THE EFFECT OF PROBLEM BASED LEARNING MODEL FOR STUDENTS LEARNING OUTCOMES IN THE SUBJECT MATTER OF THERMODYNAMICS IN CLASS XI SMA NEGERI 2 KISARAN ACADEMIC YEAR 2014/2015.
THE EFFECT OF PROBLEM BASED LEARNING MODEL FOR
STUDENTS LEARNING OUTCOMES IN THE SUBJECT MATTER
OF THERMODYNAMICS IN CLASS XI SMA NEGERI 2
KISARAN ACADEMIC YEAR 2014/2015
By:
Septian Widodo
Reg. Number 4113121061
Bilingual Physics Education Program
THESIS
Submitted to Acquires Eligible
Sarjana Pendidikan
FACULTIES OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
iii
THE EFFECT OF PROBLEM BASED LEARNING MODEL FOR
STUDENTS LEARNING OUTCOMES IN THE SUBJECT MATTER
OF THERMODYNAMICS IN CLASS XI SMA NEGERI 2
KISARAN ACADEMIC YEAR 2014/2015
Septian Widodo (Reg. Number : 4113121061)
ABSTRACT
The objectives of this research are: To know the effect of Problem Based
Learning Model on student’s learning outcomes in the subject matter of
Thermodynamics in Class XI SMA Negeri 2 Kisaran Academic Year 2014/2015.
The research method was quasi experimental. The populations were all XI
IPA students in semester II that consist of 6 classes SMA Negeri 2 Kisaran. The
samples of this research involves two class there are : XI IPA 3 become
experiment class have 35 students and XI IPA 5 become control class have 35
students and define by random cluster sampling.
The results of research : Pre-test average value of experiment class was
39.42 and 39.54 for control class. Post-test average value of experiment class was
66.51 and 57.37 for control class. Standard deviation in pre-test are 10.89 in
experiment class and 8.98 in control class and standard deviation in post-test for
two class were 9.30 in experiment class and 8.05 in control class. The result of
pre-test data using normality test from experiment class and control class was not
normal and homogenous. Hypothesis criteria is: Ha is accepted if Zcount > Ztable and
Ha is rejected if Zcount < Ztable obtained from list of Z distribution. After calculated
data post-test by using non parametric analysis (spearman correlation) α = 0.05,
value of Rs = 0.40, Zcount = 2.33, where Ztable = 1.96. if we compare to the
correlation table, the effect of problem based learning model is effective. It shows
that there was an effect problem based learning model for students learning
outcomes in the subject matter of thermodynamics in class XI SMA Negeri 2
Kisaran.
Key word: Problem Based Learning Model, student’s learning outcomes, nonparametrics analysis, Spearman Correlation.
iv
PREFACE
The author say praise and gratitude to Allah SWT for all the graces and
blessing that provide health and wisdom to the author and he can be completed
properly in accordance with the planned time.
Thesis entitled “The Effect of Problem Based Learning Model For
Students Learning Outcomes In The Subject Matter of Thermodynamics In Class
XI SMA Negeri 2 Kisaran Academic Year 2014/2015”, prepared to obtain a
Bachelor’s degree Physics Education, Faculty of Mathematics and Natural
Science in State University of Medan.
On this occasion the authors give thanks to Dr. Eidi Sihombing, M.S as
thesis advisor who has provided guidance and suggestions to the author since the
beginning of the study until the thesis writing completed. Thanks also Prof. Dr.
Motlan, M.Sc., Ph.D, Drs. Pintor Simamora, M.Si and Dr. Sondang R Manurung,
M.Pd who have provided input and suggestions from the research plan to
complete the preparation of this thesis. Thanks also presented to Dr. Rahmatsyah,
M.Si as Academic Supervisor, Alkhafi Maas Siregar, M.Si as a Lecture, friends
and giving motivation for better life and also the entire Lecturer and staff in
Physics Department FMIPA UNIMED who have helped the author. Appreciation
were also presented to Headmaster and all teachers at SMA Negeri 2 Kisaran.
The author was dedicated this thesis to beloved family. Especially for the
parents, always giving support until the thesis completed and giving bigger love in
his life.Thanks to kak nana, bg Indra, Musthofa, kk helen, mai, kristi always help
me to complete this thesis.
Thank you so much Bilingual Physics Education 2011, Jonni Sitorus,
Guruh Ryan, Partogi Hutapea, Yohana Glorya, Vini Vidi Vici, Musthofa, Kristin,
Lia Siregar, Tresia Napitupulu, Agnes Sihombing, Zehan Sitorus, Yenni
Manurung, Afriany, meilita Cleopatra, Iis Siregar, Mia Manik, Therasa Sirait,
Elmina Panjaitan, Evi Mungkur, Nurul Wahida, Mawarni who helped, shared and
giving support.
The Author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in term both of content
and grammar, then the author welcome any suggestions and constructive criticism
v
from readears for this thesis perfectly. The author hope the contents of this thesis
would be useful in enriching the repertoire of knowledge.
