THE EFFECT OF PROBLEM BASED LEARNING MODEL IN CURRICULUM 2013 TOWARDS THE STUDENTS LEARNING OUTCOMES IN TOPIC UNIFORM LINEAR MOTION IN GRADE X SMAN 2 KISARAN ACADEMIC YEAR 2014/2015.

THE EFFECT OF PROBLEM-BASED LEARNING MODEL IN CURRICULUM 2013 TOWARDS THE STUDENTS LEARNING

OUTCOMES ON LINEAR MOTION TOPIC IN GRADE X SMAN 2 KISARAN A . Y 2 0 1 4 / 2 0 1 5

By : Rofi Anggriani Reg. Number 4103322020 Bilingual Physics Education Program

THESIS

Submitted to Acquire Eliglible Sarjana Pendidikan

PHYSICS DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

MEDAN 2015

BIOGRAPHY

Rofi Anggriani was born in Kerasaan II at August 17th 1992. Father’s name is Fadlan and Mother’s name is Rabiyah, and she is the first of two childrens. In 1998, the author entered SD N 091633 Desa Kerasaan and graduate in 2004. In 2004, the author continues her education in SMP Negeri 1 Pematangsiantar and graduate in 2007. In 2007, the author continues her education to SMA Negeri 2 Pematangsiantar and graduated 2010. In 2010, the author accepted in Bilingual Physical Education Studies Program in Department of Physics, Faculty of Mathematics and Science in State University of Medan.

iv

PREFACE

Praise and thanks to Allah SWT who has give 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.

Thesis entitled "The Effect of Problem Based Learning model in Curriculum 2013 towards the Students Learning Outcomes in Topic Uniform Linear Motion in Grade X SMAN 2 Kisaran Academic Year 2014/2015", 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 authors like to thanks to Mr. Alkhafi Maas Siregar, M.Si as Thesis Advisor who has provide the guidance and suggestions to the author since the begining of the study until the completion of this thesis writing. Thanks also to Prof. Dr. Sahyar, M.Si, M.M, Prof. Drs. Motlan, M.Sc, Ph. D, Drs. Rahmatsyah, M.Si, who have provided input and suggestions from the research plan to complete the preparation of this thesis. Thanks also presented to Mr. Dr. Ridwan A. Sani, M.Si, as the Academic Supervisor and also the entire Lecturer and Staff in Physics Department FMIPA UNIMED who have helped the author. Appreciation were also presented to Headmaster, Mr. Syahruddin Lubis,S.Pd, MM, and all teacher in SMA Negeri 2 Kisaran who have helped during this research. I would like to thank especially to my beloved father Fadlan, and my beloved mother Rabiyah and also my brother Angga Oka Hadinata, and also never forget for all advices and supports by my grandpa Tukiman and my Grandma Sukinah and all family who have helped, prayed and gave me encouragement and funding to complete the study in Unimed. Especially thanks to all my friends in Bilingual Physics Class 2010, Christine M. Siregar, Evi K. Simanjuntak, Fitriah A. Rambe, Indra N. Siahaan, James W. Simanungkalit, Jeneva Samosir, Jovan Sitinjak, Kartika, Nur Azizah Pulungan, Riando Sidauruk, Rikcy Almeda, Rindy W. Putri, Feggy Yuandini, and Uli Dofa Sirait who have helped, prayed and gave supported to author. The author also thanks to Mr. Sudariono, S.Pd and Mrs. Suwarsih, S.Pd who have helped and gave supported

during my research. And the last but not least, thanks to my special one Sigit Suprayogi who have helped and gave supported during research.

