THE EFFECTIVENESS PROBLEM BASED LEARNING
WITH HANDOUT MEDIATOINCREASE
STUDENT’SACHIEVEMENT ON
COLLOIDALSYSTEM
By:
Rhone P Brocha Silalahi
Reg. Number: 4113131059
Bilingual Chemistry Education Study Program
A THESIS
Subbmitied to Fullfill Requirement for The Degree of SarjanaPendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
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ACKNOWLEDGEMENT
Frist, the greatest thanks to the Almighty God, Jesus Christ who always gives blessing and provide health, wisdom, strength, knowledge, and material for writer in composing this thesis accordance with planned time
The title of thesis is “The Effectiveness
ProblemBasedLearningwithHandout MediatoIncrease Student’s Achievement on ColloidalSystem” that arranged to obtain the degree of SarjanaPendidikan in Chemistry Department, Faculty of Mathematics and Natural Science, State University of Medan (Unimed).
In this opportunity, the writer would like to express the thanks and great appreciate to Dr. MarhamSitorus, M.Si. as my thesis supervisor for his valuable time spent in giving guidance, advices, motivation, and suggestion during completing this thesis. The writer also thanks to the Prof. Dr. Ramlan, M.Si., Drs. Ani Sutiani, M.Si., and Drs. RahmatNauli, M.Si. as examiner for this thesis that giving me advices, suggestion, guidance, and constructive comments for this thesis’s completeness.
The author appreciation also given to Principal of SMA Negeri 2 Balige and chemistry teacher of grade XI Scince program in SMA Negeri 2 BaligeBadianaSitorus, S.Pd., also all teachers who gave me chances to do research there.Theauthor also says thanks to all students in SMA Negeri 2 Balige, especially XI Science 4, XI Science 5 and XII Science 3 that give time and attentionduring validity process up to doing research.
A deepest love, appreciation and thanks also goes to my parents, MangantarSilalahi, Amk and LasmaidaSimanjuntak, also Girondi’s Family, Jensen’s Family, Fany’s Family, my sister MelatiSilalahi and LellySilalahi, my brother PatarSilalahi and all my families for their motivation, advice, prayers and financial support to me during my university lecture process. Thanks also given to my future Herman PardameanPangaribuan, that always become my mood boaster, inspiration, motivation, pray and strength during this process.
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Finally, writer hopes this thesis can be used for those who would like to explore more about learning model and media in colloidal system. The writer realize that this thesis is still far from being perfect therefore critique and suggestion are needed for further improvement of this thesis.
Medan, The Writer,
THE EFFECTIVENESS PROBLEM BASED LEARNING WITH achievement that teaches by problem based learning with using handout media is significant higher than teach by direct instruction method, (2) to know the percentage of the student’s curiosity character can be developed by problem based learning with handout media, (3) to know the percentage of the student’s responsive that give to handout media, (4) to know the correlation student’s curiosity character and student’s achievement that teach by problem based learning with using handout media on the topic of colloidal system. The population of this research was all class in Grade XI Science on 2nd semester from SMA Negeri 2 Balige. Sample was chosen by randomly sampling and taken 2 classes from the population. The first class was used as experimental class and second class as control class. There were 62students that coming from the sample. The instruments that used were 20 items of multiple choice test., an observation sheet of student’s curiosity character that has 4 indicators to observe the development of student’s character. In addition, there is questionnaire of curiosity character to support the data of the observation sheet. In experimental class, the method that used is problem based learning while in control class; the method that used was direct instruction method. Before conducting the research, the pretest was done in both classes, and the data was tested by using homogeneity test. The result shows that the sample was homogeneous. Then the research was conducting in both of class and the observation sheet of student’s curiosity character were done during the process of research in experimental class but in control class, the observation of student’s curiosity character does not occur if the learning process only used direct instruction method. In the last meeting the questionnaire was given to student in experimental class. The increasing student’s achievement (gain) in experimental class is 78% (high) while in control class is 69% (medium). After conducting the teaching learning process, the posttest was done in both of class. It used SPSS 14 for windows program to calculate the data while the hypothesis testing was tested by using Sample T-test with one tailed t-test. The results of research are (1) there are significant higher of student achievement that taught by problem based learning with handout media that the student’s achievement that taught by direct instruction method, (2) the development of student’s curiosity character that taught by problem based learning with handout media is 83.94% (high), (3) the development of student’s curiosity character that taught by problem based learning model with handout media is 54.05% (medium), and (4) there is high (60%) correlation student’s curiosity character and student’s achievement that teach by problem based learning with using handout media on the topic of colloidal system.