Medan, February 19th 2016
Author,
Septian Widodo
vi
CONTENTS
Legitimation Sheet ........................................................................... ....
i
Biography ........................................................................................ ....
ii
Abstract ............................................................................................ ....
iii
Preface .................................................................................................
iv
Contents ............................................................................................ ....
vi
List of Table ..........................................................................................
ix
List of Figure ........................................................................................
x
List of Appendices ................................................................................
xi
CHAPTER I :
INTRODUCTION
1.1 Background.....................................................................................
1
1.2 Problem Identification ...................................................................
4
1.3 Limitation Problem.........................................................................
4
1.4 Formulation of Problem ................................................................
5
1.5 Objective of Research ....................................................................
5
1.6 Benefit of Research .......................................................................
5
CHAPTER II :
LITERATURE REVIEW
2.1 Theoretical Framework ...................................................................
7
2.1.1 Definition of Learning .....................................................
7
2.1.2 Learning Outcomes ..........................................................
7
2.2 Problem Based Learning ................................................................
8
2.2.1 Definition of Problem Based Learning ............................
8
2.2.2 Characteristics of problem-based learning ......................
9
2.2.3 The purpose of problem-based learning ..........................
10
2.2.4 Stages of problem-based learning ...................................
10
2.2.5 Advantages of Problem Based Learning .........................
12
2.2.6 Disadvantages of problem-based learning .......................
12
vi
vii
2.3 Convensional model .......................................................................
12
2.3.1 work In Different Process Thermodynamics ...................
13
2.3.2 The First Law of Thermodynamics and Type of Heat Gas
15
2.3.3 Second Law of Thermodynamics ...................................
17
2.4 Learning Experiment Material .......................................................
18
2.5 Framework .....................................................................................
19
2.6 Research Hypothesis ......................................................................
19
CHAPTER III :
RESEARCH METHOD
3.1 Research Location ..........................................................................
20
3.2 Population and Sample Research ...................................................
20
3.2.1 Population of Research ....................................................
20
3.2.2 Sample of Research .........................................................
20
3.3 Research Variable ...........................................................................
20
3.3.1 Independent Variable ......................................................
20
3.3.2 Dependent Variable .........................................................
20
3.4 Type and Research Design ..............................................................
20
3.4.1 Type of Research .............................................................
20
3.4.2 Design of Research ..........................................................
20
3.5 Research Instrument ......................................................................
3.5.1 Instrument of Students’ Learning Outcome at Experiment
21
21
3.5.1.1 Instrument of Cognitive Domain .......................
21
3.5.1.2 Instrument of Affective Domain ........................
22
3.5.1.3 Instrument of Psychomotor Domain .................
24
3.5.2 Validity Test ......................................................................
27
3.6 Research Procedure .........................................................................
27
3.7 Data Analysis Techniques .................................................................
28
3.7.1 Validity Test .......................................................................
28
3.7.2 Determine Average Value .................................................
29
3.7.3 Determine The Standard Deviation ..................................
29
3.7.4 Normality Test ..................................................................
29
vii
viii
3.7.5 Homogeneity Test ............................................................
30
3.7.6 Hypothesis Test .................................................................
30
3.7.7 Contributions Activity Against Student Learning Outcomes 31
CHAPTER IV :
RESULT OF RESEARCH
4.1 Result of Research ………………………………………………… 32
4.1.1 Description of Research Data …………………………...... 32
4.1.2 Testing Data Analysis ………………………………….
34
4.1.2.1 Average and Standard Deviation ………………
34
4.1.2.2 Result of pretest data ……………………………
35
4.1.2.3 Result of postest data …………………………...
35
4.2 Obsevation ………………………………………………………….
36
4.3 Student’s Affective Result …………………………………………
36
4.4 Hypothesis Results …………………………………………………
37
4.5 Discussion …………………………………………………………..
38
CHAPTER V :
CONCLUSION AND SUGGESTION
5.1 Conclusion …………………………………………………………..
39
5.2 Suggestion …………………………………………………………..
39
REFERENCES ......................................................................................
40
viii
ix
LIST OF TABLE
Table 2.1 Syntax for problem based learning .............................................. 10
Table 3.1 The design of the research ........................................................... 20
Table 3.2 The Specification learning outcomes test .................................... 20
Table 3.3 Assessment Criteria of Affective and Psychomotor Domain ...... 22
Table 3.4 Guidelines for Scoring Observation of Students’ Affective in
Experimental and Control Class ................................................................. 22
Table 3.5 Guidelines for Scoring Observation of Students’ Psychomotor in
Experimental Class ...................................................................................... 23
Table 3.6 Guidelines for Scoring Observation of Students’ Psychomotor in
Control Class ............................................................................................... 24
Table 4.1 Data value pretest experiment class and control class ………… 32
Table 4.2 The data of post-test experiment class and control class ……… 33
Tabel 4.3 Value of Average and Standard Deviation ……………………. 34
Tabel 4.4 Normality pre test from two class pretest …………………….. 35
Tabel 4.5 Homogeneity pre test from two class …………………………. 35
Tabel 4.6 Normality post test from two class posttest …………………..
36
Table 4.7 Homogeneity post test from two class ……………………….
36
Table 4.8 Average of student’s affective ……………………………….
37
Table 4.9 Result of Hypothesis data in Experiment Class ……………...
37
x
LIST OF FIGURE
Figure 2.1 Problem Based Learning Process ..........................................
10
Figure 3.1 The overview of research planning .......................................
27
Figure 4.1 Pretest of Experiment Class and Control Class …………….
33
Figure 4.2 Postest of Experiment Class and Control Class ……………
34
xi
LIST OF APPENDICES
Appendix 1 .............................................................................................
42
Appendix 2 .............................................................................................
52
Appendix 3 .............................................................................................
53
Appendix 4 .............................................................................................
66
Appendix 5 .............................................................................................
67
Appendix 6 .............................................................................................
79
Appendix 7 .............................................................................................
80
Appendix 8.............................................................................................
81
Appendix 9..............................................................................................
85
Appendix 10............................................................................................
86
Appendix 11 ............................................................................................
87
Appendix 12 ............................................................................................
88
Appendix 13 ............................................................................................
89
Appendix 14 ............................................................................................
94
Appendix 15 ............................................................................................
96
Appendix 16 ............................................................................................
100
Appendix 17 ............................................................................................
101
Appendix 18 ...........................................................................................
