IMPLEMENTATION OF GROUP INVESTIGATION LEARNING MODEL TO IMPROVE PROBLEM SOLVING ABILITY IN CLASS VIII IN SMP NEGERI 11 MEDAN ACADEMIC YEAR 2014/2015.
i
IMPLEMENTATION OF GROUP INVESTIGATION LEARNING
MODEL TO IMPROVE PROBLEM SOLVING ABILITY
IN CLASS VIII IN SMP NEGERI 11 MEDAN
ACADEMIC YEAR 2014/2015
By:
Leni Anggraini
ID 4113111045
Mathematics Education Study Program
THESIS
Submitted to Fulfill the Requirement for Getting
the Degree of Sarjana Pendidikan
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2015
i
iv
PREFACE
Give thanks to Allah Subhanallahu Wata’ala give me more spirit to finish
my thesis. The title of thesis is Implementation of Group Investigation Learning
Model to Improve Problem Solving Ability in Class VIII in Smp Negeri 11
Medan Academic Year 2014/2015. This thesis was arranged to satisfy the law to
get the Sarjana Pendidikan of Mathematics and Science Faculty in State
University of Medan.
For this chance I want to say thank you for the rector of State University
of Medan, Mr. Prof. Dr.Syawal Gultom, M.Pd. and his staffs, Mr. Prof. Drs.
Motlan, M.Sc., Ph.D. for dean of FMIPA UNIMED and his college assistant of
Dean I, II, III in Unimed, Mr. Dr. Edi Surya, M.Si. as Leader of Mathematics
Department, Mr. Drs. Zul Amry, M.Si, Ph.D as Leader of Mathematics Education
Study Program and then Mr. Drs. Yasifati Hia, M.Si. as secretary of Mathematics
Department.
Big Thank’s for Mr. Dr. KMS. M. Amin Fauzi, M.Pd. as supervisor who
gave his time for guide, gave instructions and motivations so I can finish this
thesis. And the thanks a lot for Mr. Prof. Dr. Hasratuddin, M.Pd., Dr. Izwita Dewi,
M.Pd, and Prof. Dr. Bornok Sinaga M.Pd who’re the persons responsible for my
thesis from the beginning until end. Thanks to Prof. Dr. Mukhtar, M.Pd as my
academic supervisor and then thank you so much for all my lecturers and staffs in
FMIPA.
Special thanks to my lovely father Mr Legimin, and my lovely mother
Mrs. Asni for giving motivation, pray and all I need in finishing this thesis. And
then thanks to my lovely brother, M. Teguh Gunawan and Febi Alamsyah.
Then, thank you so much to Mrs. Khairani as headmaster of SMP Negeri
11 Medan, Mrs. Adelina Hartati S,Pd, for helping and supporting in doing my
research.
Also thanks to big family in Bilingual Mathematics Education 2011, Ana,
Aprita, Ashifa, Dwi, Dewi, Debi, Elvi, Evan, Fahrozi, Tari, Kristiani, Galang,
Wawa, Natalita, Nelly, Roni, Aci, Samanta, Sapta, Tika, Yohannes, Vera, Widi,
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Yerni for sadness and happiness in the class, thank you so much for your words.
The writer should give a big effort to prepare this thesis, and the writer knows that
this thesis has so many weaknesses. So that, the writer needs some suggestions to
make it this be better. And big wishes, it can be improve our knowledge.
Medan, June 2015
Writer,
Leni Anggraini
ID. 4113111045
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IMPLEMENTATION OF GROUP INVESTIGATION LEARNING MODEL
TO IMPROVE PROBLEM SOLVING ABILITY IN CLASS VIII IN SMP
NEGERI 11 MEDAN ACADEMIC YEAR 2014/2015
Leni Anggraini (4113111045)
ABSTRACT
The purpose of this study was to: 1) To know the big of the improvement of
students' problem solving ability using Group Investigation learning model on the
matter cubes and beams in SMP Negeri 11 Medan in Academic Year 2014/2015.
2) To know the process of students’ answer in improving the problem solving
ability in topic cubes and beams in SMP Negeri 11 Medan Academic Year
2014/2015. Type of this research is the Classroom Action Research (CAR), which
was implemented in SMP Negeri 11 Medan.
The subjects were students of class VIII-7 school year 2014/2015, consist of
48 people consisting of 20 boys and 28 girls. The object of this research is the
ability of mathematical problem solving, the process of students’ answer, student
activities and model of group Investigation (GI). This study consisted of two cycles,
the first cycle consists of two meetings and the second cycle consists of two
meetings. The results of this study could be seen: (1) The process of
implementation problem based learning was running well because the observation
of implementation based teacher side is good category and student side is active
category. (2) The improvement of problem solving ability of students by the
implementation of group investigation learning model belongs to high category
with the normalized gain value is 0.83 where the average of problem solving ability
of students in cycle I is 48.16 and in cycle II the average is improved become
91.02. (3) The process of students’ answer is improve from the cycle 1 to cycle II.
There are 80% of students to meet the minimum completeness criteria after learning
activities using group investigation learning model in small study groups. It is seen
from the percentage of the first cycle is 41% of students that get category good
enough or more while the percentage of the second test result is 92% that get
category good enough or more.
From the results of this study concluded that the implementation of Group
Investigation learning model can improve students' problem solving.
