THE EFFECT OF PROJECT BASED LEARNING MODEL ON STUDENTS LEARNING ACHIEVEMENT OF FLUID TOPIC IN CLASS XI SMA N 1 MATAULI PANDANACADEMIC YEAR 2013/2014.

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THE EFFECT OF PROJECT BASED LEARNING MODEL ON STUDENT’S ACHIEVEMENT OF FLUID TOPIC

IN CLASS XI SMA N 1 MATAULI PANDAN ACADEMIC YEAR 2013/2014

By:

Christine Magdalena Br. Siregar 4103322008

Physics Bilingual Education Study Program

THESIS

Submitted to Acquire Eligible Sarjana Pendidikan

PHYSICS DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN

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PREFACE

The authors say the praise and gratitude to God Almighty, 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 Project Based Learning Model on Student’s

Achievement of Fluid Topic in Class XI SMA N 1 Matauli Pandan Academic Year

2013/2014", prepared to obtain a Bachelor's degree Physical Education, Faculty of

Mathematics and Natural Science in State University of Medan.

On this occasion the authors like to thank Prof. Drs. Motlan, M.Sc., Ph.D,

as Thesis Supervisor who has provided guidance and suggestions to the author since

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

to Prof. Dr. Nurdin Bukit, M.Si ; Dr. Ridwan Abd. Sani, M.Si ; Drs. Abdul Hakim

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

preparation of this thesis. Thanks also presented to Alkhafi Maas Siregar, M.Si, as

the Academic Supervisor and also the entire Lecturer and Staff in Physics

Department FMIPA UNIMED who have helped the author. Appreciation were also

presented to Headmaster and all teacher in SMA 1 Matauli Pandan especially for

Mr. Sumarno who have helped during this research. I would like to thank you

especially to my beloved daddy (+) – who just follow a half of my life in this

university - , beloved mother Ellys Br. Simanjuntak – who is strugle too much to make me get a title of Bachelor’s Degree although just self strugle – and also my brother Boy Osvaldo Siregar, my sister Theresia Siregar, and all family who have

prayed and gave me encouragement to complete my study in Unimed. I also would

like to thanks to all my friend in Bilingual Physics Class 2010, Feggi Yuandini,

Fitria Andriani, Indra N Siahaan, James Wilson Simanungkalit, Jeneva Samosir,

Jovan Sitinjak, Kartika, Nur Azizah Pulungan, Riando Sidauruk, Rindy Wardhani,

Rikcy Almeda, Rofi Anggriani, and my best friends Uli Dofa Sirait and Evi

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also would like to thanks to Mak Bengges Group, Abangda Joy Sinaga, Abangda

Andi Lumban Gaol, Abangda Heber Sagala, Abangda Mula Sirait, Abangda Nesron

Solin, Abangda Soritua Panggabean, Abangda Boston Silaban, Kakanda Remi

Napitupulu, Kakanda Susi Tambunan, who have helped, prayed and gave supported

to author. I also would like to thanks to my besties Indah Sipahutar and Rian Sirait

for every pray and support. And also thank you for PPRI girls, Zenet Sinaga, Elka

Ginting, Kak Liana Sitompul. Also thank you to all of External Volunteer of “Telkomsel Mengajar untuk Indonesia” Program for every support and pray. I also would like to thanks to my friend from IPPKR-M (Ikatan Pemuda Pemudi Kristen Rantauprapat-Medan) and GMKI FMIPA UNIMED. And all whom I can’t tell one by one here, who have helped and gave suppported during my study.

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

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

grammar, then the authors welcome any suggestions and constructive criticism

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

would be useful in enriching the repertoire of knowledge.

