Top PDF THE DIFERENCES OF STUDENT`S ACHIEVEMENT AND CRITICAL THINKING BY IMPLEMENTING PROBLEM BASED LEARNING (PBL) AND PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) ON SOLUBILITY AND SOLUBILITY PRODUCT TOPIC.

In this opportunity, a million thanks are delivered to Mrs. Dra. Ani Sutiani, M.Si as thesis supervisor in written of this thesis, for big support, advice, guidance, suggestion and constructive comments from beginning until end of completing this research. Great thanks are also addressed to Mr. Dr. Zainuddin Muchtar, M.Si, Mr. Dr. Marham Sitorus, M.Si, and Mr. Agus Kembaren, S.Si., M.Si as examiner lecturer who had given advice and suggestion to completing this thesis. Thanks also goes to Dr. Wesly Hutabarat, M.Sc as academic supervisor who had motivated and guidance the writer during lecturing, Prof. Dr. Retno Dwi Suyani, M.Si as instrument and observation sheet validator, Prof. Dr. rer. nat Binari Manurung, M.Si as coordinator of Bilingual Program, Agus Kembaren, S.Si,M.Si as Head of Chemistry Department, Prof. Drs. Motlan, M.Sc., Ph.D as a dean of FMIPA UNIMED and all lecturer and staff in chemistry department.

The writer also thanks to my friends, Ernita, Evi, Lady, Novel for crazy time we have during finishing thesis, and all my friends in family of CESP’12, Lestari, Elviana, Meliana, Seruni, Rina, Lisna, Hariati, Frida, Saadah, Nova, Rimbun, Suditro, Arif, Wita, Mariana, Ivana, Rolina, Descey, Biuti, Taufik. Thanks to my friends at my second home, Sis Vivien, Sis Fitri, Sis Tika, Yossi for laugh, happiness, sadness and support me. And thanks for all people, whom I can’t tell one by one, who helped and gave support during my study.

Students do not formulate problems. Complete clues about how to compose and record are given by the teacher. According to Amin (1979: 15-16) In general, guided discovery-inquiry laboratory lesson consists of: 1) Statement of problems: problems for each activity can be expressed as a question or statement plain; 2) The principle or concept being taught: principles and/ or concepts must be discovered by the students through the activities/ experiments, should be written clearly and precisely; 3) Equipment/ materials: equipments/ materials must be provided in accordance with the needs of each student to undertake activities; 4) Directives Discussion: in the form of the questions presented to students (class) to be discussed before the students do activities/ experiments; 5) Discovery-inquiry activities: activity method of discovery-inquiry by the students is in the form of experimental activity/ investigation conducted by the students to discover concepts and/ or the principles set by the teacher; 6) The thought process of students: critical thinking and the scientific process must be owned by students during the activity; 7) Open-ended question: it should be a question that leads to the development of additional investigation activities that can be undertaken by students; 8) Notes of teachers: an explanation of things or tough parts of the activity/ lessons, content/ subject matter that is relevant to the activity, variable factors which can affect the result.

Problem Based Learning (PBL) is an effective approach to teaching thinking processes with a high degree of problem-oriented situation, including learning how to learn. According Santyasa (in Ghofur: 2013). Problem Based Learning (PBL) is a strategy or approach designed to help the learning process in accordance with the measures contained in the pattern of problem solving ie starting from the analysis, planning, solving, and judgment inherent at each stage. Then according Dasna (2007), PBL should be used in learning because: (1) With the PBL will happen meaningful learning. Students who learn to solve a problem then they will apply the knowledge possessed or sought to know the necessary knowledge. (2) In situations of PBL, students integrate knowledge and skills simultaneously and apply it in a relevant context. (3) PBL can improve critical thinking skills, the initiative fosters student / student work, internal motivation to learn,

For this time, at school , there are many teachers just focus on the subject matter and the result of learning. They were just bustled in some activity to decide the competence goal that would be achieved, to arrange the material that would be taught, and to design the evaluation (Hamruni, 2009).And also in teaching, especially in teaching chemistry topic faces many difficult to get the objective of the teaching. One of the problems is the satiation of students in learning if the teacher just explain in front of class and the students just sit on their own seat with different intellegence of the students one to each other. (Tzu-Pu-Wang, 2012)

meanwhile the students just listening, taking note, and sometimes discussing about the topics from the teacher. Therefore, students’ learning outcome is not maximized. The average score of students’ daily test are 65, and make them passive in the learning process. Based on the data which obtained, many students got unsatisfied score, and the score is unachieved minimum standard 75. The data of score are: 8 students (20 % from 40 students) got high scores, 10 students (25 %) got medium scores, 16 students (40%) got low scores, and 6 students (15%) got very low scores.

