See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/342130901
The Effect of Problem Based Learning (PBL) Model and Learning Style in Understanding Chemistry Concept
Presentation · August 2017
CITATIONS
0
READS
146 2 authors, including:
Purnama Ningsih Universitas Tadulako 50PUBLICATIONS 58CITATIONS
SEE PROFILE
All content following this page was uploaded by Purnama Ningsih on 12 June 2020.
The user has requested enhancement of the downloaded file.
The Effect of Problem Based Learning (PBL) Model and Learning Style in Understanding Chemistry Concept
Mohamad Nurdiansyah and Purnama Ningsih
Abstract
One of the learning models that require students to be active, a learning model of the problem- based learning (PBL). Selection of this model can get a good result if the teacher is considering the characteristics of students and individual differences in learning. One of the individual differences factors inherent in students is the learning style. Learning styles show how an individual processes information in order to learn and apply it. This study aimed to determine the effect of learning model type problem based learning in understanding the concept of the chemistry of students of SMA Negeri 1 Ampibabo who have learning style of converger and diverger. This research used factorial design 2x2 pretest-posttest. The amount of sample in this study was 128 people who selected by using purposive sampling technique. The research data was collected using instruments consisting of Kolb's Learning Style Inventory (KLSI) for learning style and concept comprehension test in multiple-choice form. Thus, data were analyzed descriptively with two way ANOVA statistic. The results showed that there are differences in problem-based learning model and direct learning (in control class) in understanding students' chemical concepts. Furthermore, there is a difference of convergers and diverger learning styles towards understanding students' chemical concepts.
1. Introduction
Selection of strategies, models, media, or methods can work well when we are considering the characteristics of students and individual differences in learning. One of the individual differences factors inherent in students is the learning style. Every individual has a difference when student is understanding and processing the information that given to him. This difference is called the learning style defined as the student's preference for the process or activity in the learning process. Learning styles show how an individual processes the information in order to learn and apply it.
There are four learning styles proposed by Kolb (2005) or well known as Kolb learning style, such as: (1) The Accommodator, a combination of active experimentation character and concrete experience. (2) The Diverger, a blend of characters of concrete experience and reflective observation. (3) The Assimilator, a combination of reflective observational characters and abstract conceptualization. (4) The Converger, a blend of abstract conceptualizing characters and active experimentation.
Chemistry is one of the subjects that are considered difficult to learn by students, especially if the teacher is not mastering the learning models that can make students active and interested to learn a subject which is abstract and involves many chemical symbols or chemical reactions.
Actually, the chemistry course is not too difficult for students to learn because the formulas of each grade are the same, which distinguishes only on the calculations and basic concepts.
Therefore, this is where the role of a teacher is needed how to make the concept taught is easily understood and understood by students.
One of the reason why the achievement of chemistry subject is not maximal, because of unapprropriate of learning model used in class which is not consider of the characteristics of chemistry and modern learning paradigm. Mostly, in the class, teacher is as a transmitter of material, so there is a tendency of teachers are authoritarian, instructive and one-way communication. So, in this case, teachers who play an active role, while students are silent just accept what is conveyed by the teacher.
Direct learning models (DI) that tend to still be selected and used by chemistry teachers who are less successful in an effort to improve student skills (Demitra, 2004). Direct learning conducted by high school’s teachers especially in the field of chemistry subject, preceded by giving lectures on the material and followed by giving examples of problems and end with the exercise questions. Based on several studies related to the selection of direct learning, there are several reasons presented by teachers related to the selection of direct learning in learning, namely: (i) teaching and learning suggestions are not supportive to implement the active learning model, (ii) material demands on the curriculum very solid, so that if they implement innovative learning models will require a relatively longer time. This will impact on not achieving the completeness of the targeted material; (iii) even some teachers feel that they have not taught yet to explain the subject matter directly to the students
One way to realize the success of learning activities is the selection of appropriate learning models according to the situation and condition of students. So that students can receive and understand the subject matter well. Application of learning models in learning activities is very important. With a particular learning model, students will be interested and can generate the creativity and motivation of learning, able to change the way students learn to a better direction, and the task of teachers in delivering materials will be more easily understood, learning objectives and indicators of educational quality can be achieved. Various strategies and approaches that teachers can use to present the chemistry learning materials. One strategy is expected to improve the quality of chemistry learning by applying the model of Problem Based Learning (PBL).
Problem Based Learning is a learning model that uses various problems as starting point of learning. The problem can from the real-world context both in textbooks and in other sources such as events occurring in the environment. The events in the family or community can be used to learn critical thinking and problem-solving skills and to acquire knowledge and concepts that the essence of the subject matter. The PBL model was developed based on the concepts initiated by Jerome Bruner. The concept is learning discovery learning. The concept provides theoretical support for the development of PBL models that are oriented towards information processing skills.