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CONTENTS
Sheet of Agreement
Biography
Abstract
Preface
Contents
List of Figure
List of Table
List of Appendix
Page
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ii
iii
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vi
ix
xi
xiv
CHAPTER I INTRODUCTION
1.1. Background
1.2. Problem Identification
1.3. Problem Limitation
1.4. Problem Formulation
1.5. Research Objectives
1.6. Research Benefits
1.7. Operational Definitions
1
1
8
8
8
9
9
10
CHAPTER II LITERATURE REVIEW
2.1. Theoretical Framework
2.1.1. Mathematical Problem Solving Ability
2.1.2. Cooperative Learning Model
2.1.3. Group Investigation Learning Model
2.1.4. Syntax of Group Investigation Learning
in Problem Solving Ability
2.1.5. The Advantages and The Disadvantages of GI
2.1.6. Supportive Learning Theory
2.1.7. Content Materials
2.1.7.1. The Element of Build Space Flat Side
2.1.7.2. The net Build Space Flat Side
2.1.7.3. Surface Area of Cubes and Beams
2.1.7.4. Volume Cube and Beam
2.2. Relevant Research
2.3. Conceptual Framework
2.4. Action Hypothesis
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14
17
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23
24
26
26
30
30
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35
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CHAPTER III RESEARCH METHODOLOGY
3.1. Location and Time of Research
3.1.1 Location of Research
3.1.2 Time of Research
3.2. Subject and Object of Research
3.2.1. Subject of Research
3.2.2. Object of Research
3.3. Type of Research
3.4. Procedure and Research Design
Cycle I
a. Problem I
b. Action Planning I
c. Action Implementation I
d. Observation I
e. Evaluation I
f. Reflection I
Cycle II
a. Action Planning II
b. Action Implementation II
c. Observation II
d. Evaluation II
e. Reflection II
3.5. Instrument of Research
3.5.1 Mathematics Problem Solving Ability Test
3.5.2 The Process of student’s answer
3.5.3 Observation
3.5.4 Interview
3.5.5 Documentation
3.5.6 Field Note
3.6. Data Analysis Technique
Step 1: Data Reduction
Step 2: Data Analysis
Step 3: Get Conclusion
3.7. Indicator of Succeed
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CHAPTER IV RESEARCH RESULTS AND DISCUSSIONS
4.1 Description of Research Results
4.1.1 Research Cycle I
4.1.1.1 Problems Cycle I
4.1.1.2 Action Planning Stage I
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57
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4.3
4.4
4.5
4.6
4.1.1.3 Action Implementation Stage I
4.1.1.4 Data Analysis Cycle I
4.1.1.5 Evaluation cycle I
4.1.1.6 Reflection Cycle I
4.2.2 Research Cycle II
4.2.2.1 Problems Cycle II
4.2.2.2 Action Planning Stage II
4.2.2.3 Action Implementation Stage II
4.2.2.4 Data Analysis Cycle II
4.2.2.5 Evaluation cycle II
4.2.2.6 Reflection Cycle II
4.2.3 The Increasing of Mathematical Problem Solving Ability
4.2.4 The Increasing of The Process of student’s Answer
Description of Observation Result
The Result of Interview
Research Results
Discussion of Research Results
4.6.1 Mathematical Problem Solving Ability of Students
CHAPTER V
5.5
5.2
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
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REFERENCE
115
APPENDIX
118
DOCUMENTATION OF RESEARCH
227
ix
LIST OF FIGURE
Page
Figure 1.1
Sample of Student’s Sheet Answer Number 1
3
Figure 1.2
Sample of Student’s Sheet Answer Number 2
4
Figure 1.3
Sample of Student’s Sheet Answer Number 3
4
Figure 1.4
Sample of Student’s Sheet Answer Number 4
5
Figure 2.1
Cube
26
Figure 2.2
Beam
28
Figure 2.3
The net of Cube
30
Figure 2.4
The net of Beam
30
Figure 3.1
Step in CAR
38
Figure 4.1
Result of Mathematical Problem Solving Ability Test I
61
of Each Indicator
Figure 4.2
Result of Mathematical Problem Solving Ability Test I in
64
Cycle I
Figure 4.3
Students’ Answer Question no 1 in Good Category
66
Figure 4.4
Students’ Answer Question no 1 in Good Enough Category
66
Figure 4.5 Students’ Answer Question no 1 in Not Good Category
67
Figure 4.6 Students’ Answer Question no 1 in Not Very Good Category
68
Figure 4.7
69
Students’ Answer Question no 2 in Good Enough Category
Figure 4.8 Students’ Answer Question no 2 in Not Good Category
70
Figure 4.9 Students’ Answer Question no 2 in Very Not Good Category
71
Figure 4.10Result of Students Activity in Cycle 1
75
Figure 4.11 Result of Mathematical Problem Solving Ability Test II of
85
Each Indicator
Figure 4.12Result of Process of Students Answer in Cycle II of Each
88
Indicator
Figure 4.13 Students’ Answer Question no 1 in Good Category
89
Figure 4.14 Students’ Answer Question no 1 in Good Enough Category
89
Figure 4.15 Students’ Answer Question no 1 in Not Good Category
90
Figure 4.16 Students’ Answer Question no 2 in Good Category
91
x
Figure 4.17 Students’ Answer Question no 2 in Good Enough Category
92
Figure 4.18 Students’ Answer Question no 2 in Not Good Category
93
Figure 4.19 Students’ Answer Question no 2 in Very Not Good Category
94
Figure 4.20 Result of Students Activities in Group Discussion Cycle II
97
Figure 4.21 The Improvement of Mathematical Problem solving Ability
103
Figure 4.22 The Improvement of Process Students Answer
105
Figure 4.23 The Improvement of The Teacher's Observation Result
107
Figure 4.24 The Improvement of The Student's Observation Result
108
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LIST OF APPENDIX
Page
Appendix 1
Lesson Plan I
118
Appendix 2
Lesson Plan II
123
Appendix 3
Lesson Plan III
129
Appendix 4
Lesson Plan IV
134
Appendix 5
Student Worksheet I
139
Appendix 6
Student Worksheet II
144
Appendix 7
Student Worksheet III
149
Appendix 8
Student Worksheet IV
154
Appendix 9
Alternative Solution of Student Worksheet I
161
Appendix 10 Alternative Solution of Student Worksheet II
165
Appendix 11 Alternative Solution of Student Worksheet III
169
Appendix 12 Alternative Solution of Student Worksheet IV
172
Appendix 13 Lattice of Initial Capability Test
177
Appendix 14 Lattice of Mathematical Problem Solving Ability Test I
178
Appendix 15 Lattice of Mathematical Problem Solving Ability Test II
179
Appendix 16 Initial Capability Test
180
Appendix 17 Mathematical Problem Solving Ability Test I
181
Appendix 18 Mathematical Problem Solving Ability Test II
182
Appendix 19 Alternative Solution of Initial Capability Test
184
Appendix 20 Alternative Solution of Mathematical Problem Solving
Ability Test I
190
Appendix 21 Alternative Solution of Mathematical Problem Solving
Ability Test II
Appendix 22 Scoring Guidelines of Initial Capability Test
193
196
Appendix 23 Scoring Guidelines of Mathematical Problem Solving
Ability Test
197
Appendix 24 Observation Sheet of Student Activity
198
Appendix 25 Observation Sheet of Teacher Activity
200
Appendix 26 Guidelines for Interview
202
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Appendix 27 Validation Sheet of Initial Capability Test
204
Appendix 28 Validation Sheet of Mathematical Problem Solving
Ability Test I
205
Appendix 29 Validation Sheet of Mathematical Problem Solving
Ability Test II
Appendix 30 Result Description of Initial Capability Test
206
207
Appendix 31 Result Description of Mathematical Problem Solving
Test I
209
Appendix 32 Result Description of Mathematical Problem Solving
Test II
211
Appendix 33 Result Description of Process of Student’s Answer I
213
Appendix 34 Result Description of Process of Student’s Answer II
216
Appendix 35 Result Description of Student’s Activity I
219
Appendix 36 Result Description of Student’s Activity II
221
Appendix 35 Result Description of Teacher’s Activity I
223
Appendix 37 Result Description of Teacher’s Activity II
225
CHAPTER 1
INTRODUCTION
1.1 Background
Mathematics is a study that be the basic of science and technology that is
very important in every aspect of human life. Therefore, mathematics is very
important to teach in every level of education such as SD, SMP, SMA and
university. Beside of that mathematics is mother of all science, so mathematics is
very important to teach. Cokrof (in Abdurrahman in Nasution, 2014:1) said that:
Matematika perlu di ajarkan kepada siswa karena (1) selalu digunakan
dalam segi kehidupan; (2) semua bidang studi memerlukan keterampilan
matematika yang sesuai; (3) merupakan sarana komunikasi yang kuat,
singkat dan jelas; (4) dapat digunakan untuk menyajikan informasi dalam
berbagai cara; (5) meningkatkan kemampuan berpikir logis, ketelitian, dan
kesadaran keuangan; dan (6) memberikan kepuasan terhadap usaha
memcahkan masalah yang menantang.
