THE IMPLEMENTATIONS OF PROBLEM BASED LEARNING MODEL INTEGRATED TEAM GAMES TOURNAMENT TO INCREASE STUDENT’S ACHIEVEMENT AND CHARACTER ON LEARNING IN PERIODIC SYSTEM OF ELEMENTS AT SENIOR HIGH SCHOOL.
THE IMPLEMENTATIONS OF PROBLEM BASED LEARNING MODEL
INTEGRATED TEAM GAMES TOURNAMENT TO INCREASE
STUDENT’S ACHIEVEMENT AND CHARACTER ON
LEARNING IN PERIODIC SYSTEM OF ELEMENTS
AT SENIOR HIGH SCHOOL
By :
M. Taufik Hidayat
Reg. Number 4113131047
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill Requirement for Getting Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
ii
BIOGRAPHY
M. Taufik Hidayat was born in P. Brandan, on July 4th of 1993. Father’s name is
Drs. M. Isa and mother’s name is Sederhana, S.Pd . Author is the second child of
two siblings. In 1999, the author entered primary school in SDN 050747 and
graduated in 2005. In 2005, authors continued his study on Junior High School in
SMP Negeri 1 Babalan, P. Brandan and graduated in 2008. Then, in 2008 the
author continued his study in Senior High School and graduated in 2011 from
SMA Negeri 1 Babalan P.Brandan. In July 2011, the author passed in SNMPTN.
The author was accepted in State University of Medan, Faculty of Mathematics
and Natural Science, Chemistry Department, Bilingual Chemistry Education
Study Program and graduated in 2016.
iii
THE IMPLEMENTATIONS OF PROBLEM BASED LEARNING MODEL
INTEGRATED TEAM GAMES TOURNAMENT TO INCREASE
STUDENT’S ACHIEVEMENT AND CHARACTER ON
LEARNING IN PERIODIC SYSTEM OF ELEMENTS
AT SENIOR HIGH SCHOOL
M. Taufik Hidayat (Reg. Number 4113131047)
ABSTRACT
The type of this research is quasi – experiment. The objective of this research was to
determine whether student’s achievement and character which taught by Problem Based
Learning (PBL) model integrated with Team Games Tournament (TGT) is higher than
Team Games Tournament (TGT). Population of this research was all class XI in SMA N
1 Perbaungan. Applying purposive random sampling, the first class as experimental
class I by using PBL model integrated TGT guidance and the second class as
experimental class II by using TGT. Each of class consist of 38 students.
Technique of analzying data is consisted of normality, homogeneity, normalized gain and
hypothesis test. The research data analyzed by SPSS 22 for windows. Based on
normality and homogeneity test, the data was taken from normal distribution and
homogeneous population. the normalized gain in 1st experimental class is (0.78 ±
0.11) and 2nd experimental class is (0.69 ± 0.10) at significant level α = 0.05, Ha1
is received and H01 is rejected where Sig. < α (0.000 < 0.05). It concluded that the
student’s achievement taught by PBL model integrated with TGT higher
significance difference than TGT. Hypothesis test is done by using t-test. The result of
t-test concluded that the average in 1st experimental class is (67,88%) and 2nd
experimental class is (59,35%) at significant level α = 0.05, Ha2 is received and
H02 is rejected where Sig. < α (0.000 < 0.05). It means the student’s teamwork
character that taught by PBL model integrated with TGT give higher significance
difference TGT.
Keywords:
PBL integrated TGT, TGT, Student’s Achievement, Student’s
Character
ACKNOWLEDGEMENT
First of all, I praise and gratitude to the Almighty God, Allah Swt, for all the graces
and blessings that provide health and wisdom to me for finishing this thesis well.
The title of this thesis is “The Implementations of Problem Based Learning Model
Integrated Team Games Tournament to Increase Student’s Achievement and Character on
Learning in Periodic System of Elements at Senior High School“. This research was done in
SMA N 1 Perbaungan in academic year 2015/2016. Therefore, the thesis is one of the
prerequisite to get degree of Sarjana Pendidikan in Educational Department of Chemistry,
Faculty of Mathematics and Natural Sciences, State University of Medan.
In this opportunity, I would like to express my greatest thanks to:
1. Dr. Iis Siti Jahro, M.Si as my thesis supervisor, thanks for his valuable time to
spent in giving guidance comments and advices during the process of
completing this thesis.
2. Prof. Albinus Silalahi, M.S, Eddyanto Ph.d, and Drs. Jasmidi, M.Si as my
reviewer counselor for their advices, suggestions, guidance and constructive
comments in the process of completing this thesis.
3. Thanks also conveyed to Drs. Marudut sinaga, M.Si, as my Academic
Supervisor who always guided me during the lecture and along with Mr. and
Mrs. Staff and Lecturers in Educational Chemistry Department especially in
Bilingual Study Program of FMIPA UNIMED who have helped me.
4. My gratitude also presented to Mr. Drs. Suhairi, M.Pd, as school principal of
SMA N 1 Perbaungan and Drs. Joner Simbolon, M.Pd.K, as vice of school
principal who gave permission for conducting the research in the school and also
for all teacher and students in SMA N 1 Perbaungan, especially for Bu Rosna,
S.Pd as a chemistry teacher who has given much support and guidance for me as
long as the research is conducted.
5. Special gratitude to the best ever parents in my life, my beloved father Drs
Muhamad Isa and my beloved mother Sederhana Tarigan S.Pd who always
caring, raising and educating me with love and affection. Thanks for the
praying, motivation and sacrifices for me, so I can complete my first degree in
Sarjana Pendidikan (S.Pd/S-1) in this State University of Medan.
6. My thanks also for my beloved sister, Kurnia Rahmianum who always giving
love, support, motivation, and laugh until the completion of this thesis, I love u
all.
7. Special thanks to my best team ever, Widi aulia Widakdo and Silvia Yanti,
thanks for unlimited time in our togetherness, laugh, and experience that make
me more confidence to past everyting in my life. Then For my Green Black
Partner, Ary, Safwan, Ismail, Khairil, Maryam, Widia, Juli, Danki, Satoto, Siti,
Bela, Geby, Nurul, Medina and all that i cannot be mentioned one by one.
Thanks for that friendship.
I hope this thesis would be useful for the researcher who wants to make the further
study about the learning model which is suitable for learning colloidal system, especially for
students in Chemistry Department. I have been doing the maximal effort in the completion
of this thesis, but I realize there are many weaknesses in terms of both content and grammar,
there for suggestion, and comments are needed for further improvement of this thesis.
Medan,
Juny 2016
Author
M.Taufik Hidayat
IDN. 4113131047
ACKNOWLEDGEMENT
First of all, I praise and gratitude to the Almighty God, Allah Swt, for all the graces
and blessings that provide health and wisdom to me for finishing this thesis well.
