PROJECT-BASED LEARNING: AN EFFORT TO IMPROVE STUDENTS’ ACHIEVEMENT AND PROBLEM SOLVING SKILL ON PEOPLE AND
THE PLANET CHAPTER
RESEARCH PAPER
Submitted as Requirement to Obtain Degree of Sarjana Pendidikan in International Program on Science Education Study Program
By
Binar Kasih Sejati 0902225
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION
FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
SHEET OF LEGITIMATION
PROJECT-BASED LEARNING: AN EFFORT TO IMPROVE STUDENTS’ ACHIEVEMENT AND
PROBLEM SOLVING SKILL ON PEOPLE AND THE PLANET CHAPTER
By:
Binar Kasih Sejati 0902225
Approved and Authorized by,
Supervisor I
Drs. H. Yusuf Hilmi Adisendjaja, M.Sc.
NIP.195512191980021001
Supervisor II
Rini Solihat, S.Pd.,M.Si NIP. 197902132001122001
Perceive,
Head of International Program on Science Education Study Program
Dr. Diana Rochintaniawati, M.Ed.
DECLARATION
I do hereby declare that every respect which is written in research paper entitled
“Project-Based Learning: An Effort to Improve Students’ Achievement and
Problem Solving Skill on People and The Planet Chapter” is genuinely pure result
of my own original ideas, efforts, research, work and not copy or plagiarized from
other papers. The opinions or findings of others which is contained in this
research paper have been quoted or referenced based on scientific code of conduct
and accordance with an ethical science that applies in scholarly society. This
declaration is created truthfully and consciously, when subsequently it is found an
infringement towards scientific ethics, or if there is a claim of any others towards
the authenticity of this research paper, hence I am willing to responsible and
accept academicals sanctions correspond to applicable rules.
Bandung, July 2013 Declarant,
Binar Kasih Sejati
PROJECT-BASED LEARNING: AN EFFORT TO IMPROVE STUDENTS’ ACHIEVEMENT AND PROBLEM SOLVING SKILL ON PEOPLE AND
THE PLANET CHAPTER
Binar Kasih Sejati
International Program on Science Education
ABSTRACT
An active and hands-on learning such as creating a project is touted as one of effective learning model that provides students with complex tasks based on challenging problems that involve students' problem solving skill. This research was investigated the effect of project-based learning (PjBL) as an effort to
improve students’ achievement and problem solving skill on People and The Planet chapter. The method which is used in this research was weak experiment with one-group pretest-posttest design. The sample was taken purposively (n= 24 students)grade Secondary 1 in a Private International School. The quantitative data of this research was gained through objective test and essay test, while the qualitative data gathered through rubrics and questionnaire. Based on analysis of the result, this research obtained improvement in both students’ achievement and problem solving skill with normalized gain 0.46 and 0.38 respectively, those results categorized into medium improvement. The level of students’ problem solving skill is shifting, the dominant level that exists before the treatment was in the 1st level and changed into 2nd level in the end, it showed that PjBL can facilitate students to have higher level of problem solving skill. A visual organization of poster showed higher acquisition rather than knowledge aspect, it defined that most students tend to pay more attention in visual look than the concept itself. All of the results are supported with the response of students towards PjBL implementation which showed positive response in all indicators. This research indicated that PjBL model when it is implemented in People and
The Planet chapter can improve students’ cognitive achievement and problem solving skill for secondary level.
CONTENTS
F. Significance of Research…...………..
G. Organization Structure of Research Paper………..……….
CHAPTER II PROJECT-BASED LEARNING, LEARNING
ACHIEVEMENT, PROBLEM SOLVING SKILL, AND PEOPLE AND THE PLANET
A. Study of Project-Based Learning..…………..……….
B. Learning Achievement…….……..……….……….
C. Problem Solving Skill……...……….………
CHAPTER III RESEARCH METHOD
CHAPTER IV RESULT AND DISCUSSION
A. Research Result ..………...………..
B. Research Discussion ....………...………
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
LIST OF TABLES
Page
Table 3.1 The one group pretest and posttest……….……...………...
Table 3.2 Classification of Validity Content…..…...……….……….
Table 3.3 Classification of Reliability Coefficient……….…….
Table 3.4 Classification of Discriminating Power ..…………....……...
Table 3.5 Classification of Difficulty Level ………..………….……....…...
Table3.6 Recapitulation of Test Item Students’ Cognitive Achievement...
Table 3.7 Recapitulation of Test Item Students’ Problem Solving Skill...
Table 3.8 Test Item Specification (Blue Print) ………
Table3.9 Essay Test Item Specification...………...…....
Table3.10 Scoring Guidance of Problem Solving Skill...………...
Table 3.11 Leveling Guidance of Problem Solving Skill ...
Table 3.12 Poster Assessment Criteria………...
Table 3.13 Test Item Specification Students’ Respond Questionnaire………
Table 3.14 Interpretation of Normalized Gain Value ..…...
Table 3.15 Percentage Interpretation...………...
Table 3.16 Scoring Guideline of Students’ Respond ...
Table 4.1 Recapitulation of Students’ Cognitive Achievement Statistical
Test ………
Table 4.2 Recapitulation Students’ Cognitive Domain of Bloom’s
Taxonomy...
Table 4.3 Recapitulation of Students’ Problem Solving Skill Test...
Table 4.4 Recapitulation of Problem Solving Skill Process Improvement .…
Table 4.5 The Level Classification of Problem Solving Skill……...
