Table List
Table 2.1 Table of the syntax of PBL
17 Table 3.1
Research Design 32
Table 3.2 Learning Outcomes Specification
35 Table 4.1
The Result of Questionnaire for the Learning Principle Permendikbud No. 65 Year 2013
43 Table 4.2
The result of Questionnaire for the conformity of Learning Activity with Lesson Plan in Accordance
With Permendikbud No. 65 Year 2013 44
Table 4.3 Questionnaire for the Setting an Evaluation Process i
n
Accordance with Permendikbud No. 81 Year 2013 46
Table 4. 4 Table of pre-test data in experiment and control class
47 Table 4.5
Table of post-test data in experimental and control Class
47 Table 4.6
Average value, standard deviation and variant 48
Table 4.7 Normality test data in experimental and control class
48 Table 4.8
Homogeneity test in experimental and control class 49
Table 4.9 Summary of calculation hypothesis test for pretest
ability 49
Table 4.10 Summary of calculation hypothesis test for post test
Ability 50
Table 4.11 Affective data in experimental and control class
50 Table 4.12
Psychomotor data in experimental and control class 51
List of Figure
Figure 2.1 The Component of Learning Process
12 Figure 2.2
The Object Position in a Straight Line 19
Figure 2.3 Displacement vector in X-Axis
19 Figure 2.4
Graph of Velocity towards the Time in Regular Linear Motion
22 Figure 2.5
Graph the Position towards Time from Regular Linear Motion
22 Figure 2.6
Graph of Acceleration towards the time in Irregular Linear Motion
23 Figure 2.7
Graph of Velocity towards the Time in Irregular Linear Motion
23 Figure 3.1
Scheme of Research Design 34
Figure 4.1 Chart of pretest data in experiment and control class
51 Figure 4.2
Chart of students ’ psychomotor in experiment and
control class 52
Figure 4.3 Chart of students’ affective in experiment and
control class 53
Figure 4.4 Chart of posttest data in experiment and control class
54 Figure 4.5
Comparison pretest and post test in experiment and control class
55
Appendix List
Appendix 1 Lesson Plan 1
60 Appendix 2
Lesson Plan 2 72
Appendix 3 Lesson Plan 3
81 Appendix 4
Worksheet I 89
Appendix 5 Worksheet II
91 Appendix 6
Worksheet III 93
Appendix 7 Lattice of Research Instrument
95 Appendix 8
Research Instrument 102
Appendix 9 Instrument For Competency Standards and Learning
Content Standards Principle 106
Appendix 10 Instrument for Learning Activities Based on Lesson Plan Implementation
108 Appendix 11 Instrument For Designing Assesment
111 Appendix 12 Instrument of students Learning Outcomes at
Affective Domain 113
Appendix 13 Instrument of students Learning Outcomes at Psychomotor Domain
114 Appendix 14 Pretest and Posttest Data In Experimental Class
115 Appendix 15 Pretest And Posttest Data In Control Class
116
Appendix 16 Calculation of Average Value Deviation Standard And variance
117 Appendix 17 The Calculation Of Normality Of Data
120 Appendix 18 Homogeneity test
126 Appendix 19 Calculation Of Hypothesis Test
128 Appendix 20 Observation Table Of Student
s’ Affective In Experimental Class
132 Appendix 21
Observation Table Of Students’ Affective In Control Class 133
Appendix 22 Observation Table Of Students’ Psychomotor In
Experimental Class 134
Appendix 23 Observation Table Of Students’ Psychomotor In
Control Class 135
Appendix 24 Result of Questioner of Competency Standards and Learning Content Standards Principle
136
Appendix 25 The Result Of Questioner Learning Activities Based
On Lesson Plan Implementation 137
Appendix 26 The result of questioner about Instrument For Designing Assesment
139
Appendix 27 List Of Critical Value For Liliefors 140
Appendix 28 List Of Percentil Value For Distribution T 141
Appendix 29 Table Of Region Under Norml Curve 0 To Z 142
Appendix 30 F Distribution Values 143
Appendix 31 Documentation 145
1
CHAPTER I INTRODUCTION
1.1 Background
Education is essentially a business man civilize or humanize humans, education is very strategic to the intellectual life of the nation and is required in
order to improve the quality of the nation as a whole. Education is a conscious and deliberate effort to create an atmosphere of learning and the learning process so
that learners are actively developing the potential for him to have the spiritual strength of religious, self-control, personality, intelligence, noble character, and
skills needed him, society, nation and state. The function of education should really be considered in order to achieve
national education goals because goals serve as a conduit of clear direction to the activities of the organization providing education so that education shall be
directed to 1 Education held in a democratic and fair and not discriminatory to uphold human rights, the value of religious, cultural values, and national diversity,
2 Education organized as a systemic entity with open systems and many understanding, 3 Education was held as a civilizing process and the
empowerment of learners that last a lifetime, 4 Education organized by an ex- ample, build willingness, as well as developing the creativity of learners in the
learning process and activities, 5 Education organized by developing a culture of reading, writing, and numeracy for all members of society and 6 Education
organized by empowering all components of the community through participation in the implementation and quality control of education services.
Improving the quality of education is determined by the readiness of human resources involved in the educational process. The teacher is one of the
determinants of high and low quality of education has a strategic position so any effort to improve the quality of education needs to give great attention to the
improvement of teachers both in terms of quantity and quality. Teachers as
education is one of the critical success factors of educational goals, because the teacher is directly in contact with the students, to provide guidance that will
produce graduates who are expected. Teachers are human resources become planners, perpetrators and decisive achievement of educational goals. For that to
support the activities of teachers, required school climate that is conducive and good relationships between the elements that exist in schools, among others,
principals, teachers, administrators and students. As well as the good relations between the elements that exist in the school with parents and the community.
Basically the educational demands a lot has changed. Educators need to develop and implement teaching and learning activities in which children can
actively construct their own knowledge. This is consistent with the view that constructivism learning success depends not only on the environment or
conditions of learning, but also on the prior knowledge of students. Learning involves the creation of meaning by the students of what they do, see, and hear.
The issue now is how to find the best way to convey the concepts being taught so that students can use and remember longer the concept. How can
teachers communicate well with his students. How teachers can broaden the diverse thinking of all students, so can learn how the concept and how to relate it
to real life. How can as a good and wise teacher is able to use the model of learning with regard to solving the problem.
Problem based learning model PBL is an instructional model that is based on a number of issues that require investigation authentic investigations that
require the completion of a real problem. Brunner in Trianto 2009: 91 states that starts to look for solutions and the accompanying knowledge, generating
knowledge that is really meaningful. A logical consequence, because by trying to seek a solution to the problem independently will give a concrete experience, with
experience, it can be used also to solve such problems, because that experience can give special meaning for learners. Based on international journal by Faudziah
2013, The role of integrated PBL in determining students‟ level of creative-
