THE EFFECT OF PROBLEM BASED LEARNING MODEL USING ANIMATION TOWARD STUDENT’S CRITICAL THINKING SKILL ABOUT HEAT AND TEMPERATURE AT GRADE X SCIENCE IN FIRST PUBLIC SENIOR HIGH SCHOOL OF TEBING TINGGI ACADEMIC YEAR 2015/2016.

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THE EFFECT OF PROBLEM BASED LEARNING MODEL USING

ANIMATION TOWARDSTUDENT’S CRITICAL THINKING

SKILL ABOUT HEAT AND TEMPERATURE AT GRADE X SCIENCE IN FIRST PUBLIC SENIOR HIGH SCHOOL

OF TEBING TINGGI ACADEMIC YEAR 2015/2016

By Yudistira ID. 4123121086

Bilingual Physics Education Program

THESIS

Submitted to Acquire Eligible Sarjana Pendidikan

FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

MEDAN 2016

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iii The Effect of Problem Based Learning Model Using Animation toward

Student’s Critical Thinking Skill about Heat and Temperature at Grade X-Science in First Public Senior High School

of Tebing Tinggi Academic Year 2015/2016 Yudistira (ID. 4123121086)

ABSTRACT

Critical thinking is general term of cognitive skills and intellectual disposition needed to effectively identify, analyze, and evaluate argument and truth claims. Critical thinking is one gold standard of problem based learning model. This research aimed to know and describe the effect of problem based

learning toward students’ critical thinking skill aboutheat and temperature.

This research employed a quasi experimental pretest and posttest with control design. The populations were 60 students grade X-science in SMA N 1 Tebing Tinggi academic year 2015/2016. The samples consist of two classes, one class with 30 students as experiment class and one class as control class with 30 students, while the sampling technique used cluster random sampling. Research instrument used essay test of critical thinking ability. The data obtained in the study were analyzed by the computer program SPSS 18.

Animation is used as an appropriate scaffolding of the material to help students build a mental framework about concepts.The result showed that

student’s critical thinking ability in experiment class which had been treated with

problem based learning model with animation had been significantly different from control class which had been treated with conventional learning. In addition, the improvement of critical thinking skill in PBL class was greater than in control class. This meant implementation problem based learning has a significant effect toward student’s critical thinking skill.

Keyword: Critical thinking, problem based learning, quasi experimental and Animation

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PREFACE

The author says the great praise and gratitude to Krisna (God Almighty), for all the graces and blessings that provide health and wisdom to the author that this study can be completed properly with the planned time. This thesis entitled “The Effect of Problem Based Learning Model Using Animation toward Student’s Critical Thinking Skill about Heat and Temperature at Grade X-Science in First Public Senior High School of Tebing Tinggi Academic Year 2015/2016”. This thesis was prepared to obtain a bachelor’s degree of physics education (Sarjana Pendidikan Fisika), Faculty of Methematics and Natural Science in State University of Medan

On this occasion the author would like to thank Dr. Sondang R.Manurung, M.Pd. 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 Drs. Sehat Simatupang, M.Si. as the academic supervisor.Especially the author would also thanks to everyone from SMAN 1 Tebing Tinggi who had helped the author finish this research.

The author like to share his research as a study materials.The author understand there are many mistakes either in terms of content or grammar, then the author welcome for any suggestions and constructive criticism from readers.The author hopes the contents of this thesis would be useful in enriching our knowledge.