The title of this thesis is “The Implementations of Problem Based Learning Model
Integrated Team Games Tournament to Increase Student’s Achievement and Character on
Learning in Periodic System of Elements at Senior High School“. This research was done in
SMA N 1 Perbaungan in academic year 2015/2016. Therefore, the thesis is one of the
prerequisite to get degree of Sarjana Pendidikan in Educational Department of Chemistry,
Faculty of Mathematics and Natural Sciences, State University of Medan.
In this opportunity, I would like to express my greatest thanks to:
1. Dr. Iis Siti Jahro, M.Si as my thesis supervisor, thanks for his valuable time to
spent in giving guidance comments and advices during the process of
completing this thesis.
2. Prof. Albinus Silalahi, M.S, Eddyanto Ph.d, and Drs. Jasmidi, M.Si as my
reviewer counselor for their advices, suggestions, guidance and constructive
comments in the process of completing this thesis.
3. Thanks also conveyed to Drs. Marudut sinaga, M.Si, as my Academic
Supervisor who always guided me during the lecture and along with Mr. and
Mrs. Staff and Lecturers in Educational Chemistry Department especially in
Bilingual Study Program of FMIPA UNIMED who have helped me.
4. My gratitude also presented to Mr. Drs. Suhairi, M.Pd, as school principal of
SMA N 1 Perbaungan and Drs. Joner Simbolon, M.Pd.K, as vice of school
principal who gave permission for conducting the research in the school and also
for all teacher and students in SMA N 1 Perbaungan, especially for Bu Rosna,
S.Pd as a chemistry teacher who has given much support and guidance for me as
long as the research is conducted.
5. Special gratitude to the best ever parents in my life, my beloved father Drs
Muhamad Isa and my beloved mother Sederhana Tarigan S.Pd who always
caring, raising and educating me with love and affection. Thanks for the
praying, motivation and sacrifices for me, so I can complete my first degree in
Sarjana Pendidikan (S.Pd/S-1) in this State University of Medan.
6. My thanks also for my beloved sister, Kurnia Rahmianum who always giving
love, support, motivation, and laugh until the completion of this thesis, I love u
all.
7. Special thanks to my best team ever, Widi aulia Widakdo and Silvia Yanti,
thanks for unlimited time in our togetherness, laugh, and experience that make
me more confidence to past everyting in my life. Then For my Green Black
Partner, Ary, Safwan, Ismail, Khairil, Maryam, Widia, Juli, Danki, Satoto, Siti,
Bela, Geby, Nurul, Medina and all that i cannot be mentioned one by one.
Thanks for that friendship.
I hope this thesis would be useful for the researcher who wants to make the further
study about the learning model which is suitable for learning colloidal system, especially for
students in Chemistry Department. I have been doing the maximal effort in the completion
of this thesis, but I realize there are many weaknesses in terms of both content and grammar,
there for suggestion, and comments are needed for further improvement of this thesis.
Medan,
Juny 2016
Author
M.Taufik Hidayat
IDN. 4113131047
vi
LIST OF CONTENTS
Pages
Approval Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
List of Contents
vi
List of Tables
x
List of Figures
xi
List of Appendix
xii
CHAPTER I INTRODUCTION
1.1.
Research Background
1
1.2.
Problem Identification
4
1.3.
Problem Limitation
5
1.4.
Problem Formulation
5
1.5.
Research Objectives
5
1.6.
Research Benefitds
6
CHAPTER II LITERATURE STUDY
2.1. Theoritical Framework
7
2.1.1. Definition of Teaching
7
2.1.2. Definition of Learning
7
2.1.3. Student’s Achievement
8
2.1.4. Character of Cooperation
11
2.1.5. Problem Based Learning Model
11
2.1.5.1. Learning Model
11
2.1.5.2. Problem Based Learning Model
12
2.1.5.3. Characteristics of Problem Based Learning Model 14
2.1.5.4. Advantages and Disadvantages of Problem Based
15
vii
Learning Model
2.1.5.5
Stages of Problem Based Learning
2.1.6. Teams Games Tournament
2.1.6.1. Advantages and Disadvantages of Teams Games
16
17
18
Tournament
2.1.6.2. Stages of Teams Games Tournament
19
2.1.7. Problem Based Learning Model Integrated with Team
19
Games Tournament
2.1.7.1
Stages of Problem Based Learning Model
20
Integrated with Team Games Tournament
2.2.
Periodic System of Element
21
2.3. Conceptual Framework
38
2.4. Hypothesis
37
CHAPTER III RESEARCH METHODOLOGY
3.1. Research Location and Time
38
3.2. Population and Sampel
38
3.3. Research Variables and Research Instruments
38
3.3.1. The Research Variable
38
3.3.1.1. Independent Variable
38
3.3.1.2. Dependent Variable
38
3.3.1.3. Control Variable
39
3.3.2. Research Instrument
39
3.3.2.1. Instrument Test
39
3.3.2.2. Observation Sheet
40
3.4. Type and Research Design
42
3.4.1. Type of Research
42
3.4.2. Research Procedures
42
3.4.3. Research Flow Diagram
44
3.5. Technique Data Collection
45
viii
3.5.1. Validity Test
45
3.5.2. Reliability Test
46
3.5.3. Index Difficult Test
47
3.5.4. Index Distungish Test
47
3.6. Data Analysis
48
3.6.1. The Normality Test
48
3.6.2. The Homogeneity Test
48
3.6.3. Normalized Gain
49
3.6.4. Pearson Correlation
49
3.6.5. Calculation of Character Percentage
49
3.6.6. Hypothesis Testing
50
3.6.7. Hypothesis Criteria
51
CHAPTER IV RESULT AND DISCUSSION
4.1. Analysis of Research Instrument
52
4.1.1. The Observation Sheet of Student’s Character
52
4.1.2. Instrument Test
53
4.1.3. The Validity of Evaluation Test
53
4.1.4. Reliability of Evaluation Test
54
4.1.5. Difficulty Level Test
55
4.1.6. Discrimination Power of Evaluation Test
55
4.2. Research’s Result of Pretest
56
4.2.1. Normality Test of Pretest
56
4.2.2. Homogeneity Test of Pretest
57
4.3. Research’s Result of Posttest
58
4.3.1. Normality Test of Posttest
59
4.3.2. Homogeneity Test of Posttest
60
4.3.3. Normality Test of Gain
60
4.3.4. Homogeneity Test of Gain
61
4.3.5. Hypothesis Testing
61
4.4. Research’s Result of Student’s Character
63
ix
4.4.1. Normality Test of Student’s Character
64
4.4.2. Homogeneity Test of Student’s Character
65
4.4.3. Hypothesis Testing
65
4.5. Relation Between Student’s Achievement and Student’s Character
67
CHAPTER V: CONCLUSION AND SUGGESTION
5.1. Conclusion
69
5.2. Suggestion
69
REFFERENCE
70
x
LIST OF TABLES
Pages
Table 2.1 Stages of Problem Based Learning
16
Table 2.2 Phases of Team Games Tournament
19
Table 2.3 Stages of PBL Model Integrated with TGT
20
Table 2.4 Properties of metals and non metals
21
Table 2.5 Law of Oktaf Newlands
23
Table 2.6 Preparation of elements Z ≤ 20 in the modern periodic
29
System and its electron configuration
Table 3.1 The Specification of Test Instrument
40
Table 3.2 The Specification of Observation Sheet Teamwork Character 40
Table 3.3 Research Design
43
Table 4.1 Description of Sample Research
52
Table 4.2 Validation Sheet
54
Table 4.3 Summary of The Instrument Test
55
Table 4.4 Data of Pretest
56
Table 4.5 Normality Test of Pretest
57
Table 4.6 Homogeneity Test of Pretest
58
Table 4.7 Data of Posttest
59
Table 4.8 Normality Test of Posttest