This chapter presents the general issues related to the present study. The first section started with the background of the study that mainly deals with the issue for conducting this study. This section is followed by research questions and the purpose of the study. The next section presents the scope of the study, the significances of the study, clarification of terms and the organization of the thesis.

that members participated fully and with understanding, and that the group effectively communicated with the facilitator/instructor. The reporter of the group commu- nicated the group findings to the entire class via whatever media the instructor chose (clickers, oral report, white board, etc). The recorder of the group prepared the com- pleted exercise that would be turned in for instructor feed- back and thus represented the collective written voice of the group. Finally, the technician performed duties to assist the group, including looking up references, locating content in the textbook, and performing calculations. If the group only had 3 members, then the same individual served as both the reporter and technician. Immediately prior to the start of an in-class exercise, the instructor assigned the managers for that day with an innocuous but fun criteria such as ‘‘whoever was born farthest away from Johnson City, TN’’ or ‘‘whoever has the most sib- lings.’’ Manager assignment triggered the groups to focus and begin working, ensured that one person did not mo- nopolize a group, and provided a nice icebreaker for the students, especially early in the semester. Once the man- ager of each group was established, he/she assigned the other roles within the group.

In this thesis arrangement I especially would like to said special gratitude to: Drs. Rahmat Nauli, M.Si., as Thesis Supervisor for his guidance because he always give a tons of advice and suggestion in my thesis. I also thanks to Dr. Simson Tarigan, M.Pd., as Academic Supervisor for his support and advice when learning in college. The great thanks also go to Prof. Dr. Suharta, M.Si., Dr. Retno Dwi Suyanti, M.Si, Dr. Mahmud, M.Sc as Thesis Examiner Lecturer. In all daily activities of them, I was lucky because they always guide and give me lot of great suggestion.

1. For chemistry teacher should using the computer-based learning media (virtual lab) in teaching solubility and solubility product topic. It will be able to increase the students achievement and attract the students to study and trained them to think critically to seek and find the concept of the material.

Media is a tool to interfere in and reconcile the two parties. Media showed the function or role of organizing an effective relationship between the two main parties in the process of student learning and content learning. The existance of learning media can help student in study. Use of media learning will greatly assist the effectiveness of the learning process and delivery of messages and content, according to the demands of the curriculum. The media that are used as a learnig source in this research is module. Module is a strategi for student to be active in the learning process. According to Arsyad (2009) module is a learning material that can be used by student to learn independently. A good selection of modules will be able to help student to understand the topic. By using module, student can be learn independently and try not just to be a listener but they should be a searcher, thus student will be more understood about what they are learn actually. In her research, Ika.I (2013) with entitled The Implementation of Cooperative Learning Module Student Team Achievement Division (STAD) Type by Using Learning Module to Increase student Achievement in Salt Hydrolysis Topic proved that learning module is an effective teaching. The result of her research in experimental class are 68% increasing after teaching treatment conducted, while in the control class it just 48% increasing after teaching treatment conducted. It means that learning module are effective to increase the student achievement. Moreover in her research, Ferawaty.M (2013) with entitled The influence of Problem Based Learning Model With Worksheet Toward Student Achievement To improvement on Topic Buffer solution are shown that the problem based learning is the effective model to make student motivated in learning. Its proved by the result of her research in the experimental class, the achievement is increase 77,93%, while in control class the achievement increase is just 63,85%, so can conclude that by using PBL method can make student motivated in learning so that can influence their achievement.

The aim of this research is to know the effectiveness of laboratory experiment method to increase students’ achievement, students’ activit ies and the significance correlation between students’ achievement and student ’s activity. Population of this rearch are all of students in grade XI at 2 nd semester from SMA Negeri 1 Lubukpakam, SMA Negeri 3 Medan, and SMA Swasta Methodist 1 Medan. Sample was choosen by purposive random sampling and taken 2 class for each school. The students were divided into two groups, one as experimental class and other as control class. Research design in this study using Quasy experimental design. The Instrument test that was used in the form of 20 multiple choice as achievement test and non-test in list of activity form. In experimental class was used laboratory experiment method and in control was used conventional method. After conducting research, have gotten the result in experimental class the average of % gain is 80.00 ± 6.71 and in control class 63.00 ± 7.00. The hypothesis testing by using right side t-test. Criterion of hypothesis is received Ha if the value of t count > t tabel . From the

There are several models of learning that can support a good understanding of the concept, for example, is a project-based learning and problem-based learning. Project-based learning (PjBL) is one of the most effective ways available to engage students with their learning content, and for that reason, PjBL is now recommended by many educational leaders as a best instructional practice (Bender, 2012: 7). In another hand, Problem-based learning (PBL) engages students in intriguing, real, and relevant intellectual inquiry and allows them to learn from them to learn from these life situations (Fogarty: 1997:2).