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

Medan, Februari 2015 Author,

iii

THE EFFECT OF PROBLEM-BASED LEARNING MODEL IN CURRICULUM 2013 TOWARDS THE STUDENTS LEARNING

OUTCOMES ON LINEAR MOTION TOPIC IN GRADE X SMAN 2 KISARAN A . Y 2 0 1 4 / 2 0 1 5

Rofi Anggriani (Reg. Number 4103322020) ABSTRACT

The aim of this research was to know the the effect of the problem based learning model in Curriculum 2013 towards the students’ learning outcomes in topic Uniform Linear Motion in Grade X SMAN 2 Kisaran. The research method was quasi experiment. The population were all of students in grade X MIA SMAN 2 Kisaran, that consist of 7 classes. The sample of this research was taken by purposive sampling technique, class X MIA-4 was experimental class used problem based learning model that consist of 36 students, and class X MIA-5 as control class used conventional learning, consist 33 students. Instruments that used in this research were non-test(questioner) and instrument test. The data was got from the test was analyzed by statistical analysis t-test. Based on research result by using Problem based-learning model that focus on planning, learning process and evaluation designing shown that there was significant increasing on experimental class. So, can be conclude that the student’s learning outcomes using problem based learning model greater than conventional learning on Uniform Linear Motion topic in grade X SMA N 2 Kisaran.

LIST OF CONTENT

Page

Ratification Sheet i

Biography ii

Abstract iii

Preface iv

List of Content vi

List of Figure ix

List of Table x

List of Appendix xi

CHAPTER I INTRODUCTION

1.1 Background 1

1.2 Identification of Problems 6

1.3 Limitation Problem 6

1.4 Problems Statement 7

1.5 Research Objectives 7

1.6 Research Benefits 7

1.7 Definition Operational 8

CHAPTER II LITERATURE REVIEW

2.1. Theoritical Framework 9

2.1.1 Learning Definitions 9

2.1.2 Learning Activity 10

2.1.3 Learning Achievement 11

2.1.4 Learning Model 13

2.2 Problem Based Learning Model 14

2.2.1 Definition and Characteristic PBL 14

2.2.2 Problem Based Learning Goals 16

2.2.3 Syntax PBL model 17

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2.3 Subject Matter (Linear Motion) 18

2.3.1 Magnitudes in Linear Motion 18

2.3.1.1 Position, Distance and Displacement 18

2.3.1.2 Average Velocity and Instantaneous Velocity 20

2.3.2 Uniform Motion in Constant Velocity 21

2.3.3 Uniform Motion in Constant acceleration 22

2.4 Problem-Based Learning Journal 25

2.5 Conceptual Framework 29

2.6 Research Hypothesis 30

CHAPTER III RESEARCH METHODOLOGY

3.1 Location and Time Research 31

3.1.1 Research Location 31

3.1.2 Research Time 31

3.2 Population and Sample Research 31

3.2.1 Research Population 31

3.2.2 Research Sample 31

3.3 Research Variable 31

3.4 Method and Research Design 32

3.4.1 Method 32

3.4.2 Research Design 32

3.5 Research prosedure 32

3.6 Research Instrument 35

3.6.1 Instrument of Students Learning Outcomes

Cognitive Domain 35

3.6.2 Content Validity 36

3.7 Data Analysis Techniques 36

3.7.1 Determine Average Value 36

3.7.2 Determine Standard Deviation 37

3.7.3 Determine the Homogenity Test 37

3.7.5 Hypothesis Test 38 3.7.5.1 Pre-test- Ability Test(two Tail Test) 38

3.7.5.2 Post Test Ability Test 40

CHAPTER IV RESULT OF RESEARCH AND DISCUSSION

4.1 Result of Research 42

4.1.1 The Result of Questionnaire for the Learning Principle

Permendikbud No. 65 Year 2013 43

4.1.2 The result of Questionnaire for the Conformity Learning Activity with Lesson Plan in Accordance with Permendikbud

No. 65 Year 2013 44

4.1.3 The result of Questionnaire for the Setting an Evaluation

Process in Accordance with Permendikbud No. 81 Year 2013 46 4.1.4 Students Learning Outcomes in Cognitive Domain 47 4.1.4.1 Pretest Data in Experimental and Control Class 47 4.1.4.2 Posttest Data in Experimental and Control Class 47

4.1.5 Data Analysis Test 47

4.1.5.1 Average Value, Standard Deviation and Variant 48

4.1.5.2 Normality Test 48

4.1.5.3 Homogeneity Test 48

4.1.5.4 Hypothesis Test 49

4.1.5.4.1 Hypothesis Test for Pretest Ability 49

4.1.5.4.2 Hypothesis Test for Post-Test Ability 50 4.1.6 Student’s Learning Outcomes in Affective Domain 50 4.1.7 Student’s Learning Outcomes in Psychomotor Domain 50