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1.2. Problem Identification ... 5
1.3. Problem Limitation ... 6
2.1.1 Definition Of Learning... 8
2.1.2 Theory Of Learning ... 9
2.1.3 Types Of Learning ... 9
2.1.4 Form Of Learning ... 9
2.2. Student’s Achievement ... 10
2.2.1 Definition Of Learning Outcome ... 10
2.3. Learning Difficulties ... 11
2.3.1. Definition Of Learning Difficulties ... 11
2.3.2. Factor Of Learning difficulties ... 11
2.4. Problem Based Learning ... 12
2.4.1. Definition Problem Based Learning Model ... 12
2.4.2. The Characteristic Of Problem Based Learning Model ... 13
2.4.3. Stages Of Problem Based Learning Model ... 14
2.4.4. Implementation Of Problem Based Learning model ... 15
2.4.5. Advantage Of Problem Based Learning Model ... 18
2.4.6. The Disadvantage Of The Problem Based Learning Model ... 18
2.5. Media Of Education ... 19
2.5.1. Definition Of Learning Media ... 19
2.5.2. Types Of Learning Media ... 19
2.5.3. The Benefit Of Learning Media ... 20
2.6. Handout Media ... 21
2.6.1. Definition Of Handout Media ... 21
2.6.3. Arranging Handout ... 21
2.6.4. The Advantage And Disadvantage Of Handout ... 23
2.7. The Character Of Education ... 24
2.7.1. The Curiosity Character ... 25
2.7.2. The Underlying Cause of Curiosity ... 27
2.8. Colloidal System ... 27
2.9. Conceptual Framework ... 27
2.10.Hypothesis ... 28
CHAPTER III RESEARCH METHODOLOGY ... 29
3.1. Location And Time Research ... 29
3.2. Population And Sample ... 29
3.3. Research Variable ... 30
3.4. Research Instrument ... 30
3.4.1. Test Instrument ... 30
3.4.2. Observation Sheet Of Student Character ... 32
3.4.3. Questionnaire Of Student’s Character ... 34
3.4.4. Questionnaire Of Handout Media ... 35
3.5. The Instrument’s Trial ... 36
3.5.1. Validity Test ... 36
3.5.2. Index Difficulty Level ... 36
3.5.3. Discriminating Power ... 37
3.5.4. Reliability Test ... 38
3.8.4. The Effectiveness of Problem Based Learning with Handout Media ... 43
3.8.5. The calculation Of Student Character ... 43
3.8.6. Hypothesis Testing ... 43
3.9. Research Time Table ... 44
CHAPTER IV RESULT AND DISCUSSION ... 45
4.1. The Description of School Sample ... 45
4.2. The Instrument’s Analysis ... 45
4.2.1 The Observation Sheet of Student’s Character ... 45
4.2.2 The Questionnaire of Student’s Character ... 46
4.2.3 The Questionnaire of Student’s Responsive to Handout Media ... 46
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4.2.5 Reliability of Evaluations Test ... 49
4.2.6 Difficulty Index of Evaluation Test ... 49
4.2.7 Discriminating Power of evaluation Test ... 50
4.3. The Data of Research Result ... 52
4.3.1 The Result of pretest and Posttest ... 53
4.3.2 The Result of Development of Student’s Curiosity Character by Observation Sheet ... 53
4.3.3 The Result of Development of Student’s Curiosity Character by Questionnaire ... 54
4.3.4 The Result of Development of Student’s Responsive about Handout Media by Questionnaire ... 54
4.4. The Analysis of Data ... 54
4.4.1 The Normality Test ... 54
4.4.1.1The Normality Test of Student Achievement ... 55
4.4.1.2The Normality Test of development of Student’s Curiosity character ... 55
4.4.1.3The Normality Test of Development Student’s Responsive about Handout Media ... 56
4.4.2 Homogeneity Test ... 56
4.4.2.1Homogeneity Test of Student’s Achievement ... 56
4.4.2.2Homogeneity Test of Student’s Curiosity Character ... 57
4.5. Student’s Achievement ... 57
4.5.1 Student’s Achievement before Teaching Treatment ... 57
4.5.2 Student’s Achievement after Teaching Treatment... 58
4.5.3 The Analysis of Question based on Posttest Result ... 62
4.5.4 Gain (Increasing of Student’s Achievement) ... 63
4.6. Student Character ... 63
4.6.1 The Development of Student’s Curiosity Character ... 63
4.7. The Development of Student’s Responsive to Media Handout ... 64
4.8. Hypothesis Testing ... 64
4.8.1. Hypothesis Testing for Number 1 ... 64
4.8.2. Hypothesis Testing for Number 2 ... 65
4.8.3. Hypothesis Testing for Number 3 ... 66
4.8.4. Hypothesis Testing for Number 4 ... 66
4.9. The Relationship Student’s Achievement with Development of Student's Character ... 68
LIST OF TABLE
Table 2.1. Syntax Of Problem Based Learning... 16
Table 3.1. The Distribution Of Sample ... 29
