THE EFFECT OF PROBLEM BASED LEARNING MODEL ON CRITICAL THINKING ABILITY OF STUDENTS IN DYNAMIC FLUID CLASS XI MIA SMA NEGERI 2 BALIGE ACADEMIC YEAR 2014/ 2015.

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THE EFFECT OF PROBLEM BASED LEARNING MODEL ON CRITICAL THINKING ABILITY OF STUDENTS IN

DYNAMIC FLUID CLASS XI MIA SMA NEGERI 2 BALIGE ACADEMIC

YEAR 2014/2015

By:

Afriany Vitaloka ID Number. 4113121003

Bilingual Physics Education Study Program

THESIS

Submitted to Acquire Eligible Sarjana Pendidikan

PHYSICS DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCE

STATE UNIVERSITY OF MEDAN

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PREFACE

The authors say the praise and gratitude to Jesus Christ, for all the graces

and blessings that provide health and wisdom to the author that this study can be

completed properly in accordance with the planned time.

Thesis entitled “The effect of Problem Based Learning Model on Critical Thinking Ability of Students in Dynamic Fluid Class XI MIA SMA Negeri 2

Balige Academic Year 2014/ 2015”, prepared to obtain a Bachelor’s degree

Physics Education, Faculty of Mathematics and Natural Science State University

of Medan.

Thank you so much to Dr. Ridwan Abdullah Sani, M.Si as thesis

supervisors who has provided guidance and suggestion to the author since the

beginning of the study until the completion of this thesis writing. Thanks also to

Drs. Abdul Hakim, M.Si; Prof. Dr. Sahyar, MS., M.M; Drs. Pintor Simamora,

M.Si, who have provided suggestions from the research plan to complete the

preparation of this thesis. Thanks also to Prof. Drs. Motlan, M.Sc., Ph.D as Dean

of FMIPA and Prof. Dr. rer. nat. Binari Manurung, M.Si as Coordinator of

Bilingual Program and Alkhafi Maas Siregar as Head of Physics Department and

also the entire Lecturer and Staff in Physics Department FMIPA UNIMED who

helped the author. Appreciation were also presented to Headmaster and all teacher

in SMA Negeri 2 Balige especially for Parlindungan sihombing, S.Si who have

helped during this research.

Special Gratefully to my beloved father Togi Siburian, S.Pd and beloved

mother Nelly Sihombing for grow me up and educate me in this life and also my

brothers Superdy Siburian, Bonar Rayvaldo Siburian and Vito Yolanda Siburian,

and all family who have prayed and gave me encouragement to complete my

study. I also would like to thanks to all my friends in Bilingual Physics Class 2011

Theresa, Agnes, Elmina, Nancy, Uncle Jonni, Vini, Yohana, Evi, Mia, Iis, Kristin,

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Guruh who have helped, prayed and gave supported to author. And all my friends

at PPLT 2014 in SMA N2 Balige especially for Trendsetter Room and all of

students SMA N2 Balige 23rd Gen Invictusion, XI MIA 4-5, Nebula Class and

Fatsco Class. I also would to thanks to Kak Fitri, Kak Dahlia, Soli, Tika, Ruth,

Evi, Pia and Sefti who have helped and gave supported to author. I also would

like to thanks to my best friends Que Sera-Sera and Cristopher Pangihutan

Napitupulu, S.E for every pray and support to the author. And all whom I can’t

tell one by one here, who helped and gave supported during my study.

The author has endeavored to as to much as possible in completing this

thesis, but the author is aware there are many drawbacks in terms of both content

and grammar, than the authors welcome any suggestion and constructive criticism

from readers for this thesis perfectly. The authors hope the contents of this thesis

would be useful in enriching the repertoire of knowledge.

Medan, June 23rd 2015

Author,

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iii

THE EFFECT OF PROBLEM BASED LEARNING MODEL ON CRITICAL THINKING ABILITY OF STUDENTS IN

DYNAMIC FLUID CLASS XI MIA SMA NEGERI 2 BALIGE ACADEMIC

YEAR 2014/2015

AFRIANY VITALOKA (4113121003)

ABSTRACT

The objectives of this research are: Analyzing how critical thinking ability of students that learn using Problem Based Learning and Direct Instructional Model in dynamic fluid and Analyzing is it critical thinking ability of students that learn using problem based learning model is better than direct instructional model in dynamic fluid in SMA Negeri 2 Balige Class XI MIA Academic Year 2014/ 2015. The type of research was Quasi-experiment with the population is all of students in plus class XI MIA in even semester in SMA Negeri 2 Balige which consists of 3 classes. Sample of this research was obtained by technique cluster random sampling. The sample is XI MIA 1 as the experimental class taught by Problem Based Learning Model and XI MIA 3 as the control class taught by Direct Instructional Model. The research instrument has 6 questions in essay type, the instruments tested validated. In this research obtained the average value of post test in experimental higher than control class. In hypothesis testing t count > t table at significant level α = 0.05. So, can be concluded that the critical thinking ability of students in experimental class better than in control class. Ha was accepted or has effect of Problem Based Learning Model on Critical Thinking Ability of Students in Dynamic Fluid Class XI MIA SMA Negeri 2 Balige Academic Year 2014/ 2015.