4.2 Discussion 51

CHAPTER V CONCLUSION AND SUGGESTION

5.1. Conclusion 57

5.2 Suggestion 57

x

Table List

Table 2.1 Table of the syntax of PBL 17

Table 3.1 Research Design 32

Table 3.2 Learning Outcomes Specification 35

Table 4.1 The Result of Questionnaire for the Learning Principle

Permendikbud No. 65 Year 2013 43

Table 4.2 The result of Questionnaire for the conformity of Learning Activity with Lesson Plan in Accordance

With Permendikbud No. 65 Year 2013 44

Table 4.3 Questionnaire for the Setting an Evaluation Process in

Accordance with Permendikbud No. 81 Year 2013 46 Table 4. 4 Table of pre-test data in experiment and control class 47 Table 4.5 Table of post-test data in experimental and control

Class 47

Table 4.6 Average value, standard deviation and variant 48 Table 4.7 Normality test data in experimental and control class 48 Table 4.8 Homogeneity test in experimental and control class 49 Table 4.9 Summary of calculation hypothesis test for pretest

ability 49

Table 4.10 Summary of calculation hypothesis test for post test

Ability 50

Table 4.11 Affective data in experimental and control class 50 Table 4.12 Psychomotor data in experimental and control class 51

List of Figure

Figure 2.1 The Component of Learning Process 12

Figure 2.2 The Object Position in a Straight Line 19

Figure 2.3 Displacement vector in X-Axis 19

Figure 2.4 Graph of Velocity towards the Time in

Regular Linear Motion 22

Figure 2.5 Graph the Position towards Time from Regular

Linear Motion 22

Figure 2.6 Graph of Acceleration towards the time in

Irregular Linear Motion 23

Figure 2.7 Graph of Velocity towards the Time in Irregular

Linear Motion 23

Figure 3.1 Scheme of Research Design 34

Figure 4.1 Chart of pretest data in experiment and control class 51 Figure 4.2 Chart of students’ psychomotor in experiment and

control class 52

Figure 4.3 Chart of students’ affective in experiment and

control class 53

Figure 4.4 Chart of posttest data in experiment and control class 54 Figure 4.5 Comparison pretest and post test in experiment and

xi

Appendix List

Appendix 1 Lesson Plan 1 60

Appendix 2 Lesson Plan 2 72

Appendix 3 Lesson Plan 3 81

Appendix 4 Worksheet I 89

Appendix 5 Worksheet II 91

Appendix 6 Worksheet III 93

Appendix 7 Lattice of Research Instrument 95

Appendix 8 Research Instrument 102

Appendix 9 Instrument For Competency Standards and Learning

Content Standards Principle 106

Appendix 10 Instrument for Learning Activities Based on Lesson

Plan Implementation 108

Appendix 11 Instrument For Designing Assesment 111 Appendix 12 Instrument of students Learning Outcomes at

Affective Domain 113

Appendix 13 Instrument of students Learning Outcomes at

Psychomotor Domain 114

Appendix 14 Pretest and Posttest Data In Experimental Class 115 Appendix 15 Pretest And Posttest Data In Control Class 116 Appendix 16 Calculation of Average Value Deviation Standard

And variance 117

Appendix 17 The Calculation Of Normality Of Data 120

Appendix 18 Homogeneity test 126

Appendix 19 Calculation Of Hypothesis Test 128

Appendix 20 Observation Table Of Students’ Affective In

Experimental Class 132

Appendix 21 Observation Table Of Students’ Affective In Control Class 133 Appendix 22 Observation Table Of Students’ Psychomotor In

Appendix 23 Observation Table Of Students’ Psychomotor In

Control Class 135

Appendix 24 Result of Questioner of Competency Standards and

Learning Content Standards Principle 136 Appendix 25 The Result Of Questioner Learning Activities Based