Beside that statement above, Cornelius (in Abdurrahman in Nasution,
2014:1) also said that:
Lima alasan perlunya belajar matematika karena matematika merupakan
(1) sarana berpikir yang jelas dan logis; (2) sarana untuk memcahkan
masalah kehidupan sehari-hari; (3) sarana mengenal pola-pola hubungan
dan generalisasi pengalaman; (4) sarana untuk mengembangkan
kreativitas; dan (5) sarana untuk meningkatkan kesadaran terhadap
perkembangan budaya.
Because mathematics is very important to learn, so mathematics is
considered as the main lesson in education, so time lesson for mathematics is
much than the other lesson. Even though mathematics lesson is very important to
teach in school but many students have many problems in study mathematics in
school. This problem is because of student assumed that mathematics is a lesson
that very difficult to be studied and mathematics is not interested to be studied.
There some factors that caused the students have assume that mathematics
is difficult and not interested to be studied, one of the problem is students have
less problem solving ability in mathematics. There some competences that hoped
1
2
be able to reach by students in study mathematics in every level of education such
as SD, SMP until SMA. Depdiknas (in Wahyuni, 2013: 3), he said that the
competence that be hoped can be reached by students are:
1. Showed the understanding mathematical concept that be studied, explained the
relation between concept widely, accurately, efficiency, and right in problem
solving.
2. Have the ability to communicate the idea using symbols, tables, graphs or
diagrams in explaining the problem.
3. Using reasoning in pattern, characteristics or do manipulate mathematics in
make generalization, arranging the fact or explaining idea and mathematics
statement.
4. Showing the strategy ability in making (formulating) the model of
mathematics in problem solving.
5. Having the respect in used mathematics in daily life.
Based on the competences that be hoped by Depdiknas, problem solving
ability must be have by students in study mathematics in school. Because of
problem solving ability was very important to have by students. The importance
of mathematical problem solving also be said by Barca (in Sumarno in Wahyuni,
2013: 4) are: (1) problem solving ability is the main purpose in study
mathematics; (2) problem solving consist of method, procedure, and strategy was
a main process in curriculum of mathematics; and (3) problem solving is a basic
ability in study mathematics.
Problem solving has the main function in the activity of teach and learn
mathematics. By mathematical problem solving, students can try to interpret the
concepts, theorems and skills that be studied (Hudojo in Wahyuni, 2014:3.
Based on initial observation that be done by the observer that have the
purpose to know the mathematical problem solving of students in class IX-9 by
giving four question of four problems about cubes and beams. The observation
has the purpose to know the mathematic problem solving ability of the students.
In observation, students do the exercise by individually to know their ability to
solve the problems. The observation shows that the mathematical problem solving
3
of the students still low. First question that given to the students is: “A solid beam
ABCD.EFGH that have size 15 cm x 10 cm x 6 cm. The point P was in the side of
AB, so AP=3 cm. A lizard wan be in the corner of G will catch a mosque that wan
be in point P by creep in the surface of beam. If the velocity of lizard moved 2.5
cm/second, how many the fastest time that need by lizard to catch mosque”.
In the
picture, the
students
don’t graph
the beam
correctly.
Students
don’t make
the
knowing
and asked.
The
students’
answer is
still false.
Figure 1.1 Sample of Student’s Sheet Answer Number 1
Based on picture 1.1, we can know that the students can’t understand what
the asked in that question. Student doesn’t make the known and the asked from
the problem above. Beside of that, in the process of solution the student doesn’t
know the way to solve the problem, he also can’t make the graph of the beam
correctly because he doesn’t know to put the point coordinate in that beam. Then,
the student also doesn’t answer the question correctly because the student answer
that the velocity of lizard to catch a mosquito is 13,500 second, and the true
answer is 8 second.
In the next question, student also has the mistake in doing the problem
solving process to answer the question. The second question that be given to the
student in observation time is: “a tank that have a size like a beam have the size in
based area is 60 cm x 25 cm was filled by water that high 14 cm. If 3,507 liter of
water was added to the tank, so the increase of the water in the tank is?”
4
Students
don’t make
the
knowing
and asked.
Figure 1.2 Sample of Student’s Sheet Answer Number 2
Based on picture 1.2, the students still can’t understand what was asked in
the problem above. The student still doesn’t make the known and the asked in the
process of problem solving. And in the process of answering the question for the
problem above, the process still not appropriate with the step of problem solving
of mathematics.
In the third question, student also makes the mistake in process of problem
solving in that question. The question in the third of observation is: “There are 11
beams that have the same sizes with the length 15 cm, wide 10 cm, and high 8 cm
will be paint using the paint in tin that have the sized radius 7 cm and high 10 cm.
If every 1 cm3 can be used to paint ½ cm2, how many tins that need to paint 11
beams?”
Students
don’t make
the
knowing
and asked.
The step of
solution
still
uncomplete
Figure 1.3 Sample of Student’s Sheet Answer Number 3
5
Based on pictured 1.3, the student still can’t understand what that asked in
the problem above, the student still not make the known and the asked from the
problem above. And in the process of answering the question for the problem
above, the process still not appropriate with the step of problem solving of
mathematics.
In the fourth question in observation, the students still have many mistakes
in process of problem solving to answer the question. The question of the fourth
question is: “There is a beam that has the comparison size of length, wide, and
high of a beam is 4:3:2. If the beam has the area of the base of beam is 192 cm2.
How is the surface area of that beam?”
Students
don’t
make
the
knowing
and
asked.
The step of
solution
still
uncomplete
Figure 1.4 Sample of Student’s Sheet Answer Number 4
Based on picture 1.4, the students still not understand what is asked in the
problem above. The student still doesn’t make the known and asked from the
problem above. In the process of problem solving, the student doesn’t understand
the way to solve that problem, student still has the mistake in calculating the
problem solving. So, the result of solution still doesn’t have the right answer.
The student almost be understand the problem from the question above
and the way to get the solution from the question above although they don’t use
the right of mathematics model to solve the problem. However, the student can’t
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be interpreted correctly to get the answer correctly because they don’t know the
position of P, so they don’t use the Pythagorean theorem to find the distance of
lizard and mosquito. So in the last problem, the student can’t know to find the
correct comparison to solve the problem above because they don’t understand the
problem or they don’t have many time to answering the problem above.
