IMPLEMENTATION OF PROBLEM BASED LEARNING MODEL WITH
MULTIPLE REPRESENTATIONS APPROACH TO ENHANCE 7TH
GRADE STUDENTS’ SCIENTIFIC CONSISTENCY
IN LEARNING HEAT TRANSFER CONCEPT
RESEARCH PAPER
(SKRIPSI)
Submitted as requirement to obtain degree of Sarjana Pendidikan in
International Program on Science Education
Arranged by:
Amrina Painty Metalinda
1105096
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
MULTIPLE REPRESENTATIONS
APPROACH TO ENHANCE 7
TH
GRADE
STUDENTS’ SCIENTIFIC
CONSISTENCY IN LEARNING HEAT
TRANSFER CONCEPT
Oleh
Amrina Painty Metalinda
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar
Sarjana Pendidikan pada Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam
© Amrina Painty Metalinda 2015
Universitas Pendidikan Indonesia
Oktober 2015
Hak Cipta dilindungi undang-undang.
SHEET OF LEGITIMATION
IMPLEMENTATION OF PROBLEM BASED LEARNING MODEL
WITH MULTIPLE REPRESENTATIONS APPROACH TO ENHANCE 7THGRADE STUDENTS’ SCIENTIFIC CONSISTENCY IN LEARNING HEAT TRANSFER CONCEPT
By:
Amrina Painty Metalinda 1105096
Approved and Authorized by, Supervisor I
Drs. Hikmat, M.Si NIP.196204061989031001
Supervisor II
Dr. Selly Feranie, M.Si. NIP. 19741108199032004
Perceive,
Head of International Program on Science Education Study Program
SCIENTIFIC CONSISTENCY IN LEARNING HEAT TRANSFER CONCEPT
Amrina Painty Metalinda
Department of International Program on Science Education, FPMIPA, UPI
This study, Problem based learning model has been applied to improve 7th grade students’ scientific consistency in the context of heat transfer concept. The instrument of this research, we were designed using various representations such as verbal, picture and mathematical, yielding 45 multiple choice items using different representations concerning five central concepts underpinning the heat concept: conduction, convection, radiation, natural phenomena sea breeze and land breeze. Those are altogether 15 items sub-theme in heat concept. This analysis is limited to the 7th grade population. The method which is used was experimental method with pre-test post-test design. Students took problem based learning using multiple representations at two hours meeting each week for 3 weeks unit. 1st week about conduction. 2nd week about convection and radiation. 3rd week about land breeze and sea breeze. Each those sub concepts used problem based learning syntax which served in different representations learning. We also discuss the lesson design and how each learning scenario with its learning materials trigger student to learn the concept using different multiple representations. On average, we found scientific consistency increased during the instruction <g> of 0.92 which are in the high category. The enhancement of sub concept scientific consistency obtained value <g> of 0.98 on radiation concept and the number of students has highest scientific consistency improvement are 26 students from 26 students. In addition, we suggest that students’ scientific consistency should be recognized in physics teaching.
IMPLEMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH DENGAN PENDEKATAN MULTI REPRESENTASI UNTUK MENINGKATKAN SAINTIFIK KONSISTENSI SISWA KELAS 7 DALAM PEMBELAJARAN
KONSEP PERPINDAHAN PANAS
Amrina Painty Metalinda
International Program on Science Education Departemen, FPMIPA,UPI
Dalam penelitian ini, pembelajaran berbasis masalah telah diaplikasikan untuk meningkatkan saintifik konsistensi pada siswa kelas 7 dalam pembelajaran konsep perpindahan panas. Adapun instrument pada penelitian ini, penulis merancang berbagai representasi seperti verbal, gambar, dan matematis, yakni 45 pertanyaan pilihan ganda dengan berbeda representasi yang mengacu pada 5 pokok konsep perpindahan panas: konduksi, konveksi, radiasi, angin laut, dan angin darat. Semua konsep pokok tersebut, dikemas menjadi 15 sub tema perpindahan panas. Populasi penelitian ini dibatasi hanya untuk siswa kelas 7. Metode dalam penelitian ini adalah metode eksperimen dengan desain pre-test dan post-test. Pembelajaran berbasis masalah dengan pendekatan multi representasi diaplikasikan 3 kali pertemuan selama 2 jam pelajaran. Pertemuan pertama sub-konsep konduksi, pertemuan sub-kedua konsep konveksi dan radiasi, dan pertemuan ketiga konsep angin laut dan angin darat. Pada pembelajaran, setiap sub-konsep diterapkan dengan berbagai representasi. Penulis juga mendiskusikan desain pembelajaran dan bagaimana skenario dalam pembelajaran sehingga dapat merangsang siswa untuk belajar menggunakan multi representasi. Hasil penelitian yang didapat adalah adanya peningkatan saintifik konsistensi dengan gain normalisasi 0.92 yang berada di kategori tinggi. Peningkatan pada setiap sub konsep didapat gain normalisasi 0.98 pada sub konsep radiasi juga berada di kategori tinggi. Disamping itu, Terdapat 26 siswa yang mengalami peningkatan saintifik konsistensi pada setiap sub-tema. Penulis menyarankan bahwa saintifik konsistensi siswa harus diperhatikan di setiap proses belajar mengajar khususnya fisika.