Medan, July 2016 Author,

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Page

LEGITIMATION SHEET i

BIOGRAPHY ii

ABSTRACT iii

PREFACE iv

TABLE OF CONTENTS v

LIST OF TABLES vii

LIST OF FIGURES viii

LIST OF APPENDIXES ix

CHAPTER I INTRODUCTION

1.1 Background 1

1.2 Problem Identification 5

1.3 Problem Limitation 5

1.4 Problem Formulation 6

1.5 Research Objective 6

1.6 Research Benefit 6

1.7 Definition 6

CHAPTER II LITERATURE

2.1 Problem Based Learning Model 7

2.1.1 Model of Teaching 7

2.1.2 Problem-Based Learning 7

2.1.2.1 Essential elements of Project Based Learning 8

2.1.2.2 Learning Theoritical Basis of PBL 9

2.1.2.3 Syntax of PBL 10

2.1.2.4 Social System of PBL 10

2.1.2.5 Problem Based Learning Goal 11

2.1.2.5 Impact of Problem-Based Learning 11

2.1.3 Critical Thinking Skill 12

2.1.5.1 Definition of Critical Thinking 12

2.1.5.2 Core Critical Thinking Skills 13

2.1.5.3 PBL and Critical Thinking 19

2.2 Conventional Learning 19

2.3 Animation Media 20

2.4 Learning Material 21

2.1.7.1 Temperature 21

2.1.7.2 Expansion 23

2.1.7.3 Heat 26

2.1.7.4 Principle Black 28

2.1.7.5 Heat Transfer 28

2.1.7.6 The Phase Transition 31

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2.3 Research Hypothesis 32 CHAPTER III RESEARCH METHODS

3.1 Location and Time of Research 33

3.2 Population and Sample 33

3.3 Variable 33

3.4 Operational Define 33

3.5 Types and Design of Research 34

3.5.1 Types of Research 34

3.5.2 Design of Research 34

3.6 Procedure of Research 35

3.7 Instrument of Research 38

3.7.1 Essay Test 38

3.8 Regulation of Instrument 39

3.8.1 Item Dificulty Level 39

3.8.2 Item Discrimination 40

3.8.3 Validity Test 41

3.8.4 Reliability Test 41

3.9 Technique of Data Analysis 42

3.9.1 N-gain analysis 42

3.9.2 Normality Test 43

3.9.3 Homogenity Test 43

3.9.4 Hypothesis Test 44

3.9.4.1 Mean Equality Test of Pretest 44

3.9.4.2 The Mean difference test between Pretest and Posttest 45 of Experiment

3.9.4.3 Mean difference Test of two posttest 46

3.9.4.4 Mean Difference of N-gain 48

CHAPTER IV RESULT AND DISCUSSION

4.1 Result of Research 49

4.1.1 Result of Critical Thinking of Student 49

4.1.2 Normality and Homogeneity Test Result 53

4.1.3 Hypothesis Test Result 53

4.1.3.1 Mean Equality Test of Pretest 53

4.1.3.2 Mean Difference Test between Pretest

and Posttest of Experiment 54

4.1.3.3 Mean Difference of Posttest and N-gain 54

4.2 Discussion 55

4.2.1 PBL and Critical Thinking of Student 55

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion 59

5.2 Suggestion 77

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vii

LIST OF TABLES

Table 2.1 Similarities between Constructivism and PBL 9

Table 2.2 Syntax of PBL 10

Table 2.3 Indicator of Critical Thinking according to Ennis 15 Table 2.4 Cognitive Skill of Critical Thinking according to Delphi 18

Project

Table 2.5 Spesific Heat of Common Substances 27

Table 2.6 Heats of Fusion and Vaporization of Common Substances 31

Table 3.1 Two groups pretest-postest design 35

Table 3.2 Indicator of critical thinking abilities on instrument test 38 Table 3.3 Category of critical thinking level of students 39

Table 4.1 Pretest Result 49

Table 4.2 Posttest Result 50

Table 4.3 N-gain Result 51

Table 4.4 Normality test result of pretest 53 Table 4.5 Homogenity test result 53 Table 4.6 Result of mean equality test of pretest 54 Table 4.7 Result of mean difference test between posttest and pretest 54 Table 4.8 Result of mean difference test of posttest 55

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LIST OF FIGURES

Figure 2.1 Learner Outcomes 11

Figure 2.2 Wide range of temperature throughout the universe 22 Figure 2.3 (a)Room’s thermometer (b) Body Thermometer 22 Figure 2.4 Conversion of Fahrenheit,celcius,Kelvin Thermometer 23