Based on the explanation above, that problem showed that the problem
solving ability have some indicators, they are: (1) understanding the problem with
written the known and the asked in that problem, (2) finding the plan by written
the formula that used to solve the problem, (3) solving the problem based on the
formula that has been planned, (4) correcting back the result that get from that
solution. Based on that analyzed about the average of problem solving ability
students’ are still low. No one of the student get score 80 in the test, but some
student that get score of 60-75 is 6 students from 42 students, and they almost
completed in process of problem solving, and the approximation of 6 students are
14.29% because 85.71% from the students uncompleted in answering the problem
Based on the result of observation and interview that be done by
researcher to the one of the mathematics teacher in SMP Negeri 11 Medan, she is
Mrs. Adelina Hartati S.Pd, known that the student still have many difficult in
solving the problem in mathematical problem. That is caused of the student still
have difficulties to understand the problem that was be asked in the problem
especially to know what they asked and they known in that problem, so the
students still were very difficult to solve the problem.
Based on the facts above, so one of the method that can be used to solve
that problem is cooperative learning method type Group Investigation (GI). Group
investigation is a cooperative learning method in which students from groups
based on their interest in a particular topic for in-depth study and investigation
(Ellis and Stuen 1998:84).
Group Investigation is learning model group by make the planning,
finding and solving the problem in discussing group so they get the purpose of
7
learning that had formulated (Yumisnaini, 2012:3). Beside of that Trianto (in
Yumisnaini, 2012:4) also give the opinion about group investigation, group
investigation is the method of learning that involved the student from the
planning, finding the topic or ways to learn in investigation. This learning model
uses the student to have the good ability in communication or in group process
skills.
In implementing the Group Investigation learning model, the teacher
divided the students be some groups that consists 5-6 students that heterogeneous
in every group. The implementation of group investigation learning model, have
four steps, they are: (1) identifying commonly the topics and organizing the
student in group; (2) planning the learning tasks; (3) doing investigation; (4)
preparing the last report; (5) presenting the last report; (6) evaluation (Rusman,
2010: 221-222).
Group Investigation learning model has some assumption as the reference
in developed of learning, they are: (1) to improve the creativity ability of student
based on developing creativity process to awareness and developing tools that
support creativity; (2) emotional component more important that intellectual, that
irrational more important than rational; (3) to improving the change of success in
solving a problem must be understand the emotional component and irrational
(Rusman, 2010:223)
Based on the opinion above, Group Investigation learning model is one of
the learning models that suitable to improve problem solving ability of students in
learning process. It is because of in learning process that used group investigation
learning model, have some steps of learning that suitable to improve the problem
solving ability in class, they are: (1) dividing the students into a small group that
consists 5 students; (2) giving the open question that analytically; (3) inviting
every students to participate in answering the question by group alternately
clockwise in time that agreed (Rusman, 2010:223).
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Based on the explanation above, the researcher has the focus in group
investigation learning model to improve the problem solving ability. So, this
research have the title is: “Implementation of Group Investigation Learning
Model to Improve Problem Solving Ability in Class VIII in SMP Negeri 11
Medan Academic Year 2014/2015” can answer the problem above.
1.2 Problem Identification
Based on the background above, there are some problem that identified,
they are:
1. Mathematical problem solving ability of students still low.
2. Students have difficult in solving the problem.
3. The learning process still teacher centered.
4. In learning process, teacher more emphasis on learning outcomes than in the
learning process
5. Teacher often gives the example to the students about how the way to answer
that question.
1.3 Problem Limitation
Based on identification problem above, so the researches make the limited
the problem in: Implementation of Group Investigation Learning Model to
Improve Problem Solving Ability in Class VIII in SMP Negeri 11 Medan
Academic Year 2014/2015.
1.4 Problem Formulation
Based on problem limitation above, so the problem of this research be
formulated such as:
1.
How is the learning process of group investigation learning model can
improve the problem solving ability in topic cubes and beams in SMP Negeri
11 Medan Academic Year 2014/2015?
9
2. How is the improvement of students' problem solving ability using Group
Investigation learning model on the matter cubes and beams in SMP Negeri 11
Medan Academic Year 2014/2015?
3. How is the process of students’ answer in improving the problem solving
ability in topic cubes and beams in SMP Negeri 11 Medan Academic Year
2014/2015?
1.5 Research Objectives
The purposes of this research are:
1. Repairing the learning process by using the group investigation learning
model to improve the problem solving ability in topic cubes and beams in
SMP Negeri 11 Medan Academic Year 2014/2015
2. Knowing the big of the improvement of students' problem solving ability
using Group Investigation learning model on the matter cubes and beams in
SMP Negeri 11 Medan in Academic Year 2014/2015?
3. Knowing the process of students’ answer in improving the problem solving
ability in topic cubes and beams in SMP Negeri 11 Medan Academic Year
2014/2015.
1.6 Research Benefits
Benefit that hoped from this research is:
1. Improving the mathematics problem solving ability of students especially in
topic cube and beam.
2. As consideration and input for the teacher to implementing group
investigation learning model in learning activity.
3. Improving the interesting filling for the student to learn mathematics.
4. As grip for researcher in mathematics lesson that will be a teacher.
5. Be motivated for the school in improving quality of education.
6. As input for the other researcher that will do the research with the same
problem.
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1.7 Operational Definition
This research has the title, “Implementation of Group Investigation
Learning Model to Improve Problem Solving Ability in Class VIII in SMP Negeri
11 Medan A.Y 2014/2015”. Terms that require some explanations are as follows:
-
Problem solving ability is students' ability in solving mathematical problems
through several aspects: understanding the problem, making a plan
completion, perform calculations and check back.
-
Group Investigation is a teaching method that engages students in groups of 56 people from the planning, both in determining the topic as well as a way to
learn through investigation.
115
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Jakarta
Brahier. J.D. (2010). Teaching Secondary and Middle School Mathematics:
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Ellis, K.A and Stuen, J.C. (1998). The Interdisciplinary Curriculum. Eye On
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Efektivitas
Metode
Investigasi
Kelompok
(Group
Investigation)Terhadap Keterampilan Menulis Artikel Oleh Siswa Kelas
Xi Sma Negeri 1 Pancurbatu Tahun Pembelajaran 2012/2013. Volume 1,
No 3.
ii
BIOGRAPHY
Leni Anggraini was born in Medan on November 18th, 1992. Her father’s
name is Legimin and her mother’s name is Asni. She is the first child of her
family, and she has two brothers, M. Teguh Gunawan and Febi Alamsyah. She
was jointed in TKA Al-Muttaqin when she was 4.5 years old. Then she continued
to SD Negeri 060870 Medan on 1999 and then graduated in 2005. She was
graduated from SMP Negeri 11 Medan on 2008. And then she was graduated
from SMA Laksamana Martadinata Medan on 2011. After graduated from Senior
High School, she continued her study in Unimed as student in Bilingual Class of
Mathematics Education 2011.