TABLE OF CONTENTS
SHEET OF LEGITIMATION ... i
DECLARATION ... ii
ABSTRACT ... iii
PREFACE ... iv
ACKNOWLEDGEMENT ... v
TABLE OF CONTENT………..vii
LIST OF TABLES ... ix
LIST OF FIGURES……….x
LIST OF APPENDIX ... xii
CHAPTER I INTRODUCTION A. Background ………... 1
B. Research Problem ………. 5
C. Research Question ……… 5
D. Limitation Of Problem ………. 5
E. Research Objective ………... 6
F. Research Benefit ……… 6
CHAPTER II LITERATURE REVIEW A. Problem Based Learning with Multiple Representations Approach ... …7
B. Scientific Consistency ... …16
C. Heat Concept ... …18
D. Relevant Research ... …25
CHAPTER III METHODOLOGY A. Research Method and Research Design ... …27
C. Assumption ………28
D. Hypothesis……….28
E. Operational Definition ... …29
F. Research Instrument ... …30
G. Instrument Validation Result ... …34
H. Data Analysis ... …35
I. Research Procedure ... …36
CHAPTER IV FINDINGS AND DISCUSSIONS A. Results and Discussion of Problem Based Learning Model of Multiple Representations Approach... …39
B. The Result and Discussion of Scientific Consistency ... …52
CHAPTER V CONCLUSION AND RECOMMENDATION A. Conclusion ... …64
B. Recommendation ... …64
REFERENCES ... …66
APPENDIX A. INSTRUCTIONAL TOOLS ... …69
B. RESEARCH INSTRUMENT ... …92
C. DATA RESULT ... ..152
D. DOCUMENTATION ... ..164
LIST OF TABLES
Table 2.1 Syntax of Problem Based Learning Model ... 8
Table 2.2 application the multiple representation approach on Problem Based Learning model ... 13
Table 2.3 Assessment of Scientific Consistency ... 16
Table 2.4 Core and Basic Competence of Heat Transfer ... 18
Table 2.5 Conductivity………..21
Table 3.1 One-group post-test pre-test Design ... 27
Table 3.2 Interpretation of Validity ... 31
Table 3.3 Interpretation of Reliability ... 32
Table 3.4 Interpretation of Difficulty Level ... 33
Table 3.5 Interpretation of Discriminating Power ... 34
Table 3.6 Criteria of Normalized Gain ... 35
Table 4.1 Percentage of Learning Model Implementation... 39
Table 4.2 Students’ Scientific Consistency on Pre Test and Post Test………..52
Table 4.3 Scientific Consistency N-Gain on Every Sub Concept ... 55
LIST OF FIGURES
Figure 2.1 Styrofoam is low conductivity ... 22
Figure 2.2 Sea breeze Land breeze ... 24
Figure 2.3 Radiant energy………...25
Figure 2.4 Radiant energy type ... 23
Figure 3.1 Research Procedure ………..38
Figure 4.1 Orientation Syntax ... 40
Figure 4.2 Organize Syntax... 41
Figure 4.3 Teachers’ demonstration ... 42
Figure 4.4 conductor isolator demonstration ... 42
Figure 4.5 Students’ Investigation ... 43
Figure 4.6 Communicating syntax ... 43
Figure 4.7 Motivating students ... 45
Figure 4.8 Giving problems ... 45
Figure 4.9 convection investigation ... 46
Figure 4.10 Students full fill the worksheet ... 47
Figure 4.11 Investigation second problem ... 47
Figure 4.12 Communicate ... 48
Figure 4.13 Identify the phenomena of heat transfer ... 48
Figure 4.14 Making poster ... 51
Figure 4.15 sea breeze land breeze communication... 51
Figure 4.16 Average of Enhancement of Scientific Consistency on Heat Transfer Concept ... 53
Figure 4.17 Enhancement of Scientific Consistency on Every Sub Concept ... 56
Figure 4.19 Amount of student has Scientific Consistency enhancement on
convection………...59
Figure4.20 Amount of student has Scientific Consistency enhancement on
radiation……….60
Figure 4.21 Amount of student has Scientific Consistency enhancement on sea
breeze……….61
Figure 4.22Amount of student has Scientific Consistency enhancement on sea
LIST OF APPENDICES
Appendix A.4 Question and Answer Worksheet………..
B. RESEARCH INSTRUMENT
Appendix B.1 Instrument of Multiple Representations Question…………...
Appendix B.2 Instrument of Multiple Representations Test
Pre Test-Post Test………..
Appendix B.3 Forms of Expert Judgement………..
Appendix B.4 Observation Sheet………..….………..…………
C. RESULT OF RESEARCH DATA
Appendix C.1 Data Processing of ScientificConsistency……….……….
Appendix C.2 Data Processing ofStudents’ Scientific Consistency On Every
Sub Concept………
Appendix C.3 Data Processing ofThe Number Of Students’ Scientific
CHAPTER I INTRODUCTION
A. Background
Criteria to the implementation of learning in an education to achieve
competency standards adapted to some of the principles of learning used.
Attached in Permendikbud No. 18A year 2013 on the implementation of the
curriculum refers to competency standards and content standards. Learning
activities need to use principles: (1) centered on the learner, (2) developing the
creativity of learners, (3) create conditions fun and challenging, (4) uncharged
values, ethics, aesthetics, logic, and kinesthetic, and (5) provides a diverse
learning experience through the application of various strategies and methods of
learning fun, contextual, effective, efficient, and meaningful. Based on point 5 on
the learning principle above means the educator is required to give the
opportunity to students with diverse learning strategies. Based on the national
curriculum 2013, educator facilitate students in learning process to get the
principle of five learning experience. It was attached in Permendikbud No. 18A
year 2013 the principle of five learning experience such as observing, asking,
experimenting, associating, and communicating. Those learning experience is a
series of scientific approach activities as strengthen in teaching learning
activities.
Physics subject already applied the scientific approach in learning process.
Physics is one of a subject that provides experiences for students to discover the
knowledge through scientific approach. There are so many problems in physics
phenomena that students have to prove and solve it to get the truth evidence. In
2
physics subjects. The successful in solve the physics problems is effected by the
presentation of representations format from that problems, the representations
form are sometimes easier to make students understand of the concept (Deliana,
2012: 3). Learning physics subject expect to students calculate the data, solving
the physics problems using mathematically, making a graph to describe the
certain concept, communicating the data result. The mastery of physic concept
requires the understanding and the ability of different representations or multiple
representation way to the concept. The implementation of multiple
representations in learning activities will create the atmosphere of learning with
the active role of all the potential of students, activates students’ learning ability ,
both minds-on and hands-on, so the learning physics become meaningful
(Abdurahman et al., 2011).