102
CHAPTER I
INTRODUCTION
1.1 Background
Physics is part of the natural science related by way of find out about
natural phenomenon that can be observed and can be measured systematically.
Physics is not only a mastery of knowledge in the form of a collection of facts,
concepts, or principles, but also the a process of discovery. Science learning
process is characterized by the emergence of the scientific method that
materialized through a series of scientific work, values and scientific attitude.
Based on the experience of researcher, Teaching experience program in
school at Senior high school during 3 months, learning process is done in the
classroom showed that students only receive information during learning activities
take place. Students just think that to learn it was only done in the classroom or
school. Researchers result from the number of students who giving less attention
and actively participate in learning activities. Students were bored, and less
interested in the subjects of physics and ultimately the acquisition of learning
achievement is not as expected. However, learning more emphasis on
mathematical calculation without a deep understanding of the concepts contained
in physics.
Although it has been the implementation of the new curriculum, student
achievement has not yet reached a maximum. Many students who have not be
able to achieve the competency standards set by the government. This occurs from
Several factors reviews such as students interest in learning. Based on the analysis
on student test results showed there are many students who received low score.
Therefore, we need a method or model of learning which is very appropriate to
enable students in the learning process.
Based on the analysis of the problems given in the replay, we known that
such questions are made to test the students cognitive abilities that include aspects
of the understanding and application of concepts. From these data, it can be
shown that the level of student achievement is still low. Teacher should strive
using the approach, methods and models to achieve the purpose that engage
1
2
learners in understanding a concept. It is intended that the knowledge that a
student can mean minimal for himself.
Students choose to study physics with experiments. Students are easier to
understand and be able to clearly understand the concepts contained in physics.
Students can remember in a longer period of time when compared with the results
obtained from the lecture method. Furthermore, students are very difficult to work
on the problems of physics because they have to memorize formulas are very
much without knowing the meaning / concept of what is contained in physics.
Creativity of teachers that less encourages students to interested in the subjects of
physics, so that the results of the learning process is not as expected.
Teachers most influence on the learning process, because the teacher as
transmitter of material to students, should be able to convey the material to be
covered by appropriate methods and media and attractive. It will be impact on
student success in learning to follow and do the assignment of teachers.
According Chrispeels (2015) both of teachers and students valued working in
collaborative team. Collaborative learning refers to students working together
toward a common goal in small groups. Based on Dole and Bloom (2015)
identified five factors that play an important part in teachers decision to use
students centered pedagogy. Those factor are : (1) recognition acceptance of new
roles and responsibilities on the part of teachers and learners, (2) comfort level of
teachers and learners, (3) tolerance for ambiguity and flexibility, (4) confidence in
integrating technology and (5) integration of the new pedagogy within the larger
realities beyond the classroom.
There are three main requirements that must be owned by a teacher in
order to be a good teacher, as follow : (1) master teaching materials, (2) learning
skills, and (3) evaluation of learning. In the teachers mastery of learning skills
required to use a variety of instructional strategies. Appropriate learning strategies
and can attract the attention of students so as to create a fun learning environment
and can achieve the expected learning objectives.
The curriculum of 2013 have three learning models proposed, as follow:
Discovery Learning, Project Based Learning and Problem Based Learning and
using a scientific approach. Researchers chose to use a model of problem based
3
learning as it is considered very appropriate to make the learning process.
Problem based learning model is one of the innovative learning model that can
provide active learning conditions for students. According Jin, Bridge, and
Botelho (2015) Problem Based Learning is scaffolded, indeed, through the
different strategies embedded process. Skinner, Mayer, and Winning (2015) said
that problem based learning have three stages, such as : stage 1: Importance of
Knowledge; stage 2: Gathering Information; stage 3: Exchanging Information.
Problem based learning an instructional model that involves students to solve an
instructional model that involves students to solve a problem through the stages
of scientific methods so that students can learn the knowledge related to these
problem and also have the skills to solve problems.
According to research result Sakai, D’eon, Trinders (2015) using problem
based learning model, comparison of scores on the modified essay question
(MEQ) examinations were conducted separately for first and second year
students. Statistically significant difference among the three group of tutors was
found (F(2.611) = 1.70). statistically significant difference with a effect size,
where faculty performed on average 1.7% point better on the MEQ than senior
students under supervision. Makin research result (2015) which also applying
problem based learning model from 142 responses for this equestion, 35.2%
(n=50)
of
reqcruit
recommending
more
PBL
elements,26.8%
(n=38)
recommended more paramilitary training. It’s mean that problem based learning
more effect than another model.
The problem previous research at the above is need a long time to carry
out experiments and sometimes overwhelmed teachers in implementing coach
against the group in turn. Based on the description above, the results of research
conducted, researcher is interested in doing research with different materials, a
study, research lesson plan shape don’t have problems to be solved by the students
so that researchers try to cover up the shortcomings of previous research that
objective to improve the learning outcomes of students with physics lifting the
title “The Effect of Problem Based Learning Model For Students Learning
Outcomes In The Subject Matter of Thermodynamics In Class XI SMA
Negeri 2 Kisaran Academic Year 2014/2015”
4
1.2 Problem Identification
Based on above background, which is the identification of problems in this
study are as follows:
1. The ability of class XI SMA Negeri 2 Kisaran to understanding the of
Thermodynamics still low cognitive
2. Teachers didn’t have idea to create learning process so that students are
less interested to learning
3. The learning model used has been not effective for teaching proccess
4. Teacher not making students more interesting to think about find out the
concept of physics in our life
5. Teacher response to the student's work just answer right and wrong
without giving a reasons
6. Teacher not using media in learning proccess
7. The low cooperation among students in solving problems during learning
process
8. The Learning outcomes is low
9. The existence of a false perception of the concept of physics
10. Implementation of the learning process is still using a teacher-centered
methods
1.3 Limitation Problem
Because of the breadth of the problem and less of expertise, time and cost,
the researcher needs to make the Limitation Problem in this study are:
1. The subjects were students of class XI SMA Negeri 2 Kisaran T.P.
2014/2015
2. The learning model used is a model of problem-based learning
3. The results of student learning in the subject matter of Thermodynamics
4. The result of learning process only the affective aspect
5. The learning process in subject Thermodynamics until the second law of
Thermodynamics
5
1.4 Formulation of Problem
Based on the limitations problems described above, the formulation of the
problem in this study are:
1. How the student learning outcomes in Thermodynamics of the material by
applying a model of problem-based learning in class XI SMA Negeri 2
Kisaran Academic Year 2014/2015?