Second, learning activities geared to solve the problem. PBL puts the problem as a keyword of the learning process. That is, no problems there can be no learning process. Third, problem solving is done using a scientific approach to thinking. Thinking of using the scientific method is a process of deductive and inductive thinking. Thinking process is carried out systematically and empirically. Systematic means of scientific thinking through certain stages, while the empirical means problem-solving process is based on data and facts are clear.

The PSI, which is used to assess perceptions of one’s problem-solving ability, was developed by Heppner and Petersen (1982). The inventory does not assess actual prob- lem-solving skills but rather one’s perception of one’s problem-solving beliefs and style (Heppner et al., 2004). The scale was adapted into Turkish from English by Savaºýr and ªahin (1997). It consists of 35 items and employs a 6-point Likert-type scale. The Cronbach’s alpha reliability coefficient for the overall inventory was found to be 0.90 by Savaºýr and ªahin (1997). The range of scores attainable on the inventory is between 32 and 192. According to Taylan (1990:41), high scores show that the res- pondent perceives oneself as insufficient in terms of problem-solving skills, while low scores show the respondents’ problem-solving skills as being at a satisfactory level. The inventory has 3 sub-scales: problem-solving confidence “... self-assurance while engaging in problem-solving activities”; approach–avoidance style “... a general tendency of respondents to approach or avoid problem-solving activities”; and personal control “... the extent to which respondents believe that they are in control of their emotions and behaviour while solving problems”. Sample items on the PSI are: “I am usually able to think up creative and effective alternatives to solve a problem” (problem-solving confidence sub-scale)

Dengan ini saya menyatakan bahwa skripsi dengan judul “ IMPLEMENTASI STRATEGI PEMBELAJARAN INTERTEKSTUAL DENGAN PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) PADA KONSEP TINGKAT KEJENUHAN LARUTAN ” ini beserta seluruh isinya adalah benar - benar karya saya sendiri. Saya tidak melakukan penjiplakan atau pengutipan dengan cara-cara yang tidak sesuai dengan etika ilmu yang berlaku dalam masyarakat keilmuan. Atas pernyataan ini, saya siap menanggung resiko/sanksi apabila di kemudian hari ditemukan adanya pelanggaran etika keilmuan atau ada klaim dari pihak lain terhadap keaslian karya saya ini.

Adeyemo [1] concluded that despite the different ability of students, but when treated with PBL model then students enhanced in problem-solving abilities. Folashade [11] suggested that physics students with low-level skills taught with learning-based problems were significantly better than students taught by conventional models. In line with Santyasa's research [20] explained that there was an interactive influence between model and learning setting on conceptual comprehension and problem-solving abilities. The development of understanding and problem solving abilities of physics for high school students could be built in synergy between the conceptual change model and the group investigation setting.

The main objective of this research is to know the influence of problem based learning model toward student’s achievement and cooperation and responsibility character. It means to know the average percentage of student’s cooperation and responsibility character can be developed by applying problem based learning model. This research was conducted in SMA Panca Budi Medan on the second semester. The sample that is used are the students in grade XI in two classes, one class as experiment class and the other as a control class. The research instrument that is used in this research consist of test instrument (evaluation test) and non test instrument (observation sheet and questionnaire). The research instrument in this research are 20 multiple choice questions from 40 questions were validated by validator and students, with r count > r table

To improve the effectiveness and efficiency of teaching and learning process in schools, it takes a breakthrough to improve the quality of teaching and learning process itself that is by innovation. One effort to improve the quality of education is through the provision of quality textbooks (William, 2002). Science teachers must become critical consumers of their science textbooks. They must be willing to question the use of their textbooks, and they must discover what the content of the textbook will offer in terms of teaching and student learning. Teachers should reflect on the results of their search for good textbooks, what this means in relation to their own thinking about content, and how to most effectively facilitate instruction (Kirk, 2001).

Chemistry subject is a field study to learn the things that make their students more in their brain. Chemical characteristics of the study area include (1) some basic material is considered to be abstract (2) the rapidly expanding science of chemistry (3) the chemical is not just solving a problem in the form of calculation but also lays the facts, laws, and chemical terms (4) the materials studied have a broad scope. One subject that covers almost all chemical Characteristics are "solubility and solubility product" (Situmorang, 2011).