Table 4.6 Recapitulation of Students’ Score in Poster as Final Product...
Table 4.7 Recapitulation Score of Product Criteria………...
Table 4.8 Groups’ Poster Result of Knowledge Aspect………...…...
Table 4.9 Groups’ Poster Result of Visual Organization Aspect ...
Table 4.10 Relation of Students’ Capability and Final Product ...
Table 4.11 Recapitulation of Students’ Response towards PjBL ... 58
60
61
62
63
64
65
LIST OF FIGURES
Page
Figure 2.1 Process of Problem Solving Skill ...
Figure 2.2 Growth of Population and Technology Today ...
Figure 2.3 Steam Locomotives ...
Figure 2.4 The Greenhouse Effect ...
Figure 2.5 The Hole in Ozone Layer ...
Figure 3.1 Diagram of Reseacrh Plot (Flowchart) ...
Figure 4.1 Graph of Cognitive Domain Achievement...
Figure 4.2 Graph of Problem Solving Skill Process Improvement ………….
Figure 4.3 Graph of Shifting Level in Problem Solving Skill...
Figure 4.4 Graph of Students’ Achievement in Poster as Product …………
Figure 4.5 Graph of Students’ Result in Product of Knowledge Aspect...
Figure 4.6 The 5thGroup Poster Result ……….
Figure 4.7 The 3rdGroup Poster Result ……….
Figure 4.8 The 2ndGroup Poster Result ……….
Figure 4.9 Graph of Students’ Result in Product of Visual Organization...
Figure 4.10 The 5thGroup Poster Result ……….
Figure 4.11 The 3rd Group Poster Result ……….
Figure 4.12 The 2ndGroup Poster Result ………....
Figure 4.13 Graph of Students’ Response towards Project Based Learning
LIST OF APPENDICES
Page
A. INSTRUCTIONAL TOOLS
Appendix A.1 Scheme of Work………...
Appendix A.2 Lesson Plan ………..
Appendix A.3 Students’ Worksheet………
Appendix A.4 Power Point Slide ………
B. RESEARCH INSTRUMENT
Appendix B.1 Instrument of Preliminary Study ……….
Appendix B.2 Instrument of Student Achievement Test ……….
Appendix B.3 Instrument of Student Problem Solving Skill Test ………..
Appendix B.4 Instrument of Student Problem Solving Skill Rubrics …………
Appendix B.5 Instrument of Student Problem Solving Skill Leveling ………...
Appendix B.6 Instrument of Poster Assessment Criteria ………...
Appendix B.7 Instrument of Questionnaire Response ………..…..
Appendix B.8 Instrument of Observational Sheet ……….
C. RESULT OF INSTRUMENT TRIAL
Appendix C.1 Trial Test Item of Student Achievement Result ………..
Appendix C.1 Trial Test Item of Student Problem Solving Skill Result ………
D. RESULT OF RESEARCH DATA
Appendix D.1 Data Processing of Student Achievement Result ………
Appendix D.2 Data Processing of Student Problem Solving Skill Result ……..
Appendix D.3 Data Processing of Poster as Final Product Result ………..
1
CHAPTER I
INTRODUCTION
A. Background
Knowledge is generated through experience, connecting the ideas they
encounter, such as in a classroom context, with the concrete (Piaget, 1963). This
meant that knowledge and understanding come through discovery rather than
repetition of facts. According to the Badan Standar Nasional Pendidikan (BSNP)
year 2006 science subjects for secondary level should be developed through
analytical thinking skills, inductive, and deductive reasoning to solve problems
related to daily natural events. Department of National Education (2007) also set
the paradigm of science through education which put education as tools for
empowering students’ potential to solve daily natural problem. Based on those statements, it is known that science is very important to be learned by students in
secondary level to solve some daily natural problems.
To solve complex problems, students are required to have both
fundamental skills such as reading, writing, math, and some 21st century skills
(collaborative skills, engagement and motivation, and critical thinking and
problem solving skills, research gathering, time management, information
synthesizing, and utilizing high technology tools). By combining those skills,
students become directors of their own learning process, guided and tutored by a
skilled teacher (The George Lucas Educational Foundation, 2007). Factually, a
conventional learning which passively learning facts and reciting them out of
context is no longer sufficient to facilitate those skills to be obtained by students.
Therefore it is necessary for teachers to find an appropriate innovation of
teaching strategies which bridge students in secondary level to have those skills.
Based on King et.al (2009) teaching in the middle school years (secondary
level) is challenging. Teacher struggle with keeping students academically
engaged during some years of tremendous change. A project build on authentic
2
to integrate project in their learning. Projects encourage students to invent, and
struggle with important and essential ideas. Through such projects, students work
in a group to solve authentic and interdisciplinary issues: determine how to
approach an issue, what kind of activities to perform, collecting data from
various sources and analyzing/ synthesizing their findings to produce new
information (Solomon, 2003).
Project-based learning is an instructional model that provides students
with complex tasks based on challenging questions or problems that involve the
students' problem solving, decision making, investigative skills, and reflection.
Project-based learning hails from a tradition of pedagogy which asserts that
students learn best by experiencing and solving real-world problems (Barron &
Darling-Hammond, 2008; Thomas, 2000). Teachers can create real-world
problem-solving situations by designing questions which involves a complex task
and some forms of student presentation, and/or creating an actual product or
artifact which engage students in creating, questioning, and revising knowledge,
while developing their skills in critical thinking, collaboration, communication,
reasoning, synthesis, and resilience (Barron & Darling-Hammond, 2008).
