THE INFLUENCE OF PROBLEM BASED LEARNING METHOD TOWARD STUDENTS’ SEQUENCE AND SERIES PROBLEM
SOLVING ABILITY IN THE TWELFTH GRADE OF SMA NEGERI 2 BALIGE 2012/2013
By:
Hot Tiarma Sianipar ID. Number 408 111 061
Mathematics Education Study Program
A THESIS
Submitted to fulfill the requirement for the degree of Sarjana Pendidikan
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATIC AND SCIENCE STATE UNIVERSITY OF MEDAN
ACKNOWLEDGEMENT
Praise to the Almighty God, Jesus Christ, who has given strength and
ability to the author, so that this thesis can be finished. The title of this research
was “The Influence of Problem Based Learning Method toward Students’
Sequence and Series Problem Solving Ability in Twelfth Grade of SMA Negeri 2
Balige 2012/2013” as a partial fulfillment of the requirements for the degree
Sarjana Pendidikan of the Mathematics Department, Faculty of Mathematics and
Natural Science State University of Medan.
In this occasion, the author would like to express thank you very much to
her supervisor Dr. Izwita Dewi, M. Pd for her advices, motivation, suggestion and
guidance in finishing this thesis. To her lecturer examiner Drs. Syafari, M.Pd,
Dr.W.Rajagukguk,M.Pd, and Dra. Katrina Samosir, for their correction with
valuable comments to correct the manuscript of scientific writing, to her academic
lecturer Dra.Ida Karnasih, M.Sc.Ed,Ph.D.
The author also would like to express thank you to Mr. Prof. Dr. Ibnu
Hajar,M.Si as the rector of university and staff in office of university head, to Mr.
Prof. Drs. Motlan, M.Sc,Ph.D as a dean of Mathematic and Natural Science
Faculty and staff in Mathematic and Natural Science Faculty, to Mr. Prof. Dr
Mukhtar, M.Pd as chief of Mathematics Department, Mr.Drs. Syafari, M.Pd as
chief of Mathematics Education Program, Mr. Prof.Dr.Herbert Sipahutar, M.S,
M.Sc as the coordinator of Bilingual Program, Mr. Drs.Yasifati Hia,M.Pd as
secretary of Mathematic Department, Mrs. Dr. Iis Siti Jahro, M.Si as secretary of
Bilingual program, and all staff in Mathematic Department and Bilingual
Program to help the author.
The author also would like to express thank you to head master of SMA
Negeri 2 Balige Mr. Danjor Nababan S.Pd. MM who gave permission to do the
research, to mathematic teacher Mr. Paber Panjaitan,S.Pd, Mrs. Ani Sefriana
Nadapdap, S.Pd and all teacher and staff in SMA Negeri 2 Balige that help the
author to do the research.
The author also would like to express her deepest love gratitude to her
father (alm)Robin Sianipar, S. Pd, her mother Tudiparmi Simanungkalit, her sister
drg.Karyana Mutiara Sianipar with her family, Irmawati Valentina Sianipar with
her family, Monita Sianipar, S.Pd, her brother Roy Sinta Pohan Sianipar, Andreas
Sianipar affectionately which gave birth and enlarge to author, gave morale
support, material and pray and so all her family. To Mrs. Elida Damanik and her
husband Mr. Jifri Bakara, S.Pd, the three of “Kasih”, Theresia Hutagalung who
helped her as long as the research in Balige. To “Tyoners XII-2” and “The One
XII-4” students. To her special friend, Fiji Hariadi Purba, ST and his family. To
her lovely friends Emil Hani, Misna Fitriyani Siregar, Siti Rafiah Rangkuti, Siti
Rahmadani, Fatimah, Selvi Septiani Harahap and all friends in mathematics
bilingual program 2008 thank you very much for your support, helping to finish
this thesis.
The author has strived as maximal as she can in doing this thesis. But with
her humble heart, the author hopes the construct suggestion and critics from the
reader for perfection this thesis. The author hopes this thesis can be useful and
give many function to the reader specifically about subject matter which was
researched in this thesis.
Medan, February 2013
Author
THE INFLUENCE OF PROBLEM BASED LEARNING METHOD TOWARD STUDENTS’ SEQUENCE AND SERIES PROBLEM
SOLVING ABILITY IN THE TWELFTH GRADE OF SMA NEGERI 2 BALIGE 2012/2013
Hot Tiarma Sianipar (ID. Number 408 111 061) ABSTRACT
The objective in this research was to know the influence of problem based learning toward students’ sequence and series problem solving ability and was there any difference of students’ activity using problem based learning and conventional method in twelfth grade of SMA Negeri 2 Balige.