IMPLEMENTATION OF GROUP INVESTIGATION LEARNING
MODEL TO IMPROVE PROBLEM SOLVING ABILITY
IN CLASS VIII IN SMP NEGERI 11 MEDAN
ACADEMIC YEAR 2014/2015
By:
Leni Anggraini
ID 4113111045
Mathematics Education Study Program
THESIS
Submitted to Fulfill the Requirement for Getting
the Degree of Sarjana Pendidikan
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2015
i
iv
PREFACE
Give thanks to Allah Subhanallahu Wata’ala give me more spirit to finish
my thesis. The title of thesis is Implementation of Group Investigation Learning
Model to Improve Problem Solving Ability in Class VIII in Smp Negeri 11
Medan Academic Year 2014/2015. This thesis was arranged to satisfy the law to
get the Sarjana Pendidikan of Mathematics and Science Faculty in State
University of Medan.
For this chance I want to say thank you for the rector of State University
of Medan, Mr. Prof. Dr.Syawal Gultom, M.Pd. and his staffs, Mr. Prof. Drs.
Motlan, M.Sc., Ph.D. for dean of FMIPA UNIMED and his college assistant of
Dean I, II, III in Unimed, Mr. Dr. Edi Surya, M.Si. as Leader of Mathematics
Department, Mr. Drs. Zul Amry, M.Si, Ph.D as Leader of Mathematics Education
Study Program and then Mr. Drs. Yasifati Hia, M.Si. as secretary of Mathematics
Department.
Big Thank’s for Mr. Dr. KMS. M. Amin Fauzi, M.Pd. as supervisor who
gave his time for guide, gave instructions and motivations so I can finish this
thesis. And the thanks a lot for Mr. Prof. Dr. Hasratuddin, M.Pd., Dr. Izwita Dewi,
M.Pd, and Prof. Dr. Bornok Sinaga M.Pd who’re the persons responsible for my
thesis from the beginning until end. Thanks to Prof. Dr. Mukhtar, M.Pd as my
academic supervisor and then thank you so much for all my lecturers and staffs in
FMIPA.
Special thanks to my lovely father Mr Legimin, and my lovely mother
Mrs. Asni for giving motivation, pray and all I need in finishing this thesis. And
then thanks to my lovely brother, M. Teguh Gunawan and Febi Alamsyah.
Then, thank you so much to Mrs. Khairani as headmaster of SMP Negeri
11 Medan, Mrs. Adelina Hartati S,Pd, for helping and supporting in doing my
research.
Also thanks to big family in Bilingual Mathematics Education 2011, Ana,
Aprita, Ashifa, Dwi, Dewi, Debi, Elvi, Evan, Fahrozi, Tari, Kristiani, Galang,
Wawa, Natalita, Nelly, Roni, Aci, Samanta, Sapta, Tika, Yohannes, Vera, Widi,
v
Yerni for sadness and happiness in the class, thank you so much for your words.
The writer should give a big effort to prepare this thesis, and the writer knows that
this thesis has so many weaknesses. So that, the writer needs some suggestions to
make it this be better. And big wishes, it can be improve our knowledge.
Medan, June 2015
Writer,
Leni Anggraini
ID. 4113111045
iii
IMPLEMENTATION OF GROUP INVESTIGATION LEARNING MODEL
TO IMPROVE PROBLEM SOLVING ABILITY IN CLASS VIII IN SMP
NEGERI 11 MEDAN ACADEMIC YEAR 2014/2015
Leni Anggraini (4113111045)
ABSTRACT
The purpose of this study was to: 1) To know the big of the improvement of
students' problem solving ability using Group Investigation learning model on the
matter cubes and beams in SMP Negeri 11 Medan in Academic Year 2014/2015.
2) To know the process of students’ answer in improving the problem solving
ability in topic cubes and beams in SMP Negeri 11 Medan Academic Year
2014/2015. Type of this research is the Classroom Action Research (CAR), which
was implemented in SMP Negeri 11 Medan.
The subjects were students of class VIII-7 school year 2014/2015, consist of
48 people consisting of 20 boys and 28 girls. The object of this research is the
ability of mathematical problem solving, the process of students’ answer, student
activities and model of group Investigation (GI). This study consisted of two cycles,
the first cycle consists of two meetings and the second cycle consists of two
meetings. The results of this study could be seen: (1) The process of
implementation problem based learning was running well because the observation
of implementation based teacher side is good category and student side is active
category. (2) The improvement of problem solving ability of students by the
implementation of group investigation learning model belongs to high category
with the normalized gain value is 0.83 where the average of problem solving ability
of students in cycle I is 48.16 and in cycle II the average is improved become
91.02. (3) The process of students’ answer is improve from the cycle 1 to cycle II.
There are 80% of students to meet the minimum completeness criteria after learning
activities using group investigation learning model in small study groups. It is seen
from the percentage of the first cycle is 41% of students that get category good
enough or more while the percentage of the second test result is 92% that get
category good enough or more.
From the results of this study concluded that the implementation of Group
Investigation learning model can improve students' problem solving.