59
Table 4.9 Homogeneity Test of Posttest
60
Table 4.10 Normality Test of Gain
61
Table 4.11 Homogeneity Test of Gain
61
Table 4.12 Independent Sample Test Hyphotesis
63
Table 4.13 The Summary of Student’s Character
64
Table 4.14 Normality Test of Student’s Teamwork Character
65
Table 4.15 Homogeneity Test of Student’s Teamwork Character
65
Table 4.16 Independent Sample Test Hyphotesis
66
xi
LIST OF FIGURES
Pages
Figure 2.1
Game Rules
18
Figure 2.2
Graph of atom mass to atom volume
24
Figure 2.3
Meyer Periodic System
25
Figure 2.4
Mendeleev Periodic System (1869)
26
Figure 2.5
Mendeleev Periodic System (1871)
26
Figure 2.6
Modern Periodic System
28
Figure 2.7
Atomic radius of elements as a function of atomic
31
number (Z)
Figure 2.8
Electronegativity elements scale according to Pauling
35
Figure 2.9
Boiling point chart elements with Z ≤ 18
36
Figure 2.10
Melting point chart elements with Z ≤ 18
36
Figure 3.1
Research Design Flow
44
xii
LIST OF APPENDIX
Pages
Appendix 1
Chemistry Subject Syllabus
74
Appendix 2
Lesson Plan
80
Appendix 3
Instrument Test Before Validation
122
Appendix 4
Instrument Test After Validation
131
Appendix 5
Pretest
137
Appendix 6
Posttest
146
Appendix 7
Observation Sheet of Student’s Teamwork Character
155
Appendix 8
st
Problem For1 Experimental Class
157
Appendix 9
Game Qustion
172
Appendix 10
Validity Test
182
Appendix 11
Table of Validity Test
184
Appendix 12
Reliability
186
Appendix 13
Difficulty Level
188
Appendix 14
Table of Difficulty Test
189
Appendix 15
Discrimination Power
192
Appendix 16
Table of Discrimination Power
193
Appendix 17
Data of Pretest and Posttest
195
Appendix 18
Data of Student’s Character
197
Appendix 19
Student’s Character Develop
203
Appendix 20
Normality Test
205
Appendix 21
Homogeneity Test
209
Appendix 22
Hypothesis Testing
213
CHAPTER I
INTRODUCTION
1.1. Research Background
Education is a conscious effort with the aim to develop human quality.
The main target of education is to empower teachers and students as much as
possible to develop the student’s competences appropriate environmental
conditions. Education always oriented toward preparing student to participate in
future. Therefore, the development of educational facilities as the one of the main
prerequisites to pick the future with all the opportunities and challenges
(Tirtarahardja, 2005).
The quality of education is an indicator for development rate of the
country, and therefore the development in education sector is a key for the
development of the nation. Unfortunately, the quality of education in Indonesia is
still low. It caused by learning quality is not optimal. This is shown by the low
student learning outcomes in senior high school, especially in chemistry. There
are many students
fail in the chemistry examinationin SMA Negeri 1
Perbaungan. They have chemistry value lower than KKM that decide by school. It
is about 60% student have lower chemistry value. It caused the learning model
which teacher use only direct instruction so student activity is low. The KKM
value in this school is 75. Therefore it is necessary to improve learning model to
minimize the percentage of students number who have value that lower than
KKM which is have been decided by the school.
Generally, less student interesting related to how teachers present
lessons. Teachers have less variation in presenting the subject matter. Learning
activities always begin with greetings, apperception, material explanations,
exercise and giving home assignments. Everything is done by teachers without
involving students directly. Sometimes teachers also provide media in learning,
but students just see or listen it. The learning model that teacher use cause
2
students passive, less interaction and collaboration with other students.
Supposedly, the teacher is demand for creative in implementing a leaning model
that allows students to learn easier, fun, and can achieve the goal as expected. To
be more optimal learning, the learning model should effective appropriate with the
subject being taught in improving student achievement.
Some previous researchers have improves the learning model by using
Problem Based Learning (PBL) model, because the characteristic’s of PBL are
student centered; students are required to be active and self-motivated learning.
PBL is one of model that make active learning occured. The essence of Problem
Based Learning consists of presenting students with authentic and meaningful
problem situations that can serve as springboards for investigations and inquiry
(Arends, 2012).
PBL makes students work with classmates to solve complex and
authentic problem that help develop content knowledge as well as problemsolving, reasoning, communicating, and self-assessment skills. These problem
also help to maintain student interest in course material because students realize
that they are learning the skills needed to be successful in the field (White, 2011).
The result of research conducted by Napitupulu (2013), show student’s
achievement are taught with a problem based learning model is significantly
better than the learning outcomes students with not using problem based learning
model. Then the result of research conducted by Sitorus (2011) show average
score of student learning outcomes without Problem Based Learning method
amounted to 28,00 (with standard deviation of 8, 29 average standard error 1,40).
These result increased after the Problem Based Learning method with average
learning outcomes become 52,52 (with standard deviation of 11,64 and standard
deviation of 1,97 on average). Student learning outcomes with the Problem Based
Learning method is better compares with the results of learning without a Problem
Based Learning methods. It also prove by Hasni in her research, student learning
outcomes are taught using problem based learning model higher with average
pretest = 22,25 and an average post test = 61,25 rather than student learning
outcomes are taught by direct instruction with an average pretest = 18,5 and
3
average post test = 36,13. This shows that the application of PBL models have a
significant influence on learning outcomes of students to the concept of chemical
reaction rate.
The result of research Harahap, (2014) show Problem Based Learning
Model on the teaching of solubility and solubility product can enhance student’s
achievement and cooperative and responsibility character. The average of posttest
in experiment class is 86,40
in control class is 78,20
6.21 with gain 0,82 (high) and the average posttest
5.57 with gain is 6,29 (medium). The percentage of
student’s cooperation and resposibility character from observation sheet data were
developed from the first meeting up to third meeting. The average of students
cooperation character for all meeting is 70.22%, while for students responsibility
character is 74.59. the average students cooperation character from questionaire
data is 85.11 and students responsibility character is 88.44%.
