THE COMPARISON OF STUDENTS LEARNING OUTCOMES AND STUDENT ACTIVITIES THROUGH IMPLEMENTING PROBLEM BASED LEARNING AND GUIDED DISCOVERY METHODON HUMAN CIRCULATORY SYSTEM FOR 11TH GRADESTUDENT SMA NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2012/2013.

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THE COMPARISON OF STUDENTS’ LEARNING OUTCOMES AND STUDENT ACTIVITIES THROUGH IMPLEMENTING PROBLEM

BASED LEARNING AND GUIDED DISCOVERY METHOD ON HUMAN CIRCULATORY SYSTEM FOR 11TH GRADE

STUDENT SMA NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2012/2013

By:

METI AGUSTINA BUTAR BUTAR 408641009

Biology Bilingual Eduation

SKRIPSI

Submitted to the State University of Medan as a Fulfillment as Sarjana Pendidikan

BIOLOGY DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

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THE COMPARISON OF STUDENTS’ LEARNING OUTCOMES AND STUDENT ACTIVITIES THROUGH IMPLEMENTING PROBLEM

BASED LEARNING AND GUIDED DISCOVERY METHOD ON HUMAN CIRCULATORY SYSTEM FOR 11TH GRADE

STUDENT SMA NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2012/2013

Meti Agustina Butar butar 408641009

ABSTRACT

This quasy experiment research aims to investigate the comparison of student learning outcome and student activities through implementing problem based learning and guided discovery method on human circulatory system topic in SMA Negeri 1 Tebing Tinggi Academic year 2012/2013. The population of this research was all students in SMA Negeri 1 Tebing Tinggi totaling 231 students. The sample was taken by using random sampling and was obtained the sample for 33 students of problem based learning (XI IPA-1) and 33 students of guided discovery class (XI IPA-2). The instrument of research was student’s learning outcome test in multiple choise form with 30 questions which had been validated by expert. The result of data analysis showed that pretest in problem based learning class (61.87±6.72) and pretest in guided discovery class (62.48±8.50).

After t test was carried out by using significance degree ά_{= 0.05, it was obtained}

that tcalculate = 0.80< ttable= 2.00, so it can be known both classes had no significant

difference of student’s learning outcomes before implemation. Post-test in problem based learning class (78.55±4.70) has significant different compare with postest in guided discovery class (80.00±4.05). It was obtained that ttable =2.00>

tcalculate = 1.93, define student’s learning outcomes of biology in guided discovery

class higher than problem based learning class. Then, result of student activities in problem based learning class fist meeting 54.5 second meeting 61.1 and third meeting 58.2 and in guided discovery class the first meeting 70 second meeting 64 and third meeting 67.02. The average of two methods 57.9: 67. Based on resulted data of Experimental students activities problem based learning and guided discovery also shown the difference percentage of classroom activities.

