IMPROVEMENT OF STUDENT LEARNING ACTIVITY AND LEARNING OUTCOMES BY USING PROBLEM-BASED LEARNING MODEL ON HUMAN REPRODUCTIVE SYSTEM TOPIC IN GRADE XI IPA 4 AT SMAN 2 SOPOSURUNG BALIGE ACADEMIC YEARS 2015/2016.
IMPROVEMENT OF STUDENT LEARNING ACTIVITY AND LEARNING
OUTCOMES BY USING PROBLEM-BASED LEARNING MODEL
ON HUMAN REPRODUCTIVE SYSTEM TOPIC IN
GRADE XI IPA 4 AT SMAN 2 SOPOSURUNG
BALIGE ACADEMIC YEARS 2015/2016
By:
Ruben Eko Saputra Siregar
ID. 4123342017
Biology Billingual Education Study Program
THESIS
Submitted to fulfill the Requirement for Degree
of Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
ii
ii
BIOGRAPHY
Ruben Eko Saputra Siregar was born in Pekanbaru on September 15th 1994.
Writer is the first son of N. K. Siregar and Pdt. R. br Pasaribu, S.Th. In 2000, the writer
started his first educational experience in SD Yayasan Perguruan Andreas Medan and
finished in 2006. The writer continued his study in SMP Yayasan Perguruan Kristen
Kalam Kudus Medan in 2006 and graduated in 2009. Next, the writer continued his
study in SMA Yayasan Perguruan Kristen Kalam Kudus Medan in 2009 and graduated
in 2012. The writer was registered in Biology Bilingual Education Program, Biology
Department, Faculty of Mathematics and Natural Science, Universitas Negeri Medan in
2012. During his study in university, the writer is a member of UKMKP (Unit Kegiatan
Mahasiswa Kristen Protestan) and IKBKB (Ikatan Keluarga Besar Kristen Biologi).
iii
ABSTRACT
IMPROVEMENT OF STUDENT LEARNING ACTIVITY AND LEARNING
OUTCOMES BY USING PROBLEM-BASED LEARNING MODEL
ON HUMAN REPRODUCTIVE SYSTEM TOPIC IN GRADE
XI I P A 4 A T S M AN 2 S O P O S U R U N G B A L I G E
ACADEMIC YEARS 2015/2016
(Ruben Eko Saputra Siregar, 4123342017)
This study’s purpose was to improve or increase the student learning activity
and learning outcomes bu using Problem-based Learning model on human
reproductive system topic. This research type was classroom action research due to
two cycles that used. The objects were students class XI IPA 4 in SMAN 2
Soposrung Balige. The data got by using multiple-choice question to measure the
students learning outcomes and an instrument to observe the students learning
activities. The result showed that the application of problem-based learning model
can increase learning activities of students from the first cycle to second cycle of
23.06%. The application of problem-based learning model can improve student
learning outcomes in sub material human reproductive system was indicated by an
increase learning outcomes of the first cycle to second cycle of 19.8%. Then, the data
that displayed good progress of learning mastery of student has increased from first
cycle to the second cycle about 53.4%.
Keywords: Problem-based Learning, Student Learning Activity, Student Learning
Outcomes, Human Reproductive System
iv
ACKNOWLEDGEMENT
Thanks to The One and Only Almighty God, Jesus Christ, who always beside
me when I wrote this thesis. Because of His love and grace, give me strength to
complete this thesis with title “Improvement of Student Learning Activity and
Learning Outcomes by Using Problem-Based Learning Model on Human
Reproductive System Topic in Grade XI IPA 4 at SMAN 2 Soposurung Balige
Academic Years 2015/2016”.
First, thank you for the Dean of FMIPA UNIMED, Dr. Asrin Lubis, M.Si, the
Head of Biology Department, Dr. Hasruddin, M.Pd, the Bilingual Program
Coordinator, Dr. Iis Siti Jahro, M.Si, and gratefully acknowledges the deepest
gratitude to Prof. Dr.rer.nat. Binari Manurung, M.Si as the writer thesis supervisor
who has generously spent precious time in giving the guidance, encouragement,
comments and suggestions until this thesis comes to its present form. The enormous
appreciation is addressed to Prof. Dr. Herbert Sipahutar, M.S, M.Sc., Dr. Hasruddin,
M.Pd., Dr. Syahmi Edi, M.Si., and Drs. Ashar Hasairin, M.Si as the examiners for
their criticisms and valuable advices. Thank you for Drs. Tri Harsono, M.Si as the
writer academic supervisor, Dra. Cicik Suryani, M.Si as the Head of Biology
Education Program, and to all of lecturers and staff that belong to Biology
department, Biology Laboratory and Faculty of Mathematics and Natural Science.
