THE COMPARISON OF STUDENT ACHIEVEMENT THROUGH ASSURE LEARNING MODEL AND PROBLEM BASED
LEARNING MODEL ON SUB TOPIC OF PLATONIC SOLID PYRAMID
IN GRADE VIII SMP NEGERI 1 TEBING
TINGGI
By:
Efrida Fitri
408 111 006
Mathematics Education
THESIS
Submitted for Fulfill the requirement for the Degree of
Sarjana Pendidikan
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND SCIENCES MEDAN STATE UNIVERSITY
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ACKNOWLEGEMENT
Firstly I would like to thank ALLAH ALMIGHTY for giving me the audacity, sanctioning me with acquaintance and confidence to finish this thesis.
In this chance I want to owe my deepest and profound gratitude to my thesis advisor mister Drs.Parapat Gultom, MSIE, Ph.D who guided and gave me advices from the beginning until the end of writing process of this thesis. And I want to extend gratitude to Prof. Dr. Asmin, M.Pd, Dr.W.Rajagukguk, M.Pd, Mulyono, S.Si, M.Si as my examiner who given me advices in this thesis writing process.
Thanks to Prof. Drs. Dian Armanto, M.Pd, MA, M.Sc, Ph.D as my academic advisor who has given me suggestions and advices along study in State University of Medan. Thanks to Prof. Dr. Ibnu Hajar, M.Si as head of Medan State University, Prof.Dr.Motlan,M.Sc.Ph.D as Dean of Faculty of Mathematics and Science, Prof. Dr. Mukhtar, M.Pd as Head of Mathematics Department, Drs. Syafari, M.Pd as Head of Mathematics Education Program, Prof. Dr. Herbert Sipahutar, M.Sc as Coordinator of Bilingual Program, and for all lecturers and Staff in Faculty of Mathematics and Science, University of Medan.
Thanks to Drs. H.Adrul as the Principle of SMP Negeri 1 Tebing Tinggi that given chance to me to do the research, Mr. Saheri, S.Pd and Mr. Purnawanto S.Pd, M.Pd as mathematics teachers and all the teachers in SMP Negeri 1 Tebing Tinggi who helped me when the research is held.
The special gratitude I want to deliver to my lovely parents, my mother and my father that given me a lot of love, pray, motivation and spirit to finished my study in State University of Medan. Thanks to my brother, Yusrizal and Ahmad Khairi for the motivation and spirit that given to me.
And the special thanks to my friends Yanti, Eva, Emil, Siti, Farah and all
of my friends in Mathematics Bilingual Class ’08 that given spirit, motivation and
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THE COMPARISON OF STUDENT ACHIEVEMENT THROUGH ASSURE LEARNING MODEL AND PROBLEM BASED LEARNING MODEL ON SUB
TOPIC OF PLATONIC SOLID: PYRAMID IN GRADE VIII SMP NEGERI 1 TEBING TINGGI
Abstract
Research was carried out at SMP Negeri 1 Tebing Tinggi that had aims to determine whether there are the differences of learning influence between ASSURE
learning model and Problem Based Learning (PBL) model on students’ achievement.
The type of this research was experimental research by provided treatment to both of research sample. The population in this sample was grade VIII RSBI SMP Negeri 1 Tebing Tinggi that consists of 4 classes with an average of 30 students. The samples were taken two classes that are determined by random sampling techniques, namely the experiment class I consist of 27 students and experiment class II consist of 27 students.
Instrument that used in this study was in the form of essay test as much as 5 items that have tested valid and reliable. Before testing the hypothesis, the data was tested for normality and homogeneity test. Normality test used Chi-Square formula and homogeneity test used the F-test. From the results of test, it concluded that both samples were normally distributed and homogeneous. The hypotheses in this study were tested using t-test.
The results of research show that students' achievements in learning by using ASSURE learning models had average of pre-test 59.90 and the average of post-test 80.64. The result of t-test based on statistic calculations, t value was 7.91 Indicating
the t table for N = 27 and α = 5% was 1.70 concluded ASSURE Learning Model can improve students' achievement. In PBL learning models obtained an average value of students' pre-test 53.70 and the average value of students' post-test 79.54. The result of t-test based on statistic calculations, t value was 7.52 Indicating t table for N = 27
and α = 5% was 1.70; it concludedthat PBL can improve students' achievement. Statistically by use t-test concluded that there is no significant difference of students' learning achievement which is given by ASSURE model of learning and PBL learning model. It can be seen t value obtained from calculation of the t-test statistic through two-way testing at 1.12 where t table for N = 27 and α = 2.5% was
2.06.
