THE INFLUENCE OF PROBLEM BASED LEARNING MODEL TO INCREASE STUDENT’S ACHIEVEMENT AND STUDENT’S CHARACTER
OF COOPERATION AND RESPONSIBILITY ON THE TEACHING OF SOLUBILITY AND SOLUBILITY
PRODUCT IN SENIOR HIGH SCHOOL
Lheilamora Astaman Harahap (4103332018) ABSTRACT
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CONTENT
Agreement Sheet i
Biography ii
Abstract iii
Acknowledgment iv
Content vii
List of Figure xi
List of Table xii
List of Formula xii
List of Appendix xiv
CHAPTER 1 INTRODUCTION
1.1. The Background of the Research 1
1.2. Problem Identification 6
1.3. Problem Limitation 6
1.4. Problem Formulation 7
1.5. Research Objective 7
1.6. Research Benefit 7
CHAPTER II LITERATURE STUDY
2.1. Definition of Teaching 8
2.2. Defenition of Learning 8
2.3. Student’s Achievement 9
2.4. Character of Cooperation and Responsibility 11
2.4.1. Character of Cooperation 12
2.4.2. Character of Responsibility 13
2.5. Problem Based Learning Model 14
2.5.1. Learning Model 14
2.5.2. Problem Based Learning 15
2.5.4. Advantages and Weaknesses of Problem Based
Learning Model 18
2.5.5. Stages of Problem Based Learning Model 19
2.6. Direct Instruction Learning Model 20
2.7. Solubility and Solubility Product 21
2.7.1 The Definition of Solubility 22
2.7.2. Solubility Product (Ksp) 22
2.7.3. The Relationship between Solubility
and Solubility Product (Ksp) 25
2.7.4. The Effect of a Common Ion and pH on Solubility 25 2.7.5. The Relationship of Solubility Product (Ksp) and Precipitation 28
2.8. Hypothesis 29
CHAPTER III RESEARCH METHODS
3.1. Research Location and Research Objects 30
3.2. Population and Sample 30
3.3. Research Variables and Research Instruments 30
3.3.1. The Study Variables 30
1. Independent Variable 30
2. Dependent Variable 31
3.3.2. Research Instrument 31
3.3.2.1. Test Instrument 31
3.3.2.2. Observation sheet 32
3.3.2.3. Questionnaire 34
3.4. Type and Research Design 34
3.4.1. Type of Reseach 34
3.4.2. Reseach Procedures 34
3.4.3. Research Flow Diagram 36
3.5. Technique Data Collection 37
3.5.1. Validity Item Test 37
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3.5.3. Index Difficulty Test 39
3.5.4. Index Distinguish Test 40
3.6. Data Analysis 41
3.6.1. The Normality Test 41
3.6.2. The homogeneity of test 41
3.6.3. Normalized Gain 41
3.6.4. Hypothesis Test 42
3.6.5. Calculation of Character Percentage 42
CHAPTER IV RESULT AND DISCUSSION
4.1. Research Result 43
4.1.1. Data Analysis of Research Instrument 43
4.1.1.1. Validity Test 43
4.1.1.2. Reliability Test 44
4.1.1.3. Index Difficulty Test 44
4.1.1.4. Index Distinguish Test 44
4.1.2. Data Description of Result 46
4.1.2.1. Student’s Achievement 46
4.1.2.2. Observation Sheet Data of Student’s Character 46 4.1.2.3. Questionnaire Data of Student’s Character 47
4.1.3. Data Analysis of Research Result 47
4.1.3.1. Normality Test of Data 47
4.1.3.2. Homogeneity Test of Data 48
4.1.3.3. Normalized Gain 49
4.1.3.4. Hypothesis Test 49
4.1.3.5. Instrument Analysis of Experiment and Control Class 50 4.1.3.6. The Relation Between Student’s Achievment and Character 51
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 56
5.2. Suggestion 56
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LIST OF TABLE
Table 2.1. Stages of Problem Based Learning 20
Table 2.2. Syntax of the Direct Instruction Learning Model 21 Table 2.3. Solubility product constans for several insoluble
salts and bases at 25˚C 24
Table 3.1. Lattice of Test Instrument 32
Table 3.2. The Lattice of character on the service sheet 33
Table 3.3. Research Design 35
Table 4.1. Result Testing of Question That is Used 45
Table 4.2. Student’s Achievment Data 46
Table 4.3. Observation Sheet Data of Student’s Character 47 Table 4.4. Questionnaire Data of Student’s Character 47
Table 4.5. Normality Test Data 48
Table 4.6. Homogeneity Data 48
Table 4.7. Data of Normalized Gain 49
Table 4.8. Data of Hypothesis Data 50
LIST OF FIGURE Figure 2.1. The effect of adding a common ion,
Cl- on the solubility of AgCl 26
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LIST OF FORMULA
Formula 3.1. Validity Test 37
Formula 3.2. Reliability Test 38
Formula 3.3. Index Difficulty Tesr 40
Formula 3.4. Index Distinguish Test 40
LIST OF APPENDIX
Appendix 1 Chemistry Subject Syllabus 59
Appendix 2 Lesson Plan (Problem Based Learning Model) 63 Appendix 3 Lesson Plan (Direct Instruction Method) 78
Appendix 4 Test Categories (Have Not Valid) 88
Appendix 5 Test Categories (Valid) 97
Appendix 6 Pretest and Posttest 106
Appendix 7 Observation Sheet of Student’s Character 118
Appendix 8 Quertinaire of Student’s Character 121
Appendix 9 Calculation of Validity Test 122
Appendix 10 Calculation of Reliability Test 124
Appendix 11 Calculation of Index Difficulty Test 126 Appendix 12 Calcultion of Index Distinguish Test 129
Appendix 13 Table of Validity Test 131
Appendix 14 Table of Reliability Test 132
