IMPLEMENTING PROBLEM BASED LEARNING INTEGRATED WITH COOPERATIVE LEARNING TEAMS GAMES TOURNAMENT
IN IMPROVING STUDENTS’ ACHIEVEMENT IN TEACH ING COLLOIDAL SYSTEM
By:
Anggun Chrisanty Pardosi Reg. Number 4113131005
Bilingual Chemistry Education Study Program
THESIS
Submitted to Fulfill the Requirement for Getting Degree of Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
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ACKNOWLEDGEMENT
First of all, I praise and gratitude to the Almighty God, Jesus Christ, for all the graces and blessings that provide health and wisdom to me for finishing this thesis well.
The title of this thesis is “Implementing Problem Based Learning Integrated with Cooperative Learning Teams Games Tournament in Improving Students’ Achievement in Teaching Colloidal System“. This research was done in SMA N 15 Medan in academic year 2014/2015. Therefore, the thesis is one of the prerequisite to get degree of Sarjana Pendidikan in Educational Department of Chemistry, Faculty of Mathematics and Natural Sciences, State University of Medan.
In this opportunity, I would like to express my greatest thanks to:
1. Dr. Wesly Hutabarat, M.Sc as my thesis supervisor, thanks for his valuable time to spent in giving guidance comments and advices during the process of completing this thesis.
2. Prof. Albinus Silalahi, M.S, Dr. Zainuddin Muchtar, M.Si, and Dr. Marham Sitorus, M.Si as my reviewer counselor for their advices, suggestions, guidance and constructive comments in the process of completing this thesis. 3. Thanks also conveyed to Dra. Ani Sutiani, M.Si, as my Academic Supervisor
who always guided me during the lecture and along with Mr. and Mrs. Staff and Lecturers in Educational Chemistry Department especially in Bilingual Study Program of FMIPA UNIMED who have helped me.
4. My gratitude also presented to Mr. Drs. Darwin Siregar, M.Pd, as school principal of SMA N 15 Medan and K. Lumbanbatu, S.Pd, M.Pd as vice of school principal who gave permission for conducting the research in the school and also for all teacher and students in SMA N 15 Medan, especially for Bu Swinda Ningsih, S.Pd as a chemistry teacher who has given much support and guidance for me as long as the research is conducted.
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always caring, raising and educating me with love and affection. Thanks for the praying, motivation and sacrifices for me, so I can complete my first degree in Sarjana Pendidikan (S.Pd/S-1) in this State University of Medan. 6. My thanks also for my beloved sister and brothers, Leliana Pardosi, Evan
Josua Pardosi and Polindo Asimon Pardosi, and my beloved friends, Henri Sianturi, who always giving love, support, motivation, and laugh until the completion of this thesis, I love u all.
7. For my friends in Teaching Experience Program (PPL) who always be my part, Rhone, Jori, Lanita, Debi, Yohannes, Evan, Vera, Ratih, Saras, Rani, Apriani, Teresa, and Vini. Thanks for our friendship and everything that we passed together.
8. Special thanks to my best friend, Angela and Yolanda, thanks for unlimited time in our togetherness, laugh, and experience that make me more confidence and brave in my life. Thanks for that friendship.
9. The CESP’11 class the most crazy and enjoyable class ever, full of ambition but full of fun, Ricky, Bayu, Haposan, Jori, Angeline, Angela, Yolanda, Rhone, Lanita, Cholida, Debby, Desi, Evina, Fatma, Hesti, Intan, Juliani, Juwita, Liesa, Mariani, Nova, Poppy, Riris, Rusdi, Ruth, Sinta, Siti, and Yuni. Thanks for this 4 years guys and let’s go to the next ambition.
I hope this thesis would be useful for the researcher who wants to make the further study about the learning model which is suitable for learning colloidal system, especially for students in Chemistry Department. I have been doing the maximal effort in the completion of this thesis, but I realize there are many weaknesses in terms of both content and grammar, there for suggestion, and comments are needed for further improvement of this thesis.