I also appreciate the contribution of the principles of SMA Negeri 2
Soposurung Balige, Aldon Samosir, S.Pd., M.Si. for his kindness to give me chance
to do research. All students that participate in my research XI IPA 4 Elescour, thanks
to cooperation in process and procedure of research, and also for other class Aselcif,
Alkana Pareman, and Qafoess.
v
My greatest thanks for my family, mainly my parents, N. K. Siregar and Pdt.
R. br Pasaribu, S.Th also for my little brothers Yosep and Doni. They the reason for
me to never give up. Thanks for all friends in Bilingual Biology Education 2012, for
the togetherness and their support especially for Chandra, Arny, Mesra, Murni,
Sohmi, Corry, and Jeje. And also a big thanks for big family of Naposobulung GKPA
Parlagutan Medan Timur for their pray and support me to finish this thesis. May
Jesus reward all those who have contributed in the completion of this thesis.
Writer realize that the thesis has many weakness, to complete this thesis well,
writer really appreciate for all suggestion and constructive criticism from readers.
Hopefully, this thesis will be beneficial to contribute ideas in education.
Medan, July 2016
Writer
Ruben Eko Saputra Siregar
IDN. 4123342017
vi
TABLE OF CONTENT
Page
Approval sheet
Biography
Abstract
Acknowledgement
Content List
Table List
Figure List
Appendix List
i
ii
iii
iv
vi
viii
ix
x
CHAPTER I INTRODUCTION
1
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
1.7.
1
3
4
4
4
5
5
Problem Statement
Identification of Problem
Scope of the Study
Research Question
Research Aim
Significance of the Study
Operational Definition
CHAPTER II LITERATURE REVIEW
2.1.
2.1.1.
2.1.2.
2.1.3.
2.1.4.
2.1.5.
2.2.
2.3.
2.4.
Problem Based Learning as A Learning Model
Defenition of Problem Based Learning
Characteristics of Problem Based Learning
Steps Using Problem Based Learning Model
Advantages and Disadvantages of PBL
Role of the Teacher and Student in PBL
Defenition of Learning
Student Learning Activity
Action Hypothesis
6
6
6
7
8
11
12
16
16
17
CHAPTER III RESEARCH METHOD
18
3.1.
3.2.
3.2.1.
3.2.2.
3.3.
3.4.
3.5.
3.6.
18
18
18
18
18
21
24
26
Location and Time of Research
Subject and Object of Research
Research Subject
Research Object
Data Collector Instrument
Type and Design of Research
Technique of Data Analysis
The Indicator of Successness
vii
CHAPTER IV RESULT AND DISCUSSION
27
4.1.
4.1.1.
4.1.2.
4.1.3.
4.1.4.
4.2.
4.2.1.
4.2.2.
27
27
28
29
30
33
33
35
Result of Study
Percentage of Learning Outcome
Student Mastery Level
Learning Completeness of Student
Student Learning Activity
Discussion
Student Learning Activity
Student Learning Outcome
CHAPTER V CONCLUSION AND SUGGESTION
36
5.1.
5.2.
36
36
Conclusion
Suggestion
REFERENCES
37
viii
TABLE LIST
Page
Table 2.1.
Steps of Problem Based Learning
Table 3.1.
Lattices of Learning Outcome Test Reproductive
8
19
System Topic
Table 3.2.
Assessment Rubric of Students Learning Activity
20
(Class Discussion)
Table 3.3.
Category of Student Mastery Level
24
Table 4.1.
Percentage of Learning Outcome
27
Table 4.2.
The Description of Student Mastery Level in
28
Cycle I and Cycle II
Table 4.3.
The Learning Completeness of Student
29
ix
FIGURE LIST
Page
Figure 3.1.
Cycle Implementation of Classroom Action
23
Reseacrh
Figure 4.1.
Graph of Percentage of Student Learning
28
Outcome
Figure 4.2.
Percentage of Student Learning Activity
31
Figure A.1.
Meiosis
41
Figure A.2.
Male Reproductive Strucutre
43
Figure A.3.
Spermatogenesis
45
Figure A.4.
Sagital Section of the Female Pelvis
49
Figure A.5.
Female Reproduction Organs
50
Figure A.6.
Oogenesis
53
Figure A.7.
Sperm Cell Movement
54
x
APPENDIX LIST
Pages
Appendix 1
Subject Matter of Human Reproductive System
39
Appendix 2
Syllabus
55
Appendix 3
Lesson Plan
59
Appendix 4
Multiple Choice Test
75
Appendix 5
Answer Keys
82
Appendix 6
Student’s Worksheet
83
Appendix 7
Student Activities Sheet
91
Appendix 8
Descriptor of Student Learning Activity
92
Appendix 9
Result of Observation of Student Learning Activity
96
Appendix 10 Percentage of Student Learning Outcomes
100
Appendix 11 Learning Mastery of Student and Classical
102
CHAPTER I
INTRODUCTION
1.1.Background
The problems that often arise in the world of education is the lack of
ability of students to use thinking skills to solve problems. Students tend to be
bombarded within formation that requires memorizing only. A lot of knowledge
and information held by students but difficult to correlate with their situation.