Appendix 15 Table of Index Difficulty Test 133
Appendix 16 Table of Index Distinguish Test 134
Appendix 17 Data of Student’s Achievment 135
Appendix 18 Observation Sheet Data of Student’s Character 138 Appendix 19 Developed Percetage Of Student’s Character 144 Appendix 20 Questionnaire Data of Student’s Charcter 149
Appendix 21Calculation of Normality Test 151
Appendix 22 Calculation of Homogeneity Test 152
Appendix 23 Calculation of Hypothesis 153
Appendix 24 Relationship Between Student’s Achievment and Student’s 155 Character
Appendix 25 Instrument Analysis of Experiment Class and Control Class 156
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CHAPTER 1 INTRODUCTION
1.1 The Background of the Research
The most important thing to increase nation’s progress is human resource. Indonesia is categorized as a developing country and the quality of National Education is moving an international standard Education has a very wide meaning and reach all aspects of human life. With education, people have advantages that humans have the ability to solve various problems and difficulties of life. Therefore, the position of education is a builder, shaper, and human development. Globalization requires people to have adequate education in order to compete. Unfortunately, Indonesia is still confronted with the facts about the low quality of education in Indonesia, among these: (1)Every minute, four children out of school; (2)54% of teachers do not have sufficient qualifications to teach; (3)34% shortage of school teachers; (4)Uneven distribution of teachers; (5)Education Development Index (EDI) is at 69th position out of 127 countries. (UNESCO, 2011)
Nowadays, our government is actively encouraging the education in Indonesia. It is recognized that education in Indonesia is lagging far behind if we compare with developed countries in the world. One of the government’s effort that we can see is curriculum development become curriculum of 2013. This curriculum requires active students. The curriculum is not only oriented on knowledge, but also on the affective and psychomotor. If the students shows good learning achievement (cognitive, affective and psychomotor) it means that the education process is success. But when student show bad learning achievement, affective and psychomotor, it means that the education process has failed. It’s mean that this curriculum will require teachers to measure student's character, things that were never done, especially in SMA Panca Budi Medan
Teaching activities in schools are part of the general educational activities, which automatically increases the quality of the students towards the better. Student success in understanding and mastering the material provided. The more students who can reach the level of understanding and mastery of the material the higher success of teaching. Learning model recommended in the 2013 curriculum is problem-based learning, project based learning and discovery learning. With these models is expected an increasing of student’s learning outcomes, whether cognitive, affective and psychomotor.
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Learning chemistry will be meaningful to the student, if the learning is done in accordance with student’s initial knowledge. From the beginning of knowledge, teachers provide materials/ learning resources that correspond to the basic competencies desired, then conditioned with the guidance of the teacher to make students active in constructing their own knowledge. Learning will be meaningful if teachers relate new knowledge with experience who has owned one of the important factors in learning chemistry.
Description above reinforce the researchers to conclude learning strategy in this model is one less variable trigger low student’s learning outcomes. In an effort to improve student learning outcomes, required innovation in learning chemistry. One step that can be done by the teacher as mentor learners is to choose the right learning model. The use of a less precise model of learning can lead to be bored, lack of understanding of the material, and finally may decrease the motivation of participants in the study.
The main problem in learning in formal education (schools) is the low absorptive capacity of learners. This is evident from the result of student’s learning is very low. Achievement is certainly the result of learning conditions that are conventional and don’t make the students aware of participants, how to actually learn it. In other words, the learning process is still dominated by the teacher and not provide access for students to develop independently through discovery in the process of thinking (Trianto, 2010). To solve the problems in teaching and learning, teachers must have a teaching strategy among other such as CTL (Contextual Teaching and Learning), PBL (Problem Based Learning), each other model.