Some related researches about project-based learning also have been done
by several researchers. Based on Larasati (2010), the project-Based Learning
model can improve conceptual understanding as well as learning motivation of
junior high school students in diversity of living things concept and the students’
response towards project-based learning has given positive result to their learning
motivation. Another research (Mahira, 2012) analyzed the students’ improvement
of problem solving skill through project-based learning in environmental pollution
concept. The result showed there is improvement in problem solving skill as much
as 12-16% in each stage. Those researches showed that there are some collections
of skills that can be obtained through project-based learning implementation.
The skill set for project-based learning is diverse includes science and
3
will engage in and develop proficiency in these types of skills: comprehension
skills, research and writing skills, questioning skills, group processes/
collaborative learning skills, sequencing and chronology skills, skills with
resources such as maps and globes, skills with presentation tools such as charts
and graphs, analysis skills, communication skills, problem solving and critical
thinking skills, task and self-management skills (King et. al., 2009). However, the
skill set which is needed to be mastered by students already listed in every
instructional curriculum and some adaptation should be considered.
Considering that curriculum is tentative, the researcher adapts a common
world’s curriculum, it is based on Cambridge Curriculum. The skill-set that assessed in Cambridge Curriculum for science are knowledge with
understanding, handling information and problem solving, and experimental
skills and investigations (Cambridge IGCSE, 2010). It provides some learning
concepts which learn about daily real world problem in science, one of them is
Living Things in Their Environment. The concepts certainly discuss about some
topics that strongly focus on solving daily natural event problem in science such
as; discussing positive and negative influence of humans on the environment and
all of those topics are learned in People and The Planet chapter.
Realizing that the use of Cambridge Curriculum is not really common in
Indonesia, the researcher chose one of Private International School which use
Cambridge curriculum as its reference. A preliminary study of diagnostic
interview had been done in the school to science teacher, the result indicated that
ecosystem concept, reproduction system, and solar system are the most
interesting topics in science subject. The interviewed teacher stated that by
creating project, student will gain certain skill such as: critical thinking, motoric,
team work, and problem solving skill. Another result reported that there are
71.4% students which love to work as a group, and 85.7% think that project can
4
Regarding to the curriculum and concept consideration, this research is
focused on the implementation of project-based learning based on Cambridge
Curriculum on People and The Planet chapter. Compare to another research, this
research analyze two variables at once they are students’ cognitive achievement
and problem solving skill. Developing from those variables this research also
investigates the level of problem solving skill of each student and examines the
final product of the project itself.
B. Problem
Based on the background which has already stated, the problem of this
research is “How is the improvement of students’ achievement and problem-solving skill through project-based learning?”
C. Research Questions
Based on the statement of problem, it can be described into several
research questions there are:
1. Is the project-based learning model can improve students’ cognitive
achievement on People and The Planet chapter?
2. Is the project-based learning model can improve students’ problem-solving
skill on People and The Planet chapter?
3. How is the leveling of students’ problem solving skill on People and The
Planet chapter through project-based learning?
4. How is the final product of the students as the result of the project in People
and The Planet chapter?
5. What is the students’ response after implementing project-based learning
model?
D. Limitations of Problem
To avoid widening of problem on this research, then the research will be
5
1. The stage of project-based learning which is used in this research is based on
Aaron Adair and Bao Lei research in 2012.
2. The topics of People and The Planet that will be learned focus on the 3rd subtopics which discuss positive and negative influence of humans on the
environment, e.g. the effect on food chains, pollution and ozone depletion.
3. The students’ achievement measured is the cognitive achievement based on
Bloom’s taxonomy (C1-C6) and four different knowledge dimension (factual, conceptual, procedural, and metacognitive)
E. Aim of Research
According to the problem that has been proposed the aim of this research
is to investigate the improvement of students’ cognitive achievement and problem
solving skill through project-based learning model on People and The Planet
chapter, furthermore this research is conducted to obtain some other information
and arranged as follows:
1. Leveling of students’ problem solving skill before and after project-based
learning model being implemented on People and The Planet chapter.
2. Final product of the project as implementation of project-based learning
model on People and The Planet chapter.
3. Students’ response toward implementation of project-based learning model
on People and The Planet chapter.
F. Significance of Research
This research is important to be conducted because it is expected to provide
some benefits to various sides including:
1. For students, providing a different learning experience by using learning
model project-based learning, it is expected to raise students' motivation, to
6
individual in the learning process, and also expected to improve the mastery
of concepts and problem solving skill.
2. For teachers, as innovation to improve students’ skills by selecting an
appropriate learning model, varied, and innovative ways to be applied in the
learning process.
3. For other researcher with the same focus of study, as a reference and source
to implement the same learning model which is can be either developed or
analyzed.
G. Organization Structure of Research Paper
This research paper is arranged based on its necessity .In order to get
organized structure of paper, this research paper is arranged based on the
following organization structure:
1. Chapter 1 : Introduction
This chapter elaborates the background of the research followed by the
problem proposed as well as its limitation. In this part also explain the aim of
the research and the benefit for other parties in the same field of study.
2. Chapter II : Literature Review
It describes some literatures and basic theories of the research. This research
is reviewing project-based learning, learning achievement, and problem
solving skill. Those theories are used to strengthen or support the data gained
from the research in analysis part.