Medan, June 2014 Author,

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THE EFFECT OF PROJECT BASED LEARNING MODEL ON STUDENT’S LEARNING ACHIEVEMENT OF FLUID

TOPIC IN CLASS XI SMA N 1 MATAULI PANDAN ACADEMIC YEAR 2013/2014

CHRISTINE MAGDALENA BR. SIREGAR ( 4103322008 )

ABSTRACT

The objectives of this research are: (1) To know if there is the influence of Project based Learning model to students learning achievement in Fluid topic in SMA N 1 Matauli Pandan Class XI Academic Year 2013/2014. (2) To determine the differences of student’s achievement in the subject matter Fluid using Project based Learning Model and Conventional Learning in Class XI SMA N 1 Matauli Pandan, Academic Year 2013/2014. The type of research was quasi experiment with the population all of student in class XI of Science Program even semester in SMA N 1 Matauli Pandan which consits of 7 classes. Sample of this research was obtained by technique cluster random sampling. The sample is XI IPA 3 as the experiment class and XI IPA 4 as the control class. Experiment class taught by Project Based Learning model and control class taught by conventional learning. The research instrument has 10 questions in multiple choice forms with 5 options, the instrument tested validated. In this research obtained the mean of pre-test in experiment class is 28 and in control class is 26.4. After that do the treatment in experiment class taught by Project Based Learning model and in control class taught by conventional learning, and then done the post-test. The mean of post-test in experiment class is 78.8 and in control class was 69.6. In hypothesis testing tcount > ttable that was 3.07 > 1.67 at significant level α = 0.05 and dk = 48. So, can be concluded that the student’s learning outcomes in experiment class better than in control class. Ha was accepted or has effect of Project Based Learning Model on Student’s Achievement of Fluid Topic in Class XI SMA N 1 Matauli Pandan Academic Year 2013/2014.

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LIST OF TABLE

Table 2.1 Density of Substances 18

Table 3.1 The design of the research 27

Table 3.2 Specification of learning outcomes 30

Table 3.3 Descriptor Guideline of Activity Assesment 30

Table 3.4 Activity Assesment 31

Table 4.1 Pretest Score and Post Test Score in Experiment 37

Class and Control Class

Table 4.2 Studet’s cognitive ability in pretest 39

Table 4.3 Student’s Cognitive ability in Post test 39

Table 4.4 Normality test 40

Table 4.5 Homogeneity Test 41

Table 4.6 Hypothesis test 41

Table 4.7 Pre Test Value, Activity Value, and Post Test Value 41

Table 4.8 Grouping of pretest value, activity, and post test value 41

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LIST OF FIGURE

Figure 2.1 Four vessel with different shapes contain the same liquid with

the same height have the same hydrostatic pressure at each

base of the vessel 19

Figure 2.2 A U-shaped Tube Contains Oil and Water 20

Figure 2.3 Sinking Body 21

Figure 2.4 Suspending Body 22

Figure 2.5 Floating Body 23

Figure 3.1 Flowchart research 29

Figure 4.1 Bar Chart of Pre test value data in 38

Experiment Class and Control Class.

Figure. 4.2 Diagram Post test value data in Experiment Class 38

and Control Class

Figure 4.3 Chart of Sudent’s cognitive ability in Pretest 39

Figure 4.4 Chart of Sudent’s cognitive ability in Post test 40

Figure 4.5 Chart of pretest value, activity, and post test value category 44

Figure 4.6 The graph between pretest value, activity value, and post test

value of students in experiment class which arrange based on

the lowest activity value to the greater activity value 47

Figure 4.7 The graph of the relation between pre test value, activity

value, and post test value in experiment class based on the

lowest pretest value to the greater one 48

Figure 4.8 Graph of relation between pretest value, activity, and post

test value in experiment class based on group pretest value

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LIST OF APPENDIX

Appendix 1 Lesson Plan (1) 55

Appendix 4 Student Worksheet 1 100

Appendix 7 Test Prediction 104

Appendix 8 Learning Achievement test 109

Appendix 9 Key Answer of Test 112

Appendix 10 Pre-Test and Post-Test Data in Experiment Class 113

Appendix 11 Pre-Test and Post-Test Data in Control Class 114

Appendix 12 Calculation of Average Score and Deviation Standard

of Pre-Test and Post-Test in Experiment Class 115

Appendix 13 Normality Test 118

Appendix 14 Homogeneity Test Data 122

Appendix 15 Hypothesis Test 124

Appendix 16 Research documentation 127

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1 CHAPTER I INTRODUCTION 1.1. Background

Education is one of the factors to support the progress of a country.