Keyword : student learning outcomes, students activities, problem based learning

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CHAPTER II LITERATURE STUDY

2.1. Theoretical Background 7

2.1.1. Definition of Study 7

2.1.2. Understanding Learning Outcome 8

2.1.3. Teaching Learning Process 11

2.2. Students Activities 11

2.2.1. The Principle of Learning Activities 12

2.2.2. The Type of Students Learning Activities 15

2.3. Problem Based Learning (PBL) Method 16

2.4. Guided Discovery Method 20

2.5. Circulatory System 25

2.6. Conceptual Framework 37

2.7. Hypothesis of Research 38

CHAPTER III RESEARCH METHOD

3.1. Location and Time of Research 40

3.2. Population and Sample 40

3.2.1. Population 40

3.2.2. Sample 40

3.3. Research Variable 40

3.4. Type and the Research Design 41

3.5. Instrument of Research 41

3.5.1. Learning Outcome Test 41

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3.6. Research Procedures 48

3.7. Data Analysis Techniques 51

3.8.1. The Normality Test 51

3.8.2. The Homogeneity Test 52

3.8.3. Hypothesis Test 53

CHAPTER IV RESULTS AND DISCUSSION

4.1. The Result of Instrument Test 54

4.1.1. The Instrument Validity Test 54

4.1.2. The Instrument Reliability Test 54

4.1.3. The Instrument Discrimination Index 54

4.1.4. Difficulty Index 54

4.2. Data Description 55

4.2.1. Description of Pre-test Data 55

4.2.2. Description of Post-test Data 57

4.3. Observation of Student Activity 59

4.4. Normality and Homogeneity 61

4.5. Discussion 62

4.5.1. Learning Outcome 62

CHAPTER V CONCLUTION AND SUGGESTION

5.1. Conclusions 66

5.2. Suggestion 66

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LIST OF TABLE

Page

Table 2.1. Cognitive Domain 9

Table 2.2. Syntax of Problem Based Learning (PBL) 18

Table 2.3.The Differences of Problem Based Learning (PBL)

Method with Guided Discovery Method 24

Table 3.1. Type Design of Research 41

Table 3.2.Cognitive Questions 42

Table 3.3. Instrument of Students Activities 46

Table 3. 4. Individual Assessment 47

Table 4.1. The Different of Pre-test Value in PBL and Guided Discovery 55

Table 4.2. The Difference of Post-test in PBL and Guided Discovery 58

Table 4.3 Percentage of Student Activities 60

Table 4.4 Normality Test Data 61

Table 4.5. Homogeneity Test Data 61

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LIST OF FIGURE

Page

Figure 2.1.Heart and its Part 26

Figure 2.2.Blood Pressure 28

Figure 2.3.Blood Vessel 29

Figure 2.4.Blood Component 33

Figure 2.5. The Various Kinds of Blood Groups 33

Figure 2.6. Blood Transfusion 35

Figure 3.1 Research Procedures 50

Figure 4.1. Diagram of difference of Pre-test Score Ranges in Problem

Based Learning Class and Guided Discovery Class 56

Figure 4.2. The Comparison of students Learning Outcome on Pre-test 57

Figure 4.3. Diagram of Difference of Post-test Score Ranges in Problem

Based Learning Class and Guided Discovery Class 58

Figure 4.4. The Comparison of Students Learning Outcome on post-test 59

Figure 4.5. Diagram of Difference Diagram of Students Activity in Problem

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LIST OF APPENDIX

Page

Appendix 1 Syllabus 71

Appendix 2 Lesson Plan Problem Based Learning 73

Lesson Plan Guided Discovery 86

Appendix 3 Instrument of Pre-test and Post-tests 98

Appendix 4 Answered Key 107

Appendix 5 Worksheet Problem Based Learning 108

Worksheet Guided Discovery 115

Appendix 6 Students Activity Worksheet 123

Appendix 7 Table of Validity 125

Appendix 8 Calculation of Validity Test 126

Appendix 9 Table of Reliability Test 128

Appendix 10 Calculation of Reliability Test 129

Appendix 11 Table of Discrimination Index 130

Appendix 12 Calculation of Discrimination Index 131

Appendix 13 Table of Difficulty Index 133

Appendix 14 Calculation of Difficulty Index 134

Appendix 15 Result of Student learning Data in PBL and GD 136

Appendix 16 Calculation of Average, Standard Deviation and

Variance Of Pre-test and Post-test 138

Appendix 17 Normality test of Research Data 141

Appendix 18 Calculation of Homogeneity Test 144

Appendix 19 Hypothesis Test 147

Appendix 20 Student Activity in PBL and GD 151

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CHAPTER I INTRODUCTION

1.1. Background

The quality of education in Indonesia is still low. It always gets a sharp

scrutiny from many sides, such as Government and Educational Institution. The efforts were done by the government to increase quality of education such as

changing educational curriculum, increasing teachers’ quality and repairing of accommodations or infrastructure. However, all efforts which the government did were not achieve maximum result yet.

Increasing the quality of education is closely related to the quality of teacher

who educates the students at school. A teacher is expected to make a comfortable situation so that students can learn well. The comfortable situation will be able to

motivate students to learn, moreover, it is depend on students’ willingness to learn.

