THE DEVELOPMENT OF PROBLEM BASE LEARNING (PBL) WITH INNOVATIVE STUDENT WORKSHEET (LKS) TO INCREASESTUDENT ACHIEVEMENT ON TOPIC ACIDS AND BASES.

THE DEVELOPMENT OF PROBLEM BASE LEARNING (PBL) WITH INNOVATIVE STUDENT WORKSHEET (LKS)

TO INCREASE STUDENT ACHIEVEMENT ON TOPIC ACIDS AND BASES

By:

Lisnawati Tumanggor Reg. Number 4123332010

Bilingual Chemistry Education Program

A THESIS

Submitted to Fulfillment of the Requirement for the Degree of Sarjana Pendidikan

FACULTY OF MATHEMATIC AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

MEDAN 2016

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THE DEVELOPMENT OF PROBLEM BASED LEARNING (PBL) WITH INNOVATIVE STUDENT WORKSHEET (LKS)

TO INCREASESTUDENT ACHIEVEMENT ON TOPIC ACIDS AND BASES

Lisnawati Tumanggor ABSTRACT

The Development of Problem Based Learning (PBL) with Innovative Student Worksheet (LKS) to Increase Student Achievement on Topic Acid and Base is explained. The aim of this research, to obtained Student Worksheet (LKS) who have met the eligibility Criteria presentation standards BSNP, How student achievements improve problem based learning (PBL) with innovative student worksheet (LKS) on the topic of acid-base, the research sample take at random sampling of two class as experiment and control class. As a means of collecting data used objective test of student achievement that are 20 questions that test the validity, reliability of 0.681, level of difficulty and distinguishing matter. The results of data processing showed the students in the experiment class the average value of the pre-test 37.83 and post-test 82.00 with the average gain is 0.688. The pre-test and post-test the experimental class is normal where normality pre-test 9.15 and the post-test normality 8.2. While students in the control class having an average value of test 25.5 and post-test 51.17. Average gain is 0.427. The pre-test and post-pre-test in normal control class is where the normality of pre-pre-test of 10.9 and a post-test normality of 9.25. Homogeneity of data can be seen from the pre-test and post-pre-test which proved to be homogeneous. Pre-pre-test on former experiment class and control class is 1.743 and post-test at the former experiment class and control class is 1.125. While the percentage increase in the results of the experimental class learning to be 68.8% and 42.7% in the control class. Where the result of the tcount right parties obtained tcount= 6.200 greater than ttable = 1.672. tcount > ttable (6.200 > 1.672) at α = 0.05 in which the increase of 37.81%. Base on the perception of chemistry Lecturer (as validator expert) and chemistry teacher to Problem Based Learning (PBL) with innovative student Worksheet (LKS) developed on topic Acid-Base are good views of the average of 3.699 validation value, which means Problem Based Learning (PBL) with Innovative student worksheet (LKS) on Topic Acid-Base in class XI in accordance curriculum in 2013 was valid and worth used.

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ACKNOWLEDGEMENT

First of all praise the Lord to Almighty Jesus Christ because His blessing who can give me healthy, strength and peaceful. The writer would like to express sincere appreciation to Thesis Supervisor Prof. Dr. Ramlan Silaban, M.Si for his professional expertise, invaluable guidance, persistent, encouragement, patience, enthusiasm and generous contribution of his valuable time in supervising this thesis as well as conducting of this research. And also thanks to Prof. Dr. Retno Dwi Suyanti, M.Si, Dr. Ajat Sudrajat, M.Si and Dr. Marham Sitorus, M.Si as Thesis Examiner for their patience, guidance, assistance and comments in the development of writer’s thesis. And then thanks a lot to Prof. Drs. Manihar Situmorang, M.Si, Ph.D as the writer’s academic supervisor Gratitude and sincere appreciation are extended to all of lecture and staff in Chemistry Department of State University of Medan (Unimed).