2. How the student learning outcomes in Thermodynamics of the material by
applying the model of convensional class XI SMAN 2 Kisaran Academic
Year 2014/2015?
3. Are there any influence of problem-based learning model for student
learning outcomes in the material Thermodynamics of class XI SMAN 2
Kisaran Academic Year 2014/2015?
1.5 Objective of Research
The purpose of this research are :
1. To find out how are student learning outcomes in Thermodynamics of the
material by applying a model of problem-based learning in class XI
SMAN 2 Kisaran Academic Year 2014/2015.
2. To knowing how are student learning outcomes in Thermodynamics of the
material by applying convensional method class XI SMAN 2 Kisaran
Academic Year 2014/2015.
3. To knowing are there any influence of problem-based learning model for
student learning outcomes in the material Thermodynamics of class XI
SMAN 2 Kisaran Academic Year 2014/2015.
1.6 Benefit of Research
The benefits of this research include the following:
1. As the information for schools to determine student learning outcomes in
the material Thermodynamics,
2. As an input for the teacher to determine the application of problem-based
learning model for student learning outcomes in Thermodynamics,
6
3. To increase the knowledge of the authors related the learning process in
schools,
4. As a reference for other writers who will held a research with related titles,
5. As input for researchers as prospective teachers in the task of teaching,
especially in learning the material Thermodynamics for the future.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
The conclusion of this research is :
1. Student learning outcomes in Thermodynamics of the material by
applying a model of problem-based learning in class XI SMAN 2
Kisaran Academic Year 2014/2015 before being given treatment the
average value is 39.42 and after the treatment was given his average
value become 66.51.
2. Student learning outcomes in Thermodynamics of the material by
applying the model of convensional class XI SMA Negeri 2 Kisaran
Academic Year 2014/2015 before being given treatment the average
value is 39.54 and after the treatment was given his average value
become 57.37.
3. Based on the calculation of correlation test showed that the value from
the correlation coefficient is 0.40 in the subject matter of
thermodynamics class XI SMA Negeri 2 Kisaran semester II
Academic Year 2014/2015. It shows that there was an effect problem
based learning model for students learning outcomes.
5.2 Suggestion
Based on the results and conclusions in this research, the researchers have
some advice, which is:
1. For the next research expected to add an observer in the classroom so that
the activity of all students can be well observed.
2. For the next research is expected to use the problems that really real. So
that students can understand the material that will be delivered well.
3. For the next research who want to investigate the same model is expected
to be able to choose the topics of material and different schools.
39
40
REFERENCES
Arends, R. 2012. Learning To Teach. New York: Mc Graw-Hill Companies.
Arends, R., Kilcher. 2010. Teaching For Student Learning. New York: Routledge.
Barge, S. 2010. Principles of Problem and Project Based Learning. New York :
Harvard University.
Dole, S., Bloom, L., Kowalske, K. 2015. Transforming pedagogy: changing
perspectives from teacher-centered to learner-centered. Interdisciplinary
journal of problem based learning, volume 10(1), January 7th 2016,
http://dx.doi.org/10.7771/1541-5015.1538
Hewitt,P. 2006. Conceptual Physics 10th edition. United States of America:
Pearson Education Inc.
Jewett, S. 2004. Physics for Scientists and Engineers 6th Edition. California:
Thomson Brooks.
Jin, J., Bridges, S. M., Botelho, M. G., and Chan, L. 2015. Online searching in
Problem Based Learning Tutorials. Interdisciplinary journal of problem
based learning, volume 9(1) January 8th 2016.
Makin, D. A. 2015. A Descriptive Analysis of a Problem Based Learning Police
Academy. Interdisciplinary Journal of Problem Based Learning, volume
10(1), January 6th 2016, http://dx.doi.org/10.7771/1541-5015.1544
Nariman, N., and Chrispeels, J. 2015. Problem Based Learning in the Era of
Reform Standards: Challenges and Benefits Perceived by Teachers in One
Elementary School. Interdisciplinary Journal of Problem Based Learning,
volume 10(1), January 7th 2016, http://dx.doi.org/10.7771/1541-5015.1521
Sagala, S. 2012. Konsep dan Makna Pembelajaran. Bandung: penerbit Alfabeta,
cv.
Sakai, D.H., D’Eon, M., Trinder, K., and Kazuya, R.T. 2015. The Effect of Senior
Medical Students Tutors Compared to Faculty Tutors on Examination
Scores of First and Second year Medical Students in Two Problem Based
Learning Courses. Interdisciplinary Journal of Problem Based Learning,
volume 10(1), January 6th 2016, http://dx.doi.org/10.7771/1541-5015.1533
Skinner, V.J., Braunack-Mayer, A., and Winning, T. A., 2015. The Purpose and
Value for Students of Problem Based Learning Groups for Learning.
Interdisciplinary Journal of Problem Based Learning, volume 9(1), January
6th 2016, http://dx.doi.org/10.7771/1541-5015.1499
41
Slameto. 2003. Belajar dan Fakor-Faktor yang Mempengaruhinya. Jakarta:
Gramedia.
