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 bythe 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 bythe 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 ofthe questions presented to students (class) to be discussed before the students do activities/ experiments; 5) Discovery-inquiry activities: activity method of discovery-inquirybythe students is in the form of experimental activity/ investigation conducted bythe students to discover concepts and/ or the principles set bythe teacher; 6) The thought processof students: criticalthinkingandthe 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 ofthe activity/ lessons, content/ subject matter that is relevant to the activity, variable factors which can affect the result.
ProblemBasedLearning (PBL) is an effective approach to teaching thinking processes with a high degree ofproblem-oriented situation, including learning how to learn. According Santyasa (in Ghofur: 2013). ProblemBasedLearning (PBL) is a strategy or approach designed to help thelearningprocess in accordance with the measures contained in the pattern ofproblem 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 thePBL 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 ofPBL, students integrate knowledge and skills simultaneously and apply it in a relevant context. (3) PBL can improve criticalthinking skills, the initiative fosters student / student work, internal motivation to learn,
For this time, at school , there are many teachers just focus onthe subject matter andthe result oflearning. 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 ofthe teaching. One ofthe problems is the satiation of students in learning if the teacher just explain in front of class andthe students just sit on their own seat with different intellegence ofthe 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 thelearningprocess. Basedonthe data which obtained, many students got unsatisfied score, andthe 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 ofthe study that mainly deals with the issue for conducting this study. This section is followed by research questions andthe purpose ofthe study. The next section presents the scope ofthe study, the significances ofthe study, clarification of terms andthe organization ofthe thesis.
that members participated fully and with understanding, and that the group effectively communicated with the facilitator/instructor. The reporter ofthe group commu- nicated the group findings to the entire class via whatever media the instructor chose (clickers, oral report, white board, etc). The recorder ofthe group prepared the com- pleted exercise that would be turned in for instructor feed- back and thus represented the collective written voice ofthe 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-basedlearning media (virtual lab) in teaching solubilityandsolubilityproducttopic. It will be able to increase the students achievementand attract the students to study and trained them to think critically to seek and find the concept ofthe 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 theprocessofstudentlearningand content learning. The existance oflearning media can help student in study. Use of media learning will greatly assist the effectiveness ofthelearningprocessand delivery of messages and content, according to the demands ofthe 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 thelearningprocess. According to Arsyad (2009) module is a learning material that can be used bystudent to learn independently. A good selection of modules will be able to help student to understand thetopic. 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 studentAchievement 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 thestudentachievement. Moreover in her research, Ferawaty.M (2013) with entitled The influence ofProblemBasedLearning Model With Worksheet Toward StudentAchievement To improvement onTopic Buffer solution are shown that theproblembasedlearning is the effective model to make student motivated in learning. Its proved bythe result of her research in the experimental class, theachievement is increase 77,93%, while in control class theachievement 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 andthe significance correlation between students’ achievementandstudent ’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 oflearning that can support a good understanding ofthe concept, for example, is a project-basedlearningandproblem-basedlearning. Project-basedlearning (PjBL) is one ofthe 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-basedlearning (PBL) engages students in intriguing, real, and relevant intellectual inquiryand allows them to learn from them to learn from these life situations (Fogarty: 1997:2).
Second, learning activities geared to solve theproblem. PBL puts theproblem as a keyword ofthelearningprocess. That is, no problems there can be no learningprocess. Third, problem solving is done using a scientific approach to thinking. Thinkingof using the scientific method is a processof deductive and inductive thinking. Thinkingprocess is carried out systematically and empirically. Systematic means of scientific thinking through certain stages, while the empirical means problem-solving process is basedon 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 onthe inventory is between 32 and 192. According to Taylan (1990:41), high scores show that the res- pondent perceives oneself as insufficient in terms ofproblem-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 onthe 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 PROCESSORIENTEDGUIDEDINQUIRYLEARNING (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  concluded that despite the different ability of students, but when treated with PBL model then students enhanced in problem-solving abilities. Folashade  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  explained that there was an interactive influence between model andlearning setting on conceptual comprehension andproblem-solving abilities. The development of understanding andproblem solving abilities of physics for high school students could be built in synergy between the conceptual change model andthe group investigation setting.
The main objective of this research is to know the influence ofproblembasedlearning model toward student’s achievementand cooperation and responsibility character. It means to know the average percentage of student’s cooperation and responsibility character can be developed by applying problembasedlearning model. This research was conducted in SMA Panca Budi Medan onthe second semester. The sample that is used are the students in grade XI in two classes, one class as experiment class andthe 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 andlearningprocess in schools, it takes a breakthrough to improve the quality of teaching andlearningprocess 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 ofthe textbook will offer in terms of teaching andstudentlearning. Teachers should reflect onthe 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 ofthe 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 "solubilityandsolubilityproduct" (Situmorang, 2011).