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THE IMPLEMENTATION OF PROBLEM BASED LEARNING MODEL WITH SCIENTIFIC APPROACH TO INCREASE MATHEMATICAL

CREATIVE THINKING ABILITY IN SMPN 27 MEDAN

By:

Verawati Sidabalok ID.Number 4113111079

Bilingual Mathematics Education Study Program

THESIS

Submitted to Fulfill Requirement for Getting The Degree of Sarjana Pendidikan

MATHEMATICS DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN

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PREFACE

Praise the Lord of Jesus because of His blessing and mercy I can complete this thesis on time. The title of this thesis is “The Implementation of Problem Based Learning Model with Scientific Approach to Increase Mathematical Creative Thinking Ability in SMPN 27 Medan”. This thesis was arranged to fulfill the requirement to obtain the degree of Sarjana Pendidikan from Faculty of Mathematics and Natural Sciences in State University of Medan.

In finishing this thesis, I received support from many parts, therefore, I profoundly would like to express my grateful to Prof. Dr. Syawal Gultom, M.Si. as rector of State University of Medan. I am also grateful to Prof. Dr. Drs. Motlan, M.Sc, Ph.D as Dean of Faculty of Mathematics and Natural Sciences. I place on record, my sincere thank you to Prof. Dr.rer.nat.Binari Manurung, M.Si as Coordinator of Bilingual Class. I am also grateful to Dr. Edy Surya, M.Si as the principal of mathematics department. I also thank to Mr. Zul Amry, M.Si as head of Mathematics Education Study Program. I take this opportunity to express gratitude to all of the Department faculty and major members for their help and support . I would like to express my very sincere gratitude to my academic supervisor, Drs Syafari, M.Pd for the support to make this thesis possible.

My special thanks go to my thesis supervisor, Prof.Dr. B. Sinaga, M.Pd, for his valuable feedback and constructive advice throughout my work. He was always there to support me, to give me right direction, and to provide me with brilliant insights. I realized that without which I never would have made this work to come to a good end. I also thank to principals of SMP Negeri 27 Medan, Hj. Masraya, S.Pd and mathematics teacher of class VIII-8, Dra. Maryanti for kindly letting me do my research in their schools.

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Ayu, kak yani, kak nensy, and Topas. Thanks for support, Rumiana Damanik. I am grateful to Johan’s Family and all my big families in Medan and its around for praying and supports. I am indebted to my big family of Bilingual mathematics 2011. I am thankful to all seniors and juniors of Bilingual Mathematics who have given supports and motivation, especially for bang Dwi Ardi Dermawan. I give my sincere thanks to PPLT SMAN 2 Balige especially for Trendsetter roommates. There are so many memories about us. My very sincere thanks to my “PKK”, bang Johan, my lovely “KTB”, Anna and Tari. I place on record, my sincere thank you to my small group member, Afriani Sormin, Afriani Siagian, Haris, Indri, Septrisna, dan Stefani. I also place on record, my sense of gratitude to one and all, who directly or indirectly, have lent their hand in this venture.

Finally, I realize that this undergraduate thesis is far from excellences, therefore, I expect many develop critics and suggestions from many parts to make it be better.

Medan,June 2015 Author,

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THE IMPLEMENTATION OF PROBLEM BASED LEARNING MODEL WITH SCIENTIFIC APPROACH TO INCREASE MATHEMATICAL

CREATIVE THINKING ABILITY IN SMPN 27 MEDAN Verawati Sidabalok (4113111079)

ABSTRACT

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1.2 Problem Identification 4

1.3 Problem Restriction 5

1.4 Problem Formulation 5

1.5 Research Objective 5

1.6 Research Benefit 5

1.7 Operational Definition 6

CHAPTER II RELATED LITERATURE

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2.1.6 Learning Theories that Support PBL 18

