THE EFFECT OF PROBLEM BASED LEARNING MODEL (PBL ASSISTED ANIMATION TO INCREASE STUDENT'S LEARNING OUTCOMES ON TOPIC HEAT AND TEMPERATURE AT GRADE X-SCIENCE IN SMAN 1 BERASTAGI ACADEMIC YEAR 2015/2016.

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LEARNI NG O UT COMES O N TO PI C HEAT AND TEMPE RAT URE AT GRADE X -SCI ENCE I N

SMA N 1 BE RAST AGI A.Y.2015/2016

Dwira Nababan ID. Number. 4123322005

Bilingual Physics Education Study Program

THESIS

Submitted to Acquire Eligible Sarjana Pendidikan

FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

MEDAN 2016

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BIOGRAPHY

Dwira Nababan was born in Medan on April 17Th 1994. Father’s name is J.Nababan and Mother’s name is H.siburian. The author is second child of six siblings. In 2000, the author entered SD BUDI MURNI 7 Medan and graduated in 2006. In 2006, the author continued his education in SMP BUDI MURNI 7 Medan and graduated in 2009. In 2009, the author continued his education to SMA N 7 Medan and graduated 2012. In 2012, the author was accepted in Physical Education Studies Program in Department of Physics, Faculty of Mathematics and Science in State University of Medan.

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THE EFFECT OF PROBLEM BASED LEARNING MODEL (PBL) ASSISTED ANIMATION TO INCREASE STUDENT'S LEARNING

OUTCOMES ON TOPIC HEAT AND TEMPERATURE AT GRADE X-SCIENCE IN SMAN 1 BERASTAGI

ACADEMIC YEAR 2015/2016 Dwira Nababan (ID. 4123322005)

ABSTRACT

The introduction of material authentically accompanied with active learning ,that is the learning process very effective to increase student learning outcomes. The aim of this research to determine the effect of Problem Based Learning model assisted animation to increase student learning outcomes.

This research is a quasi-experimental. The instruments that used in this research was 10 essay test that have been pass validity test. The population on this research were all students of class X SMA Negeri 1 Berastagi while the sample that taken was two classes ,that is X MIPA 7 and X MIPA 8 where X MIPA 8 as the experimental class taught with Problem Based Learning Model and X MIPA 7 as control class was taught with conventional learning model.

There are two kinds of research data that is in form of learning outcomes and observation of student activity. The data on learning outcomes was begins with normality and homogeneity test. The data has been distributed normally and homogeneous so it was tested with statistical t-test at significance level α = 0.05. The average results of students learning outcomes on experiment class was 87.53 while the control class was 85.14. The activity data are presented on percentage of individual activity classically . The activity for classes taught with PBL model was reach 82.01, while the class taught by conventional learning model was 60.26. There was increasing of students activity with problem based learning model as much as 26.52 %. There was effect of PBL assisted animation to increase student learning outcomes on topic Heat and temperature at grade X-science in SMAN 1 Berastagi with tcount> ttable=2.77 >1.67, so that H0 is refused and Ha is accepted .

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PREFACE

The author says the great praise and gratitude to God Almighty, for all the graces and blessings that provide health and wisdom to the author that this study can be completed properly in accordance with the planned time. This proposal entitled "The effects of Problem based learning model (PBL) assisted animation to increase student’s learning outcomes on topic heat and temperature at grade X-science in SMA N 1 Berastagi A.Y.2015/2016. This thesis was prepared to obtain a Bachelor's degree of Physics Education, Faculty of Mathematics and Natural Science in State University of Medan..