The writer didn’t forget to say thanks to principal and chemistry teacher of SMAN 2 Kisaran for giving the permission to conduct research in the school and also for students who participated. And grateful to Prof. Dr. Retno Dwi Suyanti, M.Si for assessing and standardization the innovative Student Worksheet (LKS) and validator instrument test on topic Acid and Base.

Especially thanks so much to beloved parents Mr. Tumanggor and Mrs. S Mahulae as the writer source inspiration who always give the writer love, encouragement, pray and support during the study. And thank you to brothers and sisters they are Swardi Harto SE, Hayenni S.Kep.Ns, Nellyana S.Pd and Andronikus, that always give the writer inspiration, support, motivation, suggestion, love and pray in all of writer’s life in every condition until now. And thanks to best friends, Hariaty Purba, Putri dian hamian, Nova Haloho, Fridayuni Simanjuntak, Rina Sitindaon, Dian purnamasari and Elviana Manihuruk. And also for Bilingual Chemistry Education’12 (CESP 12) for all of your love and the last boarding house sri erliani Gurning and Nitha nainggolan for helping to give suggestion and their support.

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Finally The writer realized that it is still have a weakness in arrangement this thesis. But writer has given maximum effort to finish this thesis. Therefore, the writer receiver’s cricism and suggestion to make this thesis be better. Hopefully, this thesis can be useful for the education development.

Medan, Juni 2016 Writer

Lisnawati Tumanggor Reg.Number 4123332010

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PREFACE

LIST OF CONTENTS

Page

Legalization Sheet i

Biography ii

Abstract iii

Acknowledgement iv

List of Content vi

List of Figure xi

List of Table xii

List of Appendix xii

CHAPTER I INRODUCTION

1.1. Background 1

1.2. Problem Identification 4

1.3. Problem Formulation 4

1.4. Problem Limitation 5

1.5. Research Objectives 5

1.6. Research Benefits 5

1.7. Operation Definition 6

CHAPTER II LITERATURE STUDY

2.1. Framework Theory 7

2.1.1. Definition of Learning and Learning Outcomes 7

2.1.2. Learning Outcomes 7

2.1.3. Teaching Materials 8

2.1.3.1. Instructional Materials 8

2.1.3.2. Kinds of Teaching Material 9

2.1.3.3. Eligibility Standards Content Instructional 9 Materials Chemistry

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Materials Chemistry

2.1.3.5. Eligibility Standard Presentation of Teaching 10 Materials Chemistry

2.1.4. Student Worksheet (LKS) 10

2.1.4.1. Definition Student Worksheet (LKS) 10

2.1.4.2. Benefit LKS 11

2.1.4.3. Functional Student Worksheet (LKS) 12 2.1.4.4. Types Student Worksheet (LKS) 12 2.1.4.5. Characteristics of Student Worksheet (LKS) 13 2.1.4.6. Production Method Student Worksheet (LKS) 13 2.1.4.7. Advantages and Disadvantages of Student 16