2.1.7 Scientific Approach 22

2.1.8 Problem Based Learning Model with Scientific Approach 25

2.1.9 Creativity Thinking Ability 25

2.1.10 The Material of Linear Equation with

Two Variables(SLETV) 29

2.2 The Relevant Researches 32

2.3 Conceptual Framework 33

2.4 Hypothesis of Action 35

CHAPTER III RESEARCH METHODS

3.1 Type of Research 36

3.2 Research Time and Location 36

3.3 Subject and Object of Research 36

3.4 Design of Research 36

3.5 Procedure of Research 37

3.6 Tool Data Collectors 42

3.7 Data Analysis Technique 48

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CHAPTER IV RESEARCH RESULT AND DISCUSSION

4.1. Description of Research Result 51

4.1.1. Initial Study 51

4.1.2 Study of Cyle 1 55

4.1.2.1 Result Description of MCTA Test 1 55 4.1.2.2 Result Description of Teacher’s Observation 1 61 4.1.2.3 Result Description of Student’s Observation 1 62

4.1.1.4. Reflection 1 64

4.1.3 Study of Cycle II 66

4.1.3.1 Result Description of MCTA Test 2 66 4.1.3.2 Result Description of Teacher’s Observation 2 74 4.1.2.3 Result Description of Student’s Observation 2 75

4.1.1.4. Reflection 2 77

4.2. Discussion 79

4.3 Research Finding 85

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusion 86

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LIST OF FIGURES

Figure 1.1 Student’s Solving Toward Creative Thinking Question 2 Figure 2.1 Learner Knowledge and Zone Proximal Development 21

Figure 2.2 4Ps 26

Figure 2.3 Conceptual Framework 35

Figure 3.1 Procedure of Class Action Research 37 Figure 4.1 The result of MCTA for Each Indicator in Initial Test 54

Figure 4.2 The Diagram of Classical Completeness for

Fluency Indicator 56

Figure 4.3 The Diagram of Classical Completeness for

Flexibility Indicator in Cycle 1 57 Figure 4.4 The Diagram of Classical Completeness for

Originality Indicator in Cycle 1 58 Figure 4.5 The Diagram of Classical Completeness of

Each Indicator in Cycle 1 59

Figure 4.6 The Diagram of Classical Completeness of

MCTA Test 1 61

Figure 4.7 Diagram of Students’ Activity in Cycle 1 63 Figure 4.8. The Diagram of Classical Completeness for

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Figure 4.9. The Diagram of Classical Completeness for

Flexibility Indicator in Cycle 2 69 Figure 4.10. The Diagram of Classical Completeness for

Originality Indicator in Cycle 2 70 Figure 4.11. The Diagram of Classical Completeness of

Each Indicator in Cycle 2 71

Figure 4.12. The Diagram of Classical Completeness of

MCTA Test 2 72

Figure 4.13 Students’ Answer Sheet 73

Figure 4.14. Diagram of Students’ Activity in Cycle 2 76 Figure 4.15 The Enhancement of Each Indicator from

Initial Study to Cycle 2 Classically 80 Figure 4.16 Percentage of Enhancement of MCTA from

Initial Test to Cycle 2 Classically 80 Figure 4.17. The Change of Level of MCTA from

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LIST OF APPENDICES

Appendix 1. Initial Ability Test 92

Appendix 2. Alternative Solution for Initial Ability Test 95 Appendix 3. Guideline of Creative Thinking Scoring 98

Appendix 4. Lesson Plan 99

Appendix 5. SAS 1 122

Appendix 6. SAS 2 130

Appendix 7. SAS 3 142

Appendix 8. Lattice of Creative Thinking Ability Test 1 149 Appendix 9. Lattice of Creative Thinking Ability Test 1 150 Appendix 10. Creative Thinking Ability Test 1 151 Appendix 11. The Alternative Solution of Student’s

Creative Thinking Ability 156

Appendix 12. Creative Thinking Ability Test II 163 Appendix 13. The Alternative Solution of Student’s

Creative Thinking Ability 168

Appendix 14. Validation Sheet of Creative Thinking Ability

Test 1 174

Appendix 15. Validity of MCTA Test 1 186

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Appendix 17. The Value of r Product Moment 192 Appendix 18. Reliability of Creative Thinking Ability Test 1 193 Appendix 19. Reliability of Creative Thinking Ability Test 2 195

Appendix 20. Fluency 1 197

Appendix 21. Flexibility 1 198

Appendix 22. Originality 1 199

Appendix 23. Result of Creative Thinking Ability Test 1 200

Appendix 24. Fluency 2 202

Appendix 25. Flexibility 2 203

Appendix 26. Originality 2 204

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CHAPTER 1

INTRODUCTION

1.1 Background

Mathematics is the universal science which bases on modern technology development. Mathematics has important role toward various disciplines. Mathematics develops critical, analytical, systematical, logical, and creative thinking of someone. Mathematics is developed from nature so that it has logical concept. But generally in Indonesia, mathematics is often taught by giving formula, without concern to the concept. One thing caused if student does not understand the concept is mathematical creative thinking of student is low. As we know, creative thinking is very important in various living aspects.