On this occasion the author likes to thank Mr Dr.Rahmatsyah, M.Si as Thesis Advisor who has provided guidance and suggestions to the author since the beginning of the study until the completion of this thesis. Thanks also to Prof.Dr.Mara Bangun Harahap, MS, Alkhafi Maas Siregar,MS, Dr. Sondang R. Manurung, M.Pd who have provided many advices and suggestions in completing this thesis. Thanks also to Dr. Derlina, M.Si., as the Academic Supervisor. Thanks also for all Mr. and Mrs. lecturers and staff employees of Physics Department, Faculty of Mathematics and Natural Science in State University of Medan.State University of Medan who have encourage the writer during the studying process. Sincere appreciation was also presented to Principal of SMA N 1 Berastagi, Alberto colia M.Pd, Physics teacher Dra.sarinah and all teachers there, who had helped the author during the implementation of this research. Especially, author also would say thanks to my great lovely father J.nababan, my great lovely mother H.siburian, my great sisters siska nababan, fitri nababan, jenni nababan, dedek nababan, and jimmy nababan , my great lovely grand mother, and all my family. And thanks also for my great family, students of SMA N 1 Berastagi , and Bilingual physic education , my great lovely friends that always besides me rohani,rini,novianti,debora,silfiana,novita,sarah,reni,jerry,yudhistira,aldo,harmin,d inda, asma ,dian , cihur BKU , my PPL team in SMA N 1 Berastagi who gives motivations and advices to the author.

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The author has endeavored as much as possible in completing this thesis, but the author is aware there are many mistakes either in terms of content or grammar, then the author welcome for any suggestions and constructive criticism from readers for this thesis perfectly. The author hopes the contents of this paper would be useful in enriching the repertoire of knowledge.

Medan, May 2016 Author,

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LIST OF CONTENTS

Page

LEGITIMATION SHEET i

BIOGRAPHY ii

ABSTRACT iii

PREFACE iv

LIST OF CONTENTS vi

LIST OF TABLES ix

LIST F FIGURES x

LIST OF APPENDIXES xi

CHAPTER I INTRODUCTION

1.1 Background 1

1.2 Problem Identification 4

1.3 Problem Limitation 5

1.4 Problem Formulation 5

1.5 Research Objective 6

1.6 Research Benefit 6

1.7 Definition 7

CHAPTER II LITERATURE

2.1 Theoretical 8

2.1.1 The result of learning 8

2.1.2 Problem Based Learning Model (PBL) 10

2.1.3 Learning Media 13

2.1.3.1 Animation’s Media 14

2.1.4 Matter 14

2.1.4.1 Temperature 14

2.1.4.2 Expansion 18

2.1.4.3 Heat 22

2.1.4.4 Principle Black 24

2.1.4.5 Heat Transfer 24

2.1.4.6 The Phase Transition 27

2.2 Conceptual 27

2.3 Research Hypothesis 28

CHAPTER III RESEARCH METHODS

3.1 Location and Time of Research 29

3.2 Population and Sample 29

3.2.1 Population 29

32.2 Sample 29

3.3 Research Variable 29

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vii

3.5 Research’s Design 30

3.6 Procedure of Research 30

3.7 Instrument of Research 31

3.7.1 Instrument of observation 31

3.7.2 Result Test 33

3.8 Technique of Data Analysis 33

3.8.1 Observations of students’s activity 33

3.8.2 Result test in learning 34

3.8.2.1 Normality Test 34

3.8.2.2 Homogenity test 34

3.8.2.3 HypothesysTest (t test) 35 3.8.2.3.1 Average Test of pretest 35 3.8.2.3.2 N-gain Analysis 36 CHAPTER IV RESULT AND DISCUSSION

4.1 Result of Research 38

4.1.1 Result of pre-test and post-test data 38 4.1.2 The increasing of students learning outcomes 40

4.1.3 Data analysis 41

4.1.3.1. NormalityTest 41

4.1.3.2. Homogeneity test 41

4.1.3.3. Hypothesis test 42

4.2 Description of observation 44

4.3 Discussion 44

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion 49

5.2 Suggestion 49

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LIST OF TABLES

Table 2.1 PBL’s Sintax 12

Table 3.1 Research’s design 30

Table 3.2 Indicator of observation of student’s activity 32 Table 3.3 Lattice students achievement test 33

Table 4.1 Pre-test result 38

Table 4.2 Post-test result 39

Table 4.3 The average of pre-test and post-test 40 Table 4.4 Normality test in post-test data 41 Table 4.5 Homogeneity test of pre-test and post-test data 41 Table 4.6 Summary of pre-test and post-test calculation 42 Table 4.7 N-gain’s Percentage of students learning outcomes

according to concept 43 Table 4.8 Calculation of students activity value 44

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LIST OF FIGURES

Figure 2.1 Light Bulb 15

Figure 2.2 Steps in PBLGalileo’s Thermometer 15 Figure 2.3 Thermometer’s Del Cimento, Clinical thermometer 16 Figure 2.4 Room’s and Body Thermometer 17 Figure 2.5 Conversion of Fahrenheit,celcius,Kelvin Thermometer 17