vi
CONTENTS
Sheet of Agreement
Biography
Abstract
Preface
Contents
List of Figure
List of Table
List of Appendix
Page
i
ii
iii
iv
vi
ix
xi
xiv
CHAPTER I INTRODUCTION
1.1. Background
1.2. Problem Identification
1.3. Problem Limitation
1.4. Problem Formulation
1.5. Research Objectives
1.6. Research Benefits
1.7. Operational Definitions
1
1
8
8
8
9
9
10
CHAPTER II LITERATURE REVIEW
2.1. Theoretical Framework
2.1.1. Mathematical Problem Solving Ability
2.1.2. Cooperative Learning Model
2.1.3. Group Investigation Learning Model
2.1.4. Syntax of Group Investigation Learning
in Problem Solving Ability
2.1.5. The Advantages and The Disadvantages of GI
2.1.6. Supportive Learning Theory
2.1.7. Content Materials
2.1.7.1. The Element of Build Space Flat Side
2.1.7.2. The net Build Space Flat Side
2.1.7.3. Surface Area of Cubes and Beams
2.1.7.4. Volume Cube and Beam
2.2. Relevant Research
2.3. Conceptual Framework
2.4. Action Hypothesis
11
11
11
14
17
19
23
24
26
26
30
30
32
32
33
35
vii
CHAPTER III RESEARCH METHODOLOGY
3.1. Location and Time of Research
3.1.1 Location of Research
3.1.2 Time of Research
3.2. Subject and Object of Research
3.2.1. Subject of Research
3.2.2. Object of Research
3.3. Type of Research
3.4. Procedure and Research Design
Cycle I
a. Problem I
b. Action Planning I
c. Action Implementation I
d. Observation I
e. Evaluation I
f. Reflection I
Cycle II
a. Action Planning II
b. Action Implementation II
c. Observation II
d. Evaluation II
e. Reflection II
3.5. Instrument of Research
3.5.1 Mathematics Problem Solving Ability Test
3.5.2 The Process of student’s answer
3.5.3 Observation
3.5.4 Interview
3.5.5 Documentation
3.5.6 Field Note
3.6. Data Analysis Technique
Step 1: Data Reduction
Step 2: Data Analysis
Step 3: Get Conclusion
3.7. Indicator of Succeed
36
36
36
36
36
36
36
37
37
38
38
39
39
41
42
42
43
43
43
43
43
44
45
46
47
49
49
49
50
50
50
50
56
56
CHAPTER IV RESEARCH RESULTS AND DISCUSSIONS
4.1 Description of Research Results
4.1.1 Research Cycle I
4.1.1.1 Problems Cycle I
4.1.1.2 Action Planning Stage I
57
57
57
57
57
viii
4.3
4.4
4.5
4.6
4.1.1.3 Action Implementation Stage I
4.1.1.4 Data Analysis Cycle I
4.1.1.5 Evaluation cycle I
4.1.1.6 Reflection Cycle I
4.2.2 Research Cycle II
4.2.2.1 Problems Cycle II
4.2.2.2 Action Planning Stage II
4.2.2.3 Action Implementation Stage II
4.2.2.4 Data Analysis Cycle II
4.2.2.5 Evaluation cycle II
4.2.2.6 Reflection Cycle II
4.2.3 The Increasing of Mathematical Problem Solving Ability
4.2.4 The Increasing of The Process of student’s Answer
Description of Observation Result
The Result of Interview
Research Results
Discussion of Research Results
4.6.1 Mathematical Problem Solving Ability of Students
CHAPTER V
5.5
5.2
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
58
59
78
78
81
81
81
82
83
98
98
103
105
107
108
109
110
110
112
112
113
REFERENCE
115
APPENDIX
118
DOCUMENTATION OF RESEARCH
227
ix
LIST OF FIGURE
Page
Figure 1.1
Sample of Student’s Sheet Answer Number 1
3
Figure 1.2
Sample of Student’s Sheet Answer Number 2
4
Figure 1.3
Sample of Student’s Sheet Answer Number 3
4
Figure 1.4
Sample of Student’s Sheet Answer Number 4
5
Figure 2.1
Cube
26
Figure 2.2
Beam
28
Figure 2.3
The net of Cube
30
Figure 2.4
The net of Beam
30
Figure 3.1
Step in CAR
38
Figure 4.1
Result of Mathematical Problem Solving Ability Test I
61
of Each Indicator
Figure 4.2
Result of Mathematical Problem Solving Ability Test I in
64
Cycle I
Figure 4.3
Students’ Answer Question no 1 in Good Category
66
Figure 4.4
Students’ Answer Question no 1 in Good Enough Category
66
Figure 4.5 Students’ Answer Question no 1 in Not Good Category
67
Figure 4.6 Students’ Answer Question no 1 in Not Very Good Category
68
Figure 4.7
69
Students’ Answer Question no 2 in Good Enough Category
Figure 4.8 Students’ Answer Question no 2 in Not Good Category
70
Figure 4.9 Students’ Answer Question no 2 in Very Not Good Category
71
Figure 4.10Result of Students Activity in Cycle 1
75
Figure 4.11 Result of Mathematical Problem Solving Ability Test II of
85
Each Indicator
Figure 4.12Result of Process of Students Answer in Cycle II of Each
88
Indicator
Figure 4.13 Students’ Answer Question no 1 in Good Category
89
Figure 4.14 Students’ Answer Question no 1 in Good Enough Category
89
Figure 4.15 Students’ Answer Question no 1 in Not Good Category
90
Figure 4.16 Students’ Answer Question no 2 in Good Category
91
x
Figure 4.17 Students’ Answer Question no 2 in Good Enough Category
92
Figure 4.18 Students’ Answer Question no 2 in Not Good Category
93
Figure 4.19 Students’ Answer Question no 2 in Very Not Good Category
94
Figure 4.20 Result of Students Activities in Group Discussion Cycle II
97
Figure 4.21 The Improvement of Mathematical Problem solving Ability
103
Figure 4.22 The Improvement of Process Students Answer
105
Figure 4.23 The Improvement of The Teacher's Observation Result
107
Figure 4.24 The Improvement of The Student's Observation Result
108
xiv
LIST OF APPENDIX
Page
Appendix 1
Lesson Plan I
118
Appendix 2
Lesson Plan II
123
Appendix 3
Lesson Plan III
129
Appendix 4
Lesson Plan IV
134
Appendix 5
Student Worksheet I
139
Appendix 6
Student Worksheet II
144
Appendix 7
Student Worksheet III
149
Appendix 8
Student Worksheet IV
154
Appendix 9
Alternative Solution of Student Worksheet I
161
Appendix 10 Alternative Solution of Student Worksheet II
165
Appendix 11 Alternative Solution of Student Worksheet III
169
Appendix 12 Alternative Solution of Student Worksheet IV
172
Appendix 13 Lattice of Initial Capability Test
177
Appendix 14 Lattice of Mathematical Problem Solving Ability Test I
178
Appendix 15 Lattice of Mathematical Problem Solving Ability Test II
179
Appendix 16 Initial Capability Test
180
Appendix 17 Mathematical Problem Solving Ability Test I
181
Appendix 18 Mathematical Problem Solving Ability Test II
182
Appendix 19 Alternative Solution of Initial Capability Test
184
Appendix 20 Alternative Solution of Mathematical Problem Solving
Ability Test I
190
Appendix 21 Alternative Solution of Mathematical Problem Solving
Ability Test II
Appendix 22 Scoring Guidelines of Initial Capability Test
193
196
Appendix 23 Scoring Guidelines of Mathematical Problem Solving
Ability Test
197
Appendix 24 Observation Sheet of Student Activity
198
Appendix 25 Observation Sheet of Teacher Activity
200
Appendix 26 Guidelines for Interview
202
xv
Appendix 27 Validation Sheet of Initial Capability Test
204
Appendix 28 Validation Sheet of Mathematical Problem Solving
Ability Test I
205
Appendix 29 Validation Sheet of Mathematical Problem Solving
Ability Test II
Appendix 30 Result Description of Initial Capability Test
206
207
Appendix 31 Result Description of Mathematical Problem Solving
Test I
209
Appendix 32 Result Description of Mathematical Problem Solving
Test II
211
Appendix 33 Result Description of Process of Student’s Answer I
213
Appendix 34 Result Description of Process of Student’s Answer II
216
Appendix 35 Result Description of Student’s Activity I
219
Appendix 36 Result Description of Student’s Activity II
221
Appendix 35 Result Description of Teacher’s Activity I
223
Appendix 37 Result Description of Teacher’s Activity II
225
CHAPTER 1
INTRODUCTION
1.1 Background
Mathematics is a study that be the basic of science and technology that is
very important in every aspect of human life. Therefore, mathematics is very
important to teach in every level of education such as SD, SMP, SMA and
university. Beside of that mathematics is mother of all science, so mathematics is
very important to teach. Cokrof (in Abdurrahman in Nasution, 2014:1) said that:
Matematika perlu di ajarkan kepada siswa karena (1) selalu digunakan
dalam segi kehidupan; (2) semua bidang studi memerlukan keterampilan
matematika yang sesuai; (3) merupakan sarana komunikasi yang kuat,
singkat dan jelas; (4) dapat digunakan untuk menyajikan informasi dalam
berbagai cara; (5) meningkatkan kemampuan berpikir logis, ketelitian, dan
kesadaran keuangan; dan (6) memberikan kepuasan terhadap usaha
memcahkan masalah yang menantang.
