THE COMPARISON OF CONCEPTUAL UNDERSTANDING ABILITY OF STUDENTS USING CREATIVE PROBLEM SOLVING (CPS)
APPROACH AND PROBLEM BASED LEARNING (PBL) APPROACH ON QUADRILATERAL TOPIC IN VII
GRADE AT SMP MUHAMMADIYAH 1 MEDAN
By:
SITI RAHMADANI NIM 408 111 098
MATHEMATICS EDUCATION STUDY PROGRAM
THESIS
Submitted to fulfill the requirement for the degree of Sarjana Pendidikan
MATHEMATICS DEPARTMENT
MATHEMATIC AND SCIENCE FACULTY
STATE UNIVERSITY OF MEDAN
MEDAN
Title : The Comparison of Conceptual Understanding Ability of Students Using Creative Problem Solving (CPS) Approach and Problem Based Learning (PBL) Approach on Quadrilateral Topic in VII Grade at SMP Muhammadiyah 1 Medan
Name : Siti Rahmadani Reg. Number : 408 111 098
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FOREWORD
Thanks to Allah SWT, because with the help and the guidance, this thesis can finish well. This thesis has a title about “The Comparison of Conceptual Understanding Ability of Students Using Creative Problem Solving (CPS) Approach and problem Based Learning (PBL) Approach on Quadrilateral Topic in VII Grade at SMP Muhammadiyah 1 Medan”. This Thesis objective is to fulfill one of many conditions to get a college degree of Faculty of Mathematics and Science of State University of Medan.
In this chance, I want to say a big thank you to Prof. Dr. Ibnu Hajar M.Si as the Rector of State University of Medan and his entire assistant, Prof. Dr. Motlan Sirait, M.Sc Ph.D as the dean of Faculty of Mathematics and Science of State University of Medan and all of his assistant, Prof.Dr. Mukhtar, M.Pd as the header of Mathematics Faculty, Drs. Syafari, M.Pd as the header of Mathematics Education Department and Drs. Yasifati Hia M.Si as secretary of Mathematics Faculty.
I said thanks to Drs. Parapat Gultom MSIE.,Ph.D as my supervisior because he already and always give an advice, suggestion to make this Thesis perfect, to Prof. Dr.P. Siagian M.Pd, to Dr.E.Elvis Napitupulu and Mrs. Faiz Ahyaningsih S.Si, M.Si as the corrector which give an useful advice from the planning until the arrangement this Thesis. To Dr. W. Rajagukguk M.Pd as the academics instructor and all the instructor of Mathematics and Science Faculty of Medan. To Prof. Herbert Sipahutar, M.S.,M.Sc. as a coordinator of Bilingual Program.
And especially, I want to thank you to my beloved parents, my father and mother because their always give the motivation and always pray to me, to my brother Abdul Khaliq, to my Aunt, Nasiah S.Pd, and to M. Luthfi Fauzi as my brother, thank you for all of your help.
Teacher which always help during my research and all of staff in SMP Muhammadiyah 1 Medan .
I say thank you too my friend, Efrida Fitri, Yanti Rambe, Eva Puspita Sari, Emil Hani, Farah Diba, Siti Rafiah Rangkuti, Fatimah Nuriani Lubis, Misna Fitriani, and all of my friends at the Mathematics Bilingual Class 2008 which help during the studying at the State University of Medan until I finished this thesis.
I try to finish this thesis but I aware, there are many disadvantage from content and a language. So I hope an advice and critic to make this thesis more perfect than before. And at last I hope this Thesis have a big profit and benefit to the development of learning activities.
Medan, Juli 2012 Writer
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THE COMPARISON OF CONCEPTUAL UNDERSTANDING ABILITY OF STUDENTS USING CREATIVE PROBLEM SOLVING (CPS)
APPROACH AND PROBLEM BASED LEARNING (PBL) APPROACH ON QUADRILATERAL TOPIC IN VII
GRADE AT SMP MUHAMMADIYAH 1 MEDAN
Siti Rahmadani (NIM 408 111 098)
ABSTRACT
Type of this research is experiment research and has done at SMP Muhammadiyah 1 Medan which aims to know the improving of students’ conceptual understanding ability that taught by CPS approach and PBL approach
at quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan academic year 2011/2012.
Population in this research is all of students in VII grade of SMP Muhammadiyah 1 Medan academic year 2011/2012 that consist of four classes whereas it only took 50 students as a sample and divided by two classes. One class is first experiment class consist of 25 students have taught by CPS approach and the other is second experiment class consist of 25 students have taught by PBL approach. Instrument have used in this research is essay test consist of six questions and which has been validation tested
Result of research and hypothesis test is concluded, CPS approach can improve conceptual understanding ability of students in mathematics at
quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan academic year 2011/2012. This case proved from result of hypothesis test where tcalculation=18.92
> ttable=1.71. And PBL approach also can improve conceptual understanding
ability of students in mathematics at quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan SMP Muhammadiyah 1 Medan academic year 2011/2012. This case proved from result of hypothesis test where tcalculation=17.96
> ttable =1.71.