Sudjana, N. 2005. Metoda Statistika. Bandung: Tarsito.
STUDENTS LEARNING OUTCOMES IN THE SUBJECT MATTER
OF THERMODYNAMICS IN CLASS XI SMA NEGERI 2
KISARAN ACADEMIC YEAR 2014/2015
By:
Septian Widodo
Reg. Number 4113121061
Bilingual Physics Education Program
THESIS
Submitted to Acquires Eligible
Sarjana Pendidikan
FACULTIES OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
iii
THE EFFECT OF PROBLEM BASED LEARNING MODEL FOR
STUDENTS LEARNING OUTCOMES IN THE SUBJECT MATTER
OF THERMODYNAMICS IN CLASS XI SMA NEGERI 2
KISARAN ACADEMIC YEAR 2014/2015
Septian Widodo (Reg. Number : 4113121061)
ABSTRACT
The objectives of this research are: To know the effect of Problem Based
Learning Model on student’s learning outcomes in the subject matter of
Thermodynamics in Class XI SMA Negeri 2 Kisaran Academic Year 2014/2015.
The research method was quasi experimental. The populations were all XI
IPA students in semester II that consist of 6 classes SMA Negeri 2 Kisaran. The
samples of this research involves two class there are : XI IPA 3 become
experiment class have 35 students and XI IPA 5 become control class have 35
students and define by random cluster sampling.
The results of research : Pre-test average value of experiment class was
39.42 and 39.54 for control class. Post-test average value of experiment class was
66.51 and 57.37 for control class. Standard deviation in pre-test are 10.89 in
experiment class and 8.98 in control class and standard deviation in post-test for
two class were 9.30 in experiment class and 8.05 in control class. The result of
pre-test data using normality test from experiment class and control class was not
normal and homogenous. Hypothesis criteria is: Ha is accepted if Zcount > Ztable and
Ha is rejected if Zcount < Ztable obtained from list of Z distribution. After calculated
data post-test by using non parametric analysis (spearman correlation) α = 0.05,
value of Rs = 0.40, Zcount = 2.33, where Ztable = 1.96. if we compare to the
correlation table, the effect of problem based learning model is effective. It shows
that there was an effect problem based learning model for students learning
outcomes in the subject matter of thermodynamics in class XI SMA Negeri 2
Kisaran.
Key word: Problem Based Learning Model, student’s learning outcomes, nonparametrics analysis, Spearman Correlation.
iv
PREFACE
The author say praise and gratitude to Allah SWT for all the graces and
blessing that provide health and wisdom to the author and he can be completed
properly in accordance with the planned time.
Thesis entitled “The Effect of Problem Based Learning Model For
Students Learning Outcomes In The Subject Matter of Thermodynamics In Class
XI SMA Negeri 2 Kisaran Academic Year 2014/2015”, prepared to obtain a
Bachelor’s degree Physics Education, Faculty of Mathematics and Natural
Science in State University of Medan.
On this occasion the authors give thanks to Dr. Eidi Sihombing, M.S as
thesis advisor who has provided guidance and suggestions to the author since the
beginning of the study until the thesis writing completed. Thanks also Prof. Dr.
Motlan, M.Sc., Ph.D, Drs. Pintor Simamora, M.Si and Dr. Sondang R Manurung,
M.Pd who have provided input and suggestions from the research plan to
complete the preparation of this thesis. Thanks also presented to Dr. Rahmatsyah,
M.Si as Academic Supervisor, Alkhafi Maas Siregar, M.Si as a Lecture, friends
and giving motivation for better life and also the entire Lecturer and staff in
Physics Department FMIPA UNIMED who have helped the author. Appreciation
were also presented to Headmaster and all teachers at SMA Negeri 2 Kisaran.
The author was dedicated this thesis to beloved family. Especially for the
parents, always giving support until the thesis completed and giving bigger love in
his life.Thanks to kak nana, bg Indra, Musthofa, kk helen, mai, kristi always help
me to complete this thesis.
Thank you so much Bilingual Physics Education 2011, Jonni Sitorus,
Guruh Ryan, Partogi Hutapea, Yohana Glorya, Vini Vidi Vici, Musthofa, Kristin,
Lia Siregar, Tresia Napitupulu, Agnes Sihombing, Zehan Sitorus, Yenni
Manurung, Afriany, meilita Cleopatra, Iis Siregar, Mia Manik, Therasa Sirait,
Elmina Panjaitan, Evi Mungkur, Nurul Wahida, Mawarni who helped, shared and
giving support.
The Author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in term both of content
and grammar, then the author welcome any suggestions and constructive criticism
v
from readears for this thesis perfectly. The author hope the contents of this thesis
would be useful in enriching the repertoire of knowledge.
Medan, February 19th 2016
Author,
Septian Widodo
vi
CONTENTS
Legitimation Sheet ........................................................................... ....
i
Biography ........................................................................................ ....
ii
Abstract ............................................................................................ ....
iii
Preface .................................................................................................
iv
Contents ............................................................................................ ....
vi
List of Table ..........................................................................................
ix
List of Figure ........................................................................................
x
List of Appendices ................................................................................
xi
CHAPTER I :
INTRODUCTION
1.1 Background.....................................................................................
1
1.2 Problem Identification ...................................................................
4
1.3 Limitation Problem.........................................................................
4
1.4 Formulation of Problem ................................................................
5
1.5 Objective of Research ....................................................................
5
1.6 Benefit of Research .......................................................................
5
CHAPTER II :
LITERATURE REVIEW
2.1 Theoretical Framework ...................................................................
7
2.1.1 Definition of Learning .....................................................
7
2.1.2 Learning Outcomes ..........................................................
7
2.2 Problem Based Learning ................................................................
8
2.2.1 Definition of Problem Based Learning ............................
8
2.2.2 Characteristics of problem-based learning ......................
9
2.2.3 The purpose of problem-based learning ..........................
10
2.2.4 Stages of problem-based learning ...................................
10
2.2.5 Advantages of Problem Based Learning .........................
12
2.2.6 Disadvantages of problem-based learning .......................
12
vi
vii
2.3 Convensional model .......................................................................
12
2.3.1 work In Different Process Thermodynamics ...................