Therefore, to improve the quality of education in Indonesia has issued Government

Regulation no. 19 Year 2005 on National Education Standards, and perfected

Curriculum of Education Unit Level Curriculum (KTSP) to Curriculum 2013.

Based on this condition, perharps that the students have a good learning

achievement. But the fact, it isn’t same with the expectation. As the observation

result at SMA N 1 Matauli Pandan, the learning achivement especially in Physics

is not maximum yet.

Learning is a process of interaction between the learner and his

environment so that there is a change toward better behavior. According Djahiri (in

Siregar, 2012) the main principle in the learning process is the involvement of the

whole or most of the potential student (physical and nonphysical) and the meaning

for themselves and their lives today and in the future (life skills).

Learning Physics in general is still oriented towards the teacher. Students

tend to accept what is described by the teacher without having to know the meaning

of the lesson. Students also tend to memorize the definition and formula, the

learning approach is less associated with natural phenomena, everyday life, and

technological developments. This causes students passive and less motivated in

learning, students assume that physics is difficult and boring, they learn physics

because physics is a compulsory subject, so students have difficulty learning and

lead to a low learning achievement of Physics.

The emphasis should be relevant to physics daily life learning, so that the

physics obtained will be useful, and will have an important role for students to apply

in everyday life. Next will be an impact in creating quality human resources.

Therefore, to awaken students' enthusiasm for learning physics, required learning

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One of the problems facing our education is lack of learning problem, where the learning process, students are not encouraged to develop critical thinking skills. As stated Yusoff bin Harun in the Project-based Learning Handbook: “The old-school models of passively learning facts and reciting them out of context is no longer sufficient to prepare students to survive in today's world”

The learning process in the classroom is directed to the child's ability to

memorize information, the brain is forced to recall and hoard a variety of

information without being required to understand the information that is

remembered to connect with everyday life. As a result, students are theoretically

smart but poor application (Retno, 2008). Based on the observation result, teacher

rarely to practice on the laboratory. The advice at the laboratory is not complete yet.

In other side, students would refer to do experiment than hearing teacher’s

description as usual (54.3%).

Learning physics laden with concepts, from simple concepts to more

complex concepts and abstract, so it requires a correct understanding of the basic

concepts in physics. One of the goals of learning physics in high school is "the

students can understand the concepts of physics and its relevance and application

to solve problems in everyday life and technology" (Depdiknas, 2004).

Project Based Learning (PBL) model is one of the innovations in learning

that can be used as PBL aims to train students in critical thinking, creative, rational

and improve understanding of the material being taught and give real experience to

students. According to Buck Institude for Education (BIE) (in Ngalimun, 2012) that

PBL is a learning model that focuses on the concepts and principles of the main

(central) of a discipline, involving students in problem-solving activities and other

meaningful tasks , giving students the opportunity to work autonomously to

construct their own learning and ultimately produce valuable and realistic student

work. In addition, through the model PBL, students are expected to develop

knowledge through participation in the learning process. In this learning process

with active student learning (student-centered) build knowledge while the teacher

acts as a facilitator and motivator (Ngalimun, 2012).

Fluid topic in accordance with the model of Project Based Learning (PBL)

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the term smart students theoretically but poor application can be avoided. This study

will be conducted in SMA N 1 Matauli Pandan. Based on observations made

average value of physics students is 50-60 with a minimum standard (KKM) 78.

And then, there is a problem that contextual to the citizen. Nowadays,

almost 8 hours per day we have no electricity. As we know that our life activity is

depend on electricity using such as for cooking, lighting, water pump, etc.