On Lesson Plan Implementation 137

Appendix 26 The result of questioner about Instrument For Designing

Assesment 139

Appendix 27 List Of Critical Value For Liliefors 140 Appendix 28 List Of Percentil Value For Distribution T 141 Appendix 29 Table Of Region Under Norml Curve 0 To Z 142

Appendix 30 F Distribution Values 143

1

CHAPTER I INTRODUCTION

1.1 Background

Education is essentially a business man civilize or humanize humans, education is very strategic to the intellectual life of the nation and is required in order to improve the quality of the nation as a whole. Education is a conscious and deliberate effort to create an atmosphere of learning and the learning process so that learners are actively developing the potential for him to have the spiritual strength of religious, self-control, personality, intelligence, noble character, and skills needed him, society, nation and state.

The function of education should really be considered in order to achieve national education goals because goals serve as a conduit of clear direction to the activities of the organization providing education so that education shall be directed to 1) Education held in a democratic and fair and not discriminatory to uphold human rights, the value of religious, cultural values, and national diversity, 2) Education organized as a systemic entity with open systems and many understanding, 3) Education was held as a civilizing process and the empowerment of learners that last a lifetime, 4) Education organized by an ex-ample, build willingness, as well as developing the creativity of learners in the learning process and activities, 5) Education organized by developing a culture of reading, writing, and numeracy for all members of society and 6) Education organized by empowering all components of the community through participation in the implementation and quality control of education services.

Improving the quality of education is determined by the readiness of human resources involved in the educational process. The teacher is one of the determinants of high and low quality of education has a strategic position so any effort to improve the quality of education needs to give great attention to the improvement of teachers both in terms of quantity and quality. Teachers as

education is one of the critical success factors of educational goals, because the teacher is directly in contact with the students, to provide guidance that will produce graduates who are expected. Teachers are human resources become planners, perpetrators and decisive achievement of educational goals. For that to support the activities of teachers, required school climate that is conducive and good relationships between the elements that exist in schools, among others, principals, teachers, administrators and students. As well as the good relations between the elements that exist in the school with parents and the community.

Basically the educational demands a lot has changed. Educators need to develop and implement teaching and learning activities in which children can actively construct their own knowledge. This is consistent with the view that constructivism learning success depends not only on the environment or conditions of learning, but also on the prior knowledge of students. Learning involves the creation of "meaning" by the students of what they do, see, and hear.

The issue now is how to find the best way to convey the concepts being taught so that students can use and remember longer the concept. How can teachers communicate well with his students. How teachers can broaden the diverse thinking of all students, so can learn how the concept and how to relate it to real life. How can as a good and wise teacher is able to use the model of learning with regard to solving the problem.

Problem based learning model (PBL) is an instructional model that is based on a number of issues that require investigation authentic investigations that require the completion of a real problem. Brunner in Trianto (2009: 91) states that starts to look for solutions and the accompanying knowledge, generating knowledge that is really meaningful. A logical consequence, because by trying to seek a solution to the problem independently will give a concrete experience, with experience, it can be used also to solve such problems, because that experience can give special meaning for learners. Based on international journal by Faudziah (2013), The role of integrated PBL in determining students‟ level of

creative-3

critical thinking was being investigated in this study. The distribution of students‟ thinking style before and after the early implementation of integrated PBL among Physics undergraduates was reported. While in the other stated that how students’ critical thinking after being intervened with integrated PBL online in two different outline of main subjects in Physics courses (i.e., Thermodynamics and Statistical Physics). Even though based from the findings on quantitative data in this study show decreasing in students ability on critical thinking which caused by some factors that explained using qualitative data (i.e., interview), it is believed that PBL online could still be very promising learning style to substitute traditional learning in tertiary level mainly in sciences course with proper and well planned approach. In addition, PBL still has apromising potential of learning approach in developing students’ soft skills during their 3 to 4 years study in higher education (Fauziyah : 2014).