13
2.3.2 The First Law of Thermodynamics and Type of Heat Gas
15
2.3.3 Second Law of Thermodynamics ...................................
17
2.4 Learning Experiment Material .......................................................
18
2.5 Framework .....................................................................................
19
2.6 Research Hypothesis ......................................................................
19
CHAPTER III :
RESEARCH METHOD
3.1 Research Location ..........................................................................
20
3.2 Population and Sample Research ...................................................
20
3.2.1 Population of Research ....................................................
20
3.2.2 Sample of Research .........................................................
20
3.3 Research Variable ...........................................................................
20
3.3.1 Independent Variable ......................................................
20
3.3.2 Dependent Variable .........................................................
20
3.4 Type and Research Design ..............................................................
20
3.4.1 Type of Research .............................................................
20
3.4.2 Design of Research ..........................................................
20
3.5 Research Instrument ......................................................................
3.5.1 Instrument of Students’ Learning Outcome at Experiment
21
21
3.5.1.1 Instrument of Cognitive Domain .......................
21
3.5.1.2 Instrument of Affective Domain ........................
22
3.5.1.3 Instrument of Psychomotor Domain .................
24
3.5.2 Validity Test ......................................................................
27
3.6 Research Procedure .........................................................................
27
3.7 Data Analysis Techniques .................................................................
28
3.7.1 Validity Test .......................................................................
28
3.7.2 Determine Average Value .................................................
29
3.7.3 Determine The Standard Deviation ..................................
29
3.7.4 Normality Test ..................................................................
29
vii
viii
3.7.5 Homogeneity Test ............................................................
30
3.7.6 Hypothesis Test .................................................................
30
3.7.7 Contributions Activity Against Student Learning Outcomes 31
CHAPTER IV :
RESULT OF RESEARCH
4.1 Result of Research ………………………………………………… 32
4.1.1 Description of Research Data …………………………...... 32
4.1.2 Testing Data Analysis ………………………………….
34
4.1.2.1 Average and Standard Deviation ………………
34
4.1.2.2 Result of pretest data ……………………………
35
4.1.2.3 Result of postest data …………………………...
35
4.2 Obsevation ………………………………………………………….
36
4.3 Student’s Affective Result …………………………………………
36
4.4 Hypothesis Results …………………………………………………
37
4.5 Discussion …………………………………………………………..
38
CHAPTER V :
CONCLUSION AND SUGGESTION
5.1 Conclusion …………………………………………………………..
39
5.2 Suggestion …………………………………………………………..
39
REFERENCES ......................................................................................
40
viii
ix
LIST OF TABLE
Table 2.1 Syntax for problem based learning .............................................. 10
Table 3.1 The design of the research ........................................................... 20
Table 3.2 The Specification learning outcomes test .................................... 20
Table 3.3 Assessment Criteria of Affective and Psychomotor Domain ...... 22
Table 3.4 Guidelines for Scoring Observation of Students’ Affective in
Experimental and Control Class ................................................................. 22
Table 3.5 Guidelines for Scoring Observation of Students’ Psychomotor in
Experimental Class ...................................................................................... 23
Table 3.6 Guidelines for Scoring Observation of Students’ Psychomotor in
Control Class ............................................................................................... 24
Table 4.1 Data value pretest experiment class and control class ………… 32
Table 4.2 The data of post-test experiment class and control class ……… 33
Tabel 4.3 Value of Average and Standard Deviation ……………………. 34
Tabel 4.4 Normality pre test from two class pretest …………………….. 35
Tabel 4.5 Homogeneity pre test from two class …………………………. 35
Tabel 4.6 Normality post test from two class posttest …………………..
36
Table 4.7 Homogeneity post test from two class ……………………….
36
Table 4.8 Average of student’s affective ……………………………….
37
Table 4.9 Result of Hypothesis data in Experiment Class ……………...
37
x
LIST OF FIGURE
Figure 2.1 Problem Based Learning Process ..........................................
10
Figure 3.1 The overview of research planning .......................................
27
Figure 4.1 Pretest of Experiment Class and Control Class …………….
33
Figure 4.2 Postest of Experiment Class and Control Class ……………
34
xi
LIST OF APPENDICES
Appendix 1 .............................................................................................
42
Appendix 2 .............................................................................................
52
Appendix 3 .............................................................................................
53
Appendix 4 .............................................................................................
66
Appendix 5 .............................................................................................
67
Appendix 6 .............................................................................................
79
Appendix 7 .............................................................................................
80
Appendix 8.............................................................................................
81
Appendix 9..............................................................................................
85
Appendix 10............................................................................................
86
Appendix 11 ............................................................................................
87
Appendix 12 ............................................................................................
88
Appendix 13 ............................................................................................
89
Appendix 14 ............................................................................................
94
Appendix 15 ............................................................................................
96
Appendix 16 ............................................................................................
100
Appendix 17 ............................................................................................
101
Appendix 18 ...........................................................................................
102
CHAPTER I
INTRODUCTION
1.1 Background
Physics is part of the natural science related by way of find out about
natural phenomenon that can be observed and can be measured systematically.