3. Chapter III : Methodology
This chapter examines the step of research procedures, the type of research,
how the data will be obtained, what is the object of the research, the
instruments, and the research plot.
4. Chapter IV : Result and Discussion
In this part, all of the data from the research will be interpreted as result of
the research. The discussion of the result will be followed after, it analyzes
7
5. Chapter V : Conclusion and Recommendation
As its title conclusion and recommendation, in this chapter all of research
question will be answered based on the result. The difficulties and obstacles
32
CHAPTER III
RESEARCH METHOD
A. Research Subject
1. Research Location and Period
The research was conducted in one of Private International School in
Bandung which applied Cambridge Curriculum in the learning process. The data
collection was done in April up to May 2013.
2. Population and Sample
Population of this research is all of students’ ability in cognitive
achievement and problem solving skill that belongs to all secondary one level
students in the school. The sample is all of students’ ability in cognitive
achievement and problem solving skill on people and the planet chapter and
consists of 24 students in kinetic class. The sampling technique of this research is
purposive sampling, the consideration of the sample is based on the preliminary
test where the class has lower result of achievement and problem solving skill
compare to another class.
B. Type of Research Design
The design which is used in this research is the one group pretest and
post-test design. In this design there is a test to know student’s prior knowledge or
pretest (O1), treatment (X) where the Project-based Learning method applied in
the teaching learning process, and after the concept given the treatment the final
test will be conducted or post-test (O2). The detail explanation is shown in Table
3.1 below:
Tabel 3.1 The one group pretest and post-test
Pretest Treatment Post-test
33
Note:
O1 = Pretest
X = Treatment
O2 = Post-test
C. Research Method
The research method which is applied in this research is weak
experimental method. This research only use one group research without any
classroom control (Arikunto, 2006). Determination of the research method is
considered by the sampling technique which is not taken randomly and by
analyzing the interrelationship within the variables. Those variables are
project-based learning as independent variable and student’s achievement and problem
solving skill as dependent variables.
D. Operational Definition
In order to conduct the research in accordance with the expected aims and
avoid misunderstanding, therefore an operational definition need to be elaborated
as follows:
1. Project-based learning is an instructional model that built upon authentic
learning activities that engage student interest and motivation. The learning
activities are designed to solve a problem relevant to everyday world outside
the classroom and facilitate students to have some higher order thinking skills.
This learning model is categorized as hands-on learning with five stages of
syntax (assign collaborative working groups, present a real-world problem that
pupils can connect, set the parameters for completing the project, teacher
consultation input/feedback, final project shared with larger group).
2. The learning achievement that mentioned in this research is something that can
34
the planet chapter after doing learning efforts through project-based learning
model which is measured by objective test through pretest and post-test.
3. The problem solving skill in this research is ability to solve a problem with the
basic knowledge of concepts in people and the planet chapter that have been
studied previously. This skill is measured by doing essay question with seven
problem solving process stage; identifying, exploring, set goals, look
alternative, select best solution, implementation, and evaluation in pretest and
post-test and assess with specific rubrics and will be leveled with some criteria.
E. Research Instrument
The research instrument which is adapted to collect the data in this
research consist of:
1. Objective test in a form of multiple choice question is used to measure
students’ achievement before and after treated Project-based Learning in chaper of people and the planet.
2. Essay test is used to measure students’ problem solving skill achievement.
Teacher will mark the rubrics based on students’ answer and calculate it as
final result. The rubrics will determine the stage of problem solving skill that
students have based on each essay question given.
3. Rubrics form for assessing the final product of the project-based learning.
The final product is in a form of poster, the poster will be analyzed based on
rubrics criteria regarding to some important of component; product of
knowledge and product of visual organization.
4. Unstructured questionnare form, this instrument also used for analyzing the
students’ response towards implementation of project-based learning model in people and the planet chapter.
F. Instrument Development
The process of instrument development begins with analysis of the
35
questions to be used as an instrument of pretest and post-test. The tests used in
this research are writing tests consist of 22 multiple choice questions and three
essay questions (Appendix B.1 and B.2).
The instrument needs to be consulted (judgment) by the concerned lecturer
and some experts in related fields. After being judged, the instrument which is
not appropriate enough should be revised. After the instrument revised, it should
be tried out on another class which has the same level of research sample. Based
on the test results, the instrument questions will be analyzed with the following
requirements:
1. Instrument Test Requirements
a. Validity
Validity is the ability of an instrument to measure what it is designed to
measure (Kumar, 2005) Anderson (Arikunto, 2010 : 65) revealed that “A test is
valid if it measure what it purpose to measure”. An instrument categorized as valid if
it can measure something that will be measured and interpret data from variable of
research exactly. The result of instrument validity indicates that the collected data
is not deviating from the idea of the validity itself.
To measure the validity of each test item, the researcher use the Coefficient of
Product Moment Karl Pearson, there is:
∑ [ ∑ ∑ ]
√[ ∑ ∑ ][ ∑ ∑ ]
(Sudjana, 2005)
With, : correlation coefficient between x and y variable
n : amount of student
x : total score in test item
y : total score of student
Interpretation about will be divided into different categories based on
36
Table 3.2 Classification validity coefficient
Value Interpretation
Anderson (Arikunto, 2010) state that validity and reliability are important,
“A reliable measure in one that provides consistent and stable indication of the
characteristic being investigated”. The concept of reliability related with research instrument means if a research instrument is consistent and stable, and, hence,
predictable and accurate, it is said to be reliable. The greater the degree of
consistency and stability in a research instrument, the greater its reliability.