Table 3.2. The Grille Of Student’s Achievement Test Instrument ... 31
Table 3.3. The Grille Of Observation Sheet Curiosity Character ... 32
Table 3.4. The Grille Of Questionnaire Curiosity student’s Character ... 34
Table 3.5. The Grille Of QuestionnaireStudent Responsive About Handout Media ... 35
Table 4.8. Normality Test of Student’s Curiosity Character ... 55
Table 4.9. Normality Test of Student’s Responsive to Handout Media ... 56
Table 4.10. The Homogeneity Test of Student’s Achievement ... 56
Table 4.11. The Homogeneity of Student’s Curiosity Character ... 57
Table 4.12. Data of Student’s Achievement in Pretest ... 57
Table 4.13. Data of Student’s achievement in Posttest ... 58
Table 4.14. The Average Value of Normalized Gain ... 61
Table 4.15. The Analysis of Question based on Posttest Result ... 62
Table 4.16. The Summary of Student’s Curiosity Character ... 63
Table 4.17. The Summary of Student’s Responsive to Handout Media ... 64
Table 4.18. The Hypothesis Testing Number 1 ... 66
Table 4.19. The student’s curiosity character ... 65
Table 4.20. The student’s responsive to handout media ... 66
Table 4.21. The Hypothesis Testing Number 4 ... 66
Table 4.22. The Relationship of Student’s Achievement with Development Student’s Curiosity Character ... 68
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LIST OF FIGURE
Figure 3.1. The Flow Chart of The Research ... 41
Figure 4.1. The Student’s Achievement in Experimental Class ... 59
Figure 4.2. The Increasing Student’s achievement in Experimental Class ... 59
Figure 4.3. The Student’s Achievement in Control Class ... 60
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1.1. Background
Education in Indonesia still has many problems related to the quality of education, some of these obstacles are the lack of access to education, the number of teacher who have not been evenly distributed, the quality of teachers are still lacking, the application learning models are not maximized, and utilization of instructional
media are still minimum.
According toThe Learning Curve Pearson (2014), which is one of the ratings educational in the world, from datathe Global Index of Cognitive Skills and Educational Attainment, explained that Indonesia position is in the last rank with
the z-score -1.84. Making the position of Indonesia is the worst.Where Mexico,
Brazil, Argentina, Colombia and Thailand, into five states with the lowest rank above of indonesia.
Chemistry is the study of the events or phenomena that occur in nature, more specifically, to learn the material and accompanying changes.Based on
Government Regulation No. 22 of 2006, learning chemistry in high school aims to enable students to have the ability to understand the concepts, principles, laws and theories of chemistry, the interrelationships and application to solve problems in daily life and technology.Moreover, the purpose of learning chemistry in high school also fosters scientific attitude, honest, objective, open, resilient, critical,
and can cooperate with others. Based on this, can be said that student should have ability to understand chemistry concept and critical thinking skill to solveproblems in daily life.
In chemistry subject, the teacher must be creative because are some
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facts, laws, terms and etc. but also the numeric problem that has important part in learning chemistry, and 5) there are so many topics in chemistry that must be studied. Furthermore, the topics in chemistry is belongs to 3 characteristic, they are the decomposition of concepts, mathematical calculation, and execution experiment, we need a creative teacher that has proper model of teaching for
chemistry topics.
One of chemistry subjects in second semester high school is colloidal systems.Highlights colloidal system consist of subtopics, among others: the sense of colloidal systems, the types of colloids in life,colloidal characteristic, lyophobic and lyophilic colloid, and the making of colloids.Highlights colloidal system is
one of the chemical material which is abstract and requires an understanding of the execution experiment and the decomposition of concepts are very much, but the application and examples indaily life are concreate.