Based on the previous research when researcher did teaching practice
(PPL) in one of national school, unfortunately scientific consistency has low
score is about 38.46. The scientific consistency in every sub got in low score
category it’s about lower than 4.15 average score, less than 18 students who have scientific consistency. Those phenomena above due to students is not trained the
multiple representation in learning physics concept. This can be seen from the
way when delivery of physics materials in the classroom more tendency to
derivatives the mathematics equation. The physics question is more demanding
on mathematical calculations only a few questions that require verbal
representation. When student are given the multiple representation questions on
the exam, in three different representations such as verbal, picture, mathematics,
most of students has difficulties to answer the problems was given. Even though,
three questions have the main concept is same. But the presentation is presented
some evidence, students just explain and describe it by verbally. Students very
rarely use the other representation at the same time using different representation.
For example, teacher order students to solve the mathematic equation in front of
the class. Most of students just wrote the calculation of the problem but when
teacher order to explain more by verbally and picture, students feel difficult even
thought it still same focus. Students find physics difficult because they have to
contend with different representation such as experiments, formulas, and
calculation, graphs, and the conceptual explanation at the same time (Angell et
al. 2004). This makes the representation of students' abilities are limited to one
representation, the mathematical understanding of the students who make less
deep so, it gives effect less scientific consistency when confronted with a
scientific consistency is students’ ability to consistent in different representation
such as verbal, picture, mathematic with still the same sub concept or theme. If
students consistent in correct answer, that student were categorized understand
about that concept (Nieminen et al. 2012). The previous research stated that
13.37 on student average who did not have scientific consistency (Krishnayanti,
2015).
The research about scientific consistency to answer the multiple
representations problem is measured by Nieminen et al. (2010). He stated that to
measure the level of scientific consistency in understanding a physics subject
used multiple representations test in the achievement test. To analyze the
4
different representation (verbal, picture, mathematic) in multiple representation
tests to measure 1 same concept on heat concept. Students can be categorized he
or she is consistent scientifically if they were be able to answer 3 questions
correctly in different representation and there is in understand the concept
category of multiple representation test. If students were not in that category, so
students are not consistent scientifically. Based on the preliminary research, none
of student who answer 3 questions correctly. That means all of students is not in
consistent category in that concept. Lack of scientific consistency of students on
physics concept is characterized by students’ inability to understand and use physics concept on different representation (Krishnayanti, 2015).
Based on the number of students who are not consistent in understanding
the physics concept, researcher expects to enhance students’ scientific consistency
in this study. Student is expected to mastery the physics concept scientifically.
Because if students who mastery the concept properly, they would be use the
multiple representation ability.
The implementation of problem based learning with multiple representation
approach will be used in this study. The reason is suitable with the main objective
of physics education, is helping students to use the multiple representation in
solving problem and understanding the physics subject well (Van Heuleven &
Zou, 2011). Besides that, problem based learning model with multiple
representations approach has been applied in another research. Based on Sari
(2015) said that the score result of scientific consistency is increase which as gain
0.58 through PBL with multiple representations. It needs for present the problems
in the form of different representations to overcome to student individual
differences. If problem based learning model combine with the
multi-representation approach, students able to solve the problems with various
Researcher expects to implement this learning strategy to improve
scientific consistency in school where researcher did teaching practice. The
material that will be implemented with this learning model is about heat transfer.
Because learning heat concept there are so many opportunities to improve their
understanding using PBL with multiple representation approach.
Based on the explanations above, the title in this research is
“IMPLEMENTATION OF PROBLEM BASED LEARNING MODEL WITH
MULTIPLE REPRESENTATIONS APPROACH TO ENHANCE 7TH GRADE
STUDENTS’ SCIENTIFIC CONSISTENCY IN LEARNING HEAT TRANSFER CONCEPT”
B. Research Problem
The research problem of this study is “How is the implementation of problem based learning model with multiple representations approach to enhance
7thgrade students’ scientific consistency in learning heat concept?”
C. Research Question
Elaborating the research problem, the research attempts to explore the
following questions:
1. How is the enhancement of scientific consistency in learning heat transfer
concept after the implementation of problem based learning model with
multiple representations approach?
2. How is the enhancement of students’ scientific consistency category in every
6
3. How is the enhancement of the number of student in scientific consistency
category in every sub theme?
D. Limitation of Problem
In order to make the research become more focused, the problem is limited as
follow:
1. Problem Based Learning with multiple representation approach.
In teaching learning process use Problem Based Learning syntax such as:
giving the problem orientation, organizing students to observe, helping
student to investigate individually and group, presenting the result, analyzing
and evaluating the problem. In learning materials, teacher trigger student to
learn the concept using different representations.
2. Multiple representation test as an instrument use three representation such as
verbal, picture, and mathematics. Students can be categorized is consistent
scientifically if they were be able to answer 3 questions in the same
questions indicator correctly
3. Heat concept is the physics concept in 7 grade of junior high school based on
curriculum 2013. The sub concept that will be applied are conduction,
convection, radiation, sea breeze, and land breeze
E. Research Objective
This research objective is described specifically as follow:
1. To investigate the enhancement of students’ scientific consistency through
the implementation of problem based learning model with multiple
representation approach
2. To investigate the enhancement of students’ scientific consistency category
3. To investigate the enhancement of the number of students towards scientific
consistency category in every question indicator
F. Research Benefit
The results of this study are expected to provide the following benefits:
1. For teachers, this study may give the alternative assessment tool to measure
the scientific consistency. This is one of learning strategies in educational
field especially in physics education.
2. For students, in learning this approach gives opportunity to learn in diverse
ways. Student could solve the physics problems with different
representations. Student could feel new experience in learning process.
3. For other researchers, this study may use as precious references in
CHAPTER III METHODOLOGY
This chapter consists of research method and design, population and sample,
operational definition, research instrument, instrument validation result, data analysis,
and research procedure.
1. Research Method and Design
The research method that is used is an Experimental Method. The
experimental method involves manipulating one variable to determine if changes
in one variable cause changes in another variable. This method relies on
controlled methods, random assignment and the manipulation of variable to test a
hypothesis
One group post-test pre-test design defined as a single group that is measured
or observed not only after being exposed to a treatment of some sort, but also
before (Fraenkel & Wallen, 2009). A diagram of this design is as follows:
Table 3.1 One-group post-test pre-test Design
Pre test Treatment Post Test
O1 X O2
(Fraenkel & Wallen, 2009).
