RESEARCH METHODOLOGY RESULT AND DISCUSSION CONCLUSION AND SUGGESTION

4.5 Discussion of Students’ Problem Solving Ability Result 34

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion 37 5.2 Suggestion 37 REFERENCES 38 APPENDIX 40 viii TABLE LIST Table 2.1 Problem based learning steps Page 13 Table 3.1 Students’ amount particularly 20 Table 3.2 Research design Table 3.3 The Result of Validation 22 25 Table 3.4 Criteria level of problem solving ability 29 Table 3.5 Ideal score for students’ activities 29 Table 4.1 The data of post tesst in experiment and control class 30 Table 4.2 The data summary of normality test in both classes 31 Table 4.3 Homogeneity test result 32 Table 4.4 Hypothesis test result 32 Table 4.5 Learning process observation 33 x APPENDIX LIST Appendix 1 First Lesson Plan for Experiment Class Page 40 Appendix 2 Second Lesson Plan for Experiment Class 50 Appendix 3 First Lesson Plan for Control Class 60 Appendix 4 Second Lesson Plan for Control Class 63 Appendix 5 Student Activity Sheet 1 66 Appendix 6 Student Activity Sheet 2 70 Appendix 7 Hint of students’ problem solving ability scoring 74 Appendix 8 Blue Print of Post-test 76 Appendix 9 Post Test Problem 77 Appendix 10 The Alternative Solution of Post-test 79 Appendix 11 Validator Evaluation Sheet 85 Appendix 12 Observer Assessment Scale 89 Appendix 13 Observation Sheet of Students’ Activities PBL 90 Appendix 14 Observation Sheet of Students’ Activities CL 98 Appendix 15 Validator Names 107 Appendix 16 Validation Analysis of Validator Agreement for Post test 108 Appendix 17 Reliability Analysis of Post Test 110 Appendix 18 Post Test Result for Experiment Class PBL 112 Appendix 19 Post Test Result for Control Class CL 113 Appendix 20 Post Test Score for Experiment and Control Classes 116 Appendix 21 The Calculation of Mean, Deviation, and Variants 118 Appendix 22 Calculation of Normality Test 119 Appendix 23 Calculation of Homogeneity Test 122 Appendix 24 Calculation Hypothesis Test 123 Appendix 25 Level of Problem Solving Ability 125 Appendix 26 Research Documentation 126 xi 1

CHAPTER I INTRODUCTION

1.1 Background

Education is the most important aspect in every country. It determines the development of the country itself. Education in Indonesia belongs to the low one and if we compare to the other countries, it’s still fallen behind. The low quality of education in Indonesia naturally is very alarming. Based on the data in Education for All EFA Global Monitoring Report 2011, the position of Indonesia is 69 th of 127 countries in the world. While survey result that was done by Program for International Student Assessment PISA in 2003 showed that, from 41 surveyed countries for mathematic skill and reading skill, Indonesia was in 39 th level with the score is 360,2. It belongs to the beneath international average, namely 500. In the same survey, for problem solving ability is 361,5. It’s also beneath international average. By discerning this fact, the seriousness of governor in increasing the education quality is absolute demand that must be done overall. The spirit of improvements have been already visible, for instance the increasing of education budget to 20 of APBN budget, the enhancement of teachers quality by means of teacher certification program. The education curriculum is revised continuously from 1994, then supplement 1999, 2004 curriculum KBK, and now KTSP, which is refinement of the competency-based curriculum. But even there have been some improvements, we still find a lot of education problem in all parts. Mathematics is one of the sciences that must be learned by all students as generation who will lead a nation. It is also due to the mathematical science is a fundamental science that can foster students’ problem-solving ability that are needed in the times. The role of mathematics is very extensive in this life. The magnitude of mathematics role requires the students to be able master math. Cockroft states Abdurrahman, 2003: 253 that mathematics must be taught to the students because 1 always used in all parts of life; 2 all fields of study require an appropriate math skills; 3 it is a powerful means of communication, concise, and clear; 4 can be used to present information in variety of ways; 5 improve the logical thinking ability, accuracy, frivolous awareness; and provide the ability solve challenged problem; and 6 give the ability to the problem solving effort. Dolan and Williamson 1983: 9 states in the different ways: “In April 1980, following two years of extensive research regarding the beliefs that many segments of society hold with respect to the objectives and priorities of mathematics education, the National Council of Teachers of Mathematics published Recommendation for School Mathematics of the 1980’s”. Discerning the trend of mathematics has a lot of benefits, students should be fond of the mathematics subjects. But in fact, students’ anxiety and frustration in mathematic up to now still heard, both in public and school environment. Most students said that mathematics is an abstract class, difficult to understand, boring, uninteresting, and even there is no relation with the daily life. Probably it’s due to the saturated theory because there are exactitude methods in the mathematic subjects that are given. Dolan and Williamson 1983: 15 describes more specific, it is: “Many students have considerable difficulty solving word problems. Their confusion lies in the fact that they are unable to write number sentences for the problems, which is the method of solution typically taught. If they can not use the approach, they are lost and often give up. A majority of these same students do have an understanding of the basic problem. If they are taught an alternate strategy that will give them a less sophisticated approach to solving the problem, they may be able to arrive at solution”. Example: An employee gets a constant raise every year. He started to work in 1990 with salary Rp 225.000,00 per month, and in 1996 his salary raised to Rp 465.000,00. How much salary will he get in 2000? For such a problem above, the difficulties that probably appear is difficult to understand the word problem and connect the information on to the method to solve the problem. It does due to the students do not understand yet the solution steps, where it should be made the mathematical model which is appropriate in designing step.