Reliability of an evaluation instrument is intended as a tool that gives the same
results if the measurement is given on the same subject although done by different
people, at different times, and different places (Arikunto, 2006).
The value of reliability is determined based on coefficient value which is
gained by Alpha formula, as follows:
11
37
Table 3.3 Classification of Reliability Coefficient
Value r11 Interpretation
0,90 ≤ ≤ 1,00 Very high reliability degree
0,70 ≤ <0,90 High reliability degree
0,40 ≤ < 0,70 Medium reliability degree
0,20 ≤ < 0,40 low reliability degree
< 0,20 Very low reliability degree
c. Discriminating Power
Another important procedure in item analysis is calculating the item
discrimination power (DP) which can be defined as the degree to which an item
test discriminates between students with high and low achiever. Discriminating
power of test item is the ability of test item to distinguish between a high achiever
and low achiever student (Arikunto, 2006). So, to obtain the discrimination power
of the items, the following formula has been used:
T
RL
RU
DP
2 1
Explanation:
DP = Discriminatory power.
RU = The number of tests in the upper group who got the item right.
RL = The number of tests in the lower group who got the item right.
T = The total of tests included in item analysis.
Classification of discriminating power interpretation used is (Arikunto,2006): n : amount of test item
38
Table 3.4 Discriminating Power Classification
d. Difficulty Level
After scoring the test papers, the researcher has arranged the scored test in
order of scores, from the highest to the lowest score. The researcher, then,
separated two subgroups of test papers; an upper group consisting of the top
(27%) of the total group who received the highest scores, and a lower group
including an equal number of papers (27%) who received the lowest scores. The
researcher also counted the number of times each response to each item is chosen
39
Table 3.5 Coefficient classification of difficulty level
e. Readability
Readability will be used to analyze essay questions. Readability has two
common meanings, one applying to document design, the other to language.
Readability as it is applied to document design is concerned with such matters as
line length, leading, white space, font type and the like (Marnell, 2009).
f. Instrument Analysis Result
1) Recapitulation of Students’ Cognitive Achievement Instrument
The instrument for measuring students’ cognitive achievement is by giving
an objective test in a form of 22 questions. The instrument should be tested in
terms of validity, reliability, discriminating power, and difficulty level as
explained before. The test was given to 20 students which have learned about the
chapter that will be learned for the research. The recapitulation of test item
analysis is shown in the following table.
Test item recapitulation:
Reliability test : 0.66 (Medium degree)
Value DL Interpretation
IK = 0,00 Very difficult
0,00 < IK 0,30 Difficult
0,30< IK 0,70 Medium
0,70< IK <1,00 Easy
40
Table 3.6 Recapitulation of test item for students’ cognitive achievement
Question Number
Discriminating Power
Difficulty
Level Validity Status
1 Fair Easy Very Low Revised
2 Fair Easy Low Revised
3 Poor Difficult Low Revised
4 Very Good Medium High Used
5 Good Medium Medium Used
6 Poor Very Difficult Low Revised
7 Poor Easy Low Revised
8 Poor Medium Very Low Revised
9 Good Easy High Used
10 Poor Very Easy Medium Revised
11 Very Good Medium Medium Used
12 Good Easy Medium Used
13 Good Easy High Used
14 Good Medium Medium Used
15 Fair Medium Medium Used
16 Poor Difficult Very Low Revised
17 Fair Very Easy Medium Used
18 Poor Difficult Low Revised
19 Fair Easy Medium Used
20 Fair Easy Low Revised
21 Good Medium Medium Used
22 Very Poor Very Difficult Very Low Revised
2) Recapitulation of Students’ Problem Solving Skill Instrument
The instrument for measuring students’ cognitive achievement is by giving
an essay test in a form of three questions. The instrument should be tested in
terms of validity, reliability, discriminating power, difficulty level, and readability
41
the chapter that will be learned for the research. The recapitulation of test item
analysis is shown in the following table.
Essay test recapitulation:
Reliability : 0.73 (High degree)
Table 3.7 Recapitulation of test item for students’ problem solving skill
Question Number
Discriminating
Power Difficulty Level Validity Status
1 Poor Medium Fair Removed
2 Fair Medium High Revised
3 Poor Medium High Revised
2. Instrument Non-Test Requirements
a. Rubrics
The rubrics will be used to observe the final result of students’ project in
people and the planet chapter. The final result of students’ project is in form of
poster. The poster will be assessed into some criteria which is available in the
rubrics. It will be used in the last meeting of the chapter as additional mark. The
rubrics made by the observer after being judged with certain scale to measure the
result, the rubrics will be fulfilled by the researcher as well as the observer.
b. Questionnaire
Unstructured questionnaire is used to know the response of the students
towards the implementation of Project-Based Learning model in people and the
planet chapter during the lesson. This data obtained from students’ answer from
42
G. Data Collection Technique
In this research, there are four different data which is collected, those data has
different instrument to measure. The data collection techniques are explained as
follow:
1. Data of Student Cognitive Achievement
The students’ cognitive achievement is the main data of the research. This
data will be collected through objective test in form of multiple choice consist of
20 questions. The cognitive achievement that will be measured is only in people
and the planet chapter. The result will be collected then analyzed using the
normalized gain formula.