The aimed of this study was to test the effect of PBL model on understanding chemistry subject and the effect of converge and diverge learning style to understanding the chemistry concept of students in SMA Negeri 1 Ampibabo.
2. Method
The population of this study was all students of class X and XI SMA Negeri 1 Ampibabo academic year 2016/2017, amount of 312 students that distributed into 8 classes. The sample in this research was chosen by purposive sampling technique which means "determination of sample with certain consideration" (class having same average value). To determine the sample is based on the teacher's recommendation. The selected sample was from two classes of class XA with the number of students 35 and class XC with the number of students 36, while class XI was selected from class XI IPA 1 with the number of students 36 and class XI IPA 3 with the number of student 39.
This research was experimental research. The design of the research implementation is shown in Table 1.
Table 1 Factorial Design
Learning Model Problem Based
Learning Direct Learning
Learning Style
Diverger
(B1) XA.1 XI IPA 1.1 XC.1 XI IPA 3.1 Converger
(B2) XA.2 XI IPA 1.2 XC.2 XI IPA 3.2
Each class has groups that have diverger and converter learning styles. Thus, there are 4 groups of students, namely: (1) students who are given PBL learning model for diverger learning style in class XA.1 and XI IPA 1.1, (2) students are given PBL learning model for converger learning style in class XA.2 and XI IPA 1.2, (3) students are given direct learning model for diverger learning style in class XC.1 and XI IPA 3.1, (4) students are given a direct learning model for the converger learning style in class XC.2 and XI IPA 3.2. The experimental design in accordance with the purpose of this study is to look at the conceptual understanding with particular learning styles through PBL learning model and direct instruction (DI).
Data was collection through interview, observation and test. Interviews were conducted to find out the preliminary data from the students, the observation was conducted to find out the teaching-learning process in the classroom, and the test was conducted to see how far the students understood the material that had been taught. The test used in the study was objective test (multiple choice). For student learning style was used Kolb's Learning Style Inventory (KLSI) instrument.
3. Result and Discussion
The description of the data presented from the results of this study is to provide a general description of the data obtained in the field and can be seen in Table 2.
Table 2 Result
Learning Model
Total
PBL DI
Learning Styles
Convergent
n1=34 ΣP1= 573 ΣPX21= 16158 X1= 14,79 S21= 2.320
n3=32 ΣP3= 437 ΣPX23= 10876 X3= 9,47 S23= 2.962
N1,3=66 ΣP1,3= 1010 ΣPX21,3= 27034 X1,3= 12,87 S21,3= 4,37
Divergent
n2=34 ΣP2= 383 ΣPX22= 7865 X2= 13.09 S22= 2,248
n4=32 ΣP4= 342 ΣPX24= 8342 X4= 12.66 S24= 2.223
N2,4=66 ΣP2,4= 725 ΣPX22,4= 16207 X2,4= 15,64 S22,4= 3,463
Total
N1,2=68 ΣP1,2= 956 ΣPX21,2= 24023 X1,2= 14,23 S21,2= 4,87
N3,4=64 ΣP3,4= 779 ΣPX23,4= 19218 X3,4= 12,54 S23,4= 3,56
Ng= 132 ΣPg= 1735 ΣPX2g= 43241 Xg= 14,23 S2g= 4,65
Further calculation results based on Table 1 showed:
• There is a different students’ learning outcomes in chemistry concept between students who were taught by PBL model and DI model. Students who were taught by PBL model, have a higher score compared to student who were taught by DI model.
• This result can be understood, because in PBL, students was motivated to identify and apply research concepts and information, work collaboratively, and communitive effectively during in learning. Even though DI model is probably widely used by teachers. In this model, the students has a very little participation during in learning.
• There is a different students’ learning outcomes in chemistry concept between students who have divergent learning style with the students who have convergent learning style.
In this case, student with convergent learning style have higher score compared to students with divergent style.
• In divergent learning style is combination between thinking and doing characterised by lateral thinking creativity and capacity to see the combination of ideas and to overcome the possibilities of more than one way of doing thoughts and leading to several outcomes. While in convergent learning style is tends to look for unique methods and unique solutions, such thinkers are noted for creativity or lateral thinking.
