By:
Jori Josua S. Siahaan Reg. Number: 4113131032
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Getting Degree of Sarjana pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATHICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
PREFACE
Praise and Gratitude must be prayed to Almighty God, for all the gracing and blessing that provide health and wisdom to the author so he can finish this thesis well. The title of this thesis is "The Effectiveness of Problem Based Learning Model Based on Lesson Study to Increase Student’s Achievement in Salt Hydrolysis Topic" that was done in SMA N 15 Medan academic year 2014/2015. It was prepared to get degree of Sarjana Pendidikan of Chemistry Education, FMIPA, UNIMED.
On this occasion, the author also conveys a respect and gratitude to:
1. Prof. Dr. Retno Dwi Suyanti, M.Si, as a thesis supervisor who has provided guidance and suggestion to the author since the beginning of the study until the completion in writing this thesis.
2. Prof. Dr. Ramlan Silaban, M.Si, Dr. Simson Tarigan, M.Pd, and Drs. Jasmidi, M.Si, who have provided suggestions from the planning until the completion of this thesis.
3. Prof. Drs. Manihar Situmorang, M.Sc, Ph.D, as the Academic Supervisor who always guided researcher during the lecture course and the entire along with Mr. and Mrs. Staff and Lecturer in chemistry department, FMIPA, UNIMED.
4. Drs. Darwin Siregar, M.Pd as a school principals of SMA N 15 Medan and Lisnawati Ginting, S.Pd as a chemistry teacher of SMA N 15 Medan and staff which assist in the implementation of this research.
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6. Bilingual Chemistry Education 2011, the author classmate, he also say thanks to all of them that always support, remind, lend out him money, and teach the author to be better since first semester till the arrange this thesis. The author can’t say them one by one, because they are all special for the author.
7. All of senior of author, especially to PK (Posko Keselamatan), the author say thanks to people of PK that always support the author in college and in organization of IKBKK.
8. Lamhot Tua Silaban, Januelman Purba, Albert Telambanua, Hendra Sinaga, Reymondo Sitinjak, Hermanto Sinaga, and Ginting, the people of MABES that fill the daily life of author specially in refreshing time of “Leng, Lotere”, “Singing Concert”, “Futsal”, to arrange of this thesis.
9. IKBKK (Ikatan Keluarga Besar Ikatan Kimia) UNIMED, the organization that always teach the author, change the mindset of author to be better, know senior and junior, know the lecturers, and have the fun journey with them in joy and sorrow.
10. Suraman Leo Situmorang, Eris Hutapea, and the people of Gang Bahagia Tuamang, the author’s friend, the author say thanks for all of their time that was always support and accompany the author from Senior High till now.
11. Deby Elfinasti Br. Sitepu, special girl for the author, the author says thanks for her to all of love that was share to the author and all of her praying.
The author has done the maximal effort in the completion of this thesis, but the author is aware there are many weaknesses in terms of both of content and grammar. Author hopes the suggestions and constructive criticism from readers for completeness the thesis perfectly. At least, author hope this thesis can be useful to enrich the reader in science education.
Medan, June 2015 Author,
THE EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL BASED ON LESSON STUDY TO INCREASE STUDENT’S
ACHIEVEMENT IN SALT HYDROLYSIS TOPIC
ABSTRACT
Jori Josua S. Siahaan (4113131032)
The effectiveness of Problem Based Learning model based on Lesson Study to increase student's achievement in Salt Hydrolysis topic in SMA N 15 Medan is explained. The research aimed 1) to know the student’s achievement by using PBL model based on Lesson Study is higher than using direct instruction model, 2) to prove that alternative hypothesis (Ha) is accepted and nil hypothesis (H0) is refused by using statistical hypothesis testing, 3) to know the using of PBL model based on Lesson Study is effective in increasing student’s achievement in Salt Hydrolysis topic compared with direct instruction model, 4) to know the cognitive aspect will be most improved by using of PBL model based on Lesson Study in salt hydrolysis topic from C1 to C4. The population was all of the students in grade XI at second semester academic year 2014/2015. The class was divided into two classes; experiment class (XI IPA-2) and control class (XI IPA-4). Instrument that used is validated 20 multiple choice questions by empirical validity and construct validity and all questions are reliable. The first time, same pre-test is given to both of class. In experiment class was used Problem Based Learning model based on Lesson Study and in control class was used direct instruction model. The last, same post-test is given for each of class after teaching treatment. Test result stated that the sample is distributed normally and homogeny. Based on the result, pre-test of experiment class (35) is higher than control class (33.11) and post-test of experiment class (79.73) is also higher than control class (65.95). Based on the observation sheet of Lesson Study that was observed show that the students less in stay learn with friend (50%) but many students worked together in “U” form seat (83.3%). And the improvement of cognitive aspect level of student that most increasing was obtained that in experiment class is C1 0.63, C2 0.53, C3 0.67, C4 0.59. The hypothesis testing show that tcount 5.1985 while ttable 1.6684, tcount ttable, so Ha is received. It proved that student’s achievement was taught by PBL model based on Lesson Study is higher than direct instruction model. Increasing of student’s achievement was calculated show that percentages gain in experiment class is 69.5% and in control class is 48.3%. And the effectiveness of Problem Based Learning model based on Lesson Study in Salt Hydrolysis topic is 30.54%.