The tendency ofcurrentchemistry
learningfocusonstudents'activeinvolvement. But thereality on the groundshowsthat
thechemistrystudyconductedinschoolis stillrunning inthe directinstructionmethodandmanyteacherswhodominatethe learningso thatstudentstend to be lessactiveactivity. Besides that, the scope of the chemistry which is complex and broad that cause difficulties for students to understand and
feel bored when learning chemistry in the form of concepts, principles and laws.These difficulties have an impact on student achievement are still not satisfied.
According to NindaHardiani(2014), student’s achievement aboutare stilllowwhich36studentson averageonly about50% of studentswhocompletedin
thedaily testsonmaterialscolloidalsystem, whereas50% of studentsstatedare notcompletedin thedaily testsof thecolloidalsystemwithKKMimplementedby theschoolis75, which isin accordancewith thesetvaluelist(DKN) atSMAN1PercutSei TuanAcademic Year2012/2013.
Tocultivatestudents active, preferablyin the learning processstudents are
roleinsolvingscientificproblemswillencourage studentsinimproving the quality ofeach individualstudent. Besides that, forthisproblemthestudentsneed agoodability, so thattheir problemscan beresolved truly by student. The ability that meansis the curiosity ability.
Curiosityishuman naturethatmakespeople alwayswonder"what it is?''
thenfollowthe questions "why must like that?", "Why is this?", And thenthe questiondeveloped intoquestions such as "How did it happen?", "Howto solve it?", andso on. The furtherone'sway of thinking, the morequestionsarise, the moreefforttounderstand. Whenthe answer tothose questionsreached bythe reasonorbasis, cause orexplanationprofusely, thenbe satisfiedandnotaskagain.
People must havedesire of curiosity to knowenables humans tosolvethe problem. Ifcuriositycan beput to good use, it will bring increasinglyunderstand to people.Someonewhohas
ahighcuriositywillseekdetailedinformationabouteverything that isquestionable. Throughcuriosity, people will trytosolvethe problem. This curiosityneeds to be
investedin studentsso thattheycanimprove learning outcomes. When studentsalreadyhave acuriosity, the studentswill try tosolvethe problemandmaximizeeveryefforttoobtainasatisfactionin learning.
According to NurFadhilah (2013) on “Penerapan Model Pembelajaran
Peer Tutoring DilengkapiLingkaranHidrokarbonUntukMeningkatkan Rasa
InginTahuSiswa Dan PrestasiBelajar Kimia
PadaMateriPokokHidrokarbonSiswaKelas X-6 Sma N 3 BoyolaliTahunPelajaran
2012-2013”, that:dataobtainedcuriosity of studentin first cycle about70.59% and it
increasesin the second cycle, thecuriosity ofstudentabout 73.53%. This
studyconcludedsuccessfullybecausethe curious aspects ofthe measuredhas reachedthe target.
In the learning process, so that the subject matter receivedby students and in accordance with the purpose of teaching that has been planned, it is necessary to use appropriate learning media and more meaningful. Many media that can be
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quality of the learning process. The handout is a medium of learning in the learning process that contains subject matter in the form of charts, images, and brief explanation. Giving handouts is expected to increase the readiness of teachers and students to learn in order to improve student learning outcomes.
According to Erna Agustina (2013) on “PenggunaanMetodePembelajaran
Jigsaw Berbantuan Handout UntukMeningkatkanAktivitas Dan
PrestasiBelajarSiswaPadaMateriPokokHidrokarbonKelasXcSmaNegeri 1
GubugTahunJaran 2012/2013”, that: the percentage of student learning
outcomes in the first cycle of 27.78%, in the first cycle has not yet reached the desired target by 70%, so it needs the second cycle. Improved learning outcomes
in cycle II about 72.23%, it means has reached target. This suggests that learning jigsaw assisted handouts can improve cognitive learning achievement in the subject matter of hydrocarbons.
Based on the data above, writer wants to use a way to overcome the education problem by replace the model of learning that used by teacher in class,
from direct instruction method to problem based learning model that help by handout media. It is because the problem based learning is one of the innovative learning model that provides active learning conditions for students, and with help of media of learning, student more interest to solve problem.Problem Based
Learning (PBL) is model makesstudents betterunderstand theconcepts, they learnthroughdirect experienceandreal-linking betweenthe concepts ofthereal problemsineveryday lifeas well asprovidean opportunitytoshow thebestof theirability. So thatstudents aretrainedto take onaresponsibility, sharpenthinking skillstoa higher levelthroughproblem identification, problem analysis, andcreate
solutions.