Rather than resolve the issue, their knowledge as irrelevant to what they face.
When students follow an education is nothing else to prepare them to become a
man who is not only smart but capable of solving the problems they will face in
the future.
Students are required to know everything that is demanded by the
curriculum. Education must equip them with skills that can be used to overcome
the problems they face. The capability is the ability to solve problems. This ability
can be developed through learning where the problems presented in class and the
students were asked to complete with all the knowledge and skills they possess.
The science and its applications are part of daily life to make our life better
and therefore the development of an individual’s understanding of science and its
applications is one of the objectives of science instruction (Aziz, et al., 2014).
Rapidly changing recent science applications require science students to gain selfdirected learning skills for lifelong education, where skills are part of the
efficiency to react to development in knowledge. Moreover, the teaching of
science has become important now more than ever. One of the most effective
approaches is problem-based learning (PBL), which is a scientifically accurate
model.
Based on this, teachers need to design learning that is able to evoke the
students' potential in using thinking skills to solve problems. One approach to
learning is what is called "Problem Based Learning (PBL)". This learning
approach focused on the problems presented by teachers and students to resolve
1
2
the issue with all their knowledge and skills from various sources can be
obtained. In more detail, this is what the author presented in this Thesis.
PBL makes students more engaged in learning because they are hard wired
to respond to dissonance and because they feel they are empowered to have an
impact on the outcome of the investigation. PBL offers students an obvious
answer to the questions, "Why do we need to learn this information?" and "What
does what I am doing in school have to do with anything in the real world?" The
ill-structured problem scenario calls critical and creative thinking by suspending
the guessing game of, "What's the right answer the teacher wants me to find?”
PBL promotes metacognition and self-regulated learning by asking students to
generate their own strategies for problem definition, information gathering, dataanalysis, and hypothesis-building and testing, comparing these strategies against
and sharing them with other students' and mentors' strategies (Akcay, 2009).
Based on the data that found in the last meeting of topic Reproductive
System (last year) in the school showed that this topic has a low mastery level
done by the students as individual completeness (only 20 students in the class can
reached the minimum mastery level 76 points, amount of students in the class is
30 students) and also for classical completeness {67 % from amount of students,
can reach the minimum mastery level 76 points (20 students)so classically the
class were incompleted in learning outcome because there are 10 students did not
completed the topic, while the completed class must have at least 24 students that
reach the minimum mastery level). Difficulties may arise from the manner or
method of learning that is used is not appropriate to explain to students how to
process the picture data in lesson topic that many students find that during the
learning process they felt less equipped to answer the pictorial questions. It is very
necessary to be focused, because the students will not only encounter the
problems illustrated in the work sheet biology, but also in the matter of Daily
Examination at the school, including Mid-Semester and Semester Examination of
the pictorial problems can be found in the level of the Joint National Examination
and Selection of State Universities at the national level or on matters Olympiads.
3
The result of research by Bhahri (2014) by using Problem Based Learning
model show the improvement of average of students learning outcomes that in the
first cycle found three domains give percentage affective 62.89%, psychomotor
85%, and cognitive 55%. After the research in cycle II was done, the result
showed that there is a development for the three assessment aspects namely
affective 79.5%, psychomotor 90%, and cognitive 85%.
Based on the above and the problems that arise in the sixth paragraph,
research with the title "Improvement of Student Learning Outcomes Using
Problem-Based Learning Model on Human Reproductive System Topic in Grade
XI IPA 4 at SMAN2 Soposurung Balige Academic Years 2015/2016"has been
conducted.
1.2.Problem Statement
Based on the backgrounds above, the identification of problems in this
research are:
1.
Learning models that applied before is not relevant to help the student more
learn about how to comprehend an image so it easy to answer the pictorial
question.
2.
Biology learning outcome still low that a side effected by teacher-centered
learning in teaching-learning process.
3.
The difficulty to do or answer the pictorial questions on Biology.
4.
Student’s activity in teaching-learning process is still low.
1.3.Scope of the Study
The problems in this research limited to:
1.
Application of Problem Based Learning model to improve the student activity
and learning outcome.
2.
Matter that used in this study is Human Reproductive System topic, that is
reproduction organs, spermatogenesis, oogenesis, fertilization, etc in Class XI
IPA 4 at SMAN 2 Soposurung Balige academic years 2015/2016.
4
1.4.Research Question
Based on the backgrounds, identification, and scope of problem, so the issues
in this research are:
1.
Is the Problem Based Learning model can improve student activity on subject
matter Human Reproductive System in Class XI IPA 4 at SMAN 2
Soposurung Balige academic years 2015/2016?
2.
