s Achievement after Teaching Treatment
42
4.3.3. Normalized Gain of Research Data 43
4.4. Normality Test 44
4.4.1. Normality Data of Pretest 44
4.4.2. Normality Data of Posttest 44
4.5. Homogenity Data 44
4.5.1. Homogenity Data of Pretest 44-45
4.5.2. Homogenity Data of Posttest 45
4.5.3. Homogenity Data of Normalized Gain 45
4.6. Hypothesis Testing 45-46
4.7. Cognitive Aspect Improvement 46-47
4.8. Observation Sheet Result 47-48
4.9. Discussioon 48-51
V. CHAPTER V (CONCLUSSION AND SUGGESTION)
5.1. Conclusion 52
5.2. Sugestion 52-53
IX
LIST OF TABLE
Table 2.1. : Syntax of Problem Based Learning Model 10
Table 2.2. : The Formula of Ksp and s 19-20
Table 2.3. : The Ratio of Qc to Ksp Values to Form Sediment 20
Table 3.1. : Research Design 26
Table 3.2 : Instrument Criteria of Student’s Achievement 30
Table 3.3 : Observation sheet of PBL based on Collaborative 31
Table 4.1 : Pretest data analysis 42
Table 4.2. : Posttest data analysis 42
Table 4.3 : Average value of normalized gain 43
Table 4.4 : Percentage of student’s achievement 43
Table 4.5 : Result of Hypothesis Testing 46
Table 4.6 : The average gain of cognitive aspect in experiment class 46
LIST OF APPENDIX
Appendix 1 : Syllabus 57-59
Appendix 2 : Lesson Plan 60-75
Appendix 3 : Instrument Test 76-86
Appendix 4 : Research Instrument 87-90
Appendix 5 : Instrument Criteria of Student 91
Appendix 6 : Observation Sheet of PBL based on Collaborative 92-93
Appendix 7 : Validity Test Result 94-95
Appendix 8 : Calculation of Validity 96
Appendix 9: Tabel Difficulty Level 97
Appendix 10 : Calculation of Difficulty Level Test Result 98
Appendix 11 : Table Discriminating 99
Appendix 12 :Calculation of Discriminating Index Test Result 100
Appendix 13 : Table of Reliability 101-102
Appendix 14 :Calculation of Reliability Test Result 103
Appendix 15 : Final Result of Multiple Choice 104
Appendix 16 : List Value of Pretest and Posttest 105-106
Appendix 17 : Normality Test Result 107-110
Appendix 18 : Homogenity Test Result 111-112
Appendix 19 : Hypothesis Test Result 113
Appendix 20 : Calculation of Improvement of Cognitive Aspect 114
Appendix 21 : The Value of Collaborative Observation 115
Appendix 22: R-Product moment table 116
Appendix 23 : Chi Quadrate Value 117
1 CHAPTER I INTRODUCTION 1.1.Research Background
As we know, education is one of important sector in the building of
our country, it can be as a invest for a human in a long term. Beside that,
education is also one of the effort to develope potencies that have by all students through learning process. That’s why the learning process should be able to make the students potency for future of the students, due to the knowledge can be implemented as long the student’s life.
Teacher is the special one in increasing the quality of education. As
the main subject in the front line in learning process, so the education and
guidance that is given by teacher to the students be who determines in
carrying the succesfull of education (Huda, 2012).
For this time, at school , there are many teachers just focus on the
subject matter and the result of learning. They were just bustled in some
activity to decide the competence goal that would be achieved, to arrange
the material that would be taught, and to design the evaluation (Hamruni,
2009).And also in teaching, especially in teaching chemistry topic faces
many difficult to get the objective of the teaching. One of the problems is
the satiation of students in learning if the teacher just explain in front of
class and the students just sit on their own seat with different intellegence
of the students one to each other. (Tzu-Pu-Wang, 2012)
Based on researcher’s experience in PPLT at SMAN 1 Matauli Pandan observation, in learning chemistry topic, the students just listen
without understanding the topic. Some of them who have high intelligence
other reasons are being shy to ask to the teacher due to social reason, it
can be they are being afraid if the other friend will know about their
ignorance. While, the learning process of the students in school is not only
get the knowledge from the teacher, also through the interaction and learn
with other student, so she can develop her thinking ability, expression and
keep the social interaction with other, so that as the final result, they can
have good academic achievement. (Chunta.2010)
Based on problem above, the learning process must be implicated
well to make the students involved actively. Teacher must be thought and
planned a strategy or method to increase the learning process of students.
In this case, teacher must be able to do a dynamic process in organizing a
class, and using the method and strategy in teaching learning process.
Teaching is demanded to be able to manage the teaching-learning process
which give stimulation to the students so that th students will learn
(Daryanto, 2012).
Basically , the topics learning in Chemistry have 3 characteristics
that is the decomposition of concepts, mathematical calculations, and
execution experiments. All of these characters suppport each other in the
full mastery on topic of learning in Chemistry (Zebua, 2009). Solubility
and solubility product is one of chemistry topic in Senior High School at
the second semester class XI. In this topic, students will learn solubility
and solubility product, common ion effect and solubility product
relationship with pH. Material solubility and solubility product is a
concept that is not enough, but there are only memorize the concepts that
need to be observed through the teaching and learning activities with
learning models and learning media to find the right concept. Problem
Based Learning (PBL) based on collaborative is one of model that can be
used in this topic, where in this topic have many discussions and
3
Boud and Felleti (1991) said, PBL is away of constructing and
teaching course using problem as a stimulus and focus on student activity.