Figure 2.6 Railroads 18

Figure 2.7 Expansion of length for a rod 18

Figure 2.8 Isobharic process 21

Figure 2.9 Gas in the sealed space that heated 21 Figure 2.10 The Gas in a confined space and in the jar 22 Figure 2.11 Heat Transfer by Conduction 24

Figure 2.12 Convection 26

Figure 4.1 Distribution of pre-test result 39 Figure 4.2 Distribution of post-test result 40 Figure 4.3 Distribution of pre-test and post-test 43

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LIST OF APPENDIXES

Appendix 1 Lesson Plan (For Experiment Class) 52 Appendix 2 Worksheet for 3rd Meeting 103 Appendix 3 Instrument’s lattice of pre-test/post-test 109 Appendix 4 Indicator of observation for student’s activity 117 Appendix 5 Result of pre-test in control class 118 Appendix 6 Result of post-test in control class 119 Appendix 7 Result of post-test in experiment class 120 Appendix 8 Result of pre-test in experiment class 121 Appendix 9 The calculation of mean, deviation standard , and varians 122

Appendix 10 Normality test 125

Appendix 11 Homogenity-test 129

Appendix 12 Hypothesis-test 131

Appendix 13 Experiment Students activity-meet I 134 Appendix 14 Experiment Students activity-meet II 135 Appendix 15 Experiment Students activity-meet III 136 Appendix 16 Control Students activity-meet I 137 Appendix 17 Control Students activity-meet II 138 Appendix 18 Control Students activity-meet III 139 Appendix 19 List of critical value for liliefors 141 Appendix 20 Table of normality-test 142 Appendix 21 Table of F-distribution 143 Appendix 22 List of percentile value of t-distribution 145

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CHAPTER I INTRODUCTION

1.1 Background

A great education is an education that can lift up the dignity and value of a State. Education established automatically can make a nation speak in the international area. Learning activity is one of the most vital components in determining the quality of education. Learning activities performed by two actors, are teachers and students. The behavior of the teachers is teaching and students are learning behavior. Teaching behavior and learning behavior is related to the subject matter. Learning is essentially a process of interaction between teachers and students, either direct interaction such as face-to-face activities and indirectly, by using a variety of instructional media (Rusman, 2012).

Teachers as classroom manager should be able to manage the classroom as a learning environment that needs to be organized. As a manager, a teacher is responsible for maintaining the physical environment of the class to always fun to learn and directing or guiding the processes of intellectual and social in its class. Thus the teacher not only allows students to learn, but also develop the ability to work and learn effectively from among students. A teacher can actually improve adequate results in the learning process, where teachers as educators are able to leverage the model and the right media in learning. In teaching, the teacher always requires students to learn, teachers also require students to solve problems, but rarely teach how students should solve the problem (Arends, 2009). On the other hand, (Rusman, 2012) suggests that the curriculum Problem Based Leaning (PBL) helped to boost the development of lifelong learning skills in a mindset that is open, reflective, critical, and active learning. PBL curriculum facilitates successful problem solving, communication, teamwork and interpersonal skills better than other approaches .If weview from the non-social factors include learning media, where learning media is one means of to enhance the teaching and learning

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process. A great education is an education that can lift up the dignity and value of a State. Education established automatically can make a nation speak in the international area. Learning activity is one of the most vital components in determining the quality of education. Learning activities performed by two actors, are teachers and students. Learning activities performed by two actors, are teachers and students. The behavior of the teachers are teaching and students are learning behavior Teaching behavior and learning behavior is related to the subject matter. Learning is essentially a process of interaction between teachers and students, either direct interaction such as face-to-face activities The selection of media that will be used very concerned with teaching methods that will be used. Therefore in teaching and learning activities teachers must have a strategy so that students can learn effectively and efficiently and are expected to hit the goal.