Medan, July 2015 Author
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CONTENT LIST
Page
Approval Sheet i
Biography ii
Abstract iii
Acknowledgment iv
Content List vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I INTRODUCTION
1.1 Background 1
1.2 Identification of Problem 4
1.3 The Scope of Problem 5
1.4 The Problem 5
1.5 Research Objective 5
1.6 Research Benefit 6
1.7 Operational Definition 6
CHAPTER II LITERATURE REVIEW
2.1 Overview of the Study 8
2.1.1 Definition of Learning 8
2.1.2 Learning Activity 8
2.1.3 Student Achievement 10
2.2 Learning Model 12
2.2.1 The Characteristics of Learning Model 13
2.3 Problem Based Learning (PBL) 13
2.3.1 The Characteristics of PBL 14
2.3.2 Syntax for Problem Based Learning 15
2.3.3 Advantages and Disadvantages of PBL 16
2.3.3.1 Advantages of PBL 16
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2.4 Cooperative Learning 17
2.4.1 The Characteristics of Cooperative Learning 18
2.4.2 Implementation Cooperative Learning 19
2.4.3 Cooperative Learning; Teams Games Tournament (TGT) 20
2.4.4 The Characteristic of TGT 21
2.4.5 Syntax of TGT 22
2.4.6 Advantages and Disadvantages of TGT 23
2.4.6.1 Advantages of TGT 23
2.4.6.2 Disadvantages of TGT 23
2.4.7 Type of Score and Value in Cooperative Learning TGT 23 2.5 PBL Integrated Cooperative Learning Teams Games
Tournament
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2.6 Conceptual Framework 25
2.7 Hypothesis 26
CHAPTER III METHODOLOGY OF RESEARCH
3.1 Location and Time Research 27
3.2 Research Population and Sample 27
3.2.1 Research Population 27
3.2.2 Research Sample 27
3.3 Research Variables 28
3.4 Research Type and Design 28
3.4.1 Research Type 28
3.4.2 Research Design 28
3.5 Research Procedure 29
3.6 Research Instrument 32
3.6.1 Lesson Analysis 32
3.7 Technique of Research Instrument Analysis 34
3.7.1 Validity Test 34
3.7.2 Reliability Test 34
3.7.3 Difficulty Level Test 35
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3.8 Technique of Data Analysis 37
3.8.1 Normality Test 37
3.8.2 Homogeneity Test 37
3.8.3 Normalized Gain 38
3.8.4 Hypothesis Testing 38
CHAPTER IV RESULT AND DISCUSSION
4.1 Research Result 40
4.2 Analysis of Research Instrument 40
4.2.1 Validity Test 41
4.2.2 Reliability Test 41
4.2.3 Difficulty Level Test 42
4.2.4 Discrimination Index 42
4.3 Data Description of Research Result 44
4.4 Data Analysis 45
4.4.1 The Observation Sheet of Lesson Analysis 45
4.4.2 Normality Test of Data 47
4.4.3 Homogeneity Test of Data 48
4.5 Student’s Achievement 49
4.5.1 Student’s Achievement before Teaching Treatment 49 4.5.2 Student’s Achievement after Teaching Treatment 50 4.5.3 Normalized Gain (Increasing of Student’s Achievement) 53
4.6 Hypothesis Testing 54
4.7 Discussion 55
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion 58
5.2 Suggestion 58
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LIST OF TABLE
Page
Table 2.1 Syntax of Problem Based Learning 15
Table 2.2 Syntax in Cooperative Learning 19
Table 2.3 Syntax of TGT 22
Table 2.4 Syntax of PBL integrated TGT 25
Table 3.1 Research Design 29
Table 3.2 Observation Sheet of Lesson Study 33
Table 4.1 Description of Sample Research 40
Table 4.2 Result of Difficulty Level and Discrimination Index of Validity Item
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Table 4.3 Data of Research Result 44
Table 4.4 Normality Test of Students’ Achievement 48 Table 4.5 Homogeneity Test of Students’ Achievement 49 Table 4.6 Data of Students’ Achievement in Pretest 50 Table 4.7 Data of Students’ Achievement in Posttest 50
Table 4.8 Average Value of Normality Gain 53
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LIST OF FIGURE
Page Figure 2.1 Categories of Variables Impacting Student Academic
Achievement
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Figure 3.1 Overview of research planning of PBL integrated with TGT to improve students’ achievement senior high school students in colloidal system topic.
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Figure 4.1 Students’ Value in 1stExperimental Class 51 Figure 4.2 Students’ Value in 2ndExperimental Class 51 Figure 4.3 Increasing of Students’ Achievement (gain) in 1st
Experimental Class
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Figure 4.4 The Increasing of Students’ Achievement (gain) in 2nd Experimental Class
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LIST OF APPENDIX
Page
Appendix 1 Learning Material 62
Appendix 2 Syllabus 68
Appendix 3 Lesson Plan 70
Appendix 4 Student Worksheet 88
Appendix 5 Analysis of Instrument Test (Before Validation) 105 Appendix 6 Instrument Specification (Before Validation) 114
Appendix 7 Instrument Test (Before Validation) 115
Appendix 8 Answer Key of Instrument Test (Before Validation) 121
Appendix 9 Games Questions 122
Appendix 10 Instrument Specification (Valid) 126
Appendix 11 Instrument Test (Valid) 127
Appendix 12 Answer Key of Instrument Test (Valid) 130 Appendix 13 Observation Sheet of Lesson Analysis 131
Appendix 14 Validity Test Table 132
Appendix 15 Calculation of Validity Test 133
Appendix 16 Reliability Test Table 138
Appendix 17 Calculation of Reliability Test 140
Appendix 18 Difficulty Level Table 142
Appendix 19 Difficulty Level of Instrument Test 144
Appendix 20 Discrimination Index Table 146
Appendix 21 Calculation of Discrimination Index 147 Appendix 22 Observation Result of Lesson Analysis 150 Appendix 23 Percentage of Improved Learning Outcomes (Gain) 154
Appendix 24 Normality Test 159
Appendix 25 Homogeneity Test 162
Appendix 26 Hypothesis Testing 164
Appendix 27 Games Scoring 166
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CHAPTER I INTRODUCTION
1.1 Background
Education is a fundamental human right and essential for the exercise of all other human rights (UNESCO, 2014). Through education, a wide variety of knowledge can be transferred to achieve quality and useful life. The best quality of education will develop knowledge, intelligence, skill, creativity, ability in solving problems and controls an emotional, attitude, and character. A central point of education is teaching people to think, then able to solve problems that faced.
