THE EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL USING CONCEPT MAP ON THE TEACHING
SALT HYDROLYSIS TOPIC
By:
Rina S.E. Sitindaon Reg Number 4123131076
Bilingual Chemistry Education Program 2012
A THESIS
Submited to fulfill the Requirement for Getting Degree of Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCES STATES UNIVERSITY OF MEDAN
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THE EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL USING CONCEPT MAP ON THE TEACHING
SALT HYDROLYSIS TOPIC
Rina S.E. Sitindaon (Reg. Number: 4123131076)
ABSTRACT
The effectiveness of problem based learning model using concept map on the teaching salt hydrolysis topic is explained. The aim of this research, the first is sto determine differences student’s achievement in chemistry lessons delivered hydrolysis is using PBL as compared to conventional methods, and the second is to determine the effectiveness of PBL using concept maps media in student performance on the teaching salt hydrolysis. This research was done in SMA N 1 Sumbul on second semester. The population was all of the students in grade XI at the second semester academic year 2015/2016. The class divide into two classes; experiment class and the control class. Instrument that used is validated 20 multiple choice questions by empirical validity and construct validity and all question are reliable. The reliability is rcount is 0.85457 > rtable is 0.320. The first time, same pretest is given to both of class. In experiment class was used problem based learning model using concept map and in control class was used conventional model. The last, same post-test is given for each of class after teaching treatment. Test result stated that the sample is ditributed normally and homogenity. Based on the result, the post-test of experiment class (85±8.84) is higher than control class (64.25±10.34). The normalized gain experiment class is 0.7878±0.11 higher than control class 0.4923±0.13. The hypothesis testing show that value of zcount (10.201) while ztable (1.645), zcount > ztable so Ha is accepted and H0 is refused. It proved that student’s acheivement was taught by PBL model using concept map is higher than conventional model. And the effectiveness of Problem Based learning model using cocept map in salt hydrolysis topic is 37.50%.
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ACKNOWLEDGEMENT
Praise ang thankfull to almighty God, for all gracing and blessing that provide health and wisdom to me in the preparation and conducting of this
research from begining until finish this thesis well. The title of the thesis is “The Effectiveness of Problem Based Learning Model Using Concept Map on The Teaching Salt Hydrolysis Topic”. This thesis to fulfill the requerement for degree of Chemistry Education, At Chemistry Education, Faculty Mathematics and Natural Science (FMIPA), State University Of Medan.
On this occasion , the author also convey a respect and gratitude to: Prof. Dr. Albinus Silalahi, M.S, as athesis supervisor who has provide guidance and sugession to the author since the begining of the study until the completion in wwriting this thesis. Prof. Dr.Retno Dwi Suyanti, M.Si., Dr. Ayi Darmana, M.Si., and Agus Kembaren S.Si, M.Si, who have provided sugession from the planning the completion of the thesis. Dr.Simsom Tarigan, M.Pd as academic Supervisior who always guided researcher during the lecture course and the entire along with Mr. And Mrs. Staff and lecturer in chemistry department, FMIPA, UNIMED. Drs.Manihar Tumanggor, M.Pd as a school principal SMA N 1 Sumbul, Drs. K. Tumanggor as vise principal in curriculum field, and mam R. Silalahi as guidance teacher. Thanks the author says. And also my class research.
Special thanks for Drs. Gusman Sitindaon, lovely Father and Tumiur Ida Simanjuntak, S.Pd, lovely Mother, hwo always care, always educate, always pray and be inspiration for the author. Thankyou Mom and Dad. Also the author say thanks to her beloved siblings, Christi G. Sitindaon as her sister, Jimmi E.K. Sitindaon as her Brother, and litle brother Chandra G.M Sitindaon that always support her. Thankyou have support and pray for the author. Thanks become a best friend, a family, and also love, respect person, for Deddy Situmorang .