The population in this research was all students in twelfth grade of SMA Negeri 2 Balige that was divided into seven classes. The sample of this research was 64 students that were divided into two classes; those were 30 students in Natural Science 2 that was taught by using problem based learning method and 34 students in Natural Science 4 that was taught by using conventional method.
In experiment class that used problem based learning method, the matter was delivered by teacher as guide and the students discussed in each group. There were 4 or 5 students in one group. Teacher didn’t tell which group would present the discussion result in order to increase the students’ seriousness. The test was homogeneous. -test is used in hypothesis test and gotten = 4.8034 with the significant level = 0.05 then = 1.6703. Based on the testing criteria where > then was accepted with the result 4.8034 > 1.6703. Means that there was difference students’ problem solving ability that was taught by using problem based learning and conventional method. The students’ problem solving ability that was taught by using problem based learning method was better than conventional method. Then can be seen the significant influence of students’ problem solving ability that is taught by using problem based learning method.
Key Words: Problem Based Learning Method, Conventional Learning, Problem Solving Ability
CONTENTS
CHAPTER II LITERATURE REVIEW
2.1 Theoretical Framework
2.1.1 Mathematics Problem Solving Ability
2.1.2 The Definition of Problem Based Learning
2.1.3 Principle of Problem Based Learning
2.1.4 Advantage and Disvantage of Problem Based Learning
2.1.5 Conventional Method
2.1.6 Sequence and Series Material
CHAPTER III RESEARCH METHODOLOGY
3.1Place and Research Time
3.2Population and Sample
3.2.1Research Population
3.2.2Research Sample
3.3Research Variable and Operational Definition
3.4Research Design
3.8 Criteria Level of Students’ Problem Solving Ability
3.9Students’ Learning Activities
CHAPTER IV RESULT AND DISCUSSION
4.1 The Research Result Data Description
4.1.1 Post test of the experiment and Control Classes
30
30
4.2 The Research Result Data Analysis 31
4.2.1 Normality test 31
4.2.2 Homogeneity test
4.2.3 Hypothesis test
31
31
4.3 Level of Students’ Mathematics Problem Solving Ability
4.4 Students’ Observation Result
32
33
4.5 Discussion of Students’ Problem Solving Ability Result 34
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion 37
5.2 Suggestion 37
REFERENCES 38
TABLE LIST
Table 2.1 Problem based learning steps
Page
13
Table 3.1 Students’ amount particularly 20
Table 3.2 Research design
Table 3.3 The Result of Validation
22
25
Table 3.4 Criteria level of problem solving ability 29
Table 3.5 Ideal score for students’ activities 29
Table 4.1 The data of post tesst in experiment and control class 30
Table 4.2 The data summary of normality test in both classes 31
Table 4.3 Homogeneity test result 32
Table 4.4 Hypothesis test result 32
Table 4.5 Learning process observation 33
APPENDIX LIST
Appendix 1 First Lesson Plan for Experiment Class
Page
40
Appendix 2 Second Lesson Plan for Experiment Class 50
Appendix 3 First Lesson Plan for Control Class 60
Appendix 4 Second Lesson Plan for Control Class 63
Appendix 5 Student Activity Sheet 1 66
Appendix 6 Student Activity Sheet 2 70
Appendix 7 Hint of students’ problem solving ability scoring 74
Appendix 8 Blue Print of Post-test 76
Appendix 9 Post Test Problem 77
Appendix 10 The Alternative Solution of Post-test 79
Appendix 11 Validator Evaluation Sheet 85
Appendix 12 Observer Assessment Scale 89
Appendix 13 Observation Sheet of Students’ Activities (PBL) 90
Appendix 14 Observation Sheet of Students’ Activities (CL) 98
Appendix 15 Validator Names 107
Appendix 16 Validation Analysis of Validator Agreement for Post test 108
Appendix 17 Reliability Analysis of Post Test 110
Appendix 18 Post Test Result for Experiment Class (PBL) 112
Appendix 19 Post Test Result for Control Class (CL) 113
Appendix 20 Post Test Score for Experiment and Control Classes 116
Appendix 21 The Calculation of Mean, Deviation, and Variants 118
Appendix 22 Calculation of Normality Test 119
Appendix 23 Calculation of Homogeneity Test 122
Appendix 24 Calculation Hypothesis Test 123
Appendix 25 Level of Problem Solving Ability 125
1 CHAPTER I INTRODUCTION
1.1 Background
Education is the most important aspect in every country. It determines the
development of the country itself. Education in Indonesia belongs to the low one
and if we compare to the other countries, it’s still fallen behind. The low quality of
education in Indonesia naturally is very alarming.