Figure 2.5 Railroads 23

Figure 2.6 Expansion of length for a rod 24

Figure 2.7 Heat Transfer by Conduction 28

Figure 2.8 Convection 30

Figure 3.1 Step of Research 37

Figure 4.1 Distribution of Pretest Result 50

Figure 4.2 Distribution of Posttest Result 51

Figure 4.3 Percentage of critical thinking per aspect before treatment 52 Figure 4.4 Percentage of critical thinking per aspect after treatment 53

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LIST OF APPENDIXES

Appendix 1 Lesson Plan (For Experiment Class) 64

Appendix 2 Lesson Plan (For Control Class) 76

Appendix 3 Student Worksheet 81

Appendix 4 Pretest and Posttest Question 87

Appendix 5 Scoring Guide 88

Appendix 6 Item Difficulty and Discrimination 95

Appendix 7 Validity and Reliability Test of Instrument 98

Appendix 8 Content Validity 99

Appendix 9 Data Pretest 102

Appendix 10 Data Posttest 106

Appendix 11 Interval Class 110

Appendix 12 N-gain 114

Appendix 13 Normality & Homogeneity Tests of Pretest 117 Appendix 14 Normality & Homogeneity Tests of Posttest 124 Appendix 15 Normality & Homogeneity Tests of N-gain Data 130

Appendix 16 Hypothesis Test 135

Appendix 17 Percentage of Critical Thinking Skill in Each Aspect 147

Appendix 18 List of critical value for liliefors 152

Appendix 19 Table of normality test 153

Appendix 20 Table of F-distribution 154

Appendix 21 List of percentile value of t-distribution 156

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CHAPTER 1 INTRODUCTION

1.1. Background

Education is a conscious and structural effort to create an atmosphere of learning and the learning process so that learners are actively developing the potential for them to have the spiritual strength of religious, self-control, personality, character, skill needed for themselves, society, nation and state In other words, education is an important requirement for every human being. Without education will be difficult to adjust to the environment and will not function optimally in public life. As Tirtarahardja (2005) states that in process of personal formation, education is defined as a systematic and directed activity to the formation ofthe learners’ personality.

Progress of a country can be measured by the progress of education in the country. Especially in this era of globalization, the progress of a country tends to be determined by the progresses of science and technology, such progress experienced by United States, Japan, China, and India. One of factors that affect progress of science and technology is the success of science learning. The success of science learning is influenced by several factors, namely: the curriculum, the four pillars of education, resources, learning environment, and evaluation of learning.

Based on the Regulation of Ministry of National Education of Indonesia No. 22 Years 2006 about the content standards for units of primary and secondary education, science learning should be taken in scientific inquiry method to foster the ability to think, work and scientific attitude and communicate it as an important aspect of life skills.

Beside it, UNESCO considers that education as a building that is supported by four pillars: learning to know, learning to do, learning to live together and learning to be. So, good science learning should be able to apply to the four pillars, is not enough to simply referred to the course or books (learning to know), but it must be equipped with experiment tools (learning to do), and are associated with the environment (learning to live together). Thus, students will be

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encouraged to develop the skills and scientific attitude in useful learning for continuing education and to live in their communities (learning to be).

But in fact, until to the 21stcentury, Learning Science has not been able to apply to each of the four pillars, especially in Indonesia. Learning Science in Indonesia still tend to only apply the "learning to know". The main orientation of learning considered only on completion of the materials to be delivered according to the allocation of appropriate curriculum time available. This statement is supported by the Balitbang Depdiknas research (Rustad et al., 2004) which showed that about 51% of junior high school science teacher and approximately 43% of high school physics teachers in Indonesia can not use the tools available in the school laboratory, consequently, the level of utilization of the tool in learning tends to be low. Thus, science is supposed to be taught through lecturing or demonstration only. When that happens, then the science of learning can not be optimal for developing students' potential.