Physics is not only a mastery of knowledge in the form of a collection of facts,
concepts, or principles, but also the a process of discovery. Science learning
process is characterized by the emergence of the scientific method that
materialized through a series of scientific work, values and scientific attitude.
Based on the experience of researcher, Teaching experience program in
school at Senior high school during 3 months, learning process is done in the
classroom showed that students only receive information during learning activities
take place. Students just think that to learn it was only done in the classroom or
school. Researchers result from the number of students who giving less attention
and actively participate in learning activities. Students were bored, and less
interested in the subjects of physics and ultimately the acquisition of learning
achievement is not as expected. However, learning more emphasis on
mathematical calculation without a deep understanding of the concepts contained
in physics.
Although it has been the implementation of the new curriculum, student
achievement has not yet reached a maximum. Many students who have not be
able to achieve the competency standards set by the government. This occurs from
Several factors reviews such as students interest in learning. Based on the analysis
on student test results showed there are many students who received low score.
Therefore, we need a method or model of learning which is very appropriate to
enable students in the learning process.
Based on the analysis of the problems given in the replay, we known that
such questions are made to test the students cognitive abilities that include aspects
of the understanding and application of concepts. From these data, it can be
shown that the level of student achievement is still low. Teacher should strive
using the approach, methods and models to achieve the purpose that engage
1
2
learners in understanding a concept. It is intended that the knowledge that a
student can mean minimal for himself.
Students choose to study physics with experiments. Students are easier to
understand and be able to clearly understand the concepts contained in physics.
Students can remember in a longer period of time when compared with the results
obtained from the lecture method. Furthermore, students are very difficult to work
on the problems of physics because they have to memorize formulas are very
much without knowing the meaning / concept of what is contained in physics.
Creativity of teachers that less encourages students to interested in the subjects of
physics, so that the results of the learning process is not as expected.
Teachers most influence on the learning process, because the teacher as
transmitter of material to students, should be able to convey the material to be
covered by appropriate methods and media and attractive. It will be impact on
student success in learning to follow and do the assignment of teachers.
According Chrispeels (2015) both of teachers and students valued working in
collaborative team. Collaborative learning refers to students working together
toward a common goal in small groups. Based on Dole and Bloom (2015)
identified five factors that play an important part in teachers decision to use
students centered pedagogy. Those factor are : (1) recognition acceptance of new
roles and responsibilities on the part of teachers and learners, (2) comfort level of
teachers and learners, (3) tolerance for ambiguity and flexibility, (4) confidence in
integrating technology and (5) integration of the new pedagogy within the larger
realities beyond the classroom.
There are three main requirements that must be owned by a teacher in
order to be a good teacher, as follow : (1) master teaching materials, (2) learning
skills, and (3) evaluation of learning. In the teachers mastery of learning skills
required to use a variety of instructional strategies. Appropriate learning strategies
and can attract the attention of students so as to create a fun learning environment
and can achieve the expected learning objectives.
The curriculum of 2013 have three learning models proposed, as follow:
Discovery Learning, Project Based Learning and Problem Based Learning and
using a scientific approach. Researchers chose to use a model of problem based
3
learning as it is considered very appropriate to make the learning process.
Problem based learning model is one of the innovative learning model that can
provide active learning conditions for students. According Jin, Bridge, and
Botelho (2015) Problem Based Learning is scaffolded, indeed, through the
different strategies embedded process. Skinner, Mayer, and Winning (2015) said
that problem based learning have three stages, such as : stage 1: Importance of
Knowledge; stage 2: Gathering Information; stage 3: Exchanging Information.
Problem based learning an instructional model that involves students to solve an
instructional model that involves students to solve a problem through the stages
of scientific methods so that students can learn the knowledge related to these
problem and also have the skills to solve problems.
According to research result Sakai, D’eon, Trinders (2015) using problem
based learning model, comparison of scores on the modified essay question
(MEQ) examinations were conducted separately for first and second year
students. Statistically significant difference among the three group of tutors was
found (F(2.611) = 1.70). statistically significant difference with a effect size,
where faculty performed on average 1.7% point better on the MEQ than senior
students under supervision. Makin research result (2015) which also applying
problem based learning model from 142 responses for this equestion, 35.2%
(n=50)
of
reqcruit
recommending
more
PBL
elements,26.8%
(n=38)
recommended more paramilitary training. It’s mean that problem based learning
more effect than another model.
The problem previous research at the above is need a long time to carry
out experiments and sometimes overwhelmed teachers in implementing coach
against the group in turn. Based on the description above, the results of research
conducted, researcher is interested in doing research with different materials, a
study, research lesson plan shape don’t have problems to be solved by the students
so that researchers try to cover up the shortcomings of previous research that
objective to improve the learning outcomes of students with physics lifting the
title “The Effect of Problem Based Learning Model For Students Learning
Outcomes In The Subject Matter of Thermodynamics In Class XI SMA
Negeri 2 Kisaran Academic Year 2014/2015”
4
1.2 Problem Identification
Based on above background, which is the identification of problems in this
study are as follows:
1. The ability of class XI SMA Negeri 2 Kisaran to understanding the of
Thermodynamics still low cognitive
2. Teachers didn’t have idea to create learning process so that students are
less interested to learning
3. The learning model used has been not effective for teaching proccess
4. Teacher not making students more interesting to think about find out the
concept of physics in our life
5. Teacher response to the student's work just answer right and wrong
without giving a reasons
6. Teacher not using media in learning proccess
7. The low cooperation among students in solving problems during learning
process
8. The Learning outcomes is low
9. The existence of a false perception of the concept of physics
10. Implementation of the learning process is still using a teacher-centered
methods
1.3 Limitation Problem
Because of the breadth of the problem and less of expertise, time and cost,
the researcher needs to make the Limitation Problem in this study are:
1. The subjects were students of class XI SMA Negeri 2 Kisaran T.P.
2014/2015
2. The learning model used is a model of problem-based learning
3. The results of student learning in the subject matter of Thermodynamics
4. The result of learning process only the affective aspect
5. The learning process in subject Thermodynamics until the second law of
Thermodynamics
5
1.4 Formulation of Problem
Based on the limitations problems described above, the formulation of the
problem in this study are:
1. How the student learning outcomes in Thermodynamics of the material by
applying a model of problem-based learning in class XI SMA Negeri 2
Kisaran Academic Year 2014/2015?