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1.3 Limitation of the Problem 5
1.4 Research Problem 6
1.5 Research Objectives 6
1.6 Research Benefit 6
CHAPTER II: LITERATURE OF STUDY 8
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3.1 Place and Time of Research 30
3.2 Population and Sample 30
3.8.1 Analysis of the First Stage 36
3.8.2 Analysis of Final Stage 37
CHAPTER IV : RESULT AND DISCUSSION 42
4.1 Description of Data Research 42 4.1.1 Data Pre-test of Experiment Class I and Experiment Class II 42 4.1.2 Data Post-test of Experiment Class I and Experiment Class II 44 4.1.2 Analysis of Research Data 46 4.1.2.1 Normality Test of Data 46 4.1.2.2 Homogeneity Test of Data 46 4.1.2.3 Testing the Hypothesis 47 4.1.3 Classical Completeness of Learning 50 4.2 Discussion of Research Result 50
CHAPTER V: CONCLUSION AND SUGGESTION 53
5.1 Conclusion 53
5.2 Suggestion 54
REFERENCES 55
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FIGURE LIST
Figure 2.1 Perspective of Success Learning 10 Figure 2.2 Pyramid and Its Formula 25
Figure 2.3 Pyramid Net 26
Figure 2.4 Volume of Pyramid 26
1 One way to improvestudents’ mastery of the knowledge is improving the ability in mathematics, because mathematics is the foundation of other sciences.
Mathematics is a tool that clarifies and simplifies situations through abstraction, idealization or generalization for a study or problem solving. Mathematics is also able to increase the ability to think clearly, logically, orderly, and systematically. That is why learning mathematics is important.
In general, the teaching of mathematics in Indonesia are still using traditional or mechanistic approach that emphasizes the 'drill and practice' model, so that students trained work on the problems such as mechanical or machine; prefer memorizing to understanding. In addition, the learning process tends to "textbook" and less related to daily life. As a result, students do not appreciate or understand math concepts and student achievement isn’tmaximized.
2
Learning is a process undertaken by individuals to acquire the desired skills or competencies. Through the process of learning a person will have the knowledge, skills and attitudes necessary to perform a task and job. Smith and Ragan (in Benny A. Pribadi, 2011: 12) interpret the concept of learning as: "... The changes are relative permanent in knowledge and behavior caused by experience."
Learning process is a deliberately planned in order to facilitate the individual in taking a learning process. In other words, learning is a process that has the purpose of facilitating the individual to have the specific competencies of knowledge, skills and attitudes required to perform a specific task or job.
Educators recognize that learning is more effective when students are actively participating. By participating, students will get experience, appreciate, and draw lessons from the activities undertaken so that learning outcomes are embedded in more depth on students. Rowntree (in Benny A. Pribadi, 2011: 19) suggested four indicators that can be used to determine the success of a program of learning. A learning activity can be effective if it meets the following criteria.
o Able to improve student learning outcomes o Able to motivate students to learn more
o Able to improve memory or retention of students to the content / subject
matte
o Able to make the students apply the knowledge and skills
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Standard of teaching in the context of the educational process not only convey the subject matter, but also interpreted as a process to set the environment for learning. Learning models must guide students to think creatively and actively. Learning models that can make students learn actively are ASSURE learning models and Problem Based Learning model.
ASSURE Model developed by Sharon Smaldino, Robert Henich, James Russell and Michael Molenda in the book "Instructional Technology and Media
for Learning". Learning design model is an abbreviation of the components or
steps contained therein, namely:
A: Analyze learner characteristics S: State performance objective
S: Select methods, media and materials U: Utilize materials
R: Requires learner participation E: Evaluation and revision
This learning model is more oriented to the use of media and technology in creating the learning process and the desired activity. Utilization ASSURE instructional design model needs to be done stage by stage (systematic) and comprehensive (holistic) in order to deliver optimal results, namely the creation of successful learning.
This is a procedural instructional design model that is built to create learning programs that are effective, efficient and attractive. In this model the use of media and technology is a must because it is used to assist students in achieving learning objectives. The use of media that goes along with learning method and strategy will be able to engage students in learning activities are intensive.