The student are expected to have motivation to study , not only just listen
and remember but also trained to explain their explorer another and traine
to solve the problem when they learn chemistry. In PBL, students are
trained in develope their skills include asking the questions, answer the
questions, active listening, communicate ideas/opinions, being in the task
and so on. (Tosun.2013)
Research conducted by Awang (2008), concluded that the
problem-based learning approach can improve the creative ability of the
students though students find difficult problem-based learning, but they
said that they did more thinking than memorize, understand the lessons
better through discussion.
Efforts to improve the quality of education continuously carried
out both conventional and innovative. Government has also made efforts
to improve the education system either via software (software) and
hardware (hardware). Mellyzar and Silaban (2013), stating the use of
learning strategies better when integrated with appropriate instructional
media, such as carrying out practical lab or in observations through
computer-based video strung together. Innovative learning with computers
becoming one variation of the use of modern learning media that can
improve student learning outcomes.
Dirckinck research results (2009), concluded that the
problem-based learning that is integrated with the ITC is a way to change for the
better approach.One medium thatcan be used are media Macromedia
Flash. Through Macromedia Flash, learning activities can more intractive
and can provide visual experience to students in order to provide the
motivation to learn, clarify and simplify the complex and abstract concepts
Based on background above , the researcher will make research which its title is : “The Implementation of Problem Based Learning Model Based On Collaborative With Macromedia Flash To Increase Student’s Achievement on Solubility and Solubility Product In SMA”.
1.2.Problem Indentification
Based on the background above, the problem can be identified as
follows:
1. Is the learning approach used by teacher already eligible in learning
activities?
2. Are the students interaction between one to other students still passive
and low social?
Based on Collaborative with Macromedia Flash can increase the student’s
achievement on solubility and solubility product topic to students grade XI
in science program in academic year 2015/2016.
1.4.Problem Statement
The problem statement of this research are :
1. Is the student’s achievement by using PBL model Based On
Collaborative with Macromedia Flash is higher than using direct
5
2. Do the formation of Collaborative group can increase the activity of
students to working together in the learning process?
3. What is the cognitive aspect will be improved by implementation
learning solubility and solubility product with Problem Based Learning
Based on Collaborative learning with Macromedia Flash ?
1.5.Research Objectives
According the problems, so the objectives of this research are :
1. To know the student’s achievement by using PBL based on
collaborative with Macromedia Flash is higher than using direct
instruction model .
2. To Know the formation of collaborative group can increase the activity
of students to working together in the learning process.
3. To know the cognitive aspect will be improved by implementation
learning solubility and solubility product with Problem Based Learning
Based on Collaborative learning with Macromedia Flash .
1.6.Research Benefits
The benefits of this research are :
1. For the teacher especially chemistry teacher, this strategy can be
implemented in class to increase the learning quality especially in teaching
solubility and solubility product
2. For student, it can increase the student achievement in learning can
increase the students brave to ask and to discuss to their student, in other
word, it can students social interraction to each other, this can be affect to
students achievement in learning especially in solubility and solubility
product.
3. This research can increase the experience and the knowledge of the
1.7.Operational Defenition
1. Problem Based Learning is a way of constructing and teaching course
using problem as a stimulus and focus in student activity. Problem Based
Learning is a learning model with a principal that problem can be used as
beginning for reaching or for integrating a new knowledge (Boud &
Felleti, 1991)
2. Collaborative learning is a situation which two or more people learn or
attemp to learn something together. Collaborative learning is based on the
model that knowledge can be created within a population where members
actively interact by sharing experience and take on ashymetry roles.
3. Macromedia Flash is a software program that is able to present an
audivisual message is clear to students that the material is abstractand can
be illustrated in a move interesting to students with a variety of animated
that can stimulated student interest.
4. Student’s achievement is an ability that is obtained by students after doing
learning activity (Abdurahman, 1999)
5. Solubility and solubility product is one topic of subject matter in chemistry
lesson that taught in SHS grade XI in even semester. The subtopics in this
subject matter consist of solubility, solubility product (Ksp), the relation of
Ksp to solubility, determination of solubility based on Ksp, value, and the
52
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the objective of the research that was conducted, there are some
conclussions that gotten, they are :
1. The students achievement by using PBL based on collaborative with
macromedia flash is higher than using by direct instructional model. It can be
seen from the result of average of post-test and average of the gain. The
comparison between experiment class with control class, the experiment class
(post-test = 88.82 ; gain = 5.63) is higher than control class (post-test = 77.23;
gain = 0.67).
2. The formation of collaborative group can increase the activity of students to
working together, it shown from. the percentage of observation collaborative
which there are 8 indicator of collaborative and the percentage of them is
more than 50% students become active in learning process.
3. The instrument that used to measure the student’s achievement is consisting
of cognitive aspect level from C1 to C4. Each of the cognitive aspect level is
calculated to know the improvement of students inexperiment class by PBL
model based on Collaboratve and it is improve each C1 0.62, C2 0.87, C3
0.77, and C4 0.86. And the most improve in experiment class is the level of
5.2. Suggestion
Based on the result of this research, the researcher suggest as follows:
1. For teacher, to get the success student’s achievement, the teacher is expected
to perform the learning by using Problem Based Learning based on Collaboratve because this model can improve the student’s achievement.
2. For researcher who want to do the same research must be manage the time to
implement this model and must be creative in designing the lesson plan and
also creative in manage the classroom.
3. It is needed to do the research with the same model but apply it in different
topic to increase the quality of education especially in teaching students or in
54
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