Worksheet (LKS) and How to Overcome Shortcomings

2.1.4.8. Implications Worksheet Students in Learning 17

2.2. Learning Model 18

2.2.1. Problem Based Learning Model 18

2.2.2. Excellence and Weakness of Problem Based Learning 21

2.3. Theory Acid- Base 22

2.4. Framework of Concept 31

2.5. Hypothesis 31

CHAPTER III RESEARCH METHODS

3.1. Location and Time Research 33

3.2. Population and Sample 33

3.3. Research Variable 33

3.4. Research Design 33

3.5. Research Instruments 34

3.5.1. Content Validity Tests 34

3.5.2. Difficulty Index 35

3.5.3. Distructor 36

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3.5.5. Reliability Tests 37

3.6. Data Collection Techniques 38

3.7. Data Analysis Techniques 42

3.7.1. Normality Test 43

3.7.2. Homogeneity Test 44

3.8. Hypothesis Testing 44

3.9. Test Improved Learning Outcomes (Gain) 45

CHAPTER IV RESULTS AND DISCUSSION

4.1. Survey Student Worksheet (LKS) Chemistry 47

4.2. Analysis Student Worksheet (LKS) SMA 47

4.3 Development and Standardization of Innovative 55 Student Worksheet (LKS)

4.4. The Role of The Innovative Student Worksheet (LKS) 65 on Learning Student Achievement

4.4.1. Standardization Instrument Test 65

4.4.1.1. Validity Instrument Test 65

4.4.1.2. Difficulty Index 66

4.4.1.3. Distructor 66

4.4.1.4. Discrimination Index of Instrument 66

4.4.1.5. Reliability instrument Test 67

4.5. Analysis Data Result 67

4.5.1. Calculating Average Values Pretest and Posttest

Class and Class Experiment Control 67

4.5.2. Improved Learning Outcomes 68

4.5.3. Normality Test Data 68

4.5.4. Homogenity Test Data 69

4.5.5. Hypothesis Test 70

4.5.6. Percentage Improved Learning Outcome 71

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CHAPTER V CONCLUSION AND SUGGESTION

5.1. Conclusion 74

5.2. Suggestion 75

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LIST OF TABLE

Table 2.1. Stages Model PBL 20

Table 2.2. Examples of Acid 22

Table 2.3. Examples Bases 23

Table 2.4. Table Acid-Base Conjugation 24

Table 2.5. Price K w water in different temperatures 26

Table 2.6. Universal Indicator color 31

Table 3.1. Research design 34

Table 3.2. Classification of Content Validity Analysis 35 Table 3.3. Validity Criteria Analysis Average Value 43 Table 4.1. The results of the questionnaire assessment of

students based on eligibility student worksheet

(LKS) content by Chemistry Teacher ratings 47 Table 4.2. The result of the questionnaire student worksheet

(LKS) based on the language to feasibility

assessment chemistry Teacher 49

Table 4.3. The results of the questionnaire student worksheets based on the merits presentation by rating

Chemistry Teacher 51

Table 4.4. The results of the questionnaire based on a

assessment module graphic judgment Chemistry Teacher 53 Table 4.5. The results of the questionnaire based on a

feasibility assessment LKS content by votes

Lecturer Chemistry and Chemistry Teacher 57 Table 4.6. The results of the questionnaire based on the

feasibility language LKS votes by rating

Lecturer of Chemistry and Chemistry Teacher 59 Table 4.7. The questionnaire results LKS ratings based

feasibility presentation by rating Lecturer of

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Table 4.8. The questionnaire results LKS ratings based eligibility feasibility graphic by rating

Lecturer of Chemistry and Chemistry Teacher 63 Table 4.9. Range End Validation of Innovative student worksheet 65 Table 4.10. The Result Achievement average pre-test and post-test 67 Table 4.11. Results Acquisition Gain Average Experiment and

Control 68

Table 4.12. Normality Test Data Pre-Test and Post-Test 69 Table 4.13. Homogeneity Test Data Pre-Test and Post-Test 70

Table 4.14. Result Hypothesis Test 70

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LIST OF FIGURE

Figure 3.1. Procedure on the Development and

Standardization LKS Chemistry in high school 31

Figure 3.2. Design Research Scheme 41

Figure 4.1. Feasibility Level LKS Analyzed 54

Figure 4.2. Tabulation average Range of Validation of

Innovative Materials Worksheet students acids and bases Class XI Based Component Content

Feasibility, Feasibility Language, Presentation

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LIST OFAPPENDIX

Appendix 1. Syllabus 79

Appendix 2. Lesson Plan (RPP) 84

Appendix 3. Lattice Test Table Acid-Base 112

Appendix 4. Research Instrument 122

Appendix 5. Answer Key Research Instruments 128 Appendix 6. Table Grid Test Materials Acids and Bases 129 Appendix 7. Research Instruments After Validation 135 Appendix 8. Key Answer Research Instrument After Validation 138 Appendix 9. Observation Sheet Field Evaluation Affective and