Is the Problem Based Learning model can improve student learning outcome
on subject matter Human Reproductive System in Class XI IPA 4 at SMAN 2
Soposurung Balige academicyears 2015/2016?
1.5.Research Aim
The purposes of this study are:
1.
To know the improvement of student activity on subject matter Human
Reproductive System by using Problem Based Learning model in Class XI
IPA 4 at SMAN 2 Soposurung Balige academic years 2015/2016.
2.
To know the improvement of student learning outcome on subject matter
Human Reproductive System by using Problem Based Learning model in
Class XI IPA 4 at SMAN 2 Soposurung Balige academic years 2015/2016.
1.6.Significance of the Study
The benefits of this research are:
1.
To observer/prospective teacher, as preparing materials to be a teacher that
able to increase the student activity and learning outcomes.
2.
To teacher, can used as suggestion in planning a learning by apply the
Problem Based Learning model, specially in Biology subject.
3.
To students, as student learning experience that can improve student activity
and learning outcomes.
5
1.7. Operational Definition
The definition of some keywords in this study is:
1.
Learning model is a conceptual framework that describes a systematic
procedure in organizing learning experiences to achieve specific learning
objectives and serves as a guide for learning and the crier proclaimed and
teachers in implementing the learning activities.
2.
Model of Problem-Based Learning (PBL) is a cognitive psychology of
learning that takes as its theoretical support. The focus is not much on what is
being worked on students but on what students think as long as they do.
Enabling teachers themselves as mentors and facilitators so that students can
learn to think and solve their own problems.
3.
Learning outcome is ability of students to fullfill a reaching step of learn
experience in one of basic competency (Kunandar, 2007).
4.
Reproductive System subject matter is the of matter in Biology discuss about
structure and function of human reproduction, mechanism of gametogenesys,
menstrual and ovulation cycle, and human reproduction diseases.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the discussion on this study, researcher conclude some things,
that are:
1. The application of problem-based learning model can make a studentcentered learning that is indicated by an increase in activity of students
from the first cycle to the second cycle of 23.06%.
2. The application of problem-based learning models can improve student
learning outcomes in sub-material human reproductive system are
indicated by an increase learning outcomes of the first cycle to second
cycle of 19.8%.
5.2. Suggestion
Based on the anaysis and the result of the study above, researcher offer
some suggestion, that are:
1. For teachers, in order to improve the quality of learning process and find
solutions for solved the learning difficulties problem by implementing the
problem-based learning model also to help making a good plan so the class
can reach the mastery level.
2. For researchers who want to apply problem-based learning models should
be more attention to the problems that will be used because the matter is
the foundation that will lead to learning.
3. For prospective teachers, should better to understand how to manage the
class well, especially when the students do group discussion so that
students play an active role.
36
37
REFERENCES
Akcay, B., (2009), Problem-Based Learning in Science Education, Journal of
Turkish Science Education 6(1):26-36.
Aryana, I.B.P., (2007), Penerapan Model PBL pada Pelajaran Biologi Untuk
Meningkatkan Kompetensi dan Kemampuan Berpikir Kritis Siswa Kelas
X SMA Negeri 1 Singaraja Tahun Pelajaran 2006/2007, Jurnal
Pendidikan dan Pengajaran UNDIKSHA 2(1): 231-251.
Ali, M. H., (2000), Guru dalam Proses Belajar Mengajar. Bandung, Indonesia:
PT. Sinar Baru Algensindo.
Arikunto, S., (2006), Penelitian Tindakan Kelas. Jakarta, Indonesia: Penerbit
Bumi Aksara.
Arikunto, S., (2007), Manajemen Pendidikan. Jakarta, Indonesia: Penerbit Rineka
Cipta.
Azhari, Nurmaliah, C., and Safitri, R., (2013), Penerapan Pembelajaran Berbasis
Masalah untuk Meningkatkan Keterampilan Metakognitif pada Konsep
Sistem Reproduksi Manusia, Jurnal Biologi Edukasi 5(2): 54-59.
Aziz, M. S.; Zain, A. N. M.; Ali, M., and Salmiza, (2014), The Effects of
Problem-Based Learning on Self-Directed Learning Skills among Physics
Undergraduates, International Journal of Academic Research in
Progressive Education and Development 3(1):126-137.
Barell, J., (2007), Problem-based learning: An inquiry approach, 2nd ed.
Thousand Oaks, CA: Corwin Press, Inc.
Bhahri, M. S., (2014), Model PBL (Problem Based Learning) dengan Metode
Picture and Picture untuk Meningkatkan Hasil Belajar Biologi Siswa kelas
X-I pada Sub Pokok Bahasan Pencemaran Lingkungan, Jurnal Problem
Based Learning.
De Graaff, E., and Kolmos, A., (2003), Characteristics of Problem-Based
Learning, International Journal Engagement 19(5):657-662.
Etherington, M. B., (2011), Investigative Primary Science: A Problem-based
Learning Approach, Australian Journal of Teacher Education 36(9):5274.