O1 is a test before learning activity and O2 is a test after learning. X is a form of
learning that treatments using models Problem based Learning with multiple
representations approach.
The location of this research at National Junior High School in Bandung
which is one of National Secondary High School in Bandung, West Java.
The school uses bilingual as the main language in the teaching learning
process.
2. Population of Research
The population was taken is class of Secondary I Ibnu Rusyd, at that
National School. The sampling technique that was a purposive sampling
because Secondary I Ibnu Rusyd is despite it is the only class that available
to be intake in the research. It was due to the class has a high focus on
learning. There are 26 students as a sample of this research.
3. Assumption
The assumption as the foundation of this study as follow:
1. Problem based learning model with multiple representation approach enables
student to learn diverse representations to solve the physics problem
2. Problem based learning model with multiple representation helps student to
used to multiple representation in learning process. In this case, teacher train
and trigger students to learn various multiple representations.
3. Problem based learning model with multiple representation will become
precious assessment to enhance scientific consistency because using this
treatment, teacher know well students’ capability in teaching learning process
as well verbally, picture, and mathematically.
4. Hypothesis
Hypothesis that is tested in this study are as follow:
1. H0 : There is no difference of students’ scientific consistency in learning heat
transfer concept using problem based learning model with multiple
29
2. H1 : There is difference of students’ scientific consistency in learning heat
transfer concept using problem based learning model with multiple
representations approach
1. Operational Definition
In order to avoid misconception about this research, so some operational
definitions are explained in this research. Those terminologies are explained as
follows:
1. Problem Based Learning model with multiple representation approach means
learning to solve the problem with diverse .The application use of this model,
expected to be investigating students’ scientific consistency. By learning
activities PBM performed consists of five phases, namely: 1) Provide an
orientation about the problem to the learners, 2) Organize learners to research,
3) Helping the investigation independently and groups, 4) Develop and
present their work and 5) Analyze and evaluate the process of overcoming the
problem. At each phase is done multiple representation approach.
2. Scientific Consistency is the consistency of students' ability to answer
correctly scientifically on the same concept, in the form of different
representations. Multiple representation based scientific consistency identified
through students' answers during the test multiple representations. Students
categorized scientific consistency if the three inputs (verbal, mathematical and
picture) are in the category of understanding the concept. Category understand
the concept of meaning, the student answered correctly on a given third
representative, Then the pretest and posttest data results expressed with the
normalize gain, to identify the enhancement of students’ scientific
1. Research Instrument
In this research, instrument is necessary to be used for gaining data. There is
one type instrument that is used in this research; it is multiple representations
test in multiple choice forms. The instrument is described below.
1. Multiple representation test
Multiple representation test to measure scientific consistency
understanding of students, carried out by giving 45 about multiple
representation (verbal, picture, and mathematical) test that consists of five
concepts such as conduction, convection, radiation, sea breeze, and land
breeze. The multiple representation test is formed in multiple choice
questions. This test aims to analyze the scientific consistency student.
Instruments for research, tested in advance to students who have earned a
heat transfer material. Instruments test of scientific consistency with multi
representations made only once trial
The multiple representations test is formed in multiple choice questions.
This instrument is tested through several statistical test which common use
to test the research instrument.
The statistical test have to be tested consist of in terms of validity,
reliability, difficulty level, discriminating power, and distractor. It will be
explained as follows.
1. Validity
Validity is defined as the extent to which the instrument measures what
is designed to measure that emphasizes not on the test itself, but on the result
(Arikunto, 2013). Construct Validity is considered to be used in this study
since the questions will be formulated based on the level cognitive of
Taxonomy Bloom. Arikunto (2013) stated that construct validity measures
31
rxy = coefficientcorrelation or item validity
ƩX = sum of total score of all students for each question item
ƩY = sum of total score of all students for whole test N = total number of students
X = score of each student for each question item
Y = total score of each student
The validity interpretation is represented in the table below.
Table 3.2 Interpretation of Validity
observation or any measurement procedure produces the same results on
repeated trials. In short, it is the stability or consistency of scores over
time or across raters (Arikunto, 2013). The split-half method using KR 20
equation is used to calculate reliability of the test by giving score one
point for correct answer and zero point for wrong answer. The formula of
reliability is described below (Arikunto, 2013).
r11 = (
) (1 -
Where:
r11 = instrument reliability
k = the amount of test item
Ʃpq = multiplication result of p and q s = deviation standard
The reliability interpretation is represented in the table below.
Table 3.3 Interpretation of Reliability
No. Reliability Coefficient Criteria
1 0.00 r 0.20 Very Low
questions, since easy questions will not stimulate students to spend more
effort in answering as well as difficult questions will make the students
desperate and have no motivation to solve it (Arikunto, 2013).
Consideration of difficulty level is based on proportion of problem
categories such as easy, medium, and difficult. The formula to determine
the difficulty level is described below (Arikunto, 2013).
P = ………. (3)
Where:
P = difficulty level
B = number of students who answer correctly
N = total number of students
The classification of difficulty level is represented in the table
33
Table 3.4 Interpretation of Difficulty Level
No. Difficulty Value Criteria
1 0.00 – 0.30 Difficult
2 0.30 – 0.70 Medium
3 0.70 – 1.00 Easy
(Arikunto, 2013)
4. Discriminating Power
Discriminating power is defined as the ability of particular question
to distinguish students who are classified as higher achievement and
lower achievement. The amount of higher achievement students who can
answer more particular questions compared to lower achievement means
that those questions have positive discriminating power index (Arikunto,
2013). Discriminating power index shows the scale from minus one until
positive one. The negative one represents lower discriminating power
index, and vice versa. The formula to determine the discriminating power
is described below (Rustaman in Maulidah, 2015).