According to UNESCO in World Data on Education (2010), “Although student outcomes have been improving, Indonesian student rank still low in international standardized test. The results for Indonesia showed that about 54% of graduates of ninth grade had not achieved a level of basic competency”. The government has made a lot of effort to increase education qualities in Indonesia through the development of curriculum, education facility and infrastructure, also the quantity and the quality of educators in order to prepare human resources being independent, critical thought, and qualified. Wiyarsi and Partana (2009) justified by stating the three main issues that focus in education renewal, they are the renewal of a curriculum, increasing the learning quality and effectiveness learning methods. The present of professional teacher in schools will increase the quality of education in Indonesia because teacher has the main role in learning process. Teachers through their teaching devise a way to make their students develop positive attitudes towards science and science related disciplines.
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to be made with attractive and excited so that students understand the concept independently. Learning chemistry in school is less precise if only pay attention on final result (learning outcomes) without considering the process that takes place in every learning process. It happens due to the lack of variation of teaching models that are used by teachers in high school makes the role of students in learning process is still passive, most of learning is still dominated by the teacher (teacher-centered), which make the learning process very monotonous and boring.
According to Silitonga and Situmorang (2011), educational experience was often faced by chemistry teachers in high school, most students assume that chemistry as difficult subjects, that’s why they have felt less able to learn it and scary for them. As result of hard feel the chemistry become less attractive to most of students, that is the cause low in learning outcomes. In fact, that usually occurs in school, teachers tend to teach chemistry by direct instructional, asking student to read learning material, and remembering chemistry concepts. This condition causes the chemistry learning will not interest and dislike by student then it can be concluded their learning outcome become low.
Colloidal system is one of an interesting topic in chemistry which most of materials are concepts that needed to be understood. Colloidal system is in around us, so by using scientific approach to the environment, student can get deep understanding. In colloidal system topic will be learned the kinds of colloid, properties of colloid, differences of suspension, colloid, and real solution, application of colloid in daily life, and also how to make colloid. Generally, colloidal system is abstract and has many concepts, so must be applied with varied example in daily life.
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In order to increase student’s outcomes and get interesting in chemistry, students are demanded really understand and active during teaching and learning process. This condition can be made by teachers. Using a suitable learning model, student can be directed to be active during lessons. Learning model is a ways that helps and supports teacher and student in teaching-learning. The present of learning model in class is useful because it can change the class conditions become interesting and fun for both teachers and students. In this research, the researcher develop strategy in learning by integrate two leaning model they are Problem Based Learning model with Cooperative Learning type Teams Games Tournament.
Problem Based Learning (PBL) is an instructional method where relevant problems are introduced at the beginning of learning to be solved by collaboration (interaction) with their group to be done to build an understanding to each member. PBL is used to provide the context and motivation for the learning that follows. It is always active and encourages the practice of information – gathering, reasoning and problem-solving skills, interpersonal and team working skills, as well as the acquisition of content knowledge, in the process of working out the problem in collaborative groups. The research in using PBL has been done by Khairatun (2014), showed there was a difference in student learning outcomes using model PBL in experimental class (81,24%) better than control class taught using lecturer method (60,72%) furthermore, Sri Rahmania (2014) examined the influence of PBL using molymod made of plasticine towards improving senior high school student's achievement in the hydrocarbon topic, from the results of this research showed improvement in student achievement by 82% in the experimental class.
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the best in the tournament table. This will certainly motivate the students to learn that also affect student achievement. (Nuril, 2009). Isjoni (2011) argues that TGT is one type of cooperative learning that puts students in groups study consisting of 5 to 6 students who have ability, gender, and ethnicity or a different race. The teacher presents material, and students work in their groups. The research using TGT has been done by Wiwit et.al (2012) concluded there was significant effect of media use animation in the application of cooperative learning model TGT to chemistry student learning outcomes. In addition, Luluk Fajri et.al (2012) in their research to improve process and learning outcomes of chemistry in colloidal system topic through cooperative learning type of TGT give positive result.