Beside the Problem Based Learning, the Team Games Tournament
(TGT) is one of cooperative learning which emphasizes the cooperation between
members of the group to achieve the learning objectives. There are four stages in
the TGT is teaching, learning groups, tournament/ competition, and award groups.
The interesting thing from the TGT which distinguishes it from other type of
cooperative learning is the tournament. In the tournament, the same academic
ability of students who will compete to get highest score in the tournament table.
So students of high academic ability will compete with the students of high
academic ability of students as well. Therefore, every students has the same
opportunity to be the best in the tournament table. This will certainly motivate the
students to learn that also affect student achievement.
The application of cooperative learning model TGT in a redox reaction
material can enhance student’s creativity. In the first cycle the percentage of
student with high creativity 51,15% in the second cycle increased to 81,82%. The
application of cooperative learning model TGT may improve cognitive learning
achievement in material redox reactions. The percentage of students passing grade
increased from 42,42% in the first cycle to 81,82% in the second cycle. For
affective learning achievement showed an increase in the average achievement
4
indicator of 72,31% in the first cycle to 79,01 in the second cycle (Nopiyanita, et
all 2013). Through PBL model and TGT is expected to provide solutions and
exciting new atmosphere in teaching so as to provide a learning experience with
new concept. PBL model and TGT brings innovative concept understanding and
emphasize student activity, is expected to improve student learning outcomes.
PBL as the learning model has many advantages which are can be made
to improve student’s achievement, namely: Challenging students’ abilities and
give satisfaction to discover new knowledge, increasing student motivation and
learning activities. Assist students in transferring knowledge to understand the
real-world problems. PBL may encourage students to evaluate themselves welll to
the results and the process of learning and develop students’ ability to think
critically and develop their ability to adjust to new knowledge. Not only PBL but
also TGT have many advantages to use as the variation of learning approach,
namely: the involvement of students in higher learning and enthusiastic. The
knowledge gained students not solely from the teacher but also through its own
construction by students. Can foster positive attitudes in students, such as
cooperative, tolerance, responsibility, and can accept other people’s opinions.
Train student express or convey an idea or ideas.
Based on explanations previous paragraph, the author is proposed to do
research with title “The Implementations of Problem Based Learning (PBL)
Model Integrated Team Games Tournament (TGT) to Increase Student’s
Achievement and Character on Learning in Periodic System of Elements at
Senior High School”.
1.2. Problem Identification
Based on the background describe above, then obtained that:
1.
Why is the student’s achievement is still low?
2.
Why some teacher are still using less variation learning models?
3.
How do increase student’s activity?
4.
How to measure the character of students, especially team work
character.
5
5.
Can the PBL model increase the student’s achievement?
6.
Can the PBL model generate student’s activity?
7.
Can the TGT model generate student’s teamwork?
1.3. Problem Limitations
Based on identification problems above, there is a wide of issues so this
research is limited to know the following:
1. This research will be conducted at the Senior High School (SHS) at SMA
N 1 Perbaungan class XI using KTSP curriculum, first semester on
academic year 2015/2016.
2. The subject material that will be taught is periodic system of elements.
3. Teaching model that will be applied in this rlearnesearch is problem based
learning model (PBL) integrated with team games tournament (TGT).
4. The character that will be measured in this research is teamwork.
5. Student’s achievement will be measured using the cognitive aspect of C1,
C2, C3, and C4 level.
6. Student’s achievement will be measured using instrument test and
student’s character will be measured using observation sheet.
1.4. Problem Formulation
Based on the background described above, then the problem can be
formulated as follows:
1. Is student’s achievement who learn using PBL model integrated with TGT
higher than student’s achievement who learn by TGT?
2. Is student’s teamwork who learnt using PBL model integrated with TGT
higher than student’s teamwork who learnt by TGT?
1.5. Research Objective
1. To know the results comparison of student’s achievement who had been
learnt using PBL model integrated with using TGT.
6
2. To know the average percentage of student’s teamwork that developed by
applying problem based learning model integrated with team games
tournament.
1.6. Research Benefit
This research is expected can usage as follows:
1. To provide guidelines for teachers of science, especially chemistry
teachers to use problem based learning integrated with team games
tournament in learning process that can improve student’s achievement.
2. To change student’s paradigm that chemistry is not a difficult subject, so it
can improve their motivation to learnt and also the understanding about
periodic system of element.
3. To provide inputs for next researchers to do similar research in the future.
69
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
After conducting the research and analyzing the data, there are some
conclusion that gotten, they are:
1.
Student’s achievement who learnt using PBL model integrated with TGT
higher that student’s achievement who learnt by TGT.
2.
Student’s teamwork who learnt using PBL model integrated with TGT
higher that student’s teamwork who learnt by TGT.
5.2. Suggestion
From the result of the research, there are some suggestion must be raised:
1.
For chemistry teacher, they should make innovation in teaching of
chemistry, one of the way is by apply problem based learning model
integrated team games tournament because this model can improve
student’s achievement and character in chemistry.
2.
For chemistry teacher could be develop the integration of problem based
learning model with another suitable learning model to improve students’
achievement in chemistry subject matter.
3.
For researcher who wants to do same research, problem based learning
model integrated with team games tournament is expected to be more
careful in set time for each stage of learning and can create activities that
do not take much time, because this model requires a lot of time.
REFERENCES
Anonimous, (2013), Pengertian Kerjasama, http://www.psychologymania.com/
2013/02/ pengertian-kerja-sama.htm, accessed on August 15th 2015.
Arends, R.I., (2012), Learning To Teach, New York, Mc Grew Hill.
Arikunto, (2011). Dasar-dasar Evaluasi Pendidika. Jakarta: Bumi Aksara.
Asmin, dan Mansyur, Abil., (2012), Pengukuran dan Penilaian Hasil Belajar
dengan Analisis Klasik dan Modern, Larispa Indonesia, Medan.
Djamarah, S dan Aswan, Z., (2006) Strategi Belajar Mengajar, Rineka Cipta,
Jakarta.
Harahap, Lheilamora. A, (2014), The Influence of Problem Based Learning Model
to Increase Student’s Achievement and Student’s Character of Cooperation
and Responsibility on The Teaching of Solubility and Solubility Product in
Senior High School, Universitas Negeri Medan, Medan.
Haris, A., (2013), Kimia untuk SMA/MA kelas X Peminatan, Bandung, Yrama
Widya.
Hasni, D.R., (2010), Pengaruh Model Problem Based Learning (PBL) Terhadap
Hasil Belajar Kimia Siswa Pada Konsep Laju Reaksi, FITK, UIN Syarif
Hidayatullah, Jakarta.