Beside that statement above, Cornelius (in Abdurrahman in Nasution,
2014:1) also said that:
Lima alasan perlunya belajar matematika karena matematika merupakan
(1) sarana berpikir yang jelas dan logis; (2) sarana untuk memcahkan
masalah kehidupan sehari-hari; (3) sarana mengenal pola-pola hubungan
dan generalisasi pengalaman; (4) sarana untuk mengembangkan
kreativitas; dan (5) sarana untuk meningkatkan kesadaran terhadap
perkembangan budaya.
Because mathematics is very important to learn, so mathematics is
considered as the main lesson in education, so time lesson for mathematics is
much than the other lesson. Even though mathematics lesson is very important to
teach in school but many students have many problems in study mathematics in
school. This problem is because of student assumed that mathematics is a lesson
that very difficult to be studied and mathematics is not interested to be studied.
There some factors that caused the students have assume that mathematics
is difficult and not interested to be studied, one of the problem is students have
less problem solving ability in mathematics. There some competences that hoped
1
2
be able to reach by students in study mathematics in every level of education such
as SD, SMP until SMA. Depdiknas (in Wahyuni, 2013: 3), he said that the
competence that be hoped can be reached by students are:
1. Showed the understanding mathematical concept that be studied, explained the
relation between concept widely, accurately, efficiency, and right in problem
solving.
2. Have the ability to communicate the idea using symbols, tables, graphs or
diagrams in explaining the problem.
3. Using reasoning in pattern, characteristics or do manipulate mathematics in
make generalization, arranging the fact or explaining idea and mathematics
statement.
4. Showing the strategy ability in making (formulating) the model of
mathematics in problem solving.
5. Having the respect in used mathematics in daily life.
Based on the competences that be hoped by Depdiknas, problem solving
ability must be have by students in study mathematics in school. Because of
problem solving ability was very important to have by students. The importance
of mathematical problem solving also be said by Barca (in Sumarno in Wahyuni,
2013: 4) are: (1) problem solving ability is the main purpose in study
mathematics; (2) problem solving consist of method, procedure, and strategy was
a main process in curriculum of mathematics; and (3) problem solving is a basic
ability in study mathematics.
Problem solving has the main function in the activity of teach and learn
mathematics. By mathematical problem solving, students can try to interpret the
concepts, theorems and skills that be studied (Hudojo in Wahyuni, 2014:3.
Based on initial observation that be done by the observer that have the
purpose to know the mathematical problem solving of students in class IX-9 by
giving four question of four problems about cubes and beams. The observation
has the purpose to know the mathematic problem solving ability of the students.
In observation, students do the exercise by individually to know their ability to
solve the problems. The observation shows that the mathematical problem solving
3
of the students still low. First question that given to the students is: “A solid beam
ABCD.EFGH that have size 15 cm x 10 cm x 6 cm. The point P was in the side of
AB, so AP=3 cm. A lizard wan be in the corner of G will catch a mosque that wan
be in point P by creep in the surface of beam. If the velocity of lizard moved 2.5
cm/second, how many the fastest time that need by lizard to catch mosque”.
In the
picture, the
students
don’t graph
the beam
correctly.
Students
don’t make
the
knowing
and asked.
The
students’
answer is
still false.
Figure 1.1 Sample of Student’s Sheet Answer Number 1
Based on picture 1.1, we can know that the students can’t understand what
the asked in that question. Student doesn’t make the known and the asked from
the problem above. Beside of that, in the process of solution the student doesn’t
know the way to solve the problem, he also can’t make the graph of the beam
correctly because he doesn’t know to put the point coordinate in that beam. Then,
the student also doesn’t answer the question correctly because the student answer
that the velocity of lizard to catch a mosquito is 13,500 second, and the true
answer is 8 second.
In the next question, student also has the mistake in doing the problem
solving process to answer the question. The second question that be given to the
student in observation time is: “a tank that have a size like a beam have the size in
based area is 60 cm x 25 cm was filled by water that high 14 cm. If 3,507 liter of
water was added to the tank, so the increase of the water in the tank is?”
4
Students
don’t make
the
knowing
and asked.
Figure 1.2 Sample of Student’s Sheet Answer Number 2
Based on picture 1.2, the students still can’t understand what was asked in
the problem above. The student still doesn’t make the known and the asked in the
process of problem solving. And in the process of answering the question for the
problem above, the process still not appropriate with the step of problem solving
of mathematics.
In the third question, student also makes the mistake in process of problem
solving in that question. The question in the third of observation is: “There are 11
beams that have the same sizes with the length 15 cm, wide 10 cm, and high 8 cm
will be paint using the paint in tin that have the sized radius 7 cm and high 10 cm.
If every 1 cm3 can be used to paint ½ cm2, how many tins that need to paint 11
beams?”
Students
don’t make
the
knowing
and asked.
The step of
solution
still
uncomplete
Figure 1.3 Sample of Student’s Sheet Answer Number 3
5
Based on pictured 1.3, the student still can’t understand what that asked in
the problem above, the student still not make the known and the asked from the
problem above. And in the process of answering the question for the problem
above, the process still not appropriate with the step of problem solving of
mathematics.
In the fourth question in observation, the students still have many mistakes
in process of problem solving to answer the question. The question of the fourth
question is: “There is a beam that has the comparison size of length, wide, and
high of a beam is 4:3:2. If the beam has the area of the base of beam is 192 cm2.
How is the surface area of that beam?”
Students
don’t
make
the
knowing
and
asked.
The step of
solution
still
uncomplete
Figure 1.4 Sample of Student’s Sheet Answer Number 4
Based on picture 1.4, the students still not understand what is asked in the
problem above. The student still doesn’t make the known and asked from the
problem above. In the process of problem solving, the student doesn’t understand
the way to solve that problem, student still has the mistake in calculating the
problem solving. So, the result of solution still doesn’t have the right answer.