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LIST OF CONTENT
Pages
Legalization Sheet i
Biography ii
Abstract iii
Preface iv
List of Content vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I INTRODUCTION 1
1.1. Research Background 1
1.2. Problem Identification 3
1.3. Research Scope 4
1.4. Problem Statements 4
1.5. Research Objectives 4
1.6. Research Benefits 5
1.7. Operational Definition 5
CHAPTER II LITERATURE STUDY 7
2.1. Overview of The Study 7
2.1.1. Effectiveness of Learning 7
2.1.2. Learning Outcomes 7
2.1.3. Problem Based Learning Model 8
2.1.4. Lesson Study 11
2.1.5. Salt Hydrolysis 14
2.1.5.2. The Properties of Salt Solution 15
2.1.5.3. The Types of Salt Hydrolysis and The Reaction 16
2.1.5.4. The pH Calculation of Salt Solution 17
2.1.6. Application of Model and Media in Salt Hydrolysis 18
2.2. The Relevant Research 19
2.3. Conceptual Framework 21
2.4. Hypothesis 21
CHAPTER III RESEARCH METHODOLOGY 22
3.1. Research Location and Time 22
3.2. Research Population and Sample 22
3.3. Research Variables and Instrument 22
3.3.1. Research Variable 22
3.3.2. Research Instrument 23
3.3.3. The Instrument Testing 25
3.4. Research Design and Research Procedure 27
3.5. Technique of Data Collection 29
3.6. Technique of Data Analysis 29
CHAPTER IV RESULT AND DISCUSSION 33
4.1. Research Result and Data Analysis 33
4.2. Analysis of Instrument 33
4.3. Achievement of Research Result 35
4.4. Normalized Gain of Research Data 36
4.5. Normality Test 37
4.6. Homogeneity Data 37
4.7. Hypothesis 38
4.8. Cognitive Aspect Improvement 39
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4.10. Discussion 41
CHAPTER V CONCLUSION AND SUGGESTION 46
5.1. Conclusion 46
5.2. Suggestion 47
LIST OF APPENDIX
Pages
Appendix 1. Syllabus 52
Appendix 2. Lesson Plan 54
Appendix 3. The Instrument Validity by Validator 74
Appendix 4. Research Instrument 81
Appendix 5. The Latticework of The Student’s Achievement Test 84
Appendix 6. Table of Observation Sheet of Lesson Study 85
Appendix 7. Validity of Item Test 87
Appendix 8. Difficulty Level of Item Test 89
Appendix 9. Discriminating Index of Item Test 91
Appendix 10. Reliability of Item Test 93
Appendix 11. Data of Pre-test and Post-test of Students 95
Appendix 12. Normalized Gain 97
Appendix 13. Calculation of The Effectiveness of PBL model based on
Lesson Study 99
Appendix 14. Normality Test 100
Appendix 15. Homogeneity Data 104
Appendix 16. Calculating of Hypothesis Testing 108
Appendix 17. Level of Cognitive Aspect 109
Appendix 18. The Value of Lesson Study Observation 113
Appendix 19. Table of Critical Value from r Product Moment 114
Appendix 20. Table of Chi-Square Value 115
Appendix 21. Table of F Value Distribution 116
Appendix 22. Table of t Distribution Value 119
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on analysis and discussion of data, this research can be concluded
that the student’s achievement in Salt Hydrolysis topic using PBL model based on
Lesson Study is higher than using direct instruction model. The student’s
achievement is obtained from data of post-test and data of gain in both of class. In
experiment class, using PBL model based on Lesson Study, the value of post-test is
79.73 and gain is 0.695. And in control class, using direct instruction model, the
value of post-test is 65.95 and gain is 0.483. Based on the standard value (KKM) at
the school, 75, the value that higher than KKM is obtained from experiment class
whereas in control class, it is lower than KKM.
The student’s achievement that gotten is proved by statistcal hypothesis
testing, one tail t-test. Based on the criterion, it is obtained that the value of tcount
5.1985 is higher than ttable 1.6684. It prove that Ha is accepted and H0 is refused, so,
the student’s achievement using PBL model based on Lesson Study is higher than
using direct instruction model.
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 30.54%.
The instrument that used to measure the student’s achievement is
consisting of cognitive aspect level from C1 to C4. Each of the cognitive aspect level
is calculated to know the improvement of students in experiment class by PBL model
based on Lesson Study and it is improve each C1 0.63, C2 0.53, C3 0.67, and C4
0.59. And the most improve in experiment class is the level of cognitive aspect of C3
to perform the learning by using Problem Based Learning based on Lesson
Study because this model can improve the student’s achievement. And Lesson
Study can increase the relation of coleague of teachers.
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.
3. It is needed to do the research with the same model but apply it in different
topic to increase the quality of education especially in teaching students or in