Psychomotor Student 139

Appendix 10. Table of Validation Test 145

Appendix 11. Calculation of Instrument Validity 146

Appendix 12. Table Reliability Test 149

Appendix 13. Calculation of Reliability Test 150

Appendix 14. Difficulty Index of Instrument 151

Appendix 15. Difficulty Index of Instrument 152

Appendix 16. Item Distracter of Instrument 154

Appendix 17. Discrimination Power 159

Appendix 18. Discrimination Index of Instrument 160 Appendix 19. Assessment of Student Work Sheet Chemistry

Lesson Senior High School Class XI 162 Appendix 20. Table Assessment Questionaire for Teacher

to Innovative Student Worksheet (LKS)Topic

Acid-Base Class XI 175

Appendix 21. Table Assessment Questionare of Lecturer to Innovative Student Worksheet (LKS) on

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Appendix 22. Table Assessment Questionaire for Teacher and Lecturer to Innovative Student Worksheet (LKS)

Topic Acid-Base Class XI 183

Appendix 23. Result Data of Students in Experiment and

Control Class 187

Appendix 24. Calculation of Averange, Standard

Deviation,Variance Experiment Class and

Control Class 189

Appendix 25. Calculation of Normality 191

Appendix 26. Calculation Homogenety Test 195

Appendix 27. Hypothesis Test 197

Appendix 28. Data Improvement of Learning (Gain) Class 199 Appendix 29. Data Learning Outcomes Enhancement

(Gain) Class Experiment 201

Appendix 30. Increasing Percentage of Learning 203 Appendix 31. Table Learning Activity Individual Student

Class Experiment 204

Appendix 32. Table Activity Student Individual Class Control 206 Appendix 33. Data Activity Student Individual 208 Appendix 34. Table Activity Group Student Class Experiment 210 Appendix 35. Table Activity Group Class Control 211 Appendix 36. Data Activity Group Class Experiment 214 Appendix 37. Tabulation Effective Student Class Experiment 216 Appendix 38. Table Psychomotor Student Class Experiment 218 Appendix 39. Data Achievement Student Class Experiment 222 Appendix 40. Table of Critical Value Chi Squared Distribution (X2_{) 224} Appendix 41. Table value in Distribusi-t (Tabel t) 225

Appendix 42. TABLE VALUE r-Product Moment 226

Appendix 43. Daftar Nilai Persentil Distribution F 227 Appendix 44. Innovative Student Worksheet (LKS) 228

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CHAPTER I INTRODUCTION 1.1. Background

Learning activity is a process containing a series the activities of teachers and students on the basis of reciprocal relationships that take place in an educational situation to achieve certain goals. To be Able to achieve a good mutual relationship, the teachers are required to create a meaningful and effective learning process so that the learning process can run smoothly and learning objectives was achieved.

Education is a forum for educating the nation, because through education to create well-educated human resources capable of facing the development of increasingly faster times. However, if the quality of education is still low, then that is created are human resources low until now the quality of education in Indonesia has not shown a satisfactory result. This condition also occurs in chemical education at this time. One indicator of the quality of education is the acquisition of student learning outcomes. Student learning outcomes can be seen from the success of teachers deliver the subject matter that the results meet the specific instructional objectives of the lesson material, absorptive capacity and the level of students' understanding of the lessons delivered. (Djamarah and Zain, 2002).

Chemistry including, one branch of science, because investigations of chemistry using scientific procedures. Chemistry is the science that studies the composition or structure of matter, changes in shape, as well as the Accompanying energy (Keenan, 1986).