A good teacher whose has a good competence in teaching is a teacher whose has an ability to make unity steps which is developed by a plausible consideration

to reach teaching purposes efficiently. The implementation of teaching method which was chosen by the teachers involves learning purpose aspects, materials relevance, an ability to use the materials’ relevancy, and teaching situation.

In learning process, a teacher must be able to reach learning objectives

successfully. And the successfulness involves the comparison understanding in short term or long term about what the comparison had learned, and result a good’s graduate students.

Result of interview was done to collect the information. The information is obtained from the teachers and students from the senior high school class IX, who has been studying on human circulatory system topic. It is shown that learning

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meanwhile the students just listening, taking note, and sometimes discussing

about the topics from the teacher. Therefore, students’ learning outcome is not maximized. The average score of students’ daily test are 65, and make them passive in the learning process. Based on the data which obtained, many students got unsatisfied score, and the score is unachieved minimum standard 75. The data

of score are: 8 students (20 % from 40 students) got high scores, 10 students (25 %) got medium scores, 16 students (40%) got low scores, and 6 students (15%)

got very low scores.

One of alternatives answers for this problem is teacher should choose learning method that can improve student learning outcomes and students activities according to the materials which will be taught. Teaching and learning’s

way are being important factor and most impact to reach the learning outcome. So that, the teachers is hoped to complete their skills to maximize their performance

in teaching such as: developing teaching methods, skills which can improve learning motivation. One effort to improve student learning outcomes and students activities is implementing the problem based learning and guided discovery.

According to Prawiradiaga, (2008:45) the problem based learning (PBL) was the learning method based on problems to gain a sharp mindset of meta-cognitive (the strategy of ability to solve a problem). This PBL also can improve students’ learning outcomes and students’ activity. It is proved by the research of

Janler (2011:59) “implementation of PBL learning method increase students’

activities and abilities to solve a problem in mathematics for 10th grade students

on SMA Serdang Murni Lubuk Pakam academic year 2010/2011 showed increasing learning outcomes of 11 students (28.11%) to 35 students (90%) with the total of the students is 39. Then, according to Manohar (2010:58) through research “the implementation of PBL to increase students’ activities on ecosystem

topic for 10th grade student SMA Percut Sei Tuan showed increasing of learning

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Meanwhile Yulianto (2011:148) said that Guided Discovery Learning

Method usually is used to develop the comparison materials inductively. The Discovery Learning or invention is a learning in which the students construct their own understanding. The students have to learn through their own activity with including concepts and principles. The students must be motivated to have own

experience and do the experiments, so that they are able to construct their own principles. Thus, Martiningsih proposed that “By using Guided Discovery, the

students are asked to involve or to participate in the learning activities. The teacher acts as the facilitator and preserve guidance, so that the students are expected to do their own activity or in group to solve problem by the guidance of the teacher”

The Guided Discovery learning method can increase the students’ learning

outcomes. It can be proved by Ramadani (2011: 59) “the effect of learning method (Expository VS Discovery) on the classification of organism to students’ learning

outcomes. The average score which has been obtained was 82 and 64 by using expository method. Further research conducted by Rahanita (2008: 56), “the comparison of students’ learning outcomes which taught by used expository with

which taught by used guided discovery method on arithmetic topic of 12th grade

SMA Negeri 2 Rantau Selatan as follows: students’ which was taught by using expository Model was 11.55 with standard deviation was 1.75 while the students outcomes by use guided discovery model was 15.49 with standard deviation 1.89. In order to increase students’ learning outcomes and activities in the

learning process, the teacher should choose an appropriate teaching method. Based on the problems that have been described previously, the author is interested to do research which related to learning method. The problem will be observed in this research is the differences of problem based learning and guided

discovery method on students’ learning outcomes and students’activities for 11th

grade student SMA Negeri 1 Tebing Tinggi on the topic Human Circulatory

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Based on explanation previous paragraph the author is proposed to do

research of “The Comparison of Students’ Learning Outcomes and Students’

activities through implementing Problem Based Learning (PBL) and Guided Discovery Method on Human Circulatory System for 11th Grade student SMA NEGERI 1 Tebing Tinggi academic year 2012/2013.”