According to Tan (in Rusman, 2010) PBL is the use of the various intelligences that needed to confront real-world challenges, the ability to deal with new things and the complexities that exist. The above opinion is made clear by Ibrahim and Nur (in Rusman, 2010) that PBL is a
learning approach used to stimulate high-level thinking of students in real-world-oriented situations, including learning how to learn. Each of learning model, has its own characteristics to distinguish one model with another model. As mentioned Trianto (2009) the characteristics of the PBL model are (a) any questioning or problem (b) focusing on interdisciplinary linkages, (c) authentic investigation, (d) generating products or works and presenting them, and (e) cooperation. While the characteristics of PBL model according to Rusman (2010: 232) are as follows, (a) the problem becomes a starting point in learning, (b) the issues raised are the problems that exist in the unstructured real world (c) problems require multiple perspectives (multiple perspective), (d) Problems challenge students' knowledge, attitudes, and competencies that then require the identification of learning needs and new areas of learning, (e) learning self-direction becomes the main thing (f), Utilization of diverse sources of knowledge, its use, and evaluation of information resources is an essential process in problem based learning, (g) learning is collaborative, communication, and cooperative, (h) the development of inquiry and problem-solving skills is as important as mastering the content of knowledge to find solutions to a problem, (i) synthesis and integration of a learning process, and (j) problem based learning involves evaluation and review of student experiences and learning process.
The PBL model has several steps in its implementation in the learning process. According to Ibrahim and Nur (in Rusman, 2010) suggests that the PBL measures are as follows.
1. Student orientation on the problem. The teacher explains the learning objectives, explains the necessary logistics, and motivates the students to engage in problem- solving activities.
2. Organize students to learn. Teachers help students define and organize learning tasks related to the problem.
3. Guiding individual / group experiences. Teachers encourage students to gather appropriate information, conduct experiments for explanations and problem solving.
4. Develop and present the work. Teachers assist students in planning and preparing appropriate works such as reports, and helping them to share tasks with their friends and,
5. Analyze and evaluate the problem-solving process. Teachers help students to reflect or evaluate their investigations and processes.
Understanding means to understand right or know right. Therefore, understanding can be interpreted as a process, deed or a way to understand right or know right. Someone is said to understand something if the person already understands correctly about it (Kasmawati, 2015).
According to Arivanto, et al., (2011) understanding means the process of doing the way of understanding or understanding of deep knowledge. Thus, the meaning of insight is a reasonable understanding or judgment about the reactions of knowledge or the intelligence and ability possessed by a person.
The converger, is a blend of abstract conceptualizing characters and active experimentation.
Someone who is actively experimenting, or someone innovator, can learn well from a concrete experience. They are also extroverted, but do not look at any problem with a particular approach. They will try to develop the hypothesis and actively test it. These are the types that hate speech, and other forms of passive learning.
Learning styles can be defined as a person's way of accepting learning outcomes with an optimal level of acceptance compared to other ways. Everyone has their own learning style.
The introduction of learning styles is very important. By knowing the learning styles of each
student, the teacher can apply the right techniques and strategies both in learning and in self- development. By applying the appropriate techniques and strategies, it will result to higher rate of success. A student must also understand the type of learning style. Therefore, he already has the ability to know himself better and know his needs. The introduction of learning styles will provide an appropriate service to what and how best to be provided and done so that learning can take place optimally.
Some scholars divided styles of learning through a variety of perspectives to obtain variants of learning style sharing. De Porter and Hernacki (2002) share individual learning styles based on the type of information presented to students into three categories, including (1) visual styles that describe individuals preferring to process information through vision, (2) auditory who likes information through hearing and (3) kinesthetic who likes information through movement, practice or touch.
4. Conclusion
There is the effect of the problem-based learning model on the understanding of chemistry concept of students.
Furthermore, there is a difference result of convergent and divergent learning styles towards understanding chemistry concepts of student.
5. Reference
Kolb, A. Y. (2005). The Kolb learning style inventory-version 3.1 2005 technical specifications. Boston, MA: Hay Resource Direct, 200(72).
Rusman, M. M. P. (2010). Mengembangkan Profesionalisme Guru. Jakarta: Rajawali Pers.
Kasmawati, K., Kade, A., & Darsikin, D. PENGARUH MODEL PEMBELAJARAN PERUBAHAN KONSEP TERHADAP MOTIVASI BELAJAR DAN PEMAHAMAN KONSEP FISIKA PADA SISWA KELAS VIII DI MTs. NEGERI TAIPA PALU UTARA.
Mitra Sains, 6(3), 268-275.
Arvianto, I. R., Murtiyasa, B., & Masduki, M. (2011). PENGGUNAAN MULTIMEDIA PEMBELAJARAN UNTUK MENINGKATKAN PEMAHAMAN KONSEP SISWA DENGAN PENDEKATAN INSTRUKSIONAL CONCRETE REPRESENTATIONAL ABSTRACT (CRA)(PTK Pada Siswa Kelas XI SMK N 1 Banyudono).
DePorter, B., & Hernacki, M. (2002). Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan, terj. Alwiyah Abdurrahman. Bandung: Kaifa.
View publication stats View publication stats