2. How the student learning outcomes in Thermodynamics of the material by
applying the model of convensional class XI SMAN 2 Kisaran Academic
Year 2014/2015?
3. Are there any influence of problem-based learning model for student
learning outcomes in the material Thermodynamics of class XI SMAN 2
Kisaran Academic Year 2014/2015?
1.5 Objective of Research
The purpose of this research are :
1. To find out how are student learning outcomes in Thermodynamics of the
material by applying a model of problem-based learning in class XI
SMAN 2 Kisaran Academic Year 2014/2015.
2. To knowing how are student learning outcomes in Thermodynamics of the
material by applying convensional method class XI SMAN 2 Kisaran
Academic Year 2014/2015.
3. To knowing are there any influence of problem-based learning model for
student learning outcomes in the material Thermodynamics of class XI
SMAN 2 Kisaran Academic Year 2014/2015.
1.6 Benefit of Research
The benefits of this research include the following:
1. As the information for schools to determine student learning outcomes in
the material Thermodynamics,
2. As an input for the teacher to determine the application of problem-based
learning model for student learning outcomes in Thermodynamics,
6
3. To increase the knowledge of the authors related the learning process in
schools,
4. As a reference for other writers who will held a research with related titles,
5. As input for researchers as prospective teachers in the task of teaching,
especially in learning the material Thermodynamics for the future.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
The conclusion of this research is :
1. Student learning outcomes in Thermodynamics of the material by
applying a model of problem-based learning in class XI SMAN 2
Kisaran Academic Year 2014/2015 before being given treatment the
average value is 39.42 and after the treatment was given his average
value become 66.51.
2. Student learning outcomes in Thermodynamics of the material by
applying the model of convensional class XI SMA Negeri 2 Kisaran
Academic Year 2014/2015 before being given treatment the average
value is 39.54 and after the treatment was given his average value
become 57.37.
3. Based on the calculation of correlation test showed that the value from
the correlation coefficient is 0.40 in the subject matter of
thermodynamics class XI SMA Negeri 2 Kisaran semester II
Academic Year 2014/2015. It shows that there was an effect problem
based learning model for students learning outcomes.
5.2 Suggestion
Based on the results and conclusions in this research, the researchers have
some advice, which is:
1. For the next research expected to add an observer in the classroom so that
the activity of all students can be well observed.
2. For the next research is expected to use the problems that really real. So
that students can understand the material that will be delivered well.
3. For the next research who want to investigate the same model is expected
to be able to choose the topics of material and different schools.
39
40
REFERENCES
Arends, R. 2012. Learning To Teach. New York: Mc Graw-Hill Companies.
Arends, R., Kilcher. 2010. Teaching For Student Learning. New York: Routledge.
Barge, S. 2010. Principles of Problem and Project Based Learning. New York :
Harvard University.
Dole, S., Bloom, L., Kowalske, K. 2015. Transforming pedagogy: changing
perspectives from teacher-centered to learner-centered. Interdisciplinary
journal of problem based learning, volume 10(1), January 7th 2016,
http://dx.doi.org/10.7771/1541-5015.1538
Hewitt,P. 2006. Conceptual Physics 10th edition. United States of America:
Pearson Education Inc.
Jewett, S. 2004. Physics for Scientists and Engineers 6th Edition. California:
Thomson Brooks.
Jin, J., Bridges, S. M., Botelho, M. G., and Chan, L. 2015. Online searching in
Problem Based Learning Tutorials. Interdisciplinary journal of problem
based learning, volume 9(1) January 8th 2016.
Makin, D. A. 2015. A Descriptive Analysis of a Problem Based Learning Police
Academy. Interdisciplinary Journal of Problem Based Learning, volume
10(1), January 6th 2016, http://dx.doi.org/10.7771/1541-5015.1544
Nariman, N., and Chrispeels, J. 2015. Problem Based Learning in the Era of
Reform Standards: Challenges and Benefits Perceived by Teachers in One
Elementary School. Interdisciplinary Journal of Problem Based Learning,
volume 10(1), January 7th 2016, http://dx.doi.org/10.7771/1541-5015.1521
Sagala, S. 2012. Konsep dan Makna Pembelajaran. Bandung: penerbit Alfabeta,
cv.
Sakai, D.H., D’Eon, M., Trinder, K., and Kazuya, R.T. 2015. The Effect of Senior
Medical Students Tutors Compared to Faculty Tutors on Examination
Scores of First and Second year Medical Students in Two Problem Based
Learning Courses. Interdisciplinary Journal of Problem Based Learning,
volume 10(1), January 6th 2016, http://dx.doi.org/10.7771/1541-5015.1533
Skinner, V.J., Braunack-Mayer, A., and Winning, T. A., 2015. The Purpose and
Value for Students of Problem Based Learning Groups for Learning.
Interdisciplinary Journal of Problem Based Learning, volume 9(1), January
6th 2016, http://dx.doi.org/10.7771/1541-5015.1499
41
Slameto. 2003. Belajar dan Fakor-Faktor yang Mempengaruhinya. Jakarta:
Gramedia.
Sudjana, N. 2005. Metoda Statistika. Bandung: Tarsito.