4
First, PBL is a series of learning activities, meaning that the implementation of PBL in a number of activities to do by the students. PBL did not expect the students just listen, record, and then memorize the subject matter, but through the PBL students actively think, communicate, find and process data, and finally making a conclusion.
Second, learning activities geared to solve the problem. PBL puts the problem as a keyword of the learning process. That is, no problems there can be no learning process. Third, problem solving is done using a scientific approach to thinking. Thinking of using the scientific method is a process of deductive and inductive thinking. Thinking process is carried out systematically and empirically. Systematic means of scientific thinking through certain stages, while the empirical means problem-solving process is based on data and facts are clear.
Learning strategies with the Problem Based Learning can be applied:
When the teacher wants the students not just remember subject matter, but to master and understand it full
If the teacher intends to develop students' skills of rational thinking, the ability to analyze situations, apply their knowledge in new situations, to know the difference between fact and opinion, as well as develop the ability to make an objective judgment
When the teacher wants the students' ability to solve problems and make students intellectual challenge
If a teacher wants to encourage students to take more responsibility in their learning
If teachers want students to understand the relationship between what is learned with the reality of his life
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Based on the explanation above, the authors are encouraged to conduct research titled: THE COMPARISON OF STUDENT ACHIEVEMENT
THROUGH ASSURE LEARNING MODEL AND PROBLEM BASED LEARNING MODEL ON SUB TOPIC OF PLATONIC SOLID: PYRAMID IN GRADE VIII SMP NEGERI 1 TEBING TINGGI
1.2. Identification Problem
Based on the background above, it can be identified some problems in learning process:
1. The students still have low ability to solve the problem in learning process.
2. Students’ achievements do not achieve the standard of competency.
3. Students still feel difficult to solve the problem because they still confuse about the mathematics concept.
4. Learning process tends to "textbook" and less related to daily life, so the students feel unpleasant to study mathematics.
1.3. Limitation of Problem
The limitations of this research problem are:
1. The students still have low ability to solve the problem in learning process.
2. Students’ achievements do not achieve the standard of competency.
3. Scope of research:
• Independent variable: Model of Learning (ASSURE and PBL)
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1.3 Research Problem
Based on the background in the formulation of the problem in this study are:
1. Is ASSURE learning model can improve student achievement in class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid? 2. Is Problem Based Learning model can improve student achievement in
class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid?
3. Is there a significant different of student learning achievement through ASSURE learning model and PBL model in class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid?
1.4 Research Objectives
The purposes of this study:
• To find out is ASSURE learning model can improve student achievement in class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid.
• To find out is PBL learning model can improve student achievement in class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid.
• To find out is there a different of student learning achievement through ASSURE learning model and PBL model in class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid.
1.5 Research Benefit
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• The results of this study may be a reference in the development of mathematical models of learning that can improve student learning achievement
• The study is expected to add the repertoire of knowledge, especially in the implementation of learning mathematics on the subject Platonic Solid
b. In Practical
• For the teachers, the teacher can apply the mathematical model of learning by using ASSURE learning model or PBL model.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion
Based on the results obtained from analysis of data obtained a conclusion that is:
1. Students’ achievement on the sub topic surface area and volume of pyramid that is learned by ASSURE learning model had average value 80.55 or include in high category.
2. Students’ achievement on the sub topic surface area and volume of
pyramid that is learned by PBL learning model had the average value 79.44 or include in medium category..
3. ASSURE learning model can increase students’ achievement on sub-topic surface area and volume of pyramid. It can be seen from the result of t-test based on statistic calculations indicating t value was 7.91 which t table for
N = 27 and α = 5%was 1.70.
4. PBL learning model can increase students’ achievement in sub-topic surface area and volume of pyramid. It can be seen from the result of t-test based on statistic calculations indicating t value at 7.52 where t table for N
= 27 and α = 5%was 1.70.
5. Statistically by use t-test concluded that there is no significant difference
of students’ achievement which is given learning by ASSURE learning model and PBL learning model. It can be seen from t value obtained calculation of the t-test through statistic two-way testing at 1.12 where t table for N = 27 and α = 2.5% was 2.06.
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5.2. Suggestion
Based on these results the suggestions that researcher can provide are:
1. To teachers of mathematics can make the ASSURE learning models and Problem Based Learning (PBL) model as alternative in choose the model of learning that is expected to increase students’ achievement and get the
Criteria Completeness Minimum (CCM).
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 influenced
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