Cooperative learning and PBL are common methodologies used in response to challenges posed by today’s educational outcomes. Colloidal system will be suitable taught by PBL integrated with TGT according to each advantage of models. In TGT model, students work together in a small group to accomplish a shared learning goal and to maximize learning and this condition will develop their creativity and being active in class (Helmi et.al. 2008), and in PBL, besides promoting the construction of knowledge, it also contributes to the development of skills and attitudes deemed important for learning and practice chemistry. Based on research conducted by Sri Handayani Siregar (2014) obtained the result of application integrated model of PBL and Guided Inquiry and with computer media and Direct Instruction can improve learning outcomes and different compared to direct significant interaction indicated by significant value 0,036.
Based on the discussion above, the researcher would like to investigate the case of “Implementing Problem Based Learning Integrated with Cooperative Learning Teams Games Tournament in Improving Students’ Achievement in Teaching Colloidal System”.
1.2 Identification of Problem
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consider that chemistry is less attractive and difficult to understand? 3) Is the learning process through problem based learning integrated with cooperative learning teams games tournament can be categorized as an innovation of learning process through direct instruction model for teaching chemistry? 4) Lack of variation of teaching models makes it difficult for student to study.
1.3 The Scope of Problem
Problems that can be researched based on the background above too large. In order to make directive study in this research, then some things that identified as the scope of problems as follows:
1. This study is limited to find out the effect using Problem Based Learning Model integrated with Cooperative Learning Teams Games Tournament in improving student’s achievement in teaching Colloidal System.
2. The student’s achievement would be obtained through evaluation test (pretest and posttest).
1.4 The Problem
The problems can be stated as follows:
1. Is the student’s achievement taught by Problem Based Learning Model integrated with Cooperative Learning Teams Games Tournament higher than taught by Problem Based Learning Model in teaching Colloidal System?
2. How many percents are increasing of student achievement taught by Problem Based Learning Model integrated with Cooperative Learning Teams Games Tournament?
1.5 Research Objective
The objectives of this research are to look for,
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Games Tournament and Problem Based Learning in teaching Colloidal System.
2. Increase percentage of student’s achievement taught by Problem Based Learning Model integrated with Cooperative Learning Teams Games Tournament.
1.6 Research Benefit
This research is expected to provide benefits, especially for chemistry teachers, students and also for the other researchers concerning with learning through Problem Based Learning Model integrated with Cooperative Learning Teams Games Tournament to improve student’s achievement in Colloidal System. The expected benefits of this research are generally described as follows:
1. Getting learning model that suitable and effective on teaching of concept in chemistry to increase students’ achievement.
2. As input for chemistry teacher to make chemistry subject become interesting and active learning thus increase students’ achievement.
3. Improving student motivation to learn and understand about colloidal system through attractive learning model.
4. To provide inputs for next researchers who want to do similar research.
1.7 Operational Definition
To avoid confusion, then some of the terms in this study need to be defined like as,
1. Problem Based Learning (PBL) is an instructional method where relevant problems are introduced at the beginning of teaching and used to provide context and motivation for learning later. It is always active and usually (but not necessarily) collaborative or cooperative using above definitions, (Michael, 2004).
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cooperative learning consists of five main components, namely: a presentation in class, team (group), games, tournament, and team recognition (awards groups) (van Wyk, 2011).
3. Student’s achievement is learning outcome which achieved by student after he makes change in learning. Learning outcomes are used as a measure of success in learning, usually from final test. In the Webster’s New International Dictionary reveals about the achievements are:
“Achievement test is a standardized test for measuring skill or knowledge by person in one more lines of work a study” (Webster’s New International Dictionary in Haryanto, 2010).
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Base on the research that has been conducted, it can be concluded as follow: 1. The student’s achievement that taught by problem based learning model integrated
with cooperative learning teams games tournament is significant higher than the student’s achievement that taught by problem based learning model in teaching colloidal system.
2. There are significant differences of students’ achievement that taught by problem based learning model integrated with cooperative learning teams games tournament compare to problem based learning model. The improvement percentage of students’ achievement is 23%.
5.2 Suggestion
From the result of the research, there are some suggestion must be raised:
1. For chemistry teacher, problem based learning model integrated with cooperative learning teams games tournament could be performed in the learning activities because these model can improve students’ achievement in chemistry, especially in colloidal system.
2. For chemistry teacher could be develop the integration of problem based learning model with another suitable learning model to improve students’ achievement and activeness in chemistry subject matter.
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