Generally PBL has a great potential to foster students’ higher order thinking skills, especially critical thinking ability. The links between PBL and critical thinking ability outside of medical field are still lacking with substantial evidence to be deemed conclusive, especially from education point of views. This scarcity has called for more experimental studies that examine PBL effectiveness in different populations and disciplines. Therefore, the study on PBL and critical thinking remains equivocal and leads to inconclusive evidence. This review however provides some hints that PBL could be more effective in a long-term duration (Aliyas : 2011).

Hasrul (2009) state that problem-based learning (problem based learning) can increase students' interest in the practice of rolling up transformer students of SMK Negeri 3 Makassar. While Bekti wulandari says that The concept of problem solving in the PBL model’s done by the group discussions. PBL method is more emphasis on the exchange of ideas and sharing of experience in problem solving. Students who have high motivation would be more interested to increase knowledge and desire to learn new things in order to solve a problem related to the real world.

Law No. 20 of the National Education System of 2003 states that learning is a process of interaction with educators and learners learning resources in a learning environment. In learning, the teacher must understand the nature of the subject matter they teach and understand the various models of learning that can stimulate students' ability to learn by careful planning by teachers teaching (UU Pendidikan Nasional No. 20 Tahun 2003).

Learning is an attempt to learned the students. Implicitly, there is a learning activity in selecting, establishing, developing teaching methods to get the desired result, and based on the existing conditions of learning. This activity is at the core of the learning plan (Husamah, 2013: 34).

Lessons will be planned require various theories to design it, so that lesson plans are drawn up can really meet the expectations and learning objectives, the need to plan in order to achieve intended learning improvement.

Learning outcomes is related to learning activity because learning activity is a process, while learning outcomes are achieved in part the result of a person after experiencing the learning process by first do the evaluation of the learning process is done. Learning outcomes is an achievement earned by students in the learning process as outlined by the numbers and in the application in everyday life over the knowledge gained. The results of the study indicate a high or low teacher success in delivering course material in the learning process. Sanjaya, Wina (2006: 52) says that there are several factors that can influence the activities of the learning system, including: (1) teacher, is the main component of which is crucial in the implementation of an instructional strategy, (2) Students, is a unique organism that developed in accordance with the stage of development, (3) factors that support facilities and infrastructure directly to the learning process, (4) environmental factors.

In each curriculum, assessment system becomes a very important thing to note, given the assessment is the process of gathering information / evidence through measurements, interpret, describe, and interpret the evidence of

5

measurement results. Curriculum 2013 signaled an important self-assessment system, where students can assess their own abilities. Assessment system based on three (3) important aspects, namely: knowledge, skill and attitude.

The achievement of expected results from the implementation of the curriculum in 2013 this is the learners have the opportunity to develop their full potential in order to create quality human resources, not only intelligent but have skills and good character through balancing the three aspects (cognitive, affective, and psychomotor), as well as the implementation of this curriculum can be implemented evenly so not only in the center and the surrounding area that could benefit from the curriculum. In addition, students are also trained to face a future full of globalization (Wiranto, 2013: 1).

But in fact the field, although many made design or a solid plan and good learning, there are still many students who get bad grades or poor outcomes after they learn a subject. For example in the subjects of Physics which is considered difficult by all students. Many students who think physics is a difficult subject because they often get low grades in their exam results. If such is the case, then programs and plans that have been made are no longer relevant to what would be achieved. And in actuality, many teachers who simply make a good program. In another sense, the teacher can only make the program and then early planning is not implemented in the learning process. For example, a teacher only explain what he knows and he can see from the book, and not based on what he had made in the beginning of the program or the first planning or not in accordance with the draft of Lesson Plan that he had made. Not paying attention to what the main purpose of the learning outcomes. So, what should be the main goal which is made as an indicator of a learning process was not achieved. Due to the material or any material that is taught and what is given to students in accordance with the indicators (results to be achieved). Even worse, the different indicators towards the process, and the irrelevance of indicators and evaluation process of the learning process can make students overwhelmed and can not reach from what should have been achieved in the subjects in a particular topic. And in the end the

students still thought physics was very difficult and they will get value or poor results.