From result of research is also conclude The improving of students’
conceptual understanding ability in mathematics using creative problem solving (CPS) is better than problem based-learning (PBL) at quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan academic year 2011/2012. This case proved from result of hypothesis test where tcalculation=3.764 > ttable=2.012.
Base on improving of students’ conceptual understanding ability both of class so suggest to mathematics’ teacher can apply CPS and PBL approach in learning process, although in this research, CPS approach is better than PBL approach. But still consider advantage and disadvantage of that learning approach.
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1.1 Background of the Research
1.2 Identification of Problem
1.3 Scope of Problem
1.4 Research Question
1.5 Objective of the Research
1.6 Benefit of The Research
1.7 Operational Definition
CHAPTER II LITERATURE REVIEW
2.1 Mathematics Understanding Concepts
2.2 Creative Problem Solving (CPS)
2.2.1 Advantages and Disadvantages of Creative Problem Solving
(CPS) approach
2.2.2 Steps of Creative Problem Solving (CPS)
2.3 Problem Based Learning (PBL)
2.3.1 Advantages and Disadvantages Problem Based Learning (PBL)
Approach
2.3.2 Schema of Problem Based Learning Process
2.3.3 Steps of Problem Based Learning (PBL)
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3.1 Place and Research Time
3.2 Population and Research Sample
3.2.1 Population Sample
3.2.2 Research Sample
3.3 Type of Research
3.4 Variable of Research
3.5 Method and research Design
3.6 Research Steps
3.6.1 Schema of Research Procedures
3.7 Data Collection Techniques
3.7.1 Research Instrument
3.7.1.1 Instrument Test
3.7.2 Validity of Instrument test
3.7.3 Reliability of Instrument test
3.8 Data Analysis Techniques
3.8.1 Normality Test
3.8.2 Homogeneity Test
3.8.3 Score Gain Data Analysis
3.8.4 Research ‘s Hypothesis Test
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CHAPTER IV RESULTS AND DISCUSSION
4.1 Description of Results
4.1.1 Value of Pre Test in First Experiment and Second Experiment
4.1.2 Value of Post Test in First Experiment and Second Experiment
4.1.3 Gain of First and Second Experiment Class
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42
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4.2 Analysis of Research Result
4.2.1 Normality Test
4.2.2 Homogeneity test
4.2.3 Hypothesis test
4.3 Discussion of Research Result
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CHAPTER V CONCLUSSION AND SUGGESTION
5.1 Conclusion
5.2 Suggestion
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REFERENCES 54
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LIST OF TABLE
Table 2.1 Comparison of Instrumental Understanding and Relational
Understanding
Page
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Table 2.2 The Osborne-Parnes Creative Problem Solving Process 13
Table 2.3 Teacher’s Role in CPS Approach 16
Table 2.4 Teacher’s Role in PBL Approach 20
Table 3.1 Students’ Amount Particularly 27
Table 3.2 Research Design 29
Table 3.3 Coefficient of Pearson Moment Correlation 34
Table 4.1 Pre test Data First and second experiment Class 41
Table 4.2 Post test Data in Class of First Experiment and Class of
Second Experiment
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Table 4.3 Gain of First and Second Experiment Classes 42
Table 4.4 Data Summary of Normality Test 44
Table 4.5 Data of Homogeneity Test 46
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CHAPTER I
INTRODUCTION
1.1Background of the Research
Mathematics provides a powerful means for understanding and analyzing
the world. Mathematic help people to insight and give idea about the world in
systematic ways with describing and representing quantities, shapes, space, and
patterns. Some of these mathematical systems become a fundamental part of
people’s life. For example, counting systems and methods of measurement which
they may not recognize the complexity of the ideas underpinning them.
(Christoper,T. 2009:21) In fact, the mathematical ideas are suitable for everyone
and every grade to reveal a surprising intricacy and complexity when they are
examined in depth.
Mathematics called as a queen of science. It means mathematics is a
main key of other sciences. Mathematics is also basic sciences that have a main
action in developmental of science and technology. Therefore, dominated and
made technologies in the future needed mastery of mathematics early.
Mathematics is one of subject matter that should be given to students in every
level of education.
The same thing is expressed in the content of standards for primary
education and secondary mathematics units in Minister of Educational Number 22
Year 2006 May 23rd 2006 about manual standards (Gumilar, 2010) has stated that
mathematics subject matter should be given to all students begin at primary
education to equip students with the logical ability, analytical ability, systematical
ability, critical ability and creative ability as well as cooperate ability.