Hamalik, O., (2013), Proses Belajar Mengajar. Bandung, Indonesia: Penerbit
Bumi Aksara.
Hamid, A., (2009), Teori Belajar dan Pembelajaran. Medan, Indonesia:
Universitas Negeri Medan Pers.
38
Houde, A. L., (2011), Integrating Problem Solving and Critical Reflection
Opportunities in First- and Second-Year Science Courses, Teaching
Innovation Project 1(1):1-5.
Ibrahim, M., and Mohamad, N., (2000), Pembelajaran Berdasarkan Masalah.
Surabaya, Indonesia: UNESA University Press.
Kirschner, P. A., Sweller, J., and Clark, R. E., (2006), Why Minimal Guidance
During Instruction Does Not Work : An Analysis of the Failure of
Constructivist, Discovery, Problem-based, Experential, and Inquiry-Based
Teaching, Educational Psychologist 41(2):75-86.
Kunandar, (2007), Guru Profesional Implementasi Kurikulum Tingkat Satuan
Pendidikan dan Sukses dalam Sertifikasi Guru. Jakarta, Indonesia:
Rajawali Pers.
Llyod, M., and Bahr, N., (2010), Thinking Critically about Critical Thinking in
Higher Education, International Journal for the Scholarship of Teaching
and Learning 4(2):1-16.
Masyhud, S., (2012), Metode Penelitian Pendidikan. Jember, Indonesia: LPMPK.
Noviar, D., Hastuti, D.R., (2015), Pengaruh Model Problem Based Learning
(PBL) Berbasis Scientific Approach terhadap Hasil Belajar Biologi Siswa
Kelas X di SMAN 2 Banguntapan T.A. 2014/2015, Jurnal Pendidikan
8(2):42-47.
Nurkancana, W., and Sumartana, (1986), Evaluasi Pendidikan. Surabaya,
Indonesia: Usaha Nasional.
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Indonesia: PT. Baja Grasindo Cipto.
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Jakarta, Indonesia: Penerbit Bumi Aksara.
Savin-Baden, M., and Howell M. C., (2004), Foundations of problem-based
learning. Birkshire, England: The Society for Research into Higher
Education & Open University Press.
Tate, P., (2012). Seeley’s Principles of Anatomy and Physiology, 2nd ed [e-book].
New York, USA: McGraw-Hill Companies.
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(2007),
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Konstruktivistik. Jakarta, Indonesia : Prestasi Pustaka.
Berorientasi
White, H., (2001), Problem-Based Learning, Speaking of Teaching, Stanford
University Newsletter on Teaching 11(1):1-8.
OUTCOMES BY USING PROBLEM-BASED LEARNING MODEL
ON HUMAN REPRODUCTIVE SYSTEM TOPIC IN
GRADE XI IPA 4 AT SMAN 2 SOPOSURUNG
BALIGE ACADEMIC YEARS 2015/2016
By:
Ruben Eko Saputra Siregar
ID. 4123342017
Biology Billingual Education Study Program
THESIS
Submitted to fulfill the Requirement for Degree
of Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
ii
ii
BIOGRAPHY
Ruben Eko Saputra Siregar was born in Pekanbaru on September 15th 1994.
Writer is the first son of N. K. Siregar and Pdt. R. br Pasaribu, S.Th. In 2000, the writer
started his first educational experience in SD Yayasan Perguruan Andreas Medan and
finished in 2006. The writer continued his study in SMP Yayasan Perguruan Kristen
Kalam Kudus Medan in 2006 and graduated in 2009. Next, the writer continued his
study in SMA Yayasan Perguruan Kristen Kalam Kudus Medan in 2009 and graduated
in 2012. The writer was registered in Biology Bilingual Education Program, Biology
Department, Faculty of Mathematics and Natural Science, Universitas Negeri Medan in
2012. During his study in university, the writer is a member of UKMKP (Unit Kegiatan
Mahasiswa Kristen Protestan) and IKBKB (Ikatan Keluarga Besar Kristen Biologi).
iii
ABSTRACT
IMPROVEMENT OF STUDENT LEARNING ACTIVITY AND LEARNING
OUTCOMES BY USING PROBLEM-BASED LEARNING MODEL
ON HUMAN REPRODUCTIVE SYSTEM TOPIC IN GRADE
XI I P A 4 A T S M AN 2 S O P O S U R U N G B A L I G E
ACADEMIC YEARS 2015/2016
(Ruben Eko Saputra Siregar, 4123342017)
This study’s purpose was to improve or increase the student learning activity
and learning outcomes bu using Problem-based Learning model on human
reproductive system topic. This research type was classroom action research due to
two cycles that used. The objects were students class XI IPA 4 in SMAN 2
Soposrung Balige. The data got by using multiple-choice question to measure the
students learning outcomes and an instrument to observe the students learning
activities. The result showed that the application of problem-based learning model
can increase learning activities of students from the first cycle to second cycle of
23.06%. The application of problem-based learning model can improve student
learning outcomes in sub material human reproductive system was indicated by an
increase learning outcomes of the first cycle to second cycle of 19.8%. Then, the data
that displayed good progress of learning mastery of student has increased from first
cycle to the second cycle about 53.4%.