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LIST OF TABLE

Table 2.1 Syntax Problem Based Learning Model 9

Table 2.2 Syntax of Direct Instruction Model 13

Table 2.3 Indicator of Critical Thinking Skills according to Angelo 15

Table 2.4 Indicator of Critical Thinking Skills according to Ennis 18

Table 2.5 Critical Thinking Rubric 21

Table 2.5 Journal and Article Explanation 30

Table 3.1 Design of the Research 37

Table 3.2 Grille test of Critical thinking ability 39

Table 3.3 Categories of Critical thinking level 40

Table 4.1 Statistic Pretest and Post test Score 46

Table 4.2 Avarage Value for Each Indicator of Critical Thinking 46

Table 4.3 Statistic Pretest in Experimental and Control Class 48

Table 4.4 Statistic Post Test in Experimental and Control Class 49

Table 4.5 Normality test of Experiment and Control class 50

Table 4.6 Homogeneity Test of Pretest Data 50

Table 4.7 t-Test Summary 51

Table 4.8 Grouping of Pretest and Post test value of critical thinking

ability of students in Experimental Class 51

Table 4.9 Grouping of Pretest and Post test value of critical thinking

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APENDIX LIST

Appendix 1 Lesson Plan for Experiment class 70

Appendix 2 Worksheet 84

Appendix 3 Lesson Plan for Control class 91

Appendix 4 Discussion 103

Appendix 5 Essay Test Question 105

Appendix 6 Answering of Essay Test Question 107

Appendix 7 Instrument of Content Validation 112

Appendix 8 Data Pretest and Post test Experiment and Control Class 115

Appendix 9 Gain of Critical Thinking Ability of Experiment and

Control Class 119

Appendix 10 Procedure of Statistic Calculation 121

Appendix 11 Documentation of Research 133

Appendix 12 List of critical value for Liliefors 137

Appendix 13 List of area under normal curve 0 to z 138

Appendix 14 List of percentile value for distribution t 139

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1

CHAPTER I

INTRODUCTION

1.1. Background

Physics is one of the branches of Natural Sciences, which is a science that

studies the phenomena of nature and interaction in it. Physics is one of the

important lessons for students. It is listed in the function and purpose of physics

subject in high school that the subjects of physics are: (Depdiknas, 2006)

i) Resting beauty and order of nature to increase confidence in God Almighty, ii) Fostering scientific attitude which include; honest and objective about the data, open to accept an opinion based on specific evidence, critical of the scientific statement, and can cooperate with others, iii) Give the experience to be able to propose and test hypotheses through experiments; designing and assembling instrument experiments, collect, process, and interpret data, prepare reports, and communicate the results of an experiment in writing and orally, iv) Develop the ability to think analytically inductive and deductive using the concepts and principles of physics to explain natural events and resolve the problem well both qualitatively and quantitatively, v) Knowing the knowledge, concepts and principles of physics, as well as having the knowledge, skills and scientific attitude.

From the explanation above, it is clear that the implementation of the physics

subjects in high school is to develop and train students to master the knowledge,

concepts and principles of physics, has scientific skills and critical thinking skills.

One problem facing our education is the weakness of learning process.

Student didn’t encouraged to develop their thinking ability in learning process.

Learning process in class toward to the ability of students to memories the

information; Student’s brain forced to remembering and be piled up on the

information without demand to understanding the information to relate it to daily

life. Finally, when students graduate from school, they clever as theoretically, but

poor the application (Sanjaya, 2006: 1). According to data reported by TIMMS

(Trends International Mathematics and Science Study) Indonesian student

achievement in Southeast Asia is very low. The results of TIMSS 2011, ranked

Indonesian children occupied position 40 of the 42 countries for science

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significantly below the international average score. This shows that the output of

education in Indonesia has not reached the maximum results, where it also shows

that not maximal students' understanding of the concepts being taught.

Application of the learning process in Indonesia is less encouraging the

achievement of critical thinking skills. Learning process in the classroom directed

to the student's ability to memorize information. Though the critical thinking skill

is one of the authorized capital or intellectual capital is very important for

everyone and is a fundamental part of human maturity. Therefore, the

development of critical thinking skills become very important for students at

every level of education. Two factors cause the development of critical thinking

abilities decrease is curriculum is generally designed with a target of extensive

material so that teachers more focus on completion of teaching materials and lack

of understanding of the learning method that can improve critical thinking

abilities.

According to Richard Paul (Fisher, 2001: 7), Critical thinking is that mode

of thinking–about any subject, content, or problem–in which the thinker improves

the quality of his or her thinking by skillfully analyzing, assessing, and

reconstructing it. Critical thinking is self–directed, self–disciplined, self–

monitored, and self–corrective thinking. It presupposes assent to rigorous

standards of excellence and mindful command of their use. It entails effective

communication and problem-solving abilities, as well as a commitment to

overcome our native egocentrism and sociocentrism. The process of critical

thinking skills is inseparable from the understanding student’s concept. To be able

to think critically, students should have an understanding of a particular concept

so that a good understanding of the concepts will support students' critical

thinking abilities. Learning that stimulate critical thinking skill will increase the

learning outcomes of students like understanding the matter or concept mastery.