Based on data reported by the Department of Education of North Sumatra, Friday (25/5), students in senior high school / MA that pass the UN amounted to 119, 945 people (99.88%) of the 120,090 participants. While the students who pass the exam is 72,410 people (99.87%) of 72,504 participants. For the IPA program, from 62,331 participants from the UN SMA / MA in North Sumatra, which pass as many as 62, 257 people or 99.88 percent. As for the national level graduation rate reached 99.70 percent of the 628,495 participants. Especially for high school, there are eight regencies / cities in North Sumatra with a 100 percent graduation. The eighth area of each Sibolga, as well as Pakpak Bharat, West Nias, Dairi, Mandailing Natal, North Padang Lawas, Humbang Hasundutan and Nias.For the MA level, 100 percent graduation occurred in 24 of 33 districts / cities in North Sumatra. Nine districts were still some students do not pass the exam include Medan and Deli Serdang, Langkat, Labuhan Batu, Karo, South Labuhan Batu, shavings, South Tapanuli, Asahan and North Padang Lawas.

The researchers did the observations for approximately three months at SMA Negeri 1 Berastagi, in the context of Field Experience Program (PPL), researchers discovered a lot of various phenomena in the implementation of learning. In fact,

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most of the students find physics lesson is a scary lesson, difficult, and tedious. In addition, students are passive and do not pay attention when the teacher explains the lesson. Even the students seem saturated during the learning process. At the end of the lesson, students can’t answer the teacher's question about the material that had just delivered and when students are asked to inquire about things that are not understood, students often silent. In addition, about 60% of students in each class X science still has a value below KKM standards of Physics at the school which is 2.60.

The researchers discuss the applications of various physical phenomena in daily activity in the classroom, the researchers found that in fact there is an interest and desire of the students to develop their potential in solving the problems of physics concerning daily life, but this is often not channeled as a result of the use of models and methods used in the classroom. Researchers also found that the using of media in the classroom is less.the condition of physic’s lab is also less ,it’s make the students can’t do experiment there, so the students are not able to develop and find out about physic .The Schools should also be facilitated, like infocus so it can project a variety of media such as animation media. This is mainly the effect of less attention in learning process that is used in general is still teacher's center. Researchers also distributed a questionnaire to determine students' interest about physics, and the result is almost 70%, the students assume that physics is boring and very difficult.

The various problems that researchers have encountered, researchers feel need the existence in learning to makes the students active in class, involving all students in the learning process-oriented student's center by raising more authentic physics phenomena in daily. And most important is the existence of an increasing the student learning outcomes. It is support by a good model and media's learning. The good model that appropriate to make the learning process can active is Problem based learning model, because in this model, the students must be active to find the problem by themselves.

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Problem-based learning (PBL) is an instructional approach that provides learners with opportunities to identify solutions to structure, real-world problems. Problem-based learning (PBL) is an instructional approach that enables learners to conduct research, integrate theory and practice, and apply knowledge and skills in order to develop a solution to a defined problem (Savery, 2006). According to Barrows (2002), the key components of PBL are , unresolved, ill-structured problems that will generate multiple thoughts about the cause and solution, a student-centered approach in which students determine what they need to learn , teachers serve as facilitators and tutors, and problems are authentic and reflect professional practice. Barrows (1996) also suggests that learning in a PBL environment should be integrated from a wide range of disciplines or subjects such that students study and integrate information from diverse disciplines that might relate to understanding and solving a particular problem. In short, PBL is an approach to learning in which students work together to find solutions to complex problems (Ferreira & Trudel, 2012).

Based on the description above, the writer interested to do research with the title "THE EFFECTS OF PROBLEM BASED LEARNING MODEL (PBL) ASSISTED ANIMATION TO INCREASE STUDENT'S LEARNING OUTCOMES IN TOPIC ‘HEAT AND TEMPERATURE’ AT GRADE X-SCIENCE IN SMAN 1 BERASTAGI ACADEMIC YEAR 2015/2016” .

1.2. Problem’s Identification

Based on the background described above , can be identified that there are some problems,

that is ;

1. The less of student’s interest to physics subject

2. The low of student’s learning outcomes in Physics subject 3.The lack of sudent’s learning activities

4.The lessons are still teacher’s center Learning 5. The utilization of media is less

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1.3. Problem’s limitation

Considering the wide scope of the problem and limitations of time and the ability of the author, it is necessary to restrictions the problem, that is:

1.The learning model that used is Problem based learning(PBL)with animation 2.Learning outcomes in SMA N 1 Berastagi

3.The students activity in SMA N 1 Berastagi

4. The students that observed is X science semester II in SMA N 1 Berastagi

1.4 Problem formulation

Based on the problem definition, the formulation of the problem in this research are:

1. How do the results of student learning outcomes using Problem Based Learning (PBL) assisted animation in topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016?