PBL models can be interpreted as a series of learning activities that emphasize the process of resolving the problems encountered scientifically (Sanjaya, 2010). There are three main features of the model PBL: 1) PBL is an instructional activity, meaning that in the implementation of PBL there are a
learn by PBL, student active to think, communicate, seek and process the data, and finally concluded, 2) the learning activity is directed to resolve the problem. PBL put the issues as the key word of the learning process. There are problems there can’t be a learning process, c) problem solving is done by using the approach of thinking scientifically. Thinking of using the scientific method is a
process of deductive and inductive thinking. This thought process is done systematically and empirically. Systematic means of scientific thinking is done through certain stages, while empirical means problem-solving process is based on data and facts are clear.
There are some research that has been done by using problem based
learning model. KhairatunNisaManik (2014) on “Penerapan Model Pembelajaran
Problem-Based Learning TehadapHasilBelajar,
KerjasamadanberpikirKritisSiswaPadaMateriPokokKoloidKelas XI SMA Negeri
1 Medan”, that: student’s achievement that teach by PBL model in experiment class about 81.24% and student’s achievement on control class about 60.72%.
Distinguish of student’s achievement use PBL model in experiment class is significant higher than on control class. IlmiFadhilahRizki (2014) on “The Effectiveness Of Interactive Learning Module With Macromedia Flash In Problem
Based Learning To Increase Student’s Achievement And Foster Student Creativity
In Teaching Colloidal System”, that: the result of this research showed that in
experiment class , that taught using interactive learning module with macromedia flash in PBL model have the percentage of gain is 74% and in control class that taught using direct instruction using regular chemistry textbook have the percentage of gain is 59%. Based on the background mentioned above, the writer
wanted to do research with the title is "The Effectiveness ProblemBasedLearning with Handout Media to Increase Student’s
Achievement on Colloidal System".
1.2. Problem Identification
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1. The quality of education in Indonesia still low 2. Lack of variation model in teaching
3. Lack of variation media in teaching 4. The low student’s achievement 5. The low student’s curiosity
1.3. Problem Limitation
Based on the background above, the problem limitation of problems can be identified as below:
1. The model that will use in this research is problem based learning
2. The topic will teach in this research only colloidal system topic on grade XI second semester
3. This research will be conducted in SMAN 2 Balige 4. Media of learning that will use handout media
5. Student’s achievement that will measure only cognitive skill from the
level C1-C3
6. There is one characters that will measure; the curiosity of student.
1.4. Problem Statement
To give the direction of this research, the problem statements in this research are as follow:
1. Is the student’s achievement that teaches by problem based learning model with using handout media significant higher than teach by direct instruction method?
2. How percentage of the student’s curiosity character can be developed by problem based learning model with handout media?
3. How percentage of the student’s responsive that gives to handout media?
4. Is there correlation student’s curiosity character and student’s
1.5. Research Objective
The objectives of this research are:
1. To determine whether the student’s achievement that teaches by problem based learning model with using handout media is significant higher than teach by direct instruction method
2. To know the percentage of the student’s curiosity character can be developed by problem based learning model with handout media? 3. To know the percentage of the student’s responsive that gives to
handout media
4. To know the correlation student’s curiosity character and student’s
achievement that teach by problem based learning model with using handout media on the topic of colloidal system.
1.6. Research Benefit
The benefits that will be hoped from this research, are:
1. Getting learning model that suitable and effective on teaching subject to increase the student’s achievement and student’s curiosity character.
2. As consideration for teachers to use problem based learning model
with using handout media in the classroom teaching and learning process in order to increase student’s learning achievement and student’s character
75 CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
After conducting the research and analyzing the data, there are some
conclusions that gotten, they are:
1. The student’s achievement that taught by problem based learning model
with handout media is significant higher than student’s achievement that
taught by using direct instruction method
2. The development of student’s curiosity character that taught by problem
based learning model with handout media is high criteria.
3. The student’s responsive to handout media give the high criteria
4. There is high correlationbetween student’s achievement with student’s
curiosity character that taught by problem based learning model with
handout media.
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
with handout media in learning colloidal system topic to increase
student’s achievement.
2. It is suggested for chemistry teacher to use problem based learning model
with handout media in learning colloidal system topic to increase
student’s curiosity character
3. It is suggested for chemistry teacher to use interesting handout media in
learning in learning colloidal system topic, so that the student give the