The low of quality of science learning in Indonesia also can be seen from the decline of Indonesia position in the world rankings. Based on the results of study conducted by PISA (Programme for International Student Assessment) in 2012 to 65 participating countries, in terms of students’ performance in Science, Indonesia is at position 64 with a mean score of about 382. This result is still very far below the OECD’s average score 500. And if we compare this result to the four researches before at year 2000, 2003, 2006, and 2009 Indonesia still got average mean score 394, so there was a decline about 3% . In addition, an ironic thing again in term of student’s performance in Science, around 30% of Indonesian students are below level 1 from 6 levels of assessment categories (OECD Volume I, 2014). Beside it, from the study results of PISA 2012 in terms of conceptual understanding and problem solving skills, students in Indonesia are still likely to only apply the concept of "learning to know" and have not been able to know and understand the lessons well, even not able to apply it in any various problems. (OECD Volume V, 2014)

That data confirmed also by the observation results obtained by researcher while were implementing the PPLT (teaching training) program in school SMA N 1 Tebing Tingi as long as 3 months. For physics lesson, student’s outcome is still

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low. From any test and observation result, researcher gets four important information.First,for physics lesson, student’s outcome is still low. It is caused of student tend not been able to resolve the problems, even theoretical problem or their problem solving skill is very low. Students tend to memorize formulas and equation, do not understand the concept. Whereas, from results of questionnaire which had been given to 40 student, 80% of the students are interested in Physics subject, but they had difficulty to understand lesson because the learning system which was not engaged them.Second, they almost never done the experiment, even though the school facilities are adequate, especially for Physics Laboratory, there are almost complete experiment instruments and tools like a kid mechanic, optics, electricity, sensors.Third, learning process did not engage them and students were still afraid to give their opinion and to ask something, they still do not understand. Or in other word, students tend to be more passive.And the last, researcher indicates that the students of this school have a good creativity and innovation. It can be seen from their activity in daily life, for example in every morning, students have to make a show in group or personally in English and Indonesian language such as short drama, stands up comedy, singing a song, dance, debate, and etc. In addition, they had ever made a simple house design from wood and a Christmas tree from air mineral bottle. From this information, researcher wants to improve their problem solving, creativity, innovation, and critical thinking.

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

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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).

In summary of many researchs, which had been collected by CELL (Center of Excellence in Leadership of Learning) indicates that PBL: (a) has a positive effect on student content knowledge and the development of skills such as collaboration, critical thinking, and problem solving; (b) benefits students by increasing their motivation and engagement; and (c) is challenging for teachers to implement, leading to the conclusion that teachers need support in order to plan and enact PBL effectively while students need support including help setting up and directing initial inquiry, organizing their time to complete tasks, and integrating technology into projects in meaningful ways. (CELL, 2009)

Researcher now want to put an Interactive simulation inside problem based learning model.There is considerable evidence that interactive simulations can be powerful tools for achieving student learning of science. Recent research conducted with Interactive simulations has focused on the specific aspects of simulations that help students build a conceptual understanding of the science; specifically the value of showing the invisible, the use of analogy and effective levels of guidance with simulations. Educators have found that use of heavily guided activities does not elicit deep thinking and learning from students; while other studies have found that with pure discovery learning students are not able to

“discover” the science for themselves. Recent studies reveal that appropriate

scaffolding of the material is needed to help students build a mental framework about concepts. Then students can construct their own understanding within this framework. Our work has focused on understanding how students use simulations to construct this mental framework and the effect levels of guidance have on

students’ use of simulations. Hundreds of individual student interviews have been conducted during which the students describe what they were thinking as they interact with simulations. Careful analysis reveals that showing the invisible and

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the nature of guidance influences the amount of student engagement.( W. K. Adams, 2010)

Based on explanations above, researcher was interested to do research

about: “The Effect of Problem Based Learning Model using Animation toward Student’s Critical Thinking skill about Heat and Temperature at Grade X-Science in First Public Senior High School of Tebing Tingi Academic Year 2015/2016.”

1.2. Problem Identification

Based on the explanation about background of problems above, the relevant problems which identified are:

1. Student’s learning achievement in SMA N 1 Tebing Tinggi for Physics subject was still low.

2. The low student’s learning achievement caused by poor conceptual understanding, critical thinking, problem solving skills of students and unattractive learning process.