2. How do the results of student learning outcomes using conventional model in topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016?

3.How the value from students activity using conventional learning model in topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016?

4. How does the value from activity of students using Problem Based Learning (PBL) assisted animation in topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016?

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1.5 Research objectives

Based on the problem’s formulation , the objectives that obtained in this

observation is to know

1.The student’s learning outcomes with Problem based learning model assisted

animation on topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016

2.The student’s activity with conventional model on topic heat and temperature at

class X SMA N 1 Berastagi A.Y.2015/2016

3. The student’s activity with Problem based learning model assisted animation on

topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016

1.6 Research Benefit

The benefit from this research entitled the effect of problem based learning assisted animation to increase students learning outcomes on topic heat and temperature is

1. As information of student’s outcomes with using Problem based learning

model (PBL) assisted animation in topic heat and temperature at grade X – Science in SMA N 1 Berastagi A.Y .2015/2016?

2. As alternative information selecting the learning model (Problem Based Learning or PBL)

3. To know the different of result between problem based learning with conventional model.

1.7.Definition

1. The effect is due, influence, or the impression that arises in the reader's mind (after seeing something)

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2. PBL learning model is an approach to learning in which students work on authentic problems with a view to construct their own knowledge, develop inquiry and higher-level thinking skills, develop independence and confidence

3. The result of learning is the result of an activity that has been done or created either individually or in groups

4. Learning activities are activities that are physical / bodily and mental / spiritual-related learning activities.

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CONCLUSION AND SUGGESTION 5.1. Conclusion

1. The results of student learning outcomes using Problem Based Learning (PBL) assisted animation in topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016 is 87.53

2. The results of student learning outcomes using conventional model in topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016 is 85.14 3. The value from students activity using conventional learning model in topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016 is 60.26 4.The value from student activity using Problem Based Learning (PBL) assisted animation in topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016 is 82.01.

5.2.Suggestion

Based on the research result, data analysis, discussion, and weakness had been faced, researcher suggest these things; before applying PBL model , observe condition and quality of knowledge of student, school facilities, and time; and try to use this PBL model in learning process by team teaching, because it is hard to control all activity of student by using this model .

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REFFERENCES

Arends, R.I. 2009. Learning to Teach (Belajar untuk Mengajar). Yogyakarta: Pustaka Pelajar

Arikunto, Suharsimi. 2011. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara

Astuti, D.2006. Teknik Membuat Animasi Profesional Menggunakan Macromedia Flash 8. Semarang: Andi

Barrows, H.S.1996. Problem-based learning in medicine and beyond: A brief n overview. New Directions for teaching and Learning, 68(Winter),2-12. Barrows, H. S. 2002. Is it truly possible to have such a thing as dPBL? Distance Education, 23(1), 119-122.

Djamarah, S.B. dan Aswan, Z.2006. Strategi Belajar Mengajar. Jakarta: Rineka Cipta.

Ferreira, M.M. & Trudel, A.R. 2012. The impact of problem-based learning (PBL) on student

Attitudes towards science ,problem-solvingskills,and sense of community in the

Classroom.Journal of Classroom Interaction, 47(1), 23-30.

Hamalik, Oemar. 2010. Proses Belajar Mengajar. Jakarta: Bumi Aksara

Joyce, Bruce, Marsha Weil &Beverly Showers. 1992. Models of Teaching. (Fourth Edition). Boston: Allyn and Bacon.

Kanginan, Marthen. 2013. Fisika untuk SMA Kelas X. Jakarta: Erlangga

Kennedy. 2009. Perbedaan Hasil belajar Siswa Menggunakan Model Pembelajaran Berbasis Masalah (Problem Based Learning ) dengan Konvensional pada Materi Pokok Pemuaian di SMA Negeri 4 Kisaran T.A. 2008/2009. Skripsi. Medan : FMIPA Unimed

Lindley, D,V,, & Scott, W,F,. 1995, New Cambridge Statistical Tables Second Etition, Cambridge University Press, Massachuset

Meltzer, D. E. (2002). “The Relationshif between Mathematics Preparation and

Conceptual Learning Gain in Physics: A Possible Hidden Variable in Diagnostic Pre-test Score”.Am,J.Phys.70,(2), 1259-1267.