DP = ……… (4)
Where:
DP = Discriminating Power
U = the number of upper group that answer correctly
T = total number of students in upper and lower group
L = the number of lower group that answer correctly
The Interpretation of discriminating power is represented in the
Table 3.5 Interpretation of Discriminating Power
No. Discriminating Power Value Criteria
1 Negative-0.00 Very Poor
determine the distractor of each item of multiple choice which is not work
well to distract the students from answering the questions correctly. The
distractor is considered as a good distractor when it can attract the
attention of unwell prepared students’ in the test to be chosen, it is chosen
by at least 5% of the students. Meanwhile, a distractor is considered as a
bad distractor when it is not chosen by any student, it means the
distractor is clearly wrong. Hence, even the students who are not
mastering the concept will believe that the distractor is totally wrong
choice. A distractor can be treated with three ways i.e. accepted, rejected,
and rewrite (Arikunto, 2013).
1. Instrument Validation Result
Before using the objective test as the instrument in the research, it needs to
be tested in terms of validity, reliability, discriminating power, and difficulty
level as explained before. To obtain the data for testing those aspects, limited test
need to be done. The test was given to 20 students which have learned about the
chapter that will be learned for the research. The limited test consists of 45
35
from the limited test was analyzed by Software Anatest 4.0. The content
validation is very good that analyzed from expert judgement. The reliability of
the test item is 0.63 with the interpretation high.
On multiple representations test instrument consists of 45 questions
consisting of five concept of heat transfer. All matter in the form of multiple
representations consisting of verbal, images and mathematically. Although some
questions were on the validity and distinguishing low, matter is not disposed. It is
due to the questions required for the purposes of research and has sufficient
validity questions.
The instrument from limited test that should be revised is not totally
changes the questions. The reason the instrument will be used is not only based
on anatest but also from judger recommendations.
2. Data Analysis of Scientific Consistency
Researcher adapted the technical scoring of scientific inquiry from Nieminen
(2010), he made the categorize of scientific consistency which students’ answer
in a given theme were graded in the following way on Table 2.3
After that, calculated the enhancement of scientific consistency in pretest and
posttest results using normalized gain equation. Based on Hake (1999) stated the
score of pre-test and post test could be computed in the equation bellow
<g>=
Then interpreted into a normalized gain of criteria such as the table 3.7
Table 3.6 Criteria of Normalized Gain
<g> Kriteria
<g> > 0,7 Tinggi
0,3 <<g> < 0,7 Sedang
3. Research Procedure 1. Preparation Stage
The preparation stage of this study consist of analysis every variable
related to this study and instrument making. For analysis variables related to
this study consists of:
1. 2013 Curriculum as National Curriculum of Indonesia
2. multiple representations in teaching learning process
3. Problem Based Learning when teaching learning activity
4. Concept of heat transfer
For instrument making, this study will use several kinds of
instruments i.e. draft of multiple representations in multiple choice form,
lesson plan of Problem Based Learning with Multiple Representations
Approach, and worksheet, observation sheet
A draft of multiple representations in multiple choice form will be
acquired through the process of expert validation, revision, limited test, and
analysis by anatest. Meanwhile a draft of lesson plan, worksheet, and
observation sheet will be acquired through the process of consult to expert
judgement then revision.
5. Implementation Stage
The implementation stage of this study will be described as follows.
1. Giving the pre test
2. Conducting the learning process using problem based learning with
multiple representations approach
37
4. Completion Stage
The completion stage of this study consists of data analysis and
drawing the conclusion. Analyze the improvement of scientific consistency
of the students in problem solving then conclude the result of the study ;there
Preparation stage
Problem based learning model with multiple representations approach Post test
CHAPTER IV
RESULT AND DISCUSSION
A. Results and Discussion Problem Based Learning Model of Multiple representation Approach
1. The observation result of the implementation of learning model
The observation result of the implementation problem based learning with
multiple representation approach done using observation formats given to the
observer. Table 4.1 the percentage of the implementation the learning model for
each meeting.
Table 4.1 Percentage of Learning Model Implementation
No. Learning Step Meeting (%)
1 2 3
1 1st Step 100 100 100
2 2nd Step 100 100 100
3 3rd Step 100 100 100
4 4th Step 100 100 100
5 5th Step 100 100 100
Average 100 100 100
2. The discussion of implementation the learning Model a. 1st meeting
First meeting, students learn about conduction. The learning objective of
this meeting are : Students are able to understand how does the heat could be
transferred using simple experiment, students are able to explain the conduction
students are able to solve the problem of conduction phenomenon. The step of
problem based learning has reached the learning objectives in the first meeting.
This meeting, teacher is able to finish the mission in problem based
learning with multiple representation approach completely, 100% in whole
step.
The learning process did well. Students learn the multiple representations
very well. Student could listen the instruction carefully so when experimenting
student did smoothly without asking too much to teacher. Sometimes, student
too noisy when discuss to their peer group. The observer immediately rebuked
students who noisier. Despite, Students has a great enthusiastic during teaching
learning process.
The application of the model of problem-based learning approach in
accordance with the statement multiple representation Mayer (2003), the
learning approach can multiple representation strengthen students' understanding
because of the formation of meaning between words, images and mathematical
simultaneously. This is evident from the student's ability to answer various
representations on worksheets and answer questions from the teacher to the
student.
1) First step - giving the orientation
41
In this step teacher motivate student starts with show the real pan. Student
visualized that pan. Teacher start giving the problem to student choose the
best material to make a pan, there is zinc, iron, and aluminum. Teacher
trigger student to give the alternative opinion. Students give their opinion
by verbally. Then teacher allow them to compare three of material to make
a pan by mathematically. So, in the 1st step teaching learning, teacher guide
student in different representations with the same focus.
2) Second step – Organize
The picture bellow shows teacher organize students make some groups that
consist of 4-5 students for doing experiment.