Chemistry as one of specialization in science subjects in class XI. Classroom XI is a science that is rich of abstract concepts. Chemistry is not a new subject for students, but Often found a high school student who considers chemical materials complicated and difficult, to learn, so students have first felt less Able to study the learning outcomes even under the KKM. Purwaningtyas

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(2012) states that the causes of low student achievement the caused by several factors, both factors of teachers, students, environmental and other factors that can’t be controlled. Teacher of factors is not possible using a tool that can be integrated in all teaching and learning activities and require teachers to be more creative in the implementation process so that teaching and learning activities to teach still lead to a conventional method. To improve the quality of student learning outcomes, teacher required in order to create a good learning. Learning can be done by developing a model of learning and instructional media. The learning model is as a design that describes the details of the process and the creation of environmental situations that allow students to interact so that changes or developments to the students. While the media is a means of communication and complementary means that it contains elements that build on the communication. (Arsyad, 2011)

In accordance with the results of observations and interviews with one of the teachers who teach in high school, there are various factors that Affect the poor quality of the learning that students Considered that the subject matter, especially its chemical acids, bases and salts that difficult. This Affects students 'attitudes were less enthusiastic in taking into account the lessons so that students Easily bored and talking to himself when the teacher was teaching, as well as the lack of students' understanding of the concepts being taught. In addition, the lack of interaction between students resulted in the lack of cooperation among the students when completing about chemistry, visible when the teacher Gives homework, students prefer working individually rather than discuss or work together so that the students' ability to solve problems is limited. Other factors, roommates Affect the poor quality of teaching chemistry in the materials acids, bases and salts items, namely congestion of communication, students feel less confident in asking questions, argue and Actively Participate in the learning process. Due to the lack of activity of students during the learning process which makes the lack of understanding of the students' learning results Obtained by the students can be said to be unfavorable.

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To solve this problem, it requires a paradigm shift in learning. Some paradigms are Necessary adaptation of Arnyana (Ida, 2010) items, namely: (1) of the teacher's role as a source of knowledge Became friends learning, (2) of learning based on facts towards problem-based or project, (3) of the habit of repeating and rehearsal towards the planning and investigation, then the application is developed in learning problem-based learning, learning model of Problem Based Learning (Ida, 2010). Also in this case required innovation in the application of models and associated methods of teaching chemistry in everyday life. Innovation is in addition carried out by the teacher in the learning process in the classroom, and also can be done by developing students' worksheets used in chemistry learning. One medium that is used to supplement the learning models using Problem Based Learning is a media student worksheet (LKS). Media LKS is a type of handout is intended to help students learn directionally. This media is expected to increase of students' understanding of the study material with PBL methods, so that students have a sense of curiosity and Able to motivate and encourage the student activity in learning (Fadlana, 2013).

The use of Problem Based Learning teaching has proven models provide good results and improve student achievement. It can be seen from the results of research conducted by Ida (2010) in his study on the implementation of Problem Based Learning (PBL) on student learning outcomes Judging from the Intelligence Quotient (IQ) states that the implementation of Problem Based Learning effect on student learning outcomes in terms of IQ in students XI IPA SMAN 1 Ubud. The same is stated by Researchers Ulfah (2013) in his research on the application of the Problem Based Learning (PBL) with student worksheet media to improve the ability to think critically and logically. The results Showed that the application of the Model Learning Problem-based learning improve learning outcomes and the ability to think critically and logically students, evidenced from the first cycle of an average percentage of 68.33% with high criteria and the second cycle into 88.96% by very high criteria, In line with the research above, Fadlana (2013) Reported the results of research through a comparative study using PBL (Problem Based Learning) is equipped with

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Macromedia Flash and Student Worksheet (LKS) on learning achievement in terms of student motivation on the material acids, bases and salts classes VII SMP Negeri 1 Jaten Karanganyar 2012/2013 school year shows the effect of PBL teaching models with Macromedia Flash and worksheets on student achievement.

Based on the above background, Researchers interested in conducting research with the title “The Development of Problem Based Learning (PBL) with Innovative Student Worksheet to Increase Student’s Achievement on topic Acid and Base.