The student almost be understand the problem from the question above
and the way to get the solution from the question above although they don’t use
the right of mathematics model to solve the problem. However, the student can’t
6
be interpreted correctly to get the answer correctly because they don’t know the
position of P, so they don’t use the Pythagorean theorem to find the distance of
lizard and mosquito. So in the last problem, the student can’t know to find the
correct comparison to solve the problem above because they don’t understand the
problem or they don’t have many time to answering the problem above.
Based on the explanation above, that problem showed that the problem
solving ability have some indicators, they are: (1) understanding the problem with
written the known and the asked in that problem, (2) finding the plan by written
the formula that used to solve the problem, (3) solving the problem based on the
formula that has been planned, (4) correcting back the result that get from that
solution. Based on that analyzed about the average of problem solving ability
students’ are still low. No one of the student get score 80 in the test, but some
student that get score of 60-75 is 6 students from 42 students, and they almost
completed in process of problem solving, and the approximation of 6 students are
14.29% because 85.71% from the students uncompleted in answering the problem
Based on the result of observation and interview that be done by
researcher to the one of the mathematics teacher in SMP Negeri 11 Medan, she is
Mrs. Adelina Hartati S.Pd, known that the student still have many difficult in
solving the problem in mathematical problem. That is caused of the student still
have difficulties to understand the problem that was be asked in the problem
especially to know what they asked and they known in that problem, so the
students still were very difficult to solve the problem.
Based on the facts above, so one of the method that can be used to solve
that problem is cooperative learning method type Group Investigation (GI). Group
investigation is a cooperative learning method in which students from groups
based on their interest in a particular topic for in-depth study and investigation
(Ellis and Stuen 1998:84).
Group Investigation is learning model group by make the planning,
finding and solving the problem in discussing group so they get the purpose of
7
learning that had formulated (Yumisnaini, 2012:3). Beside of that Trianto (in
Yumisnaini, 2012:4) also give the opinion about group investigation, group
investigation is the method of learning that involved the student from the
planning, finding the topic or ways to learn in investigation. This learning model
uses the student to have the good ability in communication or in group process
skills.
In implementing the Group Investigation learning model, the teacher
divided the students be some groups that consists 5-6 students that heterogeneous
in every group. The implementation of group investigation learning model, have
four steps, they are: (1) identifying commonly the topics and organizing the
student in group; (2) planning the learning tasks; (3) doing investigation; (4)
preparing the last report; (5) presenting the last report; (6) evaluation (Rusman,
2010: 221-222).
Group Investigation learning model has some assumption as the reference
in developed of learning, they are: (1) to improve the creativity ability of student
based on developing creativity process to awareness and developing tools that
support creativity; (2) emotional component more important that intellectual, that
irrational more important than rational; (3) to improving the change of success in
solving a problem must be understand the emotional component and irrational
(Rusman, 2010:223)
Based on the opinion above, Group Investigation learning model is one of
the learning models that suitable to improve problem solving ability of students in
learning process. It is because of in learning process that used group investigation
learning model, have some steps of learning that suitable to improve the problem
solving ability in class, they are: (1) dividing the students into a small group that
consists 5 students; (2) giving the open question that analytically; (3) inviting
every students to participate in answering the question by group alternately
clockwise in time that agreed (Rusman, 2010:223).
8
Based on the explanation above, the researcher has the focus in group
investigation learning model to improve the problem solving ability. So, this
research have the title is: “Implementation of Group Investigation Learning
Model to Improve Problem Solving Ability in Class VIII in SMP Negeri 11
Medan Academic Year 2014/2015” can answer the problem above.
1.2 Problem Identification
Based on the background above, there are some problem that identified,
they are:
1. Mathematical problem solving ability of students still low.
2. Students have difficult in solving the problem.
3. The learning process still teacher centered.
4. In learning process, teacher more emphasis on learning outcomes than in the
learning process
5. Teacher often gives the example to the students about how the way to answer
that question.
1.3 Problem Limitation
Based on identification problem above, so the researches make the limited
the problem in: Implementation of Group Investigation Learning Model to
Improve Problem Solving Ability in Class VIII in SMP Negeri 11 Medan
Academic Year 2014/2015.
1.4 Problem Formulation
Based on problem limitation above, so the problem of this research be
formulated such as:
1.
How is the learning process of group investigation learning model can
improve the problem solving ability in topic cubes and beams in SMP Negeri
11 Medan Academic Year 2014/2015?
9
2. How is the improvement of students' problem solving ability using Group
Investigation learning model on the matter cubes and beams in SMP Negeri 11
Medan Academic Year 2014/2015?
3. How is the process of students’ answer in improving the problem solving
ability in topic cubes and beams in SMP Negeri 11 Medan Academic Year
2014/2015?
1.5 Research Objectives
The purposes of this research are:
1. Repairing the learning process by using the group investigation learning
model to improve the problem solving ability in topic cubes and beams in
SMP Negeri 11 Medan Academic Year 2014/2015
2. Knowing the big of the improvement of students' problem solving ability
using Group Investigation learning model on the matter cubes and beams in
SMP Negeri 11 Medan in Academic Year 2014/2015?
3. Knowing the process of students’ answer in improving the problem solving
ability in topic cubes and beams in SMP Negeri 11 Medan Academic Year
2014/2015.
1.6 Research Benefits
Benefit that hoped from this research is:
1. Improving the mathematics problem solving ability of students especially in
topic cube and beam.
2. As consideration and input for the teacher to implementing group
investigation learning model in learning activity.
3. Improving the interesting filling for the student to learn mathematics.
4. As grip for researcher in mathematics lesson that will be a teacher.
5. Be motivated for the school in improving quality of education.
6. As input for the other researcher that will do the research with the same
problem.
10
1.7 Operational Definition
This research has the title, “Implementation of Group Investigation
Learning Model to Improve Problem Solving Ability in Class VIII in SMP Negeri
11 Medan A.Y 2014/2015”. Terms that require some explanations are as follows:
-
Problem solving ability is students' ability in solving mathematical problems
through several aspects: understanding the problem, making a plan
completion, perform calculations and check back.
-
Group Investigation is a teaching method that engages students in groups of 56 people from the planning, both in determining the topic as well as a way to
learn through investigation.
115
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ii
BIOGRAPHY
Leni Anggraini was born in Medan on November 18th, 1992. Her father’s
name is Legimin and her mother’s name is Asni. She is the first child of her
family, and she has two brothers, M. Teguh Gunawan and Febi Alamsyah. She
was jointed in TKA Al-Muttaqin when she was 4.5 years old. Then she continued
to SD Negeri 060870 Medan on 1999 and then graduated in 2005. She was
graduated from SMP Negeri 11 Medan on 2008. And then she was graduated
from SMA Laksamana Martadinata Medan on 2011. After graduated from Senior
High School, she continued her study in Unimed as student in Bilingual Class of
Mathematics Education 2011.