Figure 4.2 Organize Step
Before come to experiment, teacher demonstrated to pour the hot
water to plastic and metal glass. Teacher asks which glass did not make
you comfortable when holding the glass. Student gives their answer
verbally then teacher asks which hotter glass is. Students mention and
explain the glass is hotter and the glass is not hotter by verbally and
Figure 4.3 Teachers’ demonstration
Then, teacher show the picture of iron and wood given toothpick
and butter. Teacher leads student to get the conduction and isolator
concept by simple demonstration regarding the picture based on picture
4.4
Figure 4.4 conductor isolator demonstration
3) Third step – Investigation
Teacher distributes the worksheet. This syntax, students have to
find out the problem solution which material is the appropriate to make a
pan using iron, zinc or aluminum. Student should do simple experiment
to find out with their peer group. Then student discuss what they get from
their experiment by verbally .after that students full fill the worksheet
individually. In experiment, student proof their problem by their
43
the data on the table then they comparing each other which material
fallen down first, second, and third by mathematically.
Figure 4.5 Students’ Investigation
4) Fourth step - Communicating
This step, students try to present their result. Students
communicate the result in front of the class. Students explain which the
best material to make a pan and analyze why aluminum is the best
material could be make a pan based on the heat transfer concept.
Figure 4.6 Communicating Step
5) Fifth step – Evaluation
This step, teacher gives clarification the concept behind on their
experiment. Teacher show the conduction percentage. Students see that
picture then students analyze and explain between conduction percentage
and their result of experiment by verbally. Students compare three of
b. 2nd meeting
Second meeting, students learn about convection and radiation. This
meeting, teacher is able to finish the mission in problem based learning with
multiple representations approach completely, 100% in whole step.
The step of problem based learning has reached the learning objectives in
the second meeting. The learning objectives are Students are able to explain
how the heat could be transferred through simple experiment, Students are able
to explain the characteristics of convection and radiation, Students are able to
identify the conduction, convection, and radiation phenomena, student are able
to solve the problem from the convection, and radiation phenomenon. In
addition, the appropriate implementation learning 3 characteristics of PBM
models according to Eggen (2012), which is "learning to focus on solving the
problem, the student is responsible for solving the problem and support the
teachers when the students solve the problem". These three characteristics are
already performing well during learning.
Learning convection and radiation can be delivered well as the use of
PBM models has focused on issues of daily life, so that students are motivated
to solve the problem with the application of the concepts being taught. When
teaching learning process occurs on the orientation syntax, student has not
interest response. It was proved when teacher asked the chimney set up
vertically why did not set in horizontally. Students just silent. So, Teacher has
to trigger with different questions with the same focus. But in the other syntax
students has motivation during learning process. Student active to discuss with
their friends, students very enthusiastic when identify and explain the heat
45
1) First step - orientation
Figure 4.7 Motivating students
First step, teacher starts the lesson with shows the picture to
trigger students’ motivation. Then teacher asks why chimneys set up vertically upwards? why does not be made horizontally? And asks what
does the correlation with the topic today? Then students visualize that
picture and try to explain by verbally by just 2-3 of students. Teacher
asks the second picture about comparing two planets has the warmer or
colder temperature from sun.
2) Second step - Organize
`This stage student listen two problems from teacher that the first
is how could become hot water thoroughly even though the source of the
fire in the bottom of the pan. Second question is arrange sitting position
your friend when fire camp. Little bit of student express their thinking for
the 1st picture. While, most of student answer the second problem with
Figure 4.8 Giving problems
3) Third step - investigate
Teacher distributes the worksheet. This step, students have to find out the
problem solution through two experiments. For the first experiment,
students have to boil the water then drop 2 food coloring with different
direction. Then observe what will happen with the direction of food
coloring.
Figure 4.9 convection investigation
Students full fill the worksheet individually. From investigation, students
visualize what they get then student have to draw the direction of red
food coloring and green food coloring on worksheet. Students express the
47
Figure 4.10 Students full fill the worksheet
Finding out the second problem, student should do experiment by using
several wet tissues with different distance. Every group has different
strategies to arrange those tissues.
Figure 4.11 Investigation second problem
Based on their experiment, they visualize what they did during
investigation. Then student express their new knowledge on the
worksheet. Student also could make the sitting arrangement in fire camp
by that investigation. Student could give the value of the temperature
based on the worksheet.
4) Fourth step - communication
This step, students try to present their result. Students communicate the
result in front of the class. Student draw first the movement of fluid then
by verbally and using picture. The other group, try to present the 2nd
problem. Student draw the sitting arrangement for Sherli, Ali, and
Michael when fire camp. Then student explain it related to the
experiment by verbally and mathematically.
Figure 4.12 Communicate
5) Fifth step – evaluation
Teacher give emphasize the knowledge about convection and radiation to
avoid misconception. In the end of session, the evaluation is formed by
identifying the picture which conduction, convection, and radiation.
49
Students not only identify the pictures are belong to but also students
explain why the picture should be convection etc.
c. 3rd meeting
Third meeting, students learn about sea breeze and land breeze. This
meeting, teacher is able to finish the mission in problem based learning with
multiple representations approach completely, 100% in whole step.
The step of problem based learning has reached the learning objectives in
the second meeting. The learning objectives are Students are able to apply the
concept of heat transfer through sea breeze and land breeze phenomena.
Student has a higher motivation when student sticking, drawing, coloring
their poster. Because the previous meeting, students only do several
experiment. It was time to them to make a creation using their imaginations and
creativity. Especially in this meeting, students looks has high emotion when
they have to coloring just ten minutes for two posters.
With the approach of multi representation of almost all students have the
drive of curiosity large and active role during learning, because learning is
presented in a variety of forms of representation so as to stimulate students who
are in the group of verbal intelligence, and mathematical images to be actively
involved. Active students to ask and answer while learning in accordance with
the functions of the approach according multiple representations based on
Ainsworth (2006), to complement other representations. So, students can resume
the concept being studied, build up a clearer understanding than just a
representation only and is able to construct a deep understanding for the students
Teacher found just 1 group that is not correct to put the arrow of the wind
direction. It is due to their team did not read carefully the guidelines on the
worksheet.
1) First step - orientation
The first lesson starts with the problem. Students have to find out the
alternative opinions about design a ship without engines and how to sail
and schedules go to the sea. Teacher leads student to express their
opinion by verbally using several questions. Teacher draw the illustration
then asks student to explain related with heat transfer. Some of students
give their opinion. Teacher lead based on temperature, pressure, etc.