1.2. Problem Identification

Based on the background can be identified the following issues: 1. Low students' understanding of the concepts being taught

2. Presentation of the material is complicated, less interesting, monotonous and boring

3. The lack of availability of worksheets that require students perform simple experiments and comes with practice questions that relate to experiments designed that because student worksheet focused on the usual practice questions.

4. The use of models with learning media, Instant confirmation has not been used in the learning process

1.3. Problem Formulation

In accordance with the background and limit the problems Mentioned above, the formulation of the problem in this study are:

1. Is the problem based Learning (PBL) with innovative student worksheet (LKS) has been prepared in compliance with the eligibility criteria of the standard presentation BSNP, Lecturer, through the perception of chemistry teacher and expert validation?

2. How student achievements improve problem based learning (PBL) with innovative student worksheet (LKS) on the topic of acid-base?

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1.4. Problem Limitation

A restriction on the problem needs to be done so that the research is well done. Limitations of problem in this research are as follows:

1. The study was conducted in SMA 2 Kisaran 2. The research material is acid-base

3. Research conducted by providing innovative student worksheet acid-base

4. The study was conducted by using model problem base learning (PBL) 1.5. Research Objectives

Based on the formula above problems, while the objectives of this study are: 1. Obtain problem based learning (PBL) with innovative Student

Worksheet (LKS) which have been prepared in compliance with the eligibility criteria of the standard presentation BSNP, through trials against student learning outcomes, through the perception of chemistry teacher and expert validation.

2. Obtain data on increase student achievement taught using base on learning model of problem based learning (PBL) with innovative student worksheet on the topic of acid-base?

1.6. Research Benefit

As for the benefit of this research are: 1. For Researchers

Researchers gain a lot of knowledge about the use of student worksheets based innovative learning model of Problem Based Learning to student achievement of the learning process.

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2. For student

Chemistry help improve student achievement of students in the learning process materials acids, bases.

3. For Teachers

Insightful thinking teachers in teaching so to as leave a way of learning that is less attractive and monotonous by developing innovative learning models. 4. For Schools

Improve the quality and the quality of schools through improving student learning student achievement and teacher performance in school.

5. For student or researcher Further

As information material for research to developed a better future research. 1.7. Operational Definition

a. Model learning Problem Based Learning is a learning model that begins with giving problems to students where the problem is encountered or an everyday experience - the students. Furthermore, students solve the problem of finding new knowledge. (Rusman, 2013)

b. Innovative student worksheet is someone's attempt to use reasoning, the ability of imagination, a variety of stimulant and individuals surrounding the new product both for themselves and the environment and student worksheet type of handout is intended to help students learn in a focused and Able to Enhance students 'understanding of the study material (Mulyasa, 2013).

c. Student achievement is a student achievement in participating in the learning process at a level that Followed and is a manifestation of the ability of self-optimal after receiving lessons (Sudjana, 2004).

74 CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

Based on the research that has been done, it can be concluded that

1. The Student Worksheet (LKS) based on Problem Based Learning (PBL), which was developed for the materials Acids and Bases XI has met the eligibility criteria presentation standards BSNP the average feasibility of Content 3.875, the feasibility of language is 3.533, feasibility of presentation is 3.375, feasibility of graphic is 3.81 which mean that the Innovative LKS according curriculum in 2013 is valid and worth used

2. Based on trials that have been done can be concluded that the learning model Problem based learning with innovative student worksheet (LKS) effect on improving student achievement on the subject of acid and base. This proved alternative hypothesis is accepted, which previously had been proven that the data pre-test and post-test in both classes is normal and homogeneous. Moreover, it also happens percentage increase in student achievement of students who were taught by learning model Problem Based Learning with the problem base learning with innovative student worksheet (LKS) amounted to 68.8% greater than in conventional learning models amounted to 42.7%. the which gained learning student achievement is 37.81%

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5.2. Suggestion

Based on discussion and conclusions have stated above then author recommend things following:

 For teachers and prospective teachers, applying learning to using Innovative Student Worksheet (LKS) to facilitate the achievement of instructional objectives and may enhance the activity and student learning outcomes, particularly chemical subjects. In addition, for teachers and prospective teachers is important to check the content, language, and presentation graphic of the book will be used for students so there are no misconceptions and material incomplete.

 For subsequent researchers in other who can to do more research just suggested using Innovative Student Worksheet (LKS) learning model that is different and in line with the development technology can make it a comparison of teacher in improved the quality of education, especially in the subject of chemistry.

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REFERENCES

Ahn, R., and Class, M. 2011. Student-Centered Pedagogy: Co-Construction of Knowledge through Student-Generated Midterm Exams. International Journal of Teaching and Learning in Higher Education. 23(2): 269-281.

Arikunto., (1999), The basics of education Evaluation, Bumi aksara, Jakarta.

., (2008), The basics of education Evaluation, Penerbit Bumi aksara, Jakarta. Arsyad, A., (2011), Instructional Media, Penerbit Rajawali Press, Jakarta.

Bilgin, Ibrahim., dan Sozbilin Mustafa., (2008), The Effects of Problem-Base Learning

Instruction on University Student’s Performance of Conceptual and Quantitative Problems

in Gas Concepts, Eurasia Journal of Mathematics, Science & Technology Education, 2009, 5(2), 153-164.

Dezricha, Rizky., dan Rohati., (2013), Pengembangan Lembar Kerja Siswa (Lks) Berbasis Poe (Predict, Observe, Explain) Pada Materi Program Linear Kelas XII SMA, Jurnal Sainmatika Vol 8 No 1(2014)

Djamarah, S.B., dan Zain, A., (2002), Teaching and Learning strategy. Jakarta: Rineka Cipta. Fadlana, Hanik., (2013), Studi Komparasi Penggunaan Metode PBL Dilengkapi dengan

Macromedia flash dan LKS Terhadap Prestasi Belajar Ditinjau dari Motivasi Belajar Siswa Materi Asm, Basa dan Garam Kelas VII SMP Negeri 1 Jaten Karanganyar Tahun Pelajaran 2012/2013,Journal education chemistry, 2(3) : 161-165.

Hamdani., (2011), Teaching and Learning strategy, Pustaka Setia, Medan.

Hutagalung, Renata., (2014), Pengembangan Modul Kimia Larutan Elektrolit dan Non Elektroli Inovatif Sesuai Kurikulum 2013 Berbasis Model pembelajaran Problem Based Learning (PBL). (Skripsi), Unimed, FMIPA: Medan.

Ida., (2010), Implementation Problem Based Learning (PBL) learning outcome biology in term Intelligence Quotient (IQ).

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Keenan., (1986), Principle basic chemistry and apply Modern Edisi four, Erlangga, Jakarta. Mulyatiningsih, Endang., (2013), Metode Penelitian Terapan Bidang Pendidikan, Penerbit

Alfabeta, Bandung.

Nazir Md Zabit, Mohd. (2010). Problem-Based Learning On Students‟ Critical Thinking Skills In Teaching Business Education In Malaysia: A Literature Review. American Journal of Business Education. Vol (3) Nomor 6.

Parulian, H.G., dan Situmorang, M., (2014), Inovasi Pembelajaran Di Dalam Buku Ajar Kimia SMA Untuk meningkatkan Hasil Belajar Siswa, Jurnal Penelitian Bidang Pendidikan, 19 (2): 67-78.

Prastowo., (2010), Panduan Kreatif Membuat Bahan Ajar Inovatif, UNY Press, Yogyakarta. Purwaningtyas, Restiana; Suparmi.,(2012), Pembelajaran Kimia Menggunakan Pendekatan Sains

Teknologi Masyarakat dengan Metode Proyek dan Metode Eksperimen Ditinjau dari Kreativitas dan Kemampuan Berpikir Kritis, Jurnal Inkuiri Vol.1.No.1.

Rusman., (2013), Models teaching edition two, PT Raja grafindo Persada, Jakarta.

Sanjaya, H.Wina., (2006), Strategi Pembelajaran Berorientasi Standar Proses Pendidikan, PT Prenada Media Group, Bandung.

Silitonga, P.M., (2011), Statistik Teori dan Aplikasi dalam Penelitian, FMIPA, UNIMED. Slamet., (2003), learning and factors which influence, publishing Rineka Cipta, Jakarta. Sudjana. N., (1989), The basic Learning process, publisher sinar baru, Bandung. , .,(2002), Methode Statistic, Penerbit Tarsito, Jakarta

.,(2006), Method Statistics, Tarsito, Bandung.

Trianto., (2011), Mendesain Model Pembelajaran Inovatif-Progresif , Kencana Prenada Media Group ,Jakarta.

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Ulfah, Farida., (2013), implementation Problem Based Learning (PBL) medel with LKS to outcome skill and ticking.

6

2. For student

Chemistry help improve student achievement of students in the learning process materials acids, bases.

3. For Teachers

Insightful thinking teachers in teaching so to as leave a way of learning that is less attractive and monotonous by developing innovative learning models.

4. For Schools

Improve the quality and the quality of schools through improving student learning student achievement and teacher performance in school.

5. For student or researcher Further

As information material for research to developed a better future research.

1.7. Operational Definition

a. Model learning Problem Based Learning is a learning model that begins with giving problems to students where the problem is encountered or an everyday experience - the students. Furthermore, students solve the problem of finding new knowledge. (Rusman, 2013)

b. Innovative student worksheet is someone's attempt to use reasoning, the ability of imagination, a variety of stimulant and individuals surrounding the new product both for themselves and the environment and student worksheet type of handout is intended to help students learn in a focused and Able to Enhance students 'understanding of the study material (Mulyasa, 2013).

c. Student achievement is a student achievement in participating in the learning process at a level that Followed and is a manifestation of the ability of self-optimal after receiving lessons (Sudjana, 2004).

74 CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

Based on the research that has been done, it can be concluded that

1. The Student Worksheet (LKS) based on Problem Based Learning (PBL), which was developed for the materials Acids and Bases XI has met the eligibility criteria presentation standards BSNP the average feasibility of Content 3.875, the feasibility of language is 3.533, feasibility of presentation is 3.375, feasibility of graphic is 3.81 which mean that the Innovative LKS according curriculum in 2013 is valid and worth used

2. Based on trials that have been done can be concluded that the learning model Problem based learning with innovative student worksheet (LKS) effect on improving student achievement on the subject of acid and base. This proved alternative hypothesis is accepted, which previously had been proven that the data pre-test and post-test in both classes is normal and homogeneous. Moreover, it also happens percentage increase in student achievement of students who were taught by learning model Problem Based Learning with the problem base learning with innovative student worksheet (LKS) amounted to 68.8% greater than in conventional learning models amounted to 42.7%. the which gained learning student achievement is 37.81%

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5.2. Suggestion

Based on discussion and conclusions have stated above then author recommend things following:

 For teachers and prospective teachers, applying learning to using Innovative Student Worksheet (LKS) to facilitate the achievement of instructional objectives and may enhance the activity and student learning outcomes, particularly chemical subjects. In addition, for teachers and prospective teachers is important to check the content, language, and presentation graphic of the book will be used for students so there are no misconceptions and material incomplete.

 For subsequent researchers in other who can to do more research just suggested using Innovative Student Worksheet (LKS) learning model that is different and in line with the development technology can make it a comparison of teacher in improved the quality of education, especially in the subject of chemistry.

REFERENCES

Ahn, R., and Class, M. 2011. Student-Centered Pedagogy: Co-Construction of Knowledge through Student-Generated Midterm Exams. International Journal of Teaching and Learning in Higher Education. 23(2): 269-281.

Arikunto., (1999), The basics of education Evaluation, Bumi aksara, Jakarta.

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