Table 3.8 Test Item Specification (Blue Print)
No Subtopics Learning Objective Specification
C1 C2 C3 C4 C5
1. People Today
State the positive and negative influence of human activity to the human population and their impact to the environment
13 12
2. Transportation
Identify the
development of human transportation
5, 6
3. Changes in Environment
43
2. Data of Problem Solving Skill
The second main data of this research is the result of problem solving skill.
the problem solving skill result will be gained from three essay question. The
answer of students in the test will be analyzed in specific rubrics. The rubrics will
show whether the students have already mastering the skill or not. The rubrics
display the leveling of each student who answering the essay test.
Table 3.9 Essay Test Item Specification (Blue Print)
No Learning
Objective
Problem solving skill process specification
identify explore set goal
already determined in specific rubrics. The rubric for analyzing students’ answer
44
Table 3.10 Scoring Guidance of Problem Solving Skill
No. Problem Solving Skill Process Score
1. Identifying problem:
a. Does not clearly identify the problem. b. Defines the problem but not too detail
c. States the problem clearly and identifies underlying issues.
1 2 3 2. Exploring problem:
a. Not mention the cause as well as the effect of the problem. b. Catches up effect of a problem but not get down to the real cause. c. Analyze the problem to see what the root case is and state the
effect of the problem clearly.
1 2 3
3. Set goals:
a. Does not develop a coherent plan to solve the problem. b. Develops an adequate plan, but does not follow it to conclusion. c. Clarify the direction to take into solving a problem, gives them
something definite to focus on, follow the plan to conclusion.
1 2 3
4. Look at alternatives:
a. Cannot collect inadequate information and cannot give any solution.
b.Collects adequate information and performs basic analyses and gives at least 2 alternative solutions.
c. Collects information from multiple sources and analyzes the information in-depth and gives at least 3 alternative solutions.
1 2
3
5. Select best solutions:
a. Does not interpret the findings or reach a conclusion
b. Provides an adequate interpretation of the findings and solves the problem, but fails to choose the best solution.
c. Provides a logical interpretation of findings and clearly solves the problem, offering alternatives solutions, and chooses one best solution based on several reasons.
1 affected and clearly state the time of implementation as well as the way to implement it.
1 2
45
7. Evaluation:
a. Cannot give any explanation how the solution will be tested. b. Gives explanation how the solutions will be tested and occurred
continuously.
c. Review the effectiveness of the solution against desire outcomes and state the continuous solution.
1 2
3
Adapted from Kelley (2006)
The final score of each student then calculated through gain and
normalized gain formula to see the improvement. The next step is processing
result of students’ answer will be leveled into certain criteria. The prerequisite of
each level and its specification is presented in Table 3.11 as follows:
Table 3.11 Leveling Guidance of Problem Solving Skill
Level Prerequisite Specification
1
Concrete and limited tasks (applying content-related)
States the problem clearly and identifies underlying issues.
Practical reasoning, use specific content-related down to the real cause.
Well-defined,
one-dimensional goals
Develops an adequate plan to solve, but does not follow it to conclusion.
Ask for the evaluation Gives explanation how the solutions will be tested and occurred continuously.
Certain alternatives with regard to transparent,
Collects adequate information, performs basic analyses, give at least 2 alternative solutions.
Use concrete logical operations.
Can give an action plan but cannot explain the way to communicate and does not state any further information about the plan
3
Use formal operations (e.g. ordering)
Can give action plan, communicates it to those directly affected, clearly state the time of implementation and the way to implement it. Integrate
multidimensional goals,
Clarify the direction to take into solving a problem, gives them something definite to focus on, follow the plan to conclusion
Cope with multiple dependent constraints.
46
4
Grasping a system of problem
Analyze the problem to see what the root case is and state the effect of the problem clearly. Possible solutions as a
whole and explain how and why they arrived at certain solution.
Collects information from multiple sources and analyzes the information in-depth and gives at least 3 alternative solutions.
Consistency of certain criteria
Clarify the direction to take into solving a problem, gives them something definite to focus on, follow the plan to conclusion.
The dependency among multiple sequences of
actions and other “meta
-Requires a kind of critical thinking and a certain amount of meta-cognition.
Review the effectiveness of the solution against desire outcomes and state the continuous solution.
Adapted from Reeff et al.(2006)
3. Data of Final Product
The final product from project based learning implementation is necessary
to be assessed. The poster is chosen as the final product of this learning model
implementation. The assessment for the product will be measured by a rubric with
specific criteria. The scoring guidance for poster assessment is shown below:
Table 3.12 Poster Assessment Criteria
Poster Product Criteria
Knowledge a. Completeness (existence of author, title, aims, problems, effects, solutions, conclusion, sources, and message)
b. Fluency (content accuracy) c. Elaboration (steps to analyze)
d. Relevancy (Correlation among poster aspects) Visual
Organization
a. Flexibility (Labels organization) b. Originality (Attractiveness) c. Legibility (readability)
d. Proportionality (proportion of text and graph)
47
4. Data of Students’ Response
Non-test data collection through questionnaire was used to determine the
response of the students towards students’ learning in people and the planet
chapter using Project Based Learning Model. The data obtained from the
questionnaire is a secondary instrument, and it is processed by a percentage
calculation. The blue print of students’ response questionnaire is shown in table
3.13 as follows:
Table 3.13 Table of Specification (Blue Print) Students’ Response Questionnaire
Indicators Category and Number
Students’ response toward team work ability as a group
Positive statement: 1, 3
Negative statement: 2, 4
Students’ response toward project based learning implementation in people and the planet chapter
Positive statement: 5, 7, 9, 11, 13
Negative statement: 6, 8, 10, 12, 14
Students’ response in problem solving skill on people and the planet chapter
Positive statement: 15, 17, 19
Negative statement: 16, 18, 20
Students’ response toward making a poster as final product of project
Positive statement: 21, 23
Negative statement: 22, 24
H. Processing Data
Data obtained from both quantitative data and qualitative. Quantitative
data obtained from the pretest and data of students' cognitive achievement
(post-test), while the qualitative data obtained from the poster rubrics and questionnaire.