Students try to answer with comparing temperature, pressure between
land and sea.
2) Second step - Organize
Teacher asks student to sit in group. Teacher lead student to find out the
problem solve through worksheet. Students make a poster and the
worksheet as the guideline.
3) Third step - investigate
Student starts the investigation with discussion first to their peer group.
Teacher provides the cartoon and envelope to students. Students have to
make two posters; the schedule of fisherman on night and sunny day.
Then students open the envelope to stick the arrow, moon, sun. Student
starts to draw after that, stick the arrow, moon or sun on the poster.
51
Figure 4.14 Making poster
4) Fourth step - communication
Students present their work in front of the class. Students draw first the
fisherman catches the fish on sunny day and come back on night.
Students try to explain reviewed by the investigate comparing land and
sea which as the high temperature, low temperature, low pressure, high
pressure, etc.
5) Fifth step - evaluation
Teacher emphasizes the concept of land breeze and land breeze to
student. Students write down those phenomena on their book.
B.The Result and Discussion of Scientific Consistency
1. Enhancement of Scientific Consistency on Heat Transfer Concept
Scientific consistency is the consistency of students answer questions
correctly scientifically. The question is made by using a multiple representation
test. Student could answer correctly 3 questions in different representation
picture, verbal, and mathematic but it is still same theme.
After the whole learning activities on heat transfer concept and taking the
data posttest, found the result of the average score of scientific consistency. The
result of students’ scientific consistency when pretest and posttest shown on
table 4.2
Table 4.2 Students’ Scientific Consistency on Pre Test and Post Test
Based on table 4.2 describe some information that we get from the data.
The sum of pre test score in scientific consistency is 11.42 while the sum of post
test score is 28.57. The average of pre test score in scientific consistency is 38.46
while the average of post test score is 95.25. There is enhancement of students’
scientific consistency in learning heat transfer concept. The average score of
students’ scientific consistency on posttest score is higher than pretest score. If
53
compare with the average of pre test and post test score is has gain normalized
(<g>) is 0.92 which in the high category (Hake, 1999).
The data result of students’ scientific consistency not only served in table but also in graph. The data could be seen clearer on this graph. The graph of
result can be shown figure 4.16
Figure 4.16 Average of Enhancement of Scientific Consistency on Heat Transfer Concept
Based on the graph, we can see clearly there is enhancement significantly
the average score of pretest and posttest in learning heat concept. The initial of
average score is 38.46 after implementation problem based learning model with
multiple representations approach occur significant enhancement of average
score about 95.25. It means that most of students are consistent to answer
multiple representations test. Students have been consistent in verbal, picture,
and mathematically in learning heat transfer concept. Based on data
recapitulation in pre test just one student in enough category of scientific
consistency, while the other students are in inconsistent category of scientific
The enhancement on students’ scientific consistency occur after giving the treatment problem based learning with scientific consistency approach,
because student used to learn with it. Student could understand the concept in
various representations and it is suitable with Kohl and Noah’s (2003) state that teaching learning in class effect the multiple representation ability of students.
Using multiple representations approach on PBL model, student used to various
representation such verbal, picture, and mathematics. This multiple
representations approach served on the syntax of problem based learning model
and the questions on students’ worksheet. Besides that, the enhancement of
scientific consistency is supported on the previous research stated that after the
treatment in the problem based learning model with multiple representations
approach towards improving students’ scientific consistency , obtained a normalized gain value by 0.58 in enough category (Sari, 2015). The scientific
consistency could enhance due to the percentage of implementation is 100%
means student get the multiple representation during class activity. Besides
that, one of the function of multiple representations is using multiple
representation in learning students integrate information from more than one
representation (Nieminen, 2010). In the field, students are able to explain,
analyze the phenomena heat transfer problem in different representation. For
example in learning sea breeze and land breeze, students explain the wind flow
from the picture and compare the temperature, pressure in the land and in the
sea. Students not only think the wind flow abstractly but also using picture
helps student master the concept.
2. N-Gain Scientific Consistency on Sub-Concept
After getting the scientific consistency gain normalized of heat transfer
concept, the next calculation is the enhancement of scientific consistency on
every sub concept. Based on table 4.3 describes the scientific consistency in
55
radiation, sea breeze, and land breeze with comparing with pretest and posttest,
which following on table 4.3
Table 4.3 Scientific Consistency N-Gain on Every Sub Concept
consists of 9 questions in every sub concept. The five sub concept involved in
this research such as conduction, convection, radiation, sea breeze, and land
breeze. Every concept in multiple representations test is about basic concept
(picture, verbal, mathematic), application phenomena in daily life (picture,
verbal, mathematic), solving problem (picture, verbal, mathematic).
The data result has enhancement of students’ scientific consistency in
every sub concept. The average score in post test is higher than average score
Figure 4.17 Enhancement Average of Scientific Consistency on Every Sub Concept
If we took a look the graph above based on gain normalized shows radiation
has highest enhancement of scientific consistency on every sub concept, it is 0.98. Data
shows the average score of pre-test on radiation about 4.15 and post test about 5.9. It
means student more consistent scientifically than the other sub concept. Unfortunately,
the sub concept has lowest enhancement of scientific consistency is sea breeze about
0.86. The second sub concept which has high enhancement of scientific consistency is
conduction, it is 0.93. Data shows the average score of pre-test on conduction about 1.42
and post test 5.73. Then the third is convection about 0.90. Data shows the average score
of pre-test on convection is 1.19 and post test is 5.69. The sub concept land breeze has
low enhancement of scientific consistency is about 0.87.
Convection has significant enhancement pre test and post test average score
than radiation. But convection has low gain normalized than radiation. It is due to most
of students did not consistent about 1.19 average pre test score. After the
implementation of PBL with multiple representations, student has significant
enhancement of scientific consistency in post test about 5.69. Student could consistent
1.42
CONDUCTION CONVECTION RADIATION SEA BREEZE LAND BREEZE
57
scientifically in verbally, picture, and mathematically. The result is suitable with the
statement of Krishnayanti and Sari (2015) stated that there is enhancement of scientific
consistency in every sub concept.