Johari, J.M.C., dan Rachmawati M., (2008), KIMIA 1 SMA dan MA untuk kelas
X, Esis, Jakarta
Napitupulu, Minaruli., (2013), Pengaruh Model Pembelajaran Berbasis Masalah
dan Motivasi BelajarTerhadap Hasil Belajar Kimia, Program
Pascasarjana, UNIMED, Medan.
Nopiyanita, T., Haryono, and Ashadi, (2013), Penerapan Model Pembelajaran
Kooperatif Tipe Team Games Tournament (TGT) Untuk Meningkatkan
Prestasi Belajar Kimia dan Kreatifitas Siswa Pada Materi Reaksi Redoks
Kelas X Semester Genap SMA Negeri 3 Sukoharjo Tahun Pelajaran
2012/2013, Jurnal Pendidikan Kimia (JPK)2 No 4 : 135-141.
71
Riyanto, Yatim., (2009), Paradigma Baru Pembelajaran, Kencana Prenada
Media, Jakarta.
Sanjaya, Wina., (2009), Strategi Pembelajaran Berorientasi Standar Proses
Pendidikan, Kencana Prenada Media, Jakarta.
Sardiman., (2005), Interaksi dan Motivasi Belajar Mengajar. Rajawali Pers,
Jakarta.
Slameto, (2010), Belajar dan Faktor-Faktor yang Mempengaruhinya, PT. Rineka
Cipta, Jakarta.
Tirtarahardja, Umar., (2005), Pengantar Pendidikan, PT. Rineka Cipta, Jakarta
Tim Pendidikan Kimia, (2011), Dasar-Dasar Pendidikan MIPA, FMIPA,
UNIMED, Medan.
Trianto, (2010), Mendesain Model Pembelajaran Inovatif-Progresif, Kencana
Prenada Media Group, Jakarta.
INTEGRATED TEAM GAMES TOURNAMENT TO INCREASE
STUDENT’S ACHIEVEMENT AND CHARACTER ON
LEARNING IN PERIODIC SYSTEM OF ELEMENTS
AT SENIOR HIGH SCHOOL
By :
M. Taufik Hidayat
Reg. Number 4113131047
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill Requirement for Getting Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
ii
BIOGRAPHY
M. Taufik Hidayat was born in P. Brandan, on July 4th of 1993. Father’s name is
Drs. M. Isa and mother’s name is Sederhana, S.Pd . Author is the second child of
two siblings. In 1999, the author entered primary school in SDN 050747 and
graduated in 2005. In 2005, authors continued his study on Junior High School in
SMP Negeri 1 Babalan, P. Brandan and graduated in 2008. Then, in 2008 the
author continued his study in Senior High School and graduated in 2011 from
SMA Negeri 1 Babalan P.Brandan. In July 2011, the author passed in SNMPTN.
The author was accepted in State University of Medan, Faculty of Mathematics
and Natural Science, Chemistry Department, Bilingual Chemistry Education
Study Program and graduated in 2016.
iii
THE IMPLEMENTATIONS OF PROBLEM BASED LEARNING MODEL
INTEGRATED TEAM GAMES TOURNAMENT TO INCREASE
STUDENT’S ACHIEVEMENT AND CHARACTER ON
LEARNING IN PERIODIC SYSTEM OF ELEMENTS
AT SENIOR HIGH SCHOOL
M. Taufik Hidayat (Reg. Number 4113131047)
ABSTRACT
The type of this research is quasi – experiment. The objective of this research was to
determine whether student’s achievement and character which taught by Problem Based
Learning (PBL) model integrated with Team Games Tournament (TGT) is higher than
Team Games Tournament (TGT). Population of this research was all class XI in SMA N
1 Perbaungan. Applying purposive random sampling, the first class as experimental
class I by using PBL model integrated TGT guidance and the second class as
experimental class II by using TGT. Each of class consist of 38 students.
Technique of analzying data is consisted of normality, homogeneity, normalized gain and
hypothesis test. The research data analyzed by SPSS 22 for windows. Based on
normality and homogeneity test, the data was taken from normal distribution and
homogeneous population. the normalized gain in 1st experimental class is (0.78 ±
0.11) and 2nd experimental class is (0.69 ± 0.10) at significant level α = 0.05, Ha1
is received and H01 is rejected where Sig. < α (0.000 < 0.05). It concluded that the
student’s achievement taught by PBL model integrated with TGT higher
significance difference than TGT. Hypothesis test is done by using t-test. The result of
t-test concluded that the average in 1st experimental class is (67,88%) and 2nd
experimental class is (59,35%) at significant level α = 0.05, Ha2 is received and
H02 is rejected where Sig. < α (0.000 < 0.05). It means the student’s teamwork
character that taught by PBL model integrated with TGT give higher significance
difference TGT.
Keywords:
PBL integrated TGT, TGT, Student’s Achievement, Student’s
Character
ACKNOWLEDGEMENT
First of all, I praise and gratitude to the Almighty God, Allah Swt, for all the graces
and blessings that provide health and wisdom to me for finishing this thesis well.
The title of this thesis is “The Implementations of Problem Based Learning Model
Integrated Team Games Tournament to Increase Student’s Achievement and Character on
Learning in Periodic System of Elements at Senior High School“. This research was done in
SMA N 1 Perbaungan in academic year 2015/2016. Therefore, the thesis is one of the
prerequisite to get degree of Sarjana Pendidikan in Educational Department of Chemistry,
Faculty of Mathematics and Natural Sciences, State University of Medan.
In this opportunity, I would like to express my greatest thanks to:
1. Dr. Iis Siti Jahro, M.Si as my thesis supervisor, thanks for his valuable time to
spent in giving guidance comments and advices during the process of
completing this thesis.
2. Prof. Albinus Silalahi, M.S, Eddyanto Ph.d, and Drs. Jasmidi, M.Si as my
reviewer counselor for their advices, suggestions, guidance and constructive
comments in the process of completing this thesis.
3. Thanks also conveyed to Drs. Marudut sinaga, M.Si, as my Academic
Supervisor who always guided me during the lecture and along with Mr. and
Mrs. Staff and Lecturers in Educational Chemistry Department especially in
Bilingual Study Program of FMIPA UNIMED who have helped me.
4. My gratitude also presented to Mr. Drs. Suhairi, M.Pd, as school principal of
SMA N 1 Perbaungan and Drs. Joner Simbolon, M.Pd.K, as vice of school
principal who gave permission for conducting the research in the school and also
for all teacher and students in SMA N 1 Perbaungan, especially for Bu Rosna,
S.Pd as a chemistry teacher who has given much support and guidance for me as
long as the research is conducted.
5. Special gratitude to the best ever parents in my life, my beloved father Drs
Muhamad Isa and my beloved mother Sederhana Tarigan S.Pd who always
caring, raising and educating me with love and affection. Thanks for the
praying, motivation and sacrifices for me, so I can complete my first degree in
Sarjana Pendidikan (S.Pd/S-1) in this State University of Medan.