Based on the observation in SMPN 27 Medan, which was held on January, 20th 2015, is found that mathematical creative thinking ability of students in that school is very low. It was known by giving test which was consisted problem of system of linear equation of one variable. From 30 students who followed the test, there was only one student who gave solution more than one way. But the all solutions they gave still in strict rule and there was not student who can give unique way. Where, based on Torrance’s opinion, creative thinking ability can be identified by three indicators, namely fluency, flexibility, and originality. In mathematics, fluency can be looked from how many ways can be made by students. The flexibility can be looked from the solution is no strict rule. And the originality can be looked from not commons methods used by students. If three indicators are low, the mathematical creative thinking of student is certainly low. So that, based on the observation above can be concluded that the mathematical creative thinking ability of students in SMPN 27 Medan is very low.

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Figure 1.1 Student’s Solving Toward Creative Thinking Question

The other problem was found when researcher observed the teacher who was teaching mathematics in Class VII-8. There were many students were passive, only some students with good learning achievement who active in learning. Researcher observed there were many students who less concern to learning and interest with other things not relevant with mathematics lesson. When researcher interviewed five students, four students responded that mathematics is very difficult and bore. The mathematics teacher of this class also confessed that there were many students who passive in each meeting and could not solve the problem given confidently. When researcher asked about the model implemented in teaching learning, in fact, teacher still often use conventional model. Therefore, the less of teacher creativity in teaching mathematics can also be one factor the low of mathematical creative thinking ability of students.

One of expert, Boaler in Pound (2011: 25) argues that:

Children begin school as natural problem-solvers and many studies have shown that students are better at solving problems before they attend math classes. They think and reason their way through problems, using methods

Student cannot give solution more than one way

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in creative ways, but after a few hundred hours of passive math learning students have their problem solving abilities knocked out of them.

It means that, one of effort to make students be creative is make the meaningful learning. According to Tan (2009: 23), “if we adopt a mindset of learning from problems, there will be real improvement and advancement”. Then, he continues that in real-world problem solving, the context always appears unstructured in the first instance, and it takes big picture thinking (i.e., a broad overview or a helicopter view of things), analytical thinking, as well as generative and divergent thinking to produce effective solutions.

Kline in Tan (2009: 24) articulates most apply that “the intelligent person is far from easily spotted from his response to new problems not his knowledge of old solutions.” Since time immemorial, the intelligent of individuals has been gauged from the questions they ask and the problems they are able to solve. If only schools are able to nurture students who are curious and capable of solving new problems, we would have cultivated more intelligent and creative adults for the future society. Tan (2009: 25) argues that:

Problems can trigger curiosity, inquiry, and thinking in meaningful and powerful ways. Education needs a new perspective of searching for problems and looking at problems that will achieve the aim of helping students construct their own knowledge.

Based on the explanation above, one of model of teaching which provides problem in the initial learning is Problem Based Learning Model. Problem based learning is an instructional method in which student learn usually work in collaborative group to identify what they need to learn through facilitated problem solving. “Pembelajaran Berbasis Masalah (Problem-based learning) merupakan

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Problem based learning model is expected to develop students’ thinking and problem solving skill, helps students perform in real-life situations and learn important adult roles (Adult role modeling), and help students become independent and self-regulated learners (Arends, 2012).

So, in this research, researcher will use model of problem based learning to improve mathematical creative thinking, but researcher also want to combine the model with scientific approach because by applying this approach, the learning process will be more memorable and meaningful for students, because it invites students to acquire knowledge and new information independently that can come from anywhere, anytime, and do not rely on the information in the direction of the teacher. In addition, information can also be obtained through math facts were disclosed, be it observed the phenomenon of everyday life environment related to the topic of mathematics or observe abstract mathematical objects. The steps of the scientific approach include: (1) observing, (2) questioning, (3) experimenting, (4) associating, and (5) communicating (Kemendikbud, 2013).