The enhancement on every sub concept displays with compare between pre test
and post test on picture 4.17. Based on the picture 4.17 the average of scientific
consistency is increase on every sub concept, concept which verbal, picture, and
mathematics form.
In learning process in convection sub concept, student very enthusiastic to see
the flow direction of food coloring, come to hot temperature or cold temperature.
Student visualizes direction about the flow then students draw the flow of food coloring
on their worksheet. After that they explain on words to emphasize their finding. So,
student trained using multiple representations.
While, learning radiation sub concept, student have already had prior knowledge
about radiation. When students are given the problem to arrange the sit position in fire
camp, student have already known the result before they prove it through simple
experiment. Student very corporate when did experiment of radiation, peer group have
to hold the tissue at the same time but different distance. So the research result is not
significant consistent scientifically.
Every sub concept, teacher guides students in different representations. Student
give facilitate to student for learning diverse way by verbally, mathematic, and picture
based on lesson plan. Multiple representation trains student able to understand the
concept and able to solve physics problem (Krishnayanti, 2015). Student could solve
physics problem with various representation. . By “representational skills” we refer to
students’ ability to appropriately interpret and apply various representations can include
mathematics, verbal, graphical, and pictorial formats (Kohl and Noah, 2006). The lesson
plan in teaching learning is very important to sustain the implementation of multiple
representations. It is attached on instructional appendix. Every PBL step, the multiple
3. Enhancement The amount of Students in Scientific Consistency Category In Every Sub Theme
Based on the data result, researcher found the amount of students has improvement in
scientific consistency. The data like this table bellows:
Table 4.4 Amount of student has enhancement on Scientific Consistency
Sub concept QUESTION INDICATOR AMOUNT OF
STUDENTS ON
PRE-TEST POST TEST
CONDUCTION T1: CONCEPT CONDUCTION 1 23
T2: CONDUCTION APPLICATION 1 24 T3: problem solving of CONDUCTION 2 24
CONVECTION T1: CONCEPT CONVECTION 0 26
T2: CONVECTION APPLICATION 0 23 T3: PROBLEM SOLVING OF CONVECTION 3 24
RADIATION T1: RADIATION CONCEPT 18 25
T2:RADIATION APPLICATION 15 26 T3: problem solving of RADIATION 11 26
SEA BREEZE T1: SEA BREEZE CONCEPT 4 25
none of student is consistent in convection especially on the theme (T1) and theme (T2)
about concept convection and convection application. After students given the
treatment, most of student is consistent. Amount of student who undergoes the
enhancement of scientific consistency in every sub concept shown on these pictures
59
Figure 4.18 Amount of student has scientific consistency enhancement on conduction
Conduction divided into three themes:
T1 = concept conduction
T2 = conduction application
T3 = problem solving of conduction
Based on the picture, on pretest there is 1-2 students are consistent in answer
the multiple representation test. After did a treatment, most of students 23-24
students who consistent scientifically.
Amount of Student has Enhancement
on Scientific Consistency
Amount of Student has Enhancement
on Scientific Consistency
pre test
Figure 4.19 Amount of student has scientific consistency enhancement on convection
Convection divided into three themes:
T1 = concept convection
T2 = convection application
T3 = problem solving of convection
Based on the picture, on pretest there is 0-3 students are consistent in answer
the multiple representation test. After did a treatment, most of students 23-26
students who consistent scientifically.
Figure 4.20 Amount of student has scientific consistency enhancement on Radiation
Radiation divided into three themes:
T1 = concept Radiation
T2 = Radiation application
T3 = problem solving of Radiation
18
Amount of Student has Enhancement
on Scientific Consistency
pre test
61
Based on the picture, on pretest there 11-18 students are consistent in
answer the multiple representation test. After treatment, most of students 25-26
students who consistent scientifically.
Figure 4.21 Amount of student has scientific consistency enhancement on sea breeze
Sea breeze divided into three themes:
T1 = concept sea breeze
T2 = application mechanism of sea breeze
T3 = solving problem of sea breeze
Based on the picture, on pretest there 1-9 students are consistent in
answer the multiple representation test. After treatment, most of students 24-25
students who consistent scientifically.
Amount of Student has Enhancement
on Scientific Consistency
pre test
Figure 4.22 Amount of student has scientific consistency enhancement on land breeze
Land breeze divided into three themes:
T1 = concept land breeze
T2 = application mechanism of land breeze
T3 = solving problem of land breeze
Based on the picture, on pretest there 1-9 students are consistent in
answer the multiple representations test. After did the treatment, most of
students 24-25 students who consistent scientifically.
Resume those of graph; found there is significant enhancement the
amount of students on scientific consistency in every theme. We can see in T1
and T2 concept of convection has highest enhancement the value amount of
students on scientific consistency, especially on convection concept and
convection application.
Before conducting the multiple representation approach in PBL, none of
student has consistent to answer in convection concept. After post test, there is
all of 26 students has consistent on their answer. It is due to already understand
7
Amount of Student has Enhancement
on Scientific Consistency
pre test
63
about main concept of convection and the application of conduction during
learning process. Student has been trained multiple representations during
learning activity. The reason of convection has highest scientific consistency is
student investigate by themselves to get information the water flow indicated
by food coloring using simple experiment. Student draw by themselves to
draw the water flow, then students explain the concept verbally regarding
convection concept after that they compare the density on hot water and cold
water to solve the food coloring flow phenomena. This strategy triggers
students to learn and experience various representations.
Mean while, on radiation T1 and T2 there is little bit scientific
consistency enhancement of the value amount of students. There is a
correlation between the amounts of student with the lowest enhancement in
every concept. The lowest enhancement of scientific consistency affects the
number of student in scientific consistency. At the beginning, students have
already known about the radiation as their prior knowledge, it would be affects
the research result. Student have already known all about radiation because the
radiation phenomena is very close with them
This research did not train many mathematics representations. Because
basically the heat transfer topic did not use equation not like force topic. Heat
transfers no need mathematic representation much. So, the implementation of