Keywords: Problem-based Learning, Student Learning Activity, Student Learning
Outcomes, Human Reproductive System
iv
ACKNOWLEDGEMENT
Thanks to The One and Only Almighty God, Jesus Christ, who always beside
me when I wrote this thesis. Because of His love and grace, give me strength to
complete this thesis with title “Improvement of Student Learning Activity and
Learning Outcomes by Using Problem-Based Learning Model on Human
Reproductive System Topic in Grade XI IPA 4 at SMAN 2 Soposurung Balige
Academic Years 2015/2016”.
First, thank you for the Dean of FMIPA UNIMED, Dr. Asrin Lubis, M.Si, the
Head of Biology Department, Dr. Hasruddin, M.Pd, the Bilingual Program
Coordinator, Dr. Iis Siti Jahro, M.Si, and gratefully acknowledges the deepest
gratitude to Prof. Dr.rer.nat. Binari Manurung, M.Si as the writer thesis supervisor
who has generously spent precious time in giving the guidance, encouragement,
comments and suggestions until this thesis comes to its present form. The enormous
appreciation is addressed to Prof. Dr. Herbert Sipahutar, M.S, M.Sc., Dr. Hasruddin,
M.Pd., Dr. Syahmi Edi, M.Si., and Drs. Ashar Hasairin, M.Si as the examiners for
their criticisms and valuable advices. Thank you for Drs. Tri Harsono, M.Si as the
writer academic supervisor, Dra. Cicik Suryani, M.Si as the Head of Biology
Education Program, and to all of lecturers and staff that belong to Biology
department, Biology Laboratory and Faculty of Mathematics and Natural Science.
I also appreciate the contribution of the principles of SMA Negeri 2
Soposurung Balige, Aldon Samosir, S.Pd., M.Si. for his kindness to give me chance
to do research. All students that participate in my research XI IPA 4 Elescour, thanks
to cooperation in process and procedure of research, and also for other class Aselcif,
Alkana Pareman, and Qafoess.
v
My greatest thanks for my family, mainly my parents, N. K. Siregar and Pdt.
R. br Pasaribu, S.Th also for my little brothers Yosep and Doni. They the reason for
me to never give up. Thanks for all friends in Bilingual Biology Education 2012, for
the togetherness and their support especially for Chandra, Arny, Mesra, Murni,
Sohmi, Corry, and Jeje. And also a big thanks for big family of Naposobulung GKPA
Parlagutan Medan Timur for their pray and support me to finish this thesis. May
Jesus reward all those who have contributed in the completion of this thesis.
Writer realize that the thesis has many weakness, to complete this thesis well,
writer really appreciate for all suggestion and constructive criticism from readers.
Hopefully, this thesis will be beneficial to contribute ideas in education.
Medan, July 2016
Writer
Ruben Eko Saputra Siregar
IDN. 4123342017
vi
TABLE OF CONTENT
Page
Approval sheet
Biography
Abstract
Acknowledgement
Content List
Table List
Figure List
Appendix List
i
ii
iii
iv
vi
viii
ix
x
CHAPTER I INTRODUCTION
1
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
1.7.
1
3
4
4
4
5
5
Problem Statement
Identification of Problem
Scope of the Study
Research Question
Research Aim
Significance of the Study
Operational Definition
CHAPTER II LITERATURE REVIEW
2.1.
2.1.1.
2.1.2.
2.1.3.
2.1.4.
2.1.5.
2.2.
2.3.
2.4.
Problem Based Learning as A Learning Model
Defenition of Problem Based Learning
Characteristics of Problem Based Learning
Steps Using Problem Based Learning Model
Advantages and Disadvantages of PBL
Role of the Teacher and Student in PBL
Defenition of Learning
Student Learning Activity
Action Hypothesis
6
6
6
7
8
11
12
16
16
17
CHAPTER III RESEARCH METHOD
18
3.1.
3.2.
3.2.1.
3.2.2.
3.3.
3.4.
3.5.
3.6.
18
18
18
18
18
21
24
26
Location and Time of Research
Subject and Object of Research
Research Subject
Research Object
Data Collector Instrument
Type and Design of Research
Technique of Data Analysis
The Indicator of Successness
vii
CHAPTER IV RESULT AND DISCUSSION
27
4.1.
4.1.1.
4.1.2.
4.1.3.
4.1.4.
4.2.
4.2.1.
4.2.2.