Bilingual chemistry Education 2012, the author classmate, she also say thanks to all of them that always support , remind, and help the author. Special for
her best friend Nova, Lisnong, and Atik indra. And also author’s junior CESP 13,
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Dulass a One her classmate when senior high school. Adri, Wanda, Novi, Edo, Hebs, Vudan, and ect. Thank for support. Rela 72, Bg. John, Junet, Febri, Manto, Syndi, Mia and RK thanks for the support ang become my family in Medan. The author friends in PPLT SMA N 1 Matauli Pandan, thank for support the author. UK-KMK St.Martinus, IMASS Unimed, IKBKK, thanks for give the experience life when the author in college.
The author hs done the maximal effort in the complition of this thesis. Author hopes the suggestions and constructive criticsm from readers for completeness the thesis perfectly, and the author hope this thesis can be useful to enrich the reader in sciece education.
Medan, June 2016 Author
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LIST OF CONTENT
Pages
Legalization Sheet i
Biography ii
Abstrack iii
Acknowledgement iv
List of Content vi
List of Table ix
List of Figure x
List of Appendix xi
CHAPTER I INTRODUCTION 1
1.1. Background 1
1.2. Problem Identification 3
1.3. Researcher scope 4
1.4. Problem Formulation 4
1.5. Research Objective 4
1.6. Research Benefit 5
1.7. Operational Defenition 5
CHAPTER II LITERATURE STUDY 6
2.1. Overview of The Study 6
2.1.1. Effectiveness of Learning 6 2.1.2. Essence of Learning Chemistry 7
2.1.3. Learning Outcomes 7
2.1.4. Learning Model 8
2.1.5. Problem Based Learning Model 9
2.1.6. Conventional Model 12
2.1.7. Learning Media 12
2.1.8. Concept Map Media 13
2.1.9. Salt Hydrolysis 13
2.1.10. Application of Model and Media in Salt Hydrolysis 14
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2.3.Conceptual Framework 16
2.4. Hypothesis 17
CHAPTER III RESEARCH METHODOLOGY 18
3.1. Research Location and Time 18
3.2. Research Population and Sample 18 3.3. Research Variable and Instrument 18
3.3.1. Research Variable 18
3.3.2. Research Instrument 19
3.3.3. The Instrument Testing 19
3.4. Research Design and Research Procedure 21
3.5. Technique of Data Collection 23
3.6. Technique of Data Analysis 23
CHAPTER IV RESULT AND DISCUSSION 27
4.1. Research Result and data Analysis 27
4.2. Analysis of Instrument 27
4.3. Achievement of Result 29
4.4. Normalized Gain 30
4.5. Normality Test 30
4.6. Homogenity Data 31
4.7. Hypothesis 31
4.8. Discussion 32
CHAPTER V CONCLUSSION AND SUGESTION 36
5.1. Conclussion 36
5.2. Sugession 36
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[image:9.595.78.527.113.645.2]LIST OF TABLE
Table 2.1. Syntax of PBL Model 11
Table 2.2. Subtopic of Salt Hydrolysis and the Model of The Teaching 15
Table 3.2. Research Design 22
Table 4.1. Pre-test data analysis 29
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LIST OF FIGURE
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LIST OF APPENDIX
Appendix 1. Syllabus 41
Appendix 2. Lesson Plan 44
Appendix 3. Concept Map 65
Appendix 4. Materi of Topic 66
Appendix 5. Instrument of Validity 69
Appendix 6. Research Instrument 85
Appendix 7. Validity of Instument 89
Appendix 8. difficulty level of Item Test 91 Appendix 9. discrimination Index of Item Test 93 Appendix 10. Reliability of Item Test 95 Appendix 11. Data Pre-test and Post-tst 97
Appendix 12. Normalized Gain 99
Appendix 13. Effectiveness 101
Appendix 14. Normality Test 102
Appendix 15. Homogenity of Data 106
Appendix 16. Hypothesis 109
Appendix 17. Critical R Product Moment Table 110
Appendix 18. Chi Quadrate Value 111
Appendix 19. Table of F Value 112
Appendix 20. Table of z Table 116
Appendix 21. Documentation 117
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CHAPTER I INTRODUCTION
1.1. Background
Education that can support future developments education that is able to develop the potential of learners. Developing the potential of learners in this period is not easy. Judging from achievement of learners is still low. Through the writer teaching experience (PPL) in SMAN 1Pandan, Central Tapanuli,curiosity and interest in learning the studentis still low. The learning process is one of the obstacles faced by learners. Due to the constraints of the learning objectives cannot be achieved.