1.2. The Problem Identification

Based on the background, the problems identified are:

1. The biology learning process is still conducted by lecture method, which

too much informs the facts to the students. It makes students’ skills in conduct the scientific method and solve the problem are low.

2. Students’ learning outcomes in biology is not satisfied. It can be seen

from the students’ score in final exam is less than 75.

3. Students’ interest in learning biology is low.

4. Students’ interaction in the learning process was still low, so that the

tendency to participate in teaching-learning process is less.

1.3. The Scope of Problem

According to the identified problem, the scopes of this research are as follow:

1. To compare of students’ learning outcomes which is taught by using

Problem Based Learning and Guided Discovery

2. To compare of students activities which is taught by using Problem Based

Learning and Guided Discovery

3. The topic chosen in this research is human’s circulatory systems for grade

11th SMA N 1 Tebing Tinggi academic year 2012/2013.

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1.4. Research Question

Based on the background and research scope, research question can be

formulated as follow:

1. Is there any difference between students’ learning outcomes that is taught by

using Problem Based Learning (PBL) and Guided Discovery Method on the

topic of Human’s Circulatory system in SMA N 1 Tebing Tinggi for 11th

grade?

2. Is there any difference between student learning activities which is taught by

using Problem Based Learning (PBL) and Guided Discovery Method on the

topic of Human’s Circulatory system in SMA N 1 Tebing Tinggi for 11th

grade?

1.5.Research Objectives

The objectives of this study are:

1. To compare between students’ learning outcomes which is taught by using

Problem Based Learning (PBL) and Guided Discovery method on the topic of Human’s Circulatory system in SMA N 1 Tebing Tinggi for 11th grade

2. To compare between students’ activities which is taught by using Problem

Based Learning (PBL) and Guided Discovery method on the topic of

Human’s Circulatory system in SMA N 1 Tebing Tinggi for 11th grade

1.6. Significance of Research

This research is expected to provide benefit as follows:

1. Provide input to the researcher as a teacher candidate to apply the learning

process and improve the students’ learning outcomes and their activities.

2. As the references for the author about the model of Problem Based

Learning and Guided Discovery Method

3. As input and useful information to the educational institutions generally and

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4. For students, as the comparison learning experience that can increase the

learning outcomes and their activities.

1.7. Operational Definition

1. Learning outcomes is the result obtained by students after being treated by

using Problem Based Learning and Guided Discovery in the topic of human circulatory system topic in Class XI SMA Negeri 1 Tebing Tinggi that can be observed from pretest and posttest score.

2. The Student activities are an act of mental or psychics which is important in

teaching-learning interaction.

3. The Problem Based Learning is used as learning process where the problem

is allocated to the real life.

4. The Guided Discovery is the learning method designed to teach the

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CHAPTER V

CONCLUSSION AND SUGGESTION

5.1. Conclussion

The conclussion of this research are:

1. There is no significant difference of student learning outcome in biology

that taught by using Problem Based Learning (PBL) and Guided Discovery

Method on the topic of Human’s Circulatory system in SMA N 1 Tebing Tinggi for 11th grade

2. Students activities taught by using Guided Discovery higher than Problem

Based Learning (PBL) on of Human’s Circulatory system topic in SMA N 1

Tebing Tinggi for 11th grade

5.2. Suggestion

Having considered the findings of this research, the suggestions are:

1. For biology teachers can make problem based learning and guided

discovery model as alternative in choose the model of learning that is expected to increase students learning outcome and students activities.

2. To the next researcher is hoped to be better to do the research because of

researcher’s experience for implement learning model when study, researchers was not capable to master the class in whole and influced the research’s result, so the next researchs will get more maximum result.

3. Giving reinforcement to students that have increase of learning outcome is

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THE COMPARISON OF STUDENTS LEARNING OUTCOMES AND STUDENT ACTIVITIES THROUGH IMPLEMENTING PROBLEM BASED LEARNING AND GUIDED DISCOVERY METHODON HUMAN CIRCULATORY SYSTEM FOR 11TH GRADESTUDENT SMA NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2012/2013.