27
27
28
29
30
33
33
35
Result of Study
Percentage of Learning Outcome
Student Mastery Level
Learning Completeness of Student
Student Learning Activity
Discussion
Student Learning Activity
Student Learning Outcome
CHAPTER V CONCLUSION AND SUGGESTION
36
5.1.
5.2.
36
36
Conclusion
Suggestion
REFERENCES
37
viii
TABLE LIST
Page
Table 2.1.
Steps of Problem Based Learning
Table 3.1.
Lattices of Learning Outcome Test Reproductive
8
19
System Topic
Table 3.2.
Assessment Rubric of Students Learning Activity
20
(Class Discussion)
Table 3.3.
Category of Student Mastery Level
24
Table 4.1.
Percentage of Learning Outcome
27
Table 4.2.
The Description of Student Mastery Level in
28
Cycle I and Cycle II
Table 4.3.
The Learning Completeness of Student
29
ix
FIGURE LIST
Page
Figure 3.1.
Cycle Implementation of Classroom Action
23
Reseacrh
Figure 4.1.
Graph of Percentage of Student Learning
28
Outcome
Figure 4.2.
Percentage of Student Learning Activity
31
Figure A.1.
Meiosis
41
Figure A.2.
Male Reproductive Strucutre
43
Figure A.3.
Spermatogenesis
45
Figure A.4.
Sagital Section of the Female Pelvis
49
Figure A.5.
Female Reproduction Organs
50
Figure A.6.
Oogenesis
53
Figure A.7.
Sperm Cell Movement
54
x
APPENDIX LIST
Pages
Appendix 1
Subject Matter of Human Reproductive System
39
Appendix 2
Syllabus
55
Appendix 3
Lesson Plan
59
Appendix 4
Multiple Choice Test
75
Appendix 5
Answer Keys
82
Appendix 6
Student’s Worksheet
83
Appendix 7
Student Activities Sheet
91
Appendix 8
Descriptor of Student Learning Activity
92
Appendix 9
Result of Observation of Student Learning Activity
96
Appendix 10 Percentage of Student Learning Outcomes
100
Appendix 11 Learning Mastery of Student and Classical
102
CHAPTER I
INTRODUCTION
1.1.Background
The problems that often arise in the world of education is the lack of
ability of students to use thinking skills to solve problems. Students tend to be
bombarded within formation that requires memorizing only. A lot of knowledge
and information held by students but difficult to correlate with their situation.
Rather than resolve the issue, their knowledge as irrelevant to what they face.
When students follow an education is nothing else to prepare them to become a
man who is not only smart but capable of solving the problems they will face in
the future.
Students are required to know everything that is demanded by the
curriculum. Education must equip them with skills that can be used to overcome
the problems they face. The capability is the ability to solve problems. This ability
can be developed through learning where the problems presented in class and the
students were asked to complete with all the knowledge and skills they possess.
The science and its applications are part of daily life to make our life better
and therefore the development of an individual’s understanding of science and its
applications is one of the objectives of science instruction (Aziz, et al., 2014).
Rapidly changing recent science applications require science students to gain selfdirected learning skills for lifelong education, where skills are part of the
efficiency to react to development in knowledge. Moreover, the teaching of
science has become important now more than ever. One of the most effective
approaches is problem-based learning (PBL), which is a scientifically accurate
model.
Based on this, teachers need to design learning that is able to evoke the
students' potential in using thinking skills to solve problems. One approach to
learning is what is called "Problem Based Learning (PBL)". This learning
approach focused on the problems presented by teachers and students to resolve
1
2
the issue with all their knowledge and skills from various sources can be
obtained. In more detail, this is what the author presented in this Thesis.
PBL makes students more engaged in learning because they are hard wired
to respond to dissonance and because they feel they are empowered to have an
impact on the outcome of the investigation. PBL offers students an obvious
answer to the questions, "Why do we need to learn this information?" and "What
does what I am doing in school have to do with anything in the real world?" The
ill-structured problem scenario calls critical and creative thinking by suspending
the guessing game of, "What's the right answer the teacher wants me to find?”
PBL promotes metacognition and self-regulated learning by asking students to
generate their own strategies for problem definition, information gathering, dataanalysis, and hypothesis-building and testing, comparing these strategies against
and sharing them with other students' and mentors' strategies (Akcay, 2009).
Based on the data that found in the last meeting of topic Reproductive
System (last year) in the school showed that this topic has a low mastery level
done by the students as individual completeness (only 20 students in the class can
reached the minimum mastery level 76 points, amount of students in the class is
30 students) and also for classical completeness {67 % from amount of students,
can reach the minimum mastery level 76 points (20 students)so classically the
class were incompleted in learning outcome because there are 10 students did not
completed the topic, while the completed class must have at least 24 students that
reach the minimum mastery level). Difficulties may arise from the manner or
method of learning that is used is not appropriate to explain to students how to
process the picture data in lesson topic that many students find that during the
learning process they felt less equipped to answer the pictorial questions. It is very
necessary to be focused, because the students will not only encounter the
problems illustrated in the work sheet biology, but also in the matter of Daily
Examination at the school, including Mid-Semester and Semester Examination of
the pictorial problems can be found in the level of the Joint National Examination
and Selection of State Universities at the national level or on matters Olympiads.