Explanation of data processing techniques are obtained as follows:
1. Quantitative Data Processing
The quantitative data processing is done using Microsoft Excel for pretest
score data and post-test. The value of quantitative data will be gained by the
result of normalized gain. The process of calculating data will be explained as
48
a. Data of Test Score
In this research, the data of test scores is used to measure the improvement
of students’ achievement and problem solving skill. The data processing, carried out in the following way:
1) Score of Test Item
The tests used in this research are writing tests consist of 22 multiple
choice questions and two essay questions. Each multiple choice correct answers
are given 1 score and each incorrect answer was given a score of 0, while the
essay score has a range of 1-3 depending on the answers that given by students.
The criteria of scoring will be determined by specific rubrics as shown in table
3.10.
2) Calculation of Gain Score and Normalized Gain
Gain score (actual gain) was obtained from the difference of pretest score
and post-test score. The difference in pretest scores and the post-test is assumed as
the effect of the treatment. Normalized gain calculations are intended to determine
the categories of students’ achievement improvement. According to Hake (1999) gain is calculated by using this following formula:
Description :
= Gain
Sf = Post-test score
Si = Pretest score
The effectiveness of Project-Based Learning model in increasing students’
achievement of the people and the planet chapter will be seen from the result of
the normalized gain that achieved by students during the learning process. For
the calculation of the normalized gain value and its classification will use
49
Normalized gain of each student <g> defined as following formula:
Description:
<g> = Normalized gain
G = Actual gain
Gmax = Maximum gain possible
Sf = Post-test score
Si = Pretest score
Average of normalized gain (<g>) which is formulated as:
Description:
<g> = Normalized gain <G> = Actual gain
<G>max = Maximum gain possible
<Sf> = Average of post-test score
<Si> = Average of pretest score
The value of normalized gain <g> which is already gained is interpreted
with the classification of Table 3.14
Table 3.14 Interpretation of Normalized Gain Value
Value g Classification
g 0,7 High
0,7 >g 0,3 Medium
g< 0,3 Low
(Hake, 1999)
%G (%Sf - %Si)
<g> = =
50
2. Qualitative Data Processing
The qualitative data obtained from both rubrics of final product and
unstructured questionnaire. The rubrics will be created into several raw score
criteria, the rubrics will be assess the poster as the final product. The analysis of
rubrics is conducted by converting the raw score into percentage form. Further,
the result of percentage can be classified into several categories. The technique of
converting score into precentage is used formula as follows (Firman, 2000):
Score =
x 100%
The interpretation of score percentage is categorized into certain criteria
according to Kunjaraningrat (Suherman, 2001:6) as follows.
Tabel 3.15 Percentage Interpretation
Percentage (%) Criteria
0% None
0 %- 25% A few of criteria
26%-40% Almost half of
41%-50% Half of
51% - 75% Mostly
76% - 99% Generally
100% All of them
The other data that will be analyzed qualitatively is from questionnaire
result. The qualitative analysis will describe the real situation of the research
result and also the result of students’ response in learning people and the planet using Project Based Learning Model.
Processing is done by calculating Likert scale will be calculated into score
and then converted into percentage, the percentage of answers observer to then
be evaluated for the next lesson. The scoring guideline will be shown in the
51
Table 3.16 Scoring Guideline of Students’ Response Strongly
Disagree Disagree Not sure Agree
Strongly Agree
Positive Statement 5 4 3 2 1
Negative Statement 1 2 3 4 5
The percentage data will be gained by calculating through the following
formula:
P = x 100%
Explanation :
P : Percentage
f : score from frequency of the answer
n : score from total response
The interpretation of the result is similar with the rubrics analysis, it will
be interpreted by using similar criteria according to Kunjaraningrat (Suherman,
2001:6) in table 3.14
I. Research Procedures
In order to arrange the sequence of research systematically, the procedure
of research is arranged based on the syntax of project-based learning
implemented. There are three stages of procedure consists of preparation stage,
implementation stage, and analysis and conclusion stage. Those three stages will
be explained as follows:
1. Preparation stage
In this stage, the researcher conduct several steps that support the research,
there are:
a. Formulate problem that will be investigated
b. Determine the focus of variable research
c. Conduct literature review of project-based learning, learning achievement,
problem solving skill, and curriculum
52
e. Revised of research proposal after having suggestions and critics from
lecturers.
f. Arrange the research instrument and being judged by expert or lecturer.
g. Revised of research instrument after having suggestions.
h. Try out of research instrument
i. Revised of research instrument based on instrument try out analysis result
2. Implementation Stage
This stage explain the step of research implementation, it consists of:
a. Determination of experimental class
b. Give pretest to the sample class to recognize the initial condition of students.
c. Processing pretest result.
d. Conduct research activity by implementing project-based learning model in
experimental class with following scenarios:
1) First meeting, there are two stages of project-based learning which applied
in this meeting they are assign collaborative working group and present a
real-world problem that pupils can connect. In the beginning teacher inform
that in the end of the chapter students should make a project in a group
related with the video shown, then teacher assign collaborative working
group for finishing the project based on high and low ability achievement of
pupils each group consist of 3-5 pupils with male and female composition.
