THE EFFECT OF PROBLEM BASED LEARNING (PBL) MODEL TOWARDS STUDENT LEARNING OUTCOME IN DYNAMIC ELECTRICITY TOPIC AT CLASS IN SMA NEGERI 1 PERBAUNGAN ACADEMIC YEAR 2014/2015.

PERBAUNGAN ACADEMIC YEAR 2014/2015

By:

Yenni Manurung ID Number. 4113121076 Bilingual Physics Education

THESIS

Submitted to Acquire Eligible Sarjana Pendidikan

PHYSICS DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCE

STATE UNIVERSITY OF MEDAN

MEDAN

2015

The author say the praise and gratitude to God Almighty, for all the graces and blessings that provide healthy and wisdom to the author that this study can properly completed in accordance with effective and efficient timing.

Thesis title " The Effect of Problem Based Learning (PBL) Model toward Student Learning Outcome in Dynamic Electricity Topic at Class X in SMA Negeri 1 Perbaungan Academic Year 2014/2015", prepared to obtain a bachelor's degree physical education, faculty of mathematics and natural science in state university of medan.

On this occasion the author is very thankful to Mr Alkhafi Maas Siregar, M.Si as Thesis Advisor who has provided guidance and suggestions to the author since the beginning of the study until the completion of this thesis writing. Thanks also to Prof. Dr.Nurdin Bukit,M.Si., Dr. Mariati Simanjuntak, and Drs.Pintor Simamora,M.Si who have provided input and suggestions from the research plan to complete the preparation of this thesis. Thanks also presented to Prof. Dr. Sahyar, M. Si, M.M, as the Academic Supervisor and also the entire Lecturer and Staff in Physics Department FMIPA UNIMED who have helped the author. Appreciation also present to Headmaster and all teacher in SMA Negeri 1 Perbaungan who have helped during this research. Author would like to thank especially to my beloved father St. Drs. Carles Manurung,MM and my beloved mother Elvi Jelita Simatupang, S.Pd and also my sister Jessica Natalina Manurung,S.Pt and my brother Chris Albert Manurung who have prayed and gave me encouragement and funding to complete the study in Unimed.And also my team in this thesis preparation Yohana Glorya Tobing and Vini Vidi Vici Batu Bara. Especially thanks to my brother Marko Ayaki Tobing,S.Pd .The author also thanks for the physics teamwork in Ganesha Operation Lubuk Pakam who give me support to complete this thesis. And the last thankyou for all my beloved friends in Bilingual Physics Class 2011.

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THE EFFECT OF PROBLEM BASED LEARNING (PBL) MODEL TOWARD STUDENT LEARNING OUTCOME IN DYNAMIC

ELECTRICITY TOPIC AT CLASS X IN SMA NEGERI 1 PERBAUNGAN ACADEMIC YEAR 2014/2015

YENNI MANURUNG ( ID.NUMBER 4113121076 ) ABSTRACT

The objective of this research to know the significant difference of student learning outcomes using Problem Based Learning Model and Conventional Learning Model in dynamic electricity topic at class X SMA Negeri 1 Perbaungan Academic Year 2014/ 2015. The type of research was Quasi-experiment with the population is all of students at class X in even semester e which consists of 6 classes. Sample of this research was obtained by technique cluster random sampling. The sample is X-2 as the experimental class taught by Problem Based Learning Model and X-4 as the control class taught by Conventional Learning Model. The research instrument has 7 questions in essay type, the instruments tested validated. The result which obtained the average value of post-test in experiment class was 80.63 and the average value of post-test in control class was 75.75. it can be conclude that the average value in experiment class was higher than control class. In hypothesis testing t calculate was bigger than t table at significant level α = 0.05. Here, Ha accepted and H0.It showed that there was significant difference towards student learning outcomes using Problem Based Learning Model.