Therefore some efforts do to develop critical thinking or using critical thinking

learning to develop learning outcome. Learning outcome and this skill is related

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Based on observations by the author in SMA Negeri 2 Balige when

Integrated Field Experience Program, when teaching and learning process,

teachers were more frequent use of direct teaching models with explaining the

subject matter, followed by giving examples that relate to the material, giving

exercises and the latter giving the task to the students continued to work at home

so that students learn physics oriented with practical formulas for directly solving

the physics problems and less attention to the concepts of physics that exist in the

problem. Learning models like this if it persists continuously can cause the

perceived student learning less challenging and seem boring. Potential, creativity

and ability that exist in every student also will not grow optimally in particular the

ability to encourage students to think critically in understanding the phenomena of

nature, or the application of the physics lesson.

One of the solutions to develop the critical thinking abilities of student is

by using problem based learning model. Problem based learning model is a model

of learning that is relevant to the physics lesson. In principle of Problem based

learning model, students themselves who are actively searching for answers to the

problems set by the teacher. In this case the teacher more as a mediator and

facilitator to assist students in constructing their knowledge effectively.

Problem-based learning model is believed to be potentially empower critical thinking

abilities. Students are given the challenge of the real-life problems associated with

physical material presented. So that students are more aware of the concept of

physics that deals with everyday life.

Model of problem-based learning is an instructional model that presents a

contextual problem that stimulate learners to learn. Learners who learn to solve a

problem then they will apply their knowledge or trying to find the necessary

knowledge. Learning can be more meaningful and can be expanded when learners

are dealing with a situation in which the concept is applied and PBL models can

also improve the ability of critical thinking, fosters initiative learners in work,

internal motivation to learn. The success learning based on solving problem have

high transfer value, and have retention level it means student have long term

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on problem is higher than learning by conventional learning process. Learning

based on problem courage student to the optimal learning activities, effort to

knowing the solution of the problem, learning like that enable student reach high

understanding to what student learn. Beside it, learning process emphasize to the

scientific thinking principle, critical and analytical thinking (Sumiati & Asra,

2013: 57).

Based on the background described above, the researchers interested in

conducting research entitled " The Effect of Problem Based Learning Model on

Critical Thinking Ability of Students in Dynamic Fluid Class XI MIA at SMA 2 Balige Academic Year 2014/2015 ".

1.2. Identification of Problem

Based on the background of the problems that have been mentioned above,

can be identified some problems related to physics, as follows:

1. Low critical thinking abilities of students in physics lesson

2. Students are accustomed to studying Physics with oriented practical formulas

in solving physics problems directly and less attention to the concepts of

physics that exist in the problem

3. Students assume Physics is a subject that is less challenging and seem boring

1.3. Limitation Problem

Problems that developed in this paper should be limited to be more

focused and provide a clear picture of the issues that will be reviewed. In

accordance with the identification of the problem, limit the problem in this paper

is as follows:

1. Learning model used is a Problem Based Learning Model in Experimental

class and Direct Instructional Model in Control Class.

2. Conducted to determine the effect of Problem Based Learning Model on

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1.4. Problem Formulation

Based on the background, identify problems, and limitation issues, the

research problem can be formulation as follows:

1. How student’s critical thinking ability that learn using problem based learning

model?

2. How student’s critical thinking ability that learn using Direct instructional

model?

3. Does the students critical thinking ability in Dynamic Fluid that learning by

problem based learning is better than direct instructional model in Class XI

MIA SMA Negeri 2 Balige Academic Year 2014/ 2015?

1.5. Research Objective

The objective of this research are:

1. Analyzing how students' critical thinking ability that learn using problem

based learning model.

2. Analyzing how student’s critical thinking ability that learn using Direct

instructional model.

3. Analyzing is it critical thinking ability of students that learn using problem

based learning model is better than direct instructional model

1.6. Benefits of Research

The results of this study are expected to provide benefits to various parties,

including the:

1. For Students, is expected to train students to develop thinking critically in the

learning process of Physics

2. For Teachers, is expected to be an alternative model of learning and reference

in improving students' critical thinking abilities in the process of learning

physics.

3. For Schools, expected as resources need to design the learning system with

the model of Problem Based Learning as an effort to improve students'

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4. Researches hereinafter, the expected results of this study can be used as a

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on research result and data collection, can be concluded that:

1. Critical thinking ability of students in experimental class after taught by using

Problem Based Learning Model was increase and has average value 82.

2. Critical thinking ability of students in control class after taught by using

Direct Instructional Model also increase and has average value 76.

3. Increasing of Critical thinking ability of students that taught by using

Problem Based Learning Model is better than taught by Direct Instructional

model.

5.2 Suggestion

According to the data of critical thinking ability of students and the

experience of author when applying the Problem Based Learning Model in class,

so the author gives suggestion as below:

1. Learning with Problem Based Learning model requires considerable time

2. Teacher can make the Problem Based Learning Model as an alternative in

physics learning so as to improve students' critical thinking ability, so that

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