Especially for water pump, it’s an important things, because we need water for take

a bath, watering plant, cooking, clothes washing, dishes washing, etc. So, when

there is no electricity, there is no water. In this case, students have to find the

solution of this problem using project based learning.

By solving the contextual problem above using the PBL model expected

student able to understand the Fluid to the material well in order to improve student

learning outcomes physics. Research with respect to the influence of PBL to

increased learning outcomes in a variety of fields of study has been carried out by

Bellyna (2010), concluded the application of the PBL approach has significant

impact on learning outcomes of students in junior high school chemistry Brigjend

Katamso field on the subject of acid-base by 30, 69%. Further research conducted by

Rahmadiah (2011), concluded that the model of learning through PBL effect on

improving student learning outcomes by 51%. Recent research Anriani Devi (2012),

the results showed that PBL has an influence on improving student learning outcomes

of 22.8%.

Based on the description above, researchers interested in conducting

research in the physics department with the title, “The Effect of Project Based Learning Model on Student’s Achievement of Fluid Topic in Class XI SMA N 1 Matauli Pandan Academic Year 2013/2014 “.

1.2. Problems Identification

Based on the background above, the problems identification of this research

are as follows:

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2. In learning process students less encouraged to develop critical thinking

skills

3. Study physics was saturating and boring

4. Low of student’s achievement for physics

5. Low of student’s understanding the concept

6. Learning model still not variated that used by teacher

7. The dominance of the teacher in the learning process, so students do not

have a chance to express their opinion.

1.3. Problem Formulation

The problem formulation of this research are:

1. Is there the influence of Project based Learning model to students learning

achievement in Fluid topic in SMA N 1 Matauli Pandan Class XI Academic

Year 2013/2014?

2. Does the student’s achievement in the Fluid subject using Project based

Learning Model higher than Conventional Learning in Class XI SMA N 1

Matauli Pandan Academic Year 2013/2014?

1.4. Problem Limitation

In order to keep this research become more focused and directed, the

researcher limit the problems as the following

1. Learning model used is a Project Based Learning Model on the experimental

class and Conventional Learning on the control class.

2. The material taught is Fluid.

3. Conducted to determine the influence of the Project Based Learning Model

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1.5. Research Objectives

The research objective is as follows:

1. To know if there is the influence of Project based Learning model to

students learning achievement in Fluid topic in SMA N 1 Matauli Pandan

Class XI Academic Year 2013/2014

2. To determine the differences of student’s achievement in the subject matter

Fluid using Project based Learning Model and Conventional Learning in

Class XI SMA N 1 Matauli Pandan, Academic Year 2013/2014.

1.6 Research Benefits

The benefits of this research are:

1. As a ground for researchers in conducting research.

2. Adding the experience of researchers in improving student learning

outcomes based project based learning model.

3. Opening think conception of teachers in developing teaching and learning

model one uses project based learning model.

4. As consideration for other researchers to examine the same issue in a

different location and as an alternative information materials for physics

teachers in selecting models or learning methods.

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CHAPTER V

CONCLUSION AND SUGGESTION 5.1Conclusion

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

1. Student’s learning outcomes in experiment class after taught by using

Project Based Learning Model was increase and has the mean score 78.8.

2. Student’s learning outcomes in control class after taught by using

Conventional Learning also increase and has the mean score 69.6.

3. Student’s learning outcomes in experiment class was greater than student’s

learning outcomes in control class. So, Project Based Learning Model has the effect on student’s learning outcomes.

5.2Suggestion

According to the data of student’s learning outcomes and the experience of author when applying the Project Based Learning Model in class, so the author

gives suggestion as below:

1. _{The implementation of the learning model in this study still needs to be}

improved to get the result as expected

2. _{Due to the weakness of researcher on teaching and learning activities as well}

as descriptors of activity in this study it is suggested to pay more attention

to the implementation stages according to the model of Project Based