Inconformity of indicators (objectives to be achieved), learning and evaluation process may impede the achievement of learning objectives and learning outcomes that will get worse anyway and it set in curriculum 2013. Based on the problems identified, the researchers are interested in studying it further. Researchers wanted to try to do a study titled “The Effects of Problem -Based Learning Model In Curriculum 2013 towards the Student Outcomes in Topic Uniform Linear Motion in Grade X SMAN 2 KISARAN.” expected the results could provide benefits for teachers, especially in providing an alternative model of learning in classroom, particularly in efforts to achieve the purpose and the indicator that have been planned in Lesson plan and also can increase the student learning achievement.

1.2 Identification of Problems

Based on the background of the above problems can be identified as follows:

1. Low student learning outcomes in the field of study of physics.

2. Inconformity of indicators, learning process, and evaluation can impede the achievement of learning objectives.

3. Model that used in the learning process have not been using problem-based learning and still dominated by Conventional Learning.

1.3 Limitation of the problem

This study will be limited as follows:

1. The subject in this research are the students in SMAN 2 Kisaran class X 2. The conformity among the indicator, process of learning the process of the

evaluation (in curriculum 2013).

7

1.4 Problem Statement

Based on the background of the problems describe above are common problems can be formulated in this studies are:

1. How does the learning outcomes of students which teach using the Problem Based Learning Model in curriculum 2013 (emphasize conformity among the indicator, process of learning and process of evaluation) in Topic Uniform Motion in grade X semester I?

2. How does the learning outcomes of students which teach using the Conventional Learning Model Material in Topic uniform Motion in grade X semester I?

3. Is there a significant effect using Problem Based Learning Model in curriculum 2013 (emphasize conformity among the indicator, process of learning and process of evaluation) in Topic Uniform Motion in grade X semester I?

1.5 Research Objectives

1. To know the learning outcomes of students which teach using the Problem Based Learning Model in curriculum 2013 (emphasize the conformity among the indicator, process of learning and process of evaluation) in Topic Uniform Motion in grade X semester I

2. To know the learning outcomes of students which teach using the Conventional Learning Model Material in Topic Uniform Motion in grade X semester I

3. To analyze if there is a significant effect using Problem Based Learning Model in curriculum 2013 (emphasize the conformity among the indicator, process of learning and process of evaluation) in Topic Uniform Motion in grade X semester I

1.6 Research benefits

1. As input and add insight to researchers as prospective teachers in teaching physics at the future

2. As a positive contribute ideas and information into the material in order to improve the learning variation in the conduct of research in particular and education in general

3. As a comparison for future researchers who will research with the same learning model

1.7 Definition of Operational

Evaluation : The process of making judgments about what is good or desirable as in, for example, judging the quality of pupils’ essays or the desirability of a particular instructional activity

Indicator : Basic competence achievement markers are characterized by measurable changes in behavior that includes attitudes, knowledge, and skills. Indicators are developed in accordance with the characteristics of learners, subjects, educational units, potential areas and formulated in measurable operational verbs and / or observable

Learn : A process of one's efforts to acquire a new behavior changes as a whole, as a result of his own experience in interaction with the environment Learning : Usually defined as a change in an individual caused

by experience

Method : Method, which the function is a means to an end Teaching : The guidance of learning

Teaching Model : Teaching model refers to a particular approach to instruction that includes its goals, syntax, environment, and management system

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

Based on the research result, data analysis, and discussion can be concluded that: 1. The learning outcomes that using problem based learning model in

curriculum 2013 (emphasize conformity among the indicator, process of learning and process of evaluation) in Topic Uniform Motion in grade X semester I have the highest enhancement, the value of enhancement reach 23.33. Which pretest value has mean 35.56 and post-test has mean 58.89. 2. While in conventional learning only a bit increase of the learning outcomes.

The value of enhancement only up to 7.58. Which the mean value of pretest has 31.21 and the post-test has 38.79.

3. There was a significant effect using Problem Based Learning Model in curriculum 2013 in Topic Linear Motion in grade X semester I. Problem-Based learning model can increase the critical thinking and active to solve the problems. Learning process was proportional with the learning outcomes that got. It has been proved by this research. If the learning process was good, so the learning outcome was good too and it’s contrary.