Based on the data in Education for All (EFA) Global Monitoring Report
2011, the position of Indonesia is 69th of 127 countries in the world. While survey
result that was done by Program for International Student Assessment (PISA) in
2003 showed that, from 41 surveyed countries for mathematic skill and reading
skill, Indonesia was in 39th level with the score is 360,2. It belongs to the beneath
international average, namely 500. In the same survey, for problem solving ability
is 361,5. It’s also beneath international average.
By discerning this fact, the seriousness of governor in increasing the
education quality is absolute demand that must be done overall. The spirit of
improvements have been already visible, for instance the increasing of education
budget to 20% of APBN budget, the enhancement of teachers quality by means of
teacher certification program. The education curriculum is revised continuously
from 1994, then supplement 1999, 2004 curriculum (KBK), and now KTSP,
which is refinement of the competency-based curriculum. But even there have
been some improvements, we still find a lot of education problem in all parts.
Mathematics is one of the sciences that must be learned by all students as
generation who will lead a nation. It is also due to the mathematical science is a
fundamental science that can foster students’ problem-solving ability that are
needed in the times. The role of mathematics is very extensive in this life. The
magnitude of mathematics role requires the students to be able master math.
Cockroft states (Abdurrahman, 2003: 253) that mathematics must be
taught to the students because 1) always used in all parts of life; 2) all fields of
communication, concise, and clear; 4) can be used to present information in
variety of ways; 5) improve the logical thinking ability, accuracy, frivolous
awareness; and provide the ability solve challenged problem; and 6) give the
ability to the problem solving effort.
Dolan and Williamson (1983: 9) states in the different ways:
“In April 1980, following two years of extensive research regarding the beliefs that many segments of society hold with respect to the objectives and priorities of mathematics education, the National Council of Teachers of Mathematics published Recommendation for School Mathematics of the 1980’s”.
Discerning the trend of mathematics has a lot of benefits, students should
be fond of the mathematics subjects. But in fact, students’ anxiety and frustration
in mathematic up to now still heard, both in public and school environment. Most
students said that mathematics is an abstract class, difficult to understand, boring,
uninteresting, and even there is no relation with the daily life. Probably it’s due to
the saturated theory because there are exactitude methods in the mathematic
subjects that are given.
Dolan and Williamson (1983: 15) describes more specific, it is:
“Many students have considerable difficulty solving word problems. Their confusion lies in the fact that they are unable to write number sentences for the problems, which is the method of solution typically taught. If they can not use the approach, they are lost and often give up. A majority of these same students do have an understanding of the basic problem. If they are taught an alternate strategy that will give them a less sophisticated approach to solving the problem, they may be able to arrive at solution”.
Example:
An employee gets a constant raise every year. He started to work in 1990
with salary Rp 225.000,00 per month, and in 1996 his salary raised to Rp
465.000,00. How much salary will he get in 2000?
For such a problem above, the difficulties that probably appear is difficult
to understand the word problem and connect the information on to the method to
solve the problem. It does due to the students do not understand yet the solution
steps, where it should be made the mathematical model which is appropriate in
3
Abdurrahman states (2003: 252) that from various fields of study that are
taught in school, mathematics is a field of study that is considered as the most
difficult lesson, who do not find any difficulties to learn mathematics, and even
more for students who find difficulties.
In addition, based on the concise interview to some students, they state
that mathematic is an abstract lesson, difficult to understand, boring,
uninteresting, and even there is no relation to daily life. And by seeing some
students’ exercise book in SMA Negeri 2 Balige, some students have been able to
answer the problem. But they only need the answer. They ignore the steps that
must be passed systematically.
It’s probably caused of the saturated theory because the lesson that is
given does not use the appropriate learning method, with one of teachers in SMA
Negeri 2 Balige, Mr. Paber Panjaitan, teachers are often use the conventional
method. That can be one of the reasons why students do not like studying
mathematics. And then the spread of students’ achievement is extended.
In conventional method, teacher is more active so the learning process
makes the students are easy to be saturated. Students are considered as passive
creatures who receive the input only. All the learning process is concentrated to
the teacher’s ability. So students’ ability is ignored.
There is a lot of learning methods that have been used in field problem
solving is not appropriate to the material. To increase the students’ problem
solving ability, it’s needed for having the learning attitude, open minded, and
challenged to be active to give the ideas as much as possible. Because of that,
there is a learning method that can be used to increase the students’ problem
solving ability. The method is problem based learning.