3
The result of research by Bhahri (2014) by using Problem Based Learning
model show the improvement of average of students learning outcomes that in the
first cycle found three domains give percentage affective 62.89%, psychomotor
85%, and cognitive 55%. After the research in cycle II was done, the result
showed that there is a development for the three assessment aspects namely
affective 79.5%, psychomotor 90%, and cognitive 85%.
Based on the above and the problems that arise in the sixth paragraph,
research with the title "Improvement of Student Learning Outcomes Using
Problem-Based Learning Model on Human Reproductive System Topic in Grade
XI IPA 4 at SMAN2 Soposurung Balige Academic Years 2015/2016"has been
conducted.
1.2.Problem Statement
Based on the backgrounds above, the identification of problems in this
research are:
1.
Learning models that applied before is not relevant to help the student more
learn about how to comprehend an image so it easy to answer the pictorial
question.
2.
Biology learning outcome still low that a side effected by teacher-centered
learning in teaching-learning process.
3.
The difficulty to do or answer the pictorial questions on Biology.
4.
Student’s activity in teaching-learning process is still low.
1.3.Scope of the Study
The problems in this research limited to:
1.
Application of Problem Based Learning model to improve the student activity
and learning outcome.
2.
Matter that used in this study is Human Reproductive System topic, that is
reproduction organs, spermatogenesis, oogenesis, fertilization, etc in Class XI
IPA 4 at SMAN 2 Soposurung Balige academic years 2015/2016.
4
1.4.Research Question
Based on the backgrounds, identification, and scope of problem, so the issues
in this research are:
1.
Is the Problem Based Learning model can improve student activity on subject
matter Human Reproductive System in Class XI IPA 4 at SMAN 2
Soposurung Balige academic years 2015/2016?
2.
Is the Problem Based Learning model can improve student learning outcome
on subject matter Human Reproductive System in Class XI IPA 4 at SMAN 2
Soposurung Balige academicyears 2015/2016?
1.5.Research Aim
The purposes of this study are:
1.
To know the improvement of student activity on subject matter Human
Reproductive System by using Problem Based Learning model in Class XI
IPA 4 at SMAN 2 Soposurung Balige academic years 2015/2016.
2.
To know the improvement of student learning outcome on subject matter
Human Reproductive System by using Problem Based Learning model in
Class XI IPA 4 at SMAN 2 Soposurung Balige academic years 2015/2016.
1.6.Significance of the Study
The benefits of this research are:
1.
To observer/prospective teacher, as preparing materials to be a teacher that
able to increase the student activity and learning outcomes.
2.
To teacher, can used as suggestion in planning a learning by apply the
Problem Based Learning model, specially in Biology subject.
3.
To students, as student learning experience that can improve student activity
and learning outcomes.
5
1.7. Operational Definition
The definition of some keywords in this study is:
1.
Learning model is a conceptual framework that describes a systematic
procedure in organizing learning experiences to achieve specific learning
objectives and serves as a guide for learning and the crier proclaimed and
teachers in implementing the learning activities.
2.
Model of Problem-Based Learning (PBL) is a cognitive psychology of
learning that takes as its theoretical support. The focus is not much on what is
being worked on students but on what students think as long as they do.
Enabling teachers themselves as mentors and facilitators so that students can
learn to think and solve their own problems.
3.
Learning outcome is ability of students to fullfill a reaching step of learn
experience in one of basic competency (Kunandar, 2007).
4.
Reproductive System subject matter is the of matter in Biology discuss about
structure and function of human reproduction, mechanism of gametogenesys,
menstrual and ovulation cycle, and human reproduction diseases.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the discussion on this study, researcher conclude some things,
that are:
1. The application of problem-based learning model can make a studentcentered learning that is indicated by an increase in activity of students
from the first cycle to the second cycle of 23.06%.
2. The application of problem-based learning models can improve student
learning outcomes in sub-material human reproductive system are
indicated by an increase learning outcomes of the first cycle to second
cycle of 19.8%.
5.2. Suggestion
Based on the anaysis and the result of the study above, researcher offer
some suggestion, that are:
1. For teachers, in order to improve the quality of learning process and find
solutions for solved the learning difficulties problem by implementing the
problem-based learning model also to help making a good plan so the class
can reach the mastery level.
2. For researchers who want to apply problem-based learning models should
be more attention to the problems that will be used because the matter is
the foundation that will lead to learning.
3. For prospective teachers, should better to understand how to manage the
class well, especially when the students do group discussion so that
students play an active role.
36
37
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