The process of learning is often be the one case in school. From the teaching and learning process will be optain a result. To obtain optimal learning results, influenced by the teachhing and learning components, such as: how to organize the material, the strategy adopted, the method used, the media used and the others (Silberman, 2007). The development of learning process determained by teacher, students, and individuals have related with the process. But, the students achievement depended by teacher’s teaching. How teacher giving the material in learning process. Educational objectives achieved depends a lot on how the learning perocess experinced by the students as a protege (Slameto, 2003).
The learning process in the classroom is set by the teacher. So the role of the teacher is very important, even though we know not only teachers that affect learners' achievements. Teachers who only wear ordinary strategies and use methods that do not fit the material automatically learning objectives are not achieved. By using the appropriate strategy be established cooperation and protege teachers so that the learning objectives achieved. Strategy learning is a learning activity that must be done by teachers and students so that learning objectives can be achieved effectively and efficiently (Istarani, 2011).
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interacting with the teacher as a source of learning, but it might interact with the over all learning resources that they use to achieve the desired learning objectives(Istarani, 2011). Also in the process of studying the interaction of learners is very necessary because in addition to exchange ideas to add insight. During this time rarely involve learners in the learning process, students mostly just listening, doing assignments and take exams.
Chemical subjects high school level is one of the lessons that are not much in demand by students. This is because the chemistry lesson impressed difficult and tedious. Through my experience when PPL, subjects must repeat the material to make the students understand the lesson. As a result, many teachers are out of material that will be taught. In addition to the science section loss due to the basic concepts of chemistry is not mastered, students also will have difficulty answering the questions in the exam later. So need innovation in the teaching of chemistry. An innovation in question is a teacher must have a strategy in teaching. In addition to an attractive model fitness model with the material being taught should also be considered. In addition to the above, the teacher who was instrumental in the teaching process must master the subject matter. As already described earlier the teacher plays an important role in the learning process. In the process there are several roles teachers should be optimized by teachers themselves, including teachers as a learning resource, teacher as facilitator, the teacher as a manager, a teacher as demonstrator, teachers as counselors, teachers as a motivator, as well as teachers as evaluators (Sanjaya, 2009)
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this topic, where in this topic have many discussions and caculation also predict the salt hydrolyzed.
Psychological aspects of learning PBL based as pects cognitive which start from the assumption that learning is a change in behavior thanks to the experience. PBL is away constructing and teaching course using problem as a stimulus and focus on student activity. The student are expected to have motivation in study, not only just listen and remember but also trained to explain the their explorer another and trained to solve the problem when they learn chemistry. In PBL, students are trained in develop their skills include asking the questions, answer and questions, active listening, communicate ideas or opinions, being in the task, and so on (Boud and Fellti, 1991). Thats why the researcher choose PBL model in teaching, specially to salt hydrolysis topic. Where the model can stimulated the students to be active inlearning. The topic of salt hydrolysis consist of some concepts and calculation of salt so the students are stimulated and are active in solving the problem.
Concept in teaching-learning process also determind the effectiveness. How the protege easy to catch the material topic. So one way is concept map. Concept map give the keyword of topic, save keyword is easy to solve the problem. Keyword easy to remember than all the material.