Problem based learning is a learning method that gives challenge to
students to look for the solution from individual or even team problems.
Problem-based learning also makes students can develop their skills to the autonomous
learners. Problems are divided to dig the natural curiosity by connecting the
learning to the students’ daily life. And it emphasizes to the using of analytical
The aim of this method is to help human beings to tap their latent and
frequently unused urge the growth to becoming self-directed, self-responsible, and
autonomous persons. This development is encouraged by the therapist or educator
initiating, in a one-to-one or a small group situation, a pattern of communication
that creates a climate of trust and security. This type of milieu helps the students
to focus on the issues, goals, and problems that confront them. It also facilitates
the marshalling of the diverse cognitive, affective, and psychomotor resources
required to resolve or reduce the concerns and problems. This facilitates setting is
initiated and maintained by the facilitator’s communicating a non-judgmental,
acceptant, and caring appreciation for the students.
According to Tan (Rusman, 2011:229), problem based learning is learning
innovation because in the process of learning, thinking ability of students is
optimized through team work systematically, in order to use, exercise, test, and
develop the thinking ability continuously.
Finally, in coming to understand what needs to be considered in making
the suitable method with the matter of mathematics and the low problem solving
ability level, it is important for the researcher to make a research about The Influence of Problem Based Learning Method toward Students’ Sequence and Series Problem Solving Ability in the Twelfth Grade of SMA Negeri 2 Balige 2012/2013.
1.2 Problem Identification
Based on the background that is stated above, so we can identify some
problems that relate to students’ mathematics learning, they are:
1. The spread students’ achievement of mathematics in SMA Negeri 2 Balige
is extended.
2. Students’ problem solving ability of mathematics is not visible yet.
3. Students’ opinion that mathematic is difficult lesson and it’s due to the
shortcoming of students’ interesting to mathematics learning.
5
5. The learning method that is implemented by teacher can’t optimize the
students’ problem solving ability.
1.3 Limitation Problem
Considering that this problem research scope is wide, it’s needed to make
the limitation. The problem research is limited in Problem Based Learning on
students’ problem solving ability in Application of Arithmetic Sequence and
Series that concerns to KTSP.
1.4 Problem Formulation
Based on the background of the issues, problems identification and
limitation problem that have been stated above, then the problem in this study is
formulated as:
1. Is there any significant influence of problem based learning toward
students’ sequence and series problem solving ability?
2. How is the students’ activity difference between problem based learning
method and conventional method in arithmetic sequence and series
subtopic in the twelfth grade of SMA Negeri 2 Balige?
1.5 Research Objectives
The research objectives of this research are:
1. To know there is positive influence of problem based learning to students’
sequence and series problem solving ability.
2. To know the students’ activity difference between problem based learning
method and conventional method in arithmetic sequence and series
1.6 Research Benefits
This research is expected will give the benefit as follow:
1. For Students
a. Increasing the students’ activeness in learning in order to be
autonomous students.
b. Increasing the students’ mathematics problem solving ability
2. For Teacher
a. Opening the insight of teacher’s mind in teaching and developing
the learning method.
b. Measuring the students’ understanding in mathematics learning.
3. For School
a. Increasing the school quality by increasing the students’
achievement or teacher activities.
b. Increasing the learning affectivity and learning efficiency
4. For Students or Advanced Researcher
a. Increasing the insight, ability, and experience in increasing the
competence as teacher candidate.
b. As information or reference for the advanced researcher in doing
37 CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the result research from data analysis, can be obtained some
conclussion, those are:
1. Students’ average problem solving ability that is taught by using problem
based learning method is 88.50. Students’ average problem solving ability
that is taught by conventional method is 79.03. Students’ average that is
taught by using problem based learning method is higher than using
conventional method. So by using t-test there is significant influence of
problem based learning to students’ sequence and series problem solving
ability.
2. The students’ activity in experimental class is better than students’ activity in
control class. The students’ activity score of both classes is in the different
interval. The students’ activity score is very high in the experimental class,
whereas in the control class in the first meeting, it belongs to the low
category and the second meeting belongs to the moderate category.
5.2 Suggestion
Based on research result, then the suggestions that can be given by writer are:
1. For mathematic teacher, problem based learning method can be used as an
alternative learning method because it can increase students’ problem solving
ability.
2. For the next researcher, to make the better research in order to get the
maximal result with different matter or grader and the end can be beneficial
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