5.2 Suggestion

Based on the research result and discussion before, researcher give suggestion as follow:

For the next researcher who will do research in same problem about Problem Based-Learning model, pay attention to the condition of class was difficult to control because discussion chance in teaching and learning process giving chance for some students making noise so bothered other group discussion, and also time allocation that limited making the group discussion is not maximal,

Law No. 20 of the National Education System of 2003 states that learning is a process of interaction with educators and learners learning resources in a learning environment. In learning, the teacher must understand the nature of the subject matter they teach and understand the various models of learning that can stimulate students' ability to learn by careful planning by teachers teaching (UU Pendidikan Nasional No. 20 Tahun 2003).

Learning is an attempt to learned the students. Implicitly, there is a learning activity in selecting, establishing, developing teaching methods to get the desired result, and based on the existing conditions of learning. This activity is at the core of the learning plan (Husamah, 2013: 34).

Lessons will be planned require various theories to design it, so that lesson plans are drawn up can really meet the expectations and learning objectives, the need to plan in order to achieve intended learning improvement.

Learning outcomes is related to learning activity because learning activity is a process, while learning outcomes are achieved in part the result of a person after experiencing the learning process by first do the evaluation of the learning process is done. Learning outcomes is an achievement earned by students in the learning process as outlined by the numbers and in the application in everyday life over the knowledge gained. The results of the study indicate a high or low teacher success in delivering course material in the learning process. Sanjaya, Wina (2006: 52) says that there are several factors that can influence the activities of the learning system, including: (1) teacher, is the main component of which is crucial in the implementation of an instructional strategy, (2) Students, is a unique organism that developed in accordance with the stage of development, (3) factors that support facilities and infrastructure directly to the learning process, (4) environmental factors.

In each curriculum, assessment system becomes a very important thing to note, given the assessment is the process of gathering information / evidence through measurements, interpret, describe, and interpret the evidence of

measurement results. Curriculum 2013 signaled an important self-assessment system, where students can assess their own abilities. Assessment system based on three (3) important aspects, namely: knowledge, skill and attitude.

The achievement of expected results from the implementation of the curriculum in 2013 this is the learners have the opportunity to develop their full potential in order to create quality human resources, not only intelligent but have skills and good character through balancing the three aspects (cognitive, affective, and psychomotor), as well as the implementation of this curriculum can be implemented evenly so not only in the center and the surrounding area that could benefit from the curriculum. In addition, students are also trained to face a future full of globalization (Wiranto, 2013: 1).

But in fact the field, although many made design or a solid plan and good learning, there are still many students who get bad grades or poor outcomes after they learn a subject. For example in the subjects of Physics which is considered difficult by all students. Many students who think physics is a difficult subject because they often get low grades in their exam results. If such is the case, then programs and plans that have been made are no longer relevant to what would be achieved. And in actuality, many teachers who simply make a good program. In another sense, the teacher can only make the program and then early planning is not implemented in the learning process. For example, a teacher only explain what he knows and he can see from the book, and not based on what he had made in the beginning of the program or the first planning or not in accordance with the draft of Lesson Plan that he had made. Not paying attention to what the main purpose of the learning outcomes. So, what should be the main goal which is made as an indicator of a learning process was not achieved. Due to the material or any material that is taught and what is given to students in accordance with the indicators (results to be achieved). Even worse, the different indicators towards the process, and the irrelevance of indicators and evaluation process of the learning process can make students overwhelmed and can not reach from what should have been achieved in the subjects in a particular topic. And in the end the

students still thought physics was very difficult and they will get value or poor results.

Inconformity of indicators (objectives to be achieved), learning and evaluation process may impede the achievement of learning objectives and learning outcomes that will get worse anyway and it set in curriculum 2013. Based on the problems identified, the researchers are interested in studying it further. Researchers wanted to try to do a study titled “The Effects of Problem-Based Learning Model In Curriculum 2013 towards the Student Outcomes in Topic Uniform Linear Motion in Grade X SMAN 2 KISARAN.” expected the results could provide benefits for teachers, especially in providing an alternative model of learning in classroom, particularly in efforts to achieve the purpose and the indicator that have been planned in Lesson plan and also can increase the student learning achievement.