6. My thanks also for my beloved sister, Kurnia Rahmianum who always giving
love, support, motivation, and laugh until the completion of this thesis, I love u
all.
7. Special thanks to my best team ever, Widi aulia Widakdo and Silvia Yanti,
thanks for unlimited time in our togetherness, laugh, and experience that make
me more confidence to past everyting in my life. Then For my Green Black
Partner, Ary, Safwan, Ismail, Khairil, Maryam, Widia, Juli, Danki, Satoto, Siti,
Bela, Geby, Nurul, Medina and all that i cannot be mentioned one by one.
Thanks for that friendship.
I hope this thesis would be useful for the researcher who wants to make the further
study about the learning model which is suitable for learning colloidal system, especially for
students in Chemistry Department. I have been doing the maximal effort in the completion
of this thesis, but I realize there are many weaknesses in terms of both content and grammar,
there for suggestion, and comments are needed for further improvement of this thesis.
Medan,
Juny 2016
Author
M.Taufik Hidayat
IDN. 4113131047
ACKNOWLEDGEMENT
First of all, I praise and gratitude to the Almighty God, Allah Swt, for all the graces
and blessings that provide health and wisdom to me for finishing this thesis well.
The title of this thesis is “The Implementations of Problem Based Learning Model
Integrated Team Games Tournament to Increase Student’s Achievement and Character on
Learning in Periodic System of Elements at Senior High School“. This research was done in
SMA N 1 Perbaungan in academic year 2015/2016. Therefore, the thesis is one of the
prerequisite to get degree of Sarjana Pendidikan in Educational Department of Chemistry,
Faculty of Mathematics and Natural Sciences, State University of Medan.
In this opportunity, I would like to express my greatest thanks to:
1. Dr. Iis Siti Jahro, M.Si as my thesis supervisor, thanks for his valuable time to
spent in giving guidance comments and advices during the process of
completing this thesis.
2. Prof. Albinus Silalahi, M.S, Eddyanto Ph.d, and Drs. Jasmidi, M.Si as my
reviewer counselor for their advices, suggestions, guidance and constructive
comments in the process of completing this thesis.
3. Thanks also conveyed to Drs. Marudut sinaga, M.Si, as my Academic
Supervisor who always guided me during the lecture and along with Mr. and
Mrs. Staff and Lecturers in Educational Chemistry Department especially in
Bilingual Study Program of FMIPA UNIMED who have helped me.
4. My gratitude also presented to Mr. Drs. Suhairi, M.Pd, as school principal of
SMA N 1 Perbaungan and Drs. Joner Simbolon, M.Pd.K, as vice of school
principal who gave permission for conducting the research in the school and also
for all teacher and students in SMA N 1 Perbaungan, especially for Bu Rosna,
S.Pd as a chemistry teacher who has given much support and guidance for me as
long as the research is conducted.
5. Special gratitude to the best ever parents in my life, my beloved father Drs
Muhamad Isa and my beloved mother Sederhana Tarigan S.Pd who always
caring, raising and educating me with love and affection. Thanks for the
praying, motivation and sacrifices for me, so I can complete my first degree in
Sarjana Pendidikan (S.Pd/S-1) in this State University of Medan.
6. My thanks also for my beloved sister, Kurnia Rahmianum who always giving
love, support, motivation, and laugh until the completion of this thesis, I love u
all.
7. Special thanks to my best team ever, Widi aulia Widakdo and Silvia Yanti,
thanks for unlimited time in our togetherness, laugh, and experience that make
me more confidence to past everyting in my life. Then For my Green Black
Partner, Ary, Safwan, Ismail, Khairil, Maryam, Widia, Juli, Danki, Satoto, Siti,
Bela, Geby, Nurul, Medina and all that i cannot be mentioned one by one.
Thanks for that friendship.
I hope this thesis would be useful for the researcher who wants to make the further
study about the learning model which is suitable for learning colloidal system, especially for
students in Chemistry Department. I have been doing the maximal effort in the completion
of this thesis, but I realize there are many weaknesses in terms of both content and grammar,
there for suggestion, and comments are needed for further improvement of this thesis.
Medan,
Juny 2016
Author
M.Taufik Hidayat
IDN. 4113131047
vi
LIST OF CONTENTS
Pages
Approval Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
List of Contents
vi
List of Tables
x
List of Figures
xi
List of Appendix
xii
CHAPTER I INTRODUCTION
1.1.
Research Background
1
1.2.
Problem Identification
4
1.3.
Problem Limitation
5
1.4.
Problem Formulation
5
1.5.
Research Objectives
5
1.6.
Research Benefitds
6
CHAPTER II LITERATURE STUDY
2.1. Theoritical Framework
7
2.1.1. Definition of Teaching
7
2.1.2. Definition of Learning
7
2.1.3. Student’s Achievement
8
2.1.4. Character of Cooperation
11
2.1.5. Problem Based Learning Model
11
2.1.5.1. Learning Model
11
2.1.5.2. Problem Based Learning Model
12
2.1.5.3. Characteristics of Problem Based Learning Model 14
2.1.5.4. Advantages and Disadvantages of Problem Based
15
vii
Learning Model
2.1.5.5
Stages of Problem Based Learning
2.1.6. Teams Games Tournament
2.1.6.1. Advantages and Disadvantages of Teams Games
16
17
18
Tournament
2.1.6.2. Stages of Teams Games Tournament
19
2.1.7. Problem Based Learning Model Integrated with Team
19
Games Tournament
2.1.7.1
Stages of Problem Based Learning Model
20
Integrated with Team Games Tournament
2.2.