Chemistry is one of those subjects that has a very close relationship between the concepts with their application in everyday life. This means that the learning is not enough just to teach chemistry conceptually, but students also need to understand how to use the concept significantly.
includes definition and unit of solubility, Constanta of solubility product (ksp), the relationship between solubility (s) and Constanta of solubility product (ksp), the effect of common ion toward solubility, solubility and pH, pH and solubility of base, pH and solubility of salts, and precipitation reaction. Solubility and solubility product is a concept that adequately represent the abstract of chemistry lesson so that this subject is difficult to be understood by students.
Disinterest of students to chemistry subject either caused to ignorance of students about the usefulness of the material being studied chemistry in daily life. In addition, because of the way teachers teach focuses on books.
A wide range of innovative learning strategies that are considered the development of student’s cognitive abilities and independence. One model is Problem Based Learning (PBL). Where PBL is a learning model that engages students to solve a problem through the stages of the scientific method so that students can learn the knowledge related to the problem and have skills to solve problems. Objectives to be achieved by the problem based learning is a student’s ability to think critically, analysts, systematic and logical to look for an alternative solution through the exploration of the empirical data in order to develop a scientific attitude (Sanjaya, 2008). So the learning goals expected to be achieved, which is to improve student learning outcomes and develop a scientific attitude in students.
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Based on result of research conducted by Napitupulu (2013), student's achievement are taught with a problem-based learning model is significantly better than the learning outcomes of students with not using problem-based learning model that indicated the proportion of the value of p (sig (2-tailed) = 0.00 (value of p> 0.05). This is in line with research conducted by Sitorus (2011). The average score of student learning outcomes without Problem Based Learning method amounted to 28.00 (with a standard deviation of 8.29 average standard error 1.40). These results increased after the Problem Based Learning method with average learning outcomes become 52.52 (with a standard deviation of 11.64 and a standard deviation of 1.97 on average). Student learning outcomes with the Problem Based Learning method is better compares with the results of learning without a Problem Based Learning Methods. It also prove by Hasni in her research, student learning outcomes are taught using problem based learning model higher with average pretest = 22.25 and an average post test = 61.25 rather than student learning outcomes are taught by direct instruction with an average pretest = 18.5 and average post test = 36.13. This shows that the application of PBL models have a significant influence on learning outcomes of students to the concept of chemical reaction rate.
Based on main problems above, the research was did with the title “The Influence of Problem Based Learning to Increase Student’s Achievement and Student’s Character of Cooperation and Responsibility on the Teaching of Solubility and Solubility Product in Senior High School”.
1.2 Problem Identification
a. Is the quality of education in Indonesia still low?
b. Is student’s achievement in learning chemistry still low? c. Does teachers measure the character of students?
d. Does teachers use less variation of learning model? e. Is the learning process still dominated by teacher? 1.3 Problem limitation
Based on the identification problem above, there is a wide scope of issues, so this research is limited to know the following :
1. This research will be conducted at the Senior High School (SHS) class XI using 2013 curriculum, semester 2 T.A. 2013/2014
2. The subject material that will be taught is solubility and solubility product
3. Teaching model that will be applied in this research is problem based learning model
4. The character that will be measured in this study are cooperation and responsibility
5. Student’s achievement that will be measured in this study is the cognitive aspect of C1, C2, C3 and C4 level
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1.4. Problem Formulation
As for the formulation of the problems in this research are:
1. Is student’s achievement who had been learnt by using problem based learning model higher than student’s achievement who had been learnt by using direct instruction?
2. How many average percentage of student’s cooperation character that can be developed by applying problem based learning model?
3. How many average percentage of student’s responsibility character that can be developed by applying problem based learning model?
1.5. Research Objective
1. The results comparisons of student’s achievement who had been learnt by using problem based learning method with using direct instruction 2. The average percentage of student’s cooperation character that
developed by applying problem based learning model
3. The average percentage of student’s responsibility character that developed by applying problem based learning model
1.6. Research Benefit
This research is expected as follows:
1. Can provide guidelines for teachers of science, especially chemistry teachers to use problem based learning model in learning process that can improve student’s achievement.
2. Can change student’s paradigm that chemistry isn’t a difficult subject, so it can improve their motivation to learn and also the understanding about solubility and solubility product
CHAPTER V
CONCLUSION AND SUGGESTION 5.1. Conclusion
Based on the research that have been done, can be concluded that :
1. Student’s achievement who is thought with problem based learning model is higher than students who thought with direct instruction. It show by the average of gain in two sample class, where experiment class got 0.82 (high category) and control class is 0.69 (medium category). 2. The percentage of student’s cooperation character that developed by
applying problem based learning model is 70.22%
3. The percentage of student’s responsibility character that developed by applying problem based learning model is 74.59%
5.2. Suggestion
1. For chemistry teacher, they should make innovation in teaching of chemistry, one of the ways is by apply problem based learning model because this model can improve student’s achievement and character in chemistry
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