Newman, Mark J. 2005. Problem Based Learning : An Introduction and Overview of the Key Features of the Approach. United States: UTPress

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Rusman. 2012. Model-Model Pembelajaran Mengembangkan Profesionalisme Guru.Jakarta: RajaGrafindo Persada

Sabri, Ahmad. 2007. Strategi Belajar Mengajar. Padang: PT. Ciputat Press Sagala, S.2009.Konsep dan Makna Pembelajaran. Bandung: CV Alfabeta

Sardiman, 2009. Interaksi dan Motivasi Belajar Mengajar.Jakarta: PT Raja Grafindo Persada

Savery, J. R. 2006. Overview of problem-based learning: Definitions and distinctions.

Interdisciplinary Journal of Problem-based Learning, 1(1), 9-20.

Slameto. 2010. Belajar dan Faktor-faktor yang Mempengaruhinya. Jakarta: Rineka Cipta

Sudjana. 2005. Metode Statistika. Bandung: Penerbit Tarsito

Sudjana. 2009. Penilaian asil Proses Belajar Mengajar. Bandung: PT. Remaja Rosdakarya

Trianto. 2009. Mendesain Model Pembelajaran Inovatif, Progresif, Konsep Landasan dan Implementasinya. Jakarta: Kencana

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1.3. Problem’s limitation

Considering the wide scope of the problem and limitations of time and the ability of the author, it is necessary to restrictions the problem, that is:

1.The learning model that used is Problem based learning(PBL)with animation 2.Learning outcomes in SMA N 1 Berastagi

3.The students activity in SMA N 1 Berastagi

4. The students that observed is X science semester II in SMA N 1 Berastagi

1.4 Problem formulation

Based on the problem definition, the formulation of the problem in this research are:

1. How do the results of student learning outcomes using Problem Based Learning (PBL) assisted animation in topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016?

2. How do the results of student learning outcomes using conventional model in topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016?

3.How the value from students activity using conventional learning model in topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016?

4. How does the value from activity of students using Problem Based Learning (PBL) assisted animation in topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016?

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1.5 Research objectives

Based on the problem’s formulation , the objectives that obtained in this observation is to know

1.The student’s learning outcomes with Problem based learning model assisted animation on topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016

2.The student’s activity with conventional model on topic heat and temperature at class X SMA N 1 Berastagi A.Y.2015/2016

3. The student’s activity with Problem based learning model assisted animation on topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016

1.6 Research Benefit

The benefit from this research entitled the effect of problem based learning assisted animation to increase students learning outcomes on topic heat and temperature is

1. As information of student’s outcomes with using Problem based learning model (PBL) assisted animation in topic heat and temperature at grade X – Science in SMA N 1 Berastagi A.Y .2015/2016?

2. As alternative information selecting the learning model (Problem Based Learning or PBL)

3. To know the different of result between problem based learning with conventional model.

1.7.Definition

1. The effect is due, influence, or the impression that arises in the reader's mind (after seeing something)

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3. The result of learning is the result of an activity that has been done or created either individually or in groups

4. Learning activities are activities that are physical / bodily and mental / spiritual-related learning activities.

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assisted animation in topic heat and temperature at grade X –Science in SMA N 1 Berastagi A.Y .2015/2016 is 87.53

5.2.Suggestion

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REFFERENCES

Arends, R.I. 2009. Learning to Teach (Belajar untuk Mengajar). Yogyakarta: Pustaka Pelajar

Arikunto, Suharsimi. 2011. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara

Astuti, D.2006. Teknik Membuat Animasi Profesional Menggunakan Macromedia Flash 8. Semarang: Andi

Djamarah, S.B. dan Aswan, Z.2006. Strategi Belajar Mengajar. Jakarta: Rineka Cipta.

Ferreira, M.M. & Trudel, A.R. 2012. The impact of problem-based learning (PBL) on student

Attitudes towards science ,problem-solvingskills,and sense of community in the

Classroom.Journal of Classroom Interaction, 47(1), 23-30. Hamalik, Oemar. 2010. Proses Belajar Mengajar. Jakarta: Bumi Aksara