Periodic System of Element
21
2.3. Conceptual Framework
38
2.4. Hypothesis
37
CHAPTER III RESEARCH METHODOLOGY
3.1. Research Location and Time
38
3.2. Population and Sampel
38
3.3. Research Variables and Research Instruments
38
3.3.1. The Research Variable
38
3.3.1.1. Independent Variable
38
3.3.1.2. Dependent Variable
38
3.3.1.3. Control Variable
39
3.3.2. Research Instrument
39
3.3.2.1. Instrument Test
39
3.3.2.2. Observation Sheet
40
3.4. Type and Research Design
42
3.4.1. Type of Research
42
3.4.2. Research Procedures
42
3.4.3. Research Flow Diagram
44
3.5. Technique Data Collection
45
viii
3.5.1. Validity Test
45
3.5.2. Reliability Test
46
3.5.3. Index Difficult Test
47
3.5.4. Index Distungish Test
47
3.6. Data Analysis
48
3.6.1. The Normality Test
48
3.6.2. The Homogeneity Test
48
3.6.3. Normalized Gain
49
3.6.4. Pearson Correlation
49
3.6.5. Calculation of Character Percentage
49
3.6.6. Hypothesis Testing
50
3.6.7. Hypothesis Criteria
51
CHAPTER IV RESULT AND DISCUSSION
4.1. Analysis of Research Instrument
52
4.1.1. The Observation Sheet of Student’s Character
52
4.1.2. Instrument Test
53
4.1.3. The Validity of Evaluation Test
53
4.1.4. Reliability of Evaluation Test
54
4.1.5. Difficulty Level Test
55
4.1.6. Discrimination Power of Evaluation Test
55
4.2. Research’s Result of Pretest
56
4.2.1. Normality Test of Pretest
56
4.2.2. Homogeneity Test of Pretest
57
4.3. Research’s Result of Posttest
58
4.3.1. Normality Test of Posttest
59
4.3.2. Homogeneity Test of Posttest
60
4.3.3. Normality Test of Gain
60
4.3.4. Homogeneity Test of Gain
61
4.3.5. Hypothesis Testing
61
4.4. Research’s Result of Student’s Character
63
ix
4.4.1. Normality Test of Student’s Character
64
4.4.2. Homogeneity Test of Student’s Character
65
4.4.3. Hypothesis Testing
65
4.5. Relation Between Student’s Achievement and Student’s Character
67
CHAPTER V: CONCLUSION AND SUGGESTION
5.1. Conclusion
69
5.2. Suggestion
69
REFFERENCE
70
x
LIST OF TABLES
Pages
Table 2.1 Stages of Problem Based Learning
16
Table 2.2 Phases of Team Games Tournament
19
Table 2.3 Stages of PBL Model Integrated with TGT
20
Table 2.4 Properties of metals and non metals
21
Table 2.5 Law of Oktaf Newlands
23
Table 2.6 Preparation of elements Z ≤ 20 in the modern periodic
29
System and its electron configuration
Table 3.1 The Specification of Test Instrument
40
Table 3.2 The Specification of Observation Sheet Teamwork Character 40
Table 3.3 Research Design
43
Table 4.1 Description of Sample Research
52
Table 4.2 Validation Sheet
54
Table 4.3 Summary of The Instrument Test
55
Table 4.4 Data of Pretest
56
Table 4.5 Normality Test of Pretest
57
Table 4.6 Homogeneity Test of Pretest
58
Table 4.7 Data of Posttest
59
Table 4.8 Normality Test of Posttest
59
Table 4.9 Homogeneity Test of Posttest
60
Table 4.10 Normality Test of Gain
61
Table 4.11 Homogeneity Test of Gain
61
Table 4.12 Independent Sample Test Hyphotesis
63
Table 4.13 The Summary of Student’s Character
64
Table 4.14 Normality Test of Student’s Teamwork Character
65
Table 4.15 Homogeneity Test of Student’s Teamwork Character
65
Table 4.16 Independent Sample Test Hyphotesis
66
xi
LIST OF FIGURES
Pages
Figure 2.1
Game Rules
18
Figure 2.2
Graph of atom mass to atom volume
24
Figure 2.3
Meyer Periodic System
25
Figure 2.4
Mendeleev Periodic System (1869)
26
Figure 2.5
Mendeleev Periodic System (1871)
26
Figure 2.6
Modern Periodic System
28
Figure 2.7
Atomic radius of elements as a function of atomic
31
number (Z)
Figure 2.8
Electronegativity elements scale according to Pauling
35
Figure 2.9
Boiling point chart elements with Z ≤ 18
36
Figure 2.10
Melting point chart elements with Z ≤ 18
36
Figure 3.1
Research Design Flow
44
xii
LIST OF APPENDIX
Pages
Appendix 1
Chemistry Subject Syllabus
74
Appendix 2
Lesson Plan
80
Appendix 3
Instrument Test Before Validation
122
Appendix 4
Instrument Test After Validation
131
Appendix 5
Pretest
137
Appendix 6
Posttest
146
Appendix 7
Observation Sheet of Student’s Teamwork Character
155
Appendix 8
st
Problem For1 Experimental Class
157
Appendix 9
Game Qustion
172
Appendix 10
Validity Test
182
Appendix 11
Table of Validity Test
184
Appendix 12
Reliability
186
Appendix 13
Difficulty Level
188
Appendix 14
Table of Difficulty Test
189
Appendix 15
Discrimination Power
192
Appendix 16
Table of Discrimination Power
193
Appendix 17
Data of Pretest and Posttest
195
Appendix 18
Data of Student’s Character
197
Appendix 19
Student’s Character Develop
203
Appendix 20
Normality Test
205
Appendix 21
Homogeneity Test
209
Appendix 22
Hypothesis Testing
213
CHAPTER I
INTRODUCTION
1.1. Research Background
Education is a conscious effort with the aim to develop human quality.
The main target of education is to empower teachers and students as much as
possible to develop the student’s competences appropriate environmental
conditions. Education always oriented toward preparing student to participate in
future. Therefore, the development of educational facilities as the one of the main
prerequisites to pick the future with all the opportunities and challenges
(Tirtarahardja, 2005).
The quality of education is an indicator for development rate of the
country, and therefore the development in education sector is a key for the
development of the nation. Unfortunately, the quality of education in Indonesia is
still low. It caused by learning quality is not optimal. This is shown by the low
student learning outcomes in senior high school, especially in chemistry. There
are many students
fail in the chemistry examinationin SMA Negeri 1
Perbaungan. They have chemistry value lower than KKM that decide by school. It
is about 60% student have lower chemistry value. It caused the learning model
which teacher use only direct instruction so student activity is low. The KKM
value in this school is 75. Therefore it is necessary to improve learning model to
minimize the percentage of students number who have value that lower than
KKM which is have been decided by the school.
Generally, less student interesting related to how teachers present
lessons. Teachers have less variation in presenting the subject matter. Learning
activities always begin with greetings, apperception, material explanations,
exercise and giving home assignments. Everything is done by teachers without
involving students directly. Sometimes teachers also provide media in learning,
but students just see or listen it. The learning model that teacher use cause
2
students passive, less interaction and collaboration with other students.
Supposedly, the teacher is demand for creative in implementing a leaning model
that allows students to learn easier, fun, and can achieve the goal as expected. To
be more optimal learning, the learning model should effective appropriate with the
subject being taught in improving student achievement.
Some previous researchers have improves the learning model by using
Problem Based Learning (PBL) model, because the characteristic’s of PBL are
student centered; students are required to be active and self-motivated learning.
PBL is one of model that make active learning occured. The essence of Problem
Based Learning consists of presenting students with authentic and meaningful
problem situations that can serve as springboards for investigations and inquiry
(Arends, 2012).
PBL makes students work with classmates to solve complex and
authentic problem that help develop content knowledge as well as problemsolving, reasoning, communicating, and self-assessment skills. These problem
also help to maintain student interest in course material because students realize
that they are learning the skills needed to be successful in the field (White, 2011).