The function of mathematics is as a tool, paradigm, and science or
knowledge (Kilpatrick,J. 1998:79). Mathematics is learned by formal education has an important role for students as knowledge equipped to make their paradigm.
By learning mathematic expected that: 1) students can calculate and does the other
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became more simply and practice 4) students expected become a diligent, critic,
logic and be a responsible person in solving a problem (Ruseffendi, 2006 : 208 ).
The statement above tells how important mathematics in daily life.
However, in real life students still and maybe always make assumption
mathematics is difficult and less favorite. They do not realize the actual learning
objectives to the future. Generally for children, mathematics is exact science
constitute aversion lesson. Most of students said that mathematics is a difficult
lesson to understand because base on their opinion formula and definition in
mathematics too much. So that not a few students do not prepare the material will
be studied before.
There are some problems which make mathematic is too difficult to
understand for students: 1) conceptual understanding ability of students in
mathematics is low 2) the student has low a logical mind to link one problem to
other problems in mathematics way 3) learning approach is not enough to give
chance for student to expand their self potential 4) student’s opinion always thinks
mathematic is difficult (Yusefendi,2010).
Meanwhile, one of the basic ability should be reached in mathematics is
conceptual understanding ability, that also one of aim in learning mathematics in
the school. In KTSP manual (Depdiknas, 2006) is:
Siswa mampu memahami konsep matematika, menjelaskan keterkaitan antara konsep dan mengaplikasikan konsep atau algoritma secara luwes, akurat, efisien, dan tepat dalam pemecahan masalah.
From the statement above students must be able to understand mathematical
concepts, explain the link between the concept and apply the concept or algorithm
is flexible, accurate, efficient, and appropriately in problem solving.
In fact, students still haven’t good ability to understand concept of
mathematics. The other also showed if students have a mathematics problem that
needed high thinking and logical reasoning, students feel difficult to do it. This is
caused by students only learning mathematics in algorithm and calculation
concept without emphasis in conceptual understanding, so the consequent of that
students only able to solve routine problems. If students really understanding
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Quadrilateral is one of the sub topics in mathematics that are closely related to daily life. This can facilitate student active to construct their own concept and also fun. It is not easy thing to realize students discover and construct their own concept of quadrilateral through experience, then concluded in a common formula. But if not done at all, there will be no change in learning practices that aim to enhance students' cognitive development, conceptual understanding and creativity. Thus required an effort to locate, establish and develop appropriate learning activity and accordance with the conditions of student learning, that is active, creative, effective and fun.
One of effort can be done to solve problem is selecting learning strategies,
approach, model, or effective learning method to teach mathematics and expected
mathematics concept can be understood by students is better. One of key in
learning mathematical successfully is creativity and innovation of teacher in
learning.
To improve students conceptual understanding in mathematics needed a
learning that can explore a problem so it can show understanding reached from the
problem. So students can explain relevance between concept and application of
concept or algorithm in flexible, accurate efficient and precise. Two of many
approaches in learning to improve conceptual understanding ability in
mathematics are Creative Problem Solving (CPS) and Problem Based Learning
(PBL).
Creative Problem Solving (CPS) is represent process dimensions in a natural, rather than in a contrived way, undergo a transformation from a prescriptive to a descriptive approach, become more flexible and responsive to task, contextual, personal, methodological and meta-cognitive consideration.CPS make the concept is more dynamic and interactive. In CPS, students become more skilled, a more dynamic approach becomes possible because they have internalized the procedures (Karen,L.2004.http://www.uh.edu/).
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can be seen by steps in CPS. The steps are clarification of the problem, brainstorming, evaluation/selection and implementation.
CPS offers a unique opportunity to bridge practical application with conceptual and theoretical problems.Creative Problem Solving (CPS) is a learning approach has concerned in conceptual understanding to train problem solving skills. Students are directed to use mathematics conceptual understanding to solve simple or complex problem. So that students are accustomed to communicate their
ideas, critical thinking, systematic and logical thinking and interact with others.
Not only memorize without thinking. In CPS, learning is not only memorized but
also experience. So that students’ conceptual ability in mathematics will increase.
Problem-based learning (PBL) also has been advocated as an
alternative, more progressive model to instruction and one that is premised on
offering opportunities for exercising understanding, creativity and for its
development (Tan, 2009:19). Problem-based learning is focused, experiential
learning (minds-on, hands-on) organized around the investigation and resolution
of messy, real-world problems (Torp, 2002: 15). PBL can be used holistically to
cater to curiosity, inquiry, self-directed learning and collaborative learning. Such
key ideas as design of problems, design of learning environments, coaching and
facilitation techniques, implementation models and assessment in PBL are
addressed (Tan, 2003:5).
PBL can make students have systematical idea from problem fact tomake
connections through reflection; articulation and can develop cognitive connection.