After the students gathered in their own group then the learning continued to
the next syntax.
Afterwards, the teacher gave one sample of a case of human activity
that can cause real environmental world problem. Then teacher asked other
daily facts about real environmental world problem to all students that they
can connect, after that the teacher wrote down students’ opinion on the
board clearly so all students can see. The next step is determining the topic
that will be done by the project based on students’ answer and finally
53
2) Second meeting, here the learning activity was applying the third stage of
project-based learning syntax; set the parameters for completing the project.
In this meeting the teacher explained that project will be assessed based on
some criteria. Both teacher and student discuss the parameters for project
completion, the teacher also asked students opinion about additional aspects
that should be assessed
3) Third meeting, this meeting is the time for teacher consultation to give input
or feedback. The students in their own group create the project all together
(poster). Teacher asked students to find solutions for the problem raised
depend on the theme that they got and how to evaluate their solution.
Teacher keep moving around and ask groups difficulties in completing the
project one by one, teacher gave some suggestion for all groups depend on
their own difficulties. In the end of the meeting teacher discuss the whole
problem in a larger group to avoid misunderstanding.
4) Fourth meeting, this is the last meeting of research implementation the
project-based learning syntax that include in this stage is project shared with
the larger group. In this meeting all groups have chance to perform their
project in front of the class. The teacher mentioned the rule for presentation
clearly and led the whole discussion. In the end, the teacher concludes the
whole learning and clarifies all the concepts.
e. Give post-test in the sample class to recognize the improvement of
achievement in the sample class.
f. Give questionnaire to know the student’s response towards implementation
of project-based learning in the whole learning.
3. Analysis and Conclusion Stages
This is the final stage of research design, the step that will be conducted in
this stage will be explained as the following steps:
a. Analyze the result of the whole research from based on the instrument result.
b. Discuss and conclude for the data analysis result.
54
J. Reaearch Plot
Analysis of Cambridge Curriculum
Literature Review (all variables)
Questionnaire Rubrics Pretest/
Pot-test
Test and Validation
Valid Invalid
Revised
Research Implementation: Project-Based Learning on People and The Planet chapter
Collect research data
Process and analyze data
Result and conclusion
Preparation
Stage
Implementation Stage
Analysis and Conclusion Stage
Figure 3.1 Diagram of Research Plot Research Proposal
(Designing Instrument)
88
CHAPTER V
CONCLUSION AND RECOMMENDATION
A. Conclusion
Research of Project-Based Learning implementation has been conducted systematically, based on the research result it is acquired some conclusions as
follows:
1. The implementation of project-based learning model on People and The
Planet chapter can improve students’ cognitive achievement, it can be
noticed by processing the differences between pretest and post-test score
which is gained by students that shows an improvement and obtain
normalized gain as much as 0.46 which include as medium category.
2. Project-based learning model is capable to improve students’ problem
solving skill if it is implemented on People and The Planet chapter, it stated
so because of the result from students’ score in pretest and post-test that
encounter an improvement. The improvement is indicated by the normalized
gain (<g>) as much as 0.38 which categorized as medium improvement.
3. The leveling of problem solving skill in this research apparently encounters
a shifting result. The shifted result shows when the pretest was given to
students, the dominant acquisition is level 1 problem solver as much as 75%
the rest are level 2 problem solver. Meanwhile, when the post-test was given
to the students the dominant level is in level 2 problem solver as much as
62.5% some of the rest are still in level 1 problem solver, the other one have
already reach the 3rd level of problem solving skill, and only a student that can reach the 4th level of problem solving skill.
4. A poster was determined as final product of the project-based learning
implementation. The result of the poster shows positive accomplishment, the
product in term of visual organization shows higher value rather than the
89
5. The respond of students towards project based learning implementation
shows positive respond in all indicators; teamwork ability, cognitive
achievement trough PjBL, problem solving skill, and respond to poster as
final product. The highest score is obtained by poster as final product it
means that most of students agree that poster is really appropriate to be
created as final product of the project.
B. Recommendation
Based on the findings of the research that has been conducted and
concluded, there are several recommendations that necessary to be conveyed
by the researchers, some of them are:
1. Project-based learning model can be implemented as an alternative
teaching strategy in other science concept at schools.
2. Before designing a project for learning, teacher ought to adapt the learning
with characteristics of participant student, school curriculum, subject
matter appropriateness, learning objectives, school environment, and
facilities, so that the project plan can run smoothly and not burden the
students.
3. Realizing that creating a project requires sufficient time, teacher must be
thorough in determining time allocation. Whether time for preparing the
project design for teacher as well as finishing the project given for
students, so that all students can finish the project optimally.
4. At teacher consultation input/feedback stage, it is necessary to insert some
concept of the subject to avoid misunderstanding. Teacher also needs to
make sure that all students are participating and work together in group to
90
5. At syntax of final project shared with larger group, teacher also have to
make sure that all students understand about the concept given by other
group by checking their knowledge at least orally, teacher also need to
guide students in the whole learning.
6. To other researcher who also have the same interest about project-based
learning implementation, it is most recommended to develop the research
91
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