CONTENTS

Page

Ratification Sheet i

Biography ii

Abstract iii

Preface iv

Table of Contents vi

List of Tables ix

List of Figures x

List of Appendixes xi

CHAPTER I INTRODUCTION

1.1 Background 1

1.2 Problem Identification 3

1.3 Problem Limitation 4

1.4 Problem Formulation 4

1.5 Research Objective 4

1.6 Research Benefit 5

CHAPTER II LITERATURE REVIEW 2.1 Theoretical Framework

2.1.1 Definition of Learning 6

2.1.2 Learning Activity 7

2.1.3 Learning Outcome 8

2.2 Learning Material

2.2.1 Defenition of Electric Current 10

2.2.2 Voltage 11

2.2.3 Instrument of Electric Measurement 11

vii

2.4 Problem Based Learning Model 20 2.4.1 Definition of Problem Based Learning Model 20 2.4.2 Problem Based Learning Model Goals 19 2.4.3 Syntax of Problem Based Learning Model 23 2.4.4 Advantages and Disadvantages of PBL 23

2.5 Conceptual Framework 24

2.6 Hyphothesis 24

CHAPTER III RESEARCH METHOD

3.1 Location and Time Research 26

3.1.1 Research Location 26

3.1.2 Research Time 26

3.2 Population and Samples of Research 26

3.2.1 Research Population 26

3.2.2 Research Sample 26

3.3 Research Variable 26

3.4 Method and Design of Research 27

3.4.1 Research Method 27

3.4.2 Research Design 27

3.5 Research Procedure 27

3.6 Research Design 29

3.7 Data Collection Technique 30

3.7.1 Pretest 30

3.7.2 Posttest 30

3.8 Research Instrument 30

3.8.1 Content Validity 31

3.9 Data Collection Technique 32

3.9.1 Determining Mean 32

3.9.2 Determining Standard Deviation 32

3.9.3 Normality Test 33 3.9.4 Homogenity Test 34

CHAPTER IV RESEARCH RESULT AND DISCUSSION

4.1 Description of Research Result 36

4.1.1 Pretest Result Data of Experiment Class 36 4.1.2 Pretest Result Data of Control Class 37

4.1.3 Posttest Result Data using PBL 40

4.1.1 Posttest Result Data using Conventional Model 41

4.2 Testing Data Analysis 43

4.2.1 Normality Test 43

4.2.2 Homogeneity Test 44

4.2.3 Hypothesis Test 45

4.3 Discussion 45

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion 49

5.2 Suggestion 49

REFERENCE 50

LIST OF TABLE

Table 2.1 Syntax Problem Based Learning Model 23

Table 3.1 Research Design 27

Table 3.2 Specific table of Learning Outcome test in Dynamic 30 Electricity topic

Table 4.1 Pretest Result Data in Experiment Class 37 Table 4.2 Frequency Distribution of Pretest Result Data 37 Table 4.3 Pretest Result Data in Control Class 38 Table 4.4 Frequency Distribution of Pretest Result Data 39 Table 4.5 Posttest Result Data in Experiment Class 40

Table 4.6 Frequency Distribution using PBL 40

Table 4.7 Posttest Result Data in Control Class 41 Table 4.8 Frequency Distribution using Conventional Model 42

Table 4.9 Normality Test of Pretest Data 43

Table 4.10 Normality test of Posttest Data 43

Table 4.11 Homogeneity Test of Pretest Data 44

Figure 2.2 Measuring Voltage 12 Figure 2.3 Resistance and Ohm’s Law 13 Figure 2.4 Series Circuit 16 Figure 2.5 Paralel Cicuit 17

APENDIXIES LIST

Appendix 1 Lesson Plan Meeting I 52

Appendix 2 Syntax of Lesson Plan I in Experiment & Control Class 57

Appendix 3 Lesson Plan Meeting II 63

Appendix 4 Syntax of Lesson Plan II in Experiment & Control Class 67

Appendix 5 Student Worksheet I 73

Appendix 6 Student Worksheet II 77

Appendix 7 Student Worksheet III 83

Appendix 8 Instrument Test 85

Appendix 9 Cognitive Domain of Instrument Test 89 Appendix 10 Pretest Raw Data of Experiment Class 103 Appendix 11 Pretest Raw Data of Control Class 104 Appendix 12 Posttest Raw Data of Experiment Class 105 Appendix 13 Posttest Raw Data of Control Class 106 Appendix 14