1.2 Identification of Problems

Based on the background of the above problems can be identified as follows:

1. Low student learning outcomes in the field of study of physics.

2. Inconformity of indicators, learning process, and evaluation can impede the achievement of learning objectives.

3. Model that used in the learning process have not been using problem-based learning and still dominated by Conventional Learning.

1.3 Limitation of the problem

This study will be limited as follows:

1. The subject in this research are the students in SMAN 2 Kisaran class X 2. The conformity among the indicator, process of learning the process of the

evaluation (in curriculum 2013).

1.4 Problem Statement

Based on the background of the problems describe above are common problems can be formulated in this studies are:

1. How does the learning outcomes of students which teach using the Problem Based Learning Model in curriculum 2013 (emphasize conformity among the indicator, process of learning and process of evaluation) in Topic Uniform Motion in grade X semester I?

2. How does the learning outcomes of students which teach using the Conventional Learning Model Material in Topic uniform Motion in grade X semester I?

3. Is there a significant effect using Problem Based Learning Model in curriculum 2013 (emphasize conformity among the indicator, process of learning and process of evaluation) in Topic Uniform Motion in grade X semester I?

1.5 Research Objectives

1. To know the learning outcomes of students which teach using the Problem Based Learning Model in curriculum 2013 (emphasize the conformity among the indicator, process of learning and process of evaluation) in Topic Uniform Motion in grade X semester I

2. To know the learning outcomes of students which teach using the Conventional Learning Model Material in Topic Uniform Motion in grade X semester I

3. To analyze if there is a significant effect using Problem Based Learning Model in curriculum 2013 (emphasize the conformity among the indicator, process of learning and process of evaluation) in Topic Uniform Motion in grade X semester I

1.6 Research benefits

1. As input and add insight to researchers as prospective teachers in teaching physics at the future

2. As a positive contribute ideas and information into the material in order to improve the learning variation in the conduct of research in particular and education in general

3. As a comparison for future researchers who will research with the same learning model

1.7 Definition of Operational

Evaluation : The process of making judgments about what is good or desirable as in, for example, judging the quality of pupils’ essays or the desirability of a particular instructional activity

Indicator : Basic competence achievement markers are characterized by measurable changes in behavior that includes attitudes, knowledge, and skills. Indicators are developed in accordance with the characteristics of learners, subjects, educational units, potential areas and formulated in measurable operational verbs and / or observable

Learn : A process of one's efforts to acquire a new behavior changes as a whole, as a result of his own experience in interaction with the environment Learning : Usually defined as a change in an individual caused

by experience

Method : Method, which the function is a means to an end Teaching : The guidance of learning

Teaching Model : Teaching model refers to a particular approach to instruction that includes its goals, syntax, environment, and management system

CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

Based on the research result, data analysis, and discussion can be concluded that: 1. The learning outcomes that using problem based learning model in

curriculum 2013 (emphasize conformity among the indicator, process of learning and process of evaluation) in Topic Uniform Motion in grade X semester I have the highest enhancement, the value of enhancement reach 23.33. Which pretest value has mean 35.56 and post-test has mean 58.89. 2. While in conventional learning only a bit increase of the learning outcomes.

The value of enhancement only up to 7.58. Which the mean value of pretest has 31.21 and the post-test has 38.79.

3. There was a significant effect using Problem Based Learning Model in curriculum 2013 in Topic Linear Motion in grade X semester I. Problem-Based learning model can increase the critical thinking and active to solve the problems. Learning process was proportional with the learning outcomes that got. It has been proved by this research. If the learning process was good, so the learning outcome was good too and it’s contrary.

5.2 Suggestion

Based on the research result and discussion before, researcher give suggestion as follow:

For the next researcher who will do research in same problem about Problem Based-Learning model, pay attention to the condition of class was difficult to control because discussion chance in teaching and learning process giving chance for some students making noise so bothered other group discussion, and also time allocation that limited making the group discussion is not maximal, and the group discussion result can’t present for all group in front of class.