The result of research conducted by Napitupulu (2013), show student’s
achievement are taught with a problem based learning model is significantly
better than the learning outcomes students with not using problem based learning
model. Then the result of research conducted by Sitorus (2011) show average
score of student learning outcomes without Problem Based Learning method
amounted to 28,00 (with standard deviation of 8, 29 average standard error 1,40).
These result increased after the Problem Based Learning method with average
learning outcomes become 52,52 (with standard deviation of 11,64 and standard
deviation of 1,97 on average). Student learning outcomes with the Problem Based
Learning method is better compares with the results of learning without a Problem
Based Learning methods. It also prove by Hasni in her research, student learning
outcomes are taught using problem based learning model higher with average
pretest = 22,25 and an average post test = 61,25 rather than student learning
outcomes are taught by direct instruction with an average pretest = 18,5 and
3
average post test = 36,13. This shows that the application of PBL models have a
significant influence on learning outcomes of students to the concept of chemical
reaction rate.
The result of research Harahap, (2014) show Problem Based Learning
Model on the teaching of solubility and solubility product can enhance student’s
achievement and cooperative and responsibility character. The average of posttest
in experiment class is 86,40
in control class is 78,20
6.21 with gain 0,82 (high) and the average posttest
5.57 with gain is 6,29 (medium). The percentage of
student’s cooperation and resposibility character from observation sheet data were
developed from the first meeting up to third meeting. The average of students
cooperation character for all meeting is 70.22%, while for students responsibility
character is 74.59. the average students cooperation character from questionaire
data is 85.11 and students responsibility character is 88.44%.
Beside the Problem Based Learning, the Team Games Tournament
(TGT) is one of cooperative learning which emphasizes the cooperation between
members of the group to achieve the learning objectives. There are four stages in
the TGT is teaching, learning groups, tournament/ competition, and award groups.
The interesting thing from the TGT which distinguishes it from other type of
cooperative learning is the tournament. In the tournament, the same academic
ability of students who will compete to get highest score in the tournament table.
So students of high academic ability will compete with the students of high
academic ability of students as well. Therefore, every students has the same
opportunity to be the best in the tournament table. This will certainly motivate the
students to learn that also affect student achievement.
The application of cooperative learning model TGT in a redox reaction
material can enhance student’s creativity. In the first cycle the percentage of
student with high creativity 51,15% in the second cycle increased to 81,82%. The
application of cooperative learning model TGT may improve cognitive learning
achievement in material redox reactions. The percentage of students passing grade
increased from 42,42% in the first cycle to 81,82% in the second cycle. For
affective learning achievement showed an increase in the average achievement
4
indicator of 72,31% in the first cycle to 79,01 in the second cycle (Nopiyanita, et
all 2013). Through PBL model and TGT is expected to provide solutions and
exciting new atmosphere in teaching so as to provide a learning experience with
new concept. PBL model and TGT brings innovative concept understanding and
emphasize student activity, is expected to improve student learning outcomes.
PBL as the learning model has many advantages which are can be made
to improve student’s achievement, namely: Challenging students’ abilities and
give satisfaction to discover new knowledge, increasing student motivation and
learning activities. Assist students in transferring knowledge to understand the
real-world problems. PBL may encourage students to evaluate themselves welll to
the results and the process of learning and develop students’ ability to think
critically and develop their ability to adjust to new knowledge. Not only PBL but
also TGT have many advantages to use as the variation of learning approach,
namely: the involvement of students in higher learning and enthusiastic. The
knowledge gained students not solely from the teacher but also through its own
construction by students. Can foster positive attitudes in students, such as
cooperative, tolerance, responsibility, and can accept other people’s opinions.
Train student express or convey an idea or ideas.
Based on explanations previous paragraph, the author is proposed to do
research with title “The Implementations of Problem Based Learning (PBL)
Model Integrated Team Games Tournament (TGT) to Increase Student’s
Achievement and Character on Learning in Periodic System of Elements at
Senior High School”.
1.2. Problem Identification
Based on the background describe above, then obtained that:
1.
Why is the student’s achievement is still low?
2.
Why some teacher are still using less variation learning models?
3.
How do increase student’s activity?
4.
How to measure the character of students, especially team work
character.
5
5.
Can the PBL model increase the student’s achievement?
6.
Can the PBL model generate student’s activity?
7.
Can the TGT model generate student’s teamwork?
1.3. Problem Limitations
Based on identification problems above, there is a wide of issues so this
research is limited to know the following:
1. This research will be conducted at the Senior High School (SHS) at SMA
N 1 Perbaungan class XI using KTSP curriculum, first semester on
academic year 2015/2016.
2. The subject material that will be taught is periodic system of elements.
3. Teaching model that will be applied in this rlearnesearch is problem based
learning model (PBL) integrated with team games tournament (TGT).
4. The character that will be measured in this research is teamwork.
5. Student’s achievement will be measured using the cognitive aspect of C1,
C2, C3, and C4 level.
6. Student’s achievement will be measured using instrument test and
student’s character will be measured using observation sheet.
1.4. Problem Formulation
Based on the background described above, then the problem can be
formulated as follows:
1. Is student’s achievement who learn using PBL model integrated with TGT
higher than student’s achievement who learn by TGT?
2. Is student’s teamwork who learnt using PBL model integrated with TGT
higher than student’s teamwork who learnt by TGT?
1.5. Research Objective
1. To know the results comparison of student’s achievement who had been
learnt using PBL model integrated with using TGT.
6
2. To know the average percentage of student’s teamwork that developed by
applying problem based learning model integrated with team games
tournament.
1.6. Research Benefit
This research is expected can usage as follows:
1. To provide guidelines for teachers of science, especially chemistry
teachers to use problem based learning integrated with team games
tournament in learning process that can improve student’s achievement.
2. To change student’s paradigm that chemistry is not a difficult subject, so it
can improve their motivation to learnt and also the understanding about
periodic system of element.
3. To provide inputs for next researchers to do similar research in the future.
69
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
After conducting the research and analyzing the data, there are some
conclusion that gotten, they are:
1.
Student’s achievement who learnt using PBL model integrated with TGT
higher that student’s achievement who learnt by TGT.
2.
Student’s teamwork who learnt using PBL model integrated with TGT
higher that student’s teamwork who learnt by TGT.
5.2. Suggestion
From the result of the research, there are some suggestion must be raised:
1.
For chemistry teacher, they should make innovation in teaching of
chemistry, one of the way is by apply problem based learning model
integrated team games tournament because this model can improve
student’s achievement and character in chemistry.
2.
For chemistry teacher could be develop the integration of problem based
learning model with another suitable learning model to improve students’
achievement in chemistry subject matter.
3.
For researcher who wants to do same research, problem based learning
model integrated with team games tournament is expected to be more
careful in set time for each stage of learning and can create activities that
do not take much time, because this model requires a lot of time.
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