So students’ conceptual understanding could be built systematically.
CPS and PBL approach provides authentic experiences that foster active
learning, support knowledge construction, and naturally integrate in school
learning and real life. Students are engaged problem solvers, identifying root of
problem and conditions needed for a good solution, pursuing meaning and
understanding, and becoming self-directed learners.
Characteristic of CPS and PBL refers to constructivism learning
ideology, where learning is active process to develop its knowledge. By using
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students not only accept information from teacher, because in this case teacher as
a motivator and facilitator to give instruction and make students get actively in
learning process. Learning process begin from problem relate to concept of study.
Based on the explanation above, so researcher has interest to make
research about “The Comparison of Conceptual Understanding Ability of Students Using Creative Problem Solving (CPS) Approach and problem Based Learning (PBL) Approach on Quadrilateral Topic in VII Grade at SMP Muhammadiyah 1 Medan”.
1.2Identification of Problems
Based on background above, the problems of this research is:
Students have low ability in mathematics’ conceptual understanding in
quadrilateral topic.
Students’ conceptual understanding in quadrilateral topic still in level of
instrumental understanding.
Learning quadrilateral still oriented to teacher.
Learning approach seldom applied by the teacher in the school.
1.3Scope of Problem
Based on identification of the problems above, the scope of problem in
this research is mathematics’ conceptual understanding ability of students. The
learning material of this research is quadrilaterals and the sub material is
rectangles and squares on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012.
1.4Research Question
Based on the background and identification of problem above, the research questions are:
1. Is CPS approach can improve conceptual understanding ability of students in
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2. Is PBL approach can improve conceptual understanding ability of students in
mathematics on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012?
3. Is the difference of students’ conceptual understanding ability in mathematics
using creative problem solving (CPS) better than problem based-learning
(PBL) on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan
academic year 2011/2012?
1.5Objective of the Research
The objective of this research is:
1. To find out the improving of conceptual understanding ability of students in
mathematics by creative problem solving (CPS) on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012.
2. To find out the improving of conceptual understanding ability of students in
mathematics by problem based learning (PBL) on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012.
3. To find out the difference students’ conceptual understanding ability in
mathematics using creative problem solving (CPS) is better than problem
based-learning (PBL) on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012.
1.6Benefit of The Research
1. For students, as an effort to improve students’ conceptual understanding
ability in mathematics.
2. For teacher, input or suggestion of teacher to improve mathematics learning
quality in school.
3. For institution, the learning equipment document can be useful as information
at the university and then as a reference to another teacher in learning process
in the school. It is also can be used as an information to the next research.
4. For researcher, as an input and science stock for researcher in learning
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1.7Operational Definition
To avoid the difference understanding, there are some terminology that
used and to make more easy to explain. So there are some terminologies:
1. Conceptual Understanding in mathematics is the students' skill in knowing,
interpreting, and concluding a mathematical concept based on the formation
of its own knowledge, not just memorize.
2. Creative Problem Solving (CPS) is learning approach has concerned in
conceptual understanding to train problem solving skills, that followed by
creativity reinforcement. CPS approaches have 4 phases, they are: (1) Clarification (2) Brainstorming (3) Evaluation and Selection (4)
Implementation is applying the temporary solution of steps has been involved
and doing in a large application as a strategic of problem solving.
3. Problem Based Learning (PBL) is an approach educational methodology that
emphasizes real-world challenges, higher order thinking skills,
interdisciplinary learning, independent learning, information-mining skills,
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CHAPTER V
CONCLUSION AND SUGGESTION
1.1Conclusion
Base on result of research which had from data analysis had some conclusion,
those are:
1. Conceptual Understanding in mathematics of students in quadrilateral topic
has taught by CPS approach have mean 74.72 and average of gain 42.68. By testing hypothesis using t-testing, can be concluded that CPS approach can
improve conceptual understanding ability of students in mathematics at
quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan academic year 2011/2012.
2. Conceptual Understanding in mathematics of students in quadrilateral topic
has taught by PBL approach have mean 64.72 and average of gain 31.88. By testing hypothesis using t-testing, can be concluded that PBL approach can
improve conceptual understanding ability of students in mathematics at
quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan academic year 2011/2012.
3. The improving of students’ conceptual understanding ability in mathematics
using creative problem solving (CPS) is better than problem based-learning
(PBL) at quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan
academic year 2011/2012.
1.2Suggestion
Base on result of this research so suggestion that can be given:
1. For mathematics teacher, can make CPS approach or PBL approach as two
of many alternative to choose learning approach to improve conceptual
understanding of students in mathematics.
2. For mathematics teacher, can make students become familiarize with daily
problem so students can explore their conceptual understanding from
problem and can develop their thinking so their conceptual understanding
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3. For next researcher to do same research but in different learning material
or in different grade so result of research can useful to improve education