3. Learning process was still teacher-centered (student is not active).

4. Students tend to memorize formula (considering physics is only about mathematical operation).

5. Student was rarely to do experiment.

6. Student was almost never or afraid to give their opinion.

7. Learning process less involved creativity and innovation of students.

1.3. Problem Limitation

To give scope clearly in discussion, then researcher limited the problems as following as:

1. Research done to develop the student’s Critical Thinking skills about Heat and Temperature.

2. Learning model should be used is Problem Based Learning (PBL) model. 3. The research location in SMA N 1 Tebing Tinggi grade X-Science

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1.4. Problem Formulation

Based on the problem identification above, so the problem formulations in this research are:

1. Does the implementation of PBL models using animation in the learning process has an effect to improve critical thinking of students about the Heat and Temperature?

2. How is the critical thinking of the students during the learning process using the learning model of problem based learning with animation?

1.5. Research Objective

Based on problem formulations above, so the objectives of this research are:

1. To analyze critical thinking of student during the lesson with problem based learning model using animation and conventional learning.

2. To compare between student’s critical thinkingthat is taught with problem based learning and conventional learning.

1.6. Research Benefit

The benefits of this research are:

1. For any educational units and teachers especially for high school level, as additional suggestion in choosing the proper learning model to increase the actual and active learning especially in teaching and learning physics. 2. For SMA N 1 Tebing Tinggi, as additional information what kind of

learning suitable for students in there to create meaningful learning process.

3. For State University of Medan, as additional literature about this Problem Based Learning Model using Animation.

4. For researcher, to increase knowledge and experience how to make a good research, how to prepare being a good and professional teacher, and especially to increase knowledge about problem based learning using animation.

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CHAPTER V

CONCLUSION & SUGGESTION

5.1. Conclusion

Based on the research result, data analysis, and discussion, the conclusions of this research are as followings as below:

1. Implementing of Problem Based Learning (PBL) model in learning process has a significant effect toward critical thinking skill of student about heat and temperature, and the implementation of PBL model is effective to improve critical thinking skill of students with the mean improvement (N-gain) is 0.39, this means that the improvement of students’ critical thinking skill is 39%. Meanwhile in control class increase 24%

2. Implementing of PBL model can improve critical thinking of students,it is shown by N-gain from experiment class that is 0.39 that is categoried as a medium gain.While in control class the gain only 24% and categoried as low gain.The difference is 15% that atleast give much impact to students critical thinking.

5.2. Suggestions

Based on the research result, data analysis, discussion, and weakness had been faced, researcher suggest these things; (1) before implementing PBL, observe condition and quality of knowledge of student, school facilities, and time; (2) and try to use this PBL model in learning process by team teaching, because of it is hard to control all activity of student by using this model lonely.

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BIOGRAPHY

Yudhistira was born in Semarang on May 30th 1994.Father’s name is Dore and mother’s name is Rani and he is the third of three siblings.In 2000, the author

entered wonosari primary school and graduated in 2006.In 2006,the author continued his education in first public primary high school 1 Medan and graduated in 2009.After that he enter private senior high school Dharma Pancasila and graduated in 2012.From 2012 until now the author was accepted in Physics Education Program in State University of Medan.

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59 CHAPTER V

CONCLUSION & SUGGESTION

5.1. Conclusion

Based on the research result, data analysis, and discussion, the conclusions of this research are as followings as below:

5.2. Suggestions

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Education, 23(1), 119-122.

Bas, G. (2011). The Effect of Project-Based Learning on Student’s Academic Achievement and Attitudes toward English Lesson. The Online Journal of New Horizons in Education Volume 1 Issue 4. Konya: Selçuk University. Retrieved January 21, 2015 from http://www.tojned.net/pdf/tojnedv01i04-01.pdf

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Evensen,Dorothy H.,Cindy.(2013).Problem Based Learning A Research Perspective on Learning Interaction.America:Lawrance Erlbaum Associates,Inc.

Method Completed with Macromedia Flash and Worksheet toward Student’s Learning Achievement Viewed from Learning Motivation on content

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