This learning is focused on the prosess of learning and the involvement of the student. By this learning will be created a living class where all the studentactively participante in learning process. Based on the backgroung aboved the writer will make research which its title is: The Effectiveness of Problem Based Learning Model Using Concept Map on the Teaching Salt Hydrolysis Topic.
1.2.Problem Identification
Based on the background, the writer identifies the problem that are: 1. The lack of attention to the of teaching-learning process
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3. The lack of association of students in the teaching-learning process
4. In learning chemistry student is still found many that pretend to understand Also still difficult, in learning of chemistry topic.
5. The problem base learning and teaching is away constructing course the problem using a stimulus and focus on student activity, a model of that is still not applied in teaching of salt hydrolysis.
1.3.Research scope
To focus the problem, the writer identifies the problems and limit only on the using of Problem Based Learning model using concept map on the teaching salt hydrolysis topic in Senior high school grade XI in science program in academic year 2015/2016.
1.4.Problem Formulation
To be able to provide guidance that can be used as a reference the reasearch, made the formulation of the research problem as follows are:
1. Is there the differences in student achievement in chemistry lessons salt hydrolysis topic using PBL model as compared to conventional model? 2. How does the effectiveness of PBL using concept maps media on student
achievement in the subject salt hydrolysis ?
1.5.Research Objective
The general objectiveof this study was to determine the effectiveness of problem based learning using media concept map to teaching students on hydrolysis. While the specific objectives are:
1. To determine differences student’s achievement in chemistry lessons delivered hydrolys is using PBL as compared to conventional methods 2. To determine the effectiveness of PBL using concept maps media in
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1.6.Research Benefit
This study is expected to benefit particularly for chemistry teachers on how to improve learning by using PBL learning model using the concept map media for teaching chemistry at SHS. Result the expected benefit so this research are generally described as follows are:
1. As the alternative of teaching models for teacher to teaching chemistry. 2. As achemistry teacherinput on how to improve the teaching and learning
process using a chemical with PBL media concept map.
1.7. Operational Defenition
The avoid differences or lack of clarify of meaning, then the operational defenition in this research are:
1. Problem Based Learning is away of constructing and teaching course using problem as a stimulus and focus on student activity. Problem Based Learning is a learning model with a principle that problem can be used as begining for reacig or for integrating a new knowledge (boud & Felleti, 1991)
2. Students achievement is an ability that is obtained by students after doing learning activity. Students achievement show by using pre-test and post-test. The students achievement also seen by team work. (Abdurrahman, 1999) 3. Concept map is part of a concept or ideaas abase material that aims to build
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CHAPTER V
CONCLUSSION AND SUGESTION
5.1. Conclussion
Based on analysis and discussion of data, this research can be concluded that the student’s achievement in salt hydrolysis topic using PBL model using concept map is higher than using direct instruction model. It can be seen from the result of average of post-test and average of the gain. The comparison between experiment class with control class, the experiment class (post-test = 85; gain = 0.7878) is higher than control class (post-test = 64.25; gain = 0.4923). .. zcount (10.201) ≥ ztable (1.645). Based on the average of gain is obtained that the using the PBL model based on Lesson Study is effective to be used with the percentage of the effectiveness is 37.50%.
The conclussion based on the objective:
1. There is the different of student’s achievement that taught by PBL model
using concept map with conventional model..
2. The Effectiveness of PBL model using concept map is 37.50 %
The student’s achievement that gottenn is proved by statistical hypothesis
testing, one tail t-test. Based on criterion ,it is obtained that the value of zcount (10.201) ≥ ztable (1.645), so Ha is accepted and H0 is refused. This means that the
student’s achievement that taught by PBL model using Concept Map is higher
than taught by conventional model in Salt Hydrolysis topic.
5.2. Sugession
Based on the result of this research, the researcher suggest as follows: 1. For teacher, to get the success student’s achievement, the teacher is
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2. For researcher who want to do the same research must be manage the time to implement this model and must be creative in designing the lesson plan and also creative in manage the classroom.
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