So, the title of this research is “The Implementation of Problem Based Learning Model with Scientific Approach to Increase the Mathematical Creative Thinking Ability in SMP Negeri 27 Medan in Academic Year 2014/2015”

1.2 Problem Identification

Based on the background above, there are some problems are identified, namely:

1. Learning mathematics is often associated with memorizing formulas lessons 2. In the course of learning, students are not unusual to be involved in solving

particular problems that require creativity.

3. Students’ creative thinking ability in problem solving is still very low. 4. Students generally less actively participate in the learning process in the

classroom.

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1.3 Problem Restriction

To avoid misunderstandings and expansion problems, this research will be focused on the implementation of problem-based learning model (PBL) with scientific approach to increase students' mathematical creative thinking ability in SMP Negeri 27 Medan.

1.4 Problem Formulation

Based on the problem restriction above, then the problem in this study is formulated as:

1. How the implementation of problem based learning model with scientific approach increase the mathematical creative thinking ability in SMP Negeri 27 Medan?

2. Is the implementation of problem based learning model with scientific approach can increase the mathematical creative thinking ability in SMP Negeri 27 Medan?

1.5 Research Goals

The goals of this study are:

1. To know the general description of implementation of problem based learning model with scientific approach to increase the mathematical creative thinking ability in SMP Negeri 27 Medan?

2. To know whether the implementation of problem based learning model with scientific approach can increase mathematical creative thinking ability in SMP Negeri 27 Medan?

1.6 Research Benefit 1. For Students

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2. For Teacher

Opening teacher’s insight about the important of creativity for student and how to increase the student’s creativity.

3. For School

As a consideration for school to make an innovation learning model especially in increasing student’s creative thinking ability .

4. For Students or Advanced Researcher

a. Increasing the insight, ability, and experience in increasing the competence as teacher candidate.

b. As information or reference for the advanced researcher in doing the relevan research.

1.7 Operational Definition

The variables of this research are defined as below:

1. Learning is a process or effort which done by each people to gain a permanent change relatively in the behaviour, like knowledge, skill, attitude or positive value as the result of the experience or training which is done continuously.

2. Models of teaching is a plane or pattern that can be used to shape curriculum, to design instructional materials and to guide instruction in the classroom and other setting. They are really models of learning as help students acquire information, ideas, skills, values, ways of thinking, and means of expressing themselves, we are also teaching them how to learn.

3. The problem-based learning model with scientific approach is an instructional method in which student learn usually work in collaborative group to identify what they need to learn through facilitated problem solving by using the concept of scientific thinking are observing, questioning, associating, experimenting, communicating and networking. 4. The mathematical creative thinking ability is the ability to synthesize

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1. Implementation of problem based learning model with scientific approach in this research generally is started by posing problem in initial learning. In problem posing is happened observation activity by students and questioning activities by teacher and students. The activities of questioning and observing are first and second step of scientific approach. The next stage of PBL is organizing students to learn, teacher grouped students and asked them to collect information and process data. The activities of collecting and processing data are the third and fourth step in scientific approach. The third stage is guiding investigation individual/group. Teacher guided students who difficult to learn. The fourth stage is presentation. In this stage teacher asked some groups to present their result of discussion in front of class. This activity is the last activity in scientific approach. And the last stage of PBL is to analyze and evaluate the results of the discussion / problem-solving process performed by the students. Teacher and students analyze and evaluate together the problem-solving process.

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5.2. Suggestions

Based on the research discussion and finding, the researcher suggests something below to:

1. Learning through problem based learning model with a scientific approach includes a series of stages are quite long, so, teachers and students should set the exact time that each stage can be solved perfectly.

2. To support learning activities should be the needs of the equipment and learning resources can be equipped specifically to support the learning of mathematics.

3. In the implementation of the action research on the activities of reflection and analysis of the results of each cycle to note also the students' understanding of the learning material presented seen from the test results of students and teachers how to deliver learning material, which is expected for the next cycle of learning materials previously been completed to be able to deliver further learning materials.

4. Students must be active to interact in learning activity so that will have social skills in cooperate, share tasks, responsible, and appreciate other suggestions.

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Gambar

Figure 4.9.
Figure 1.1 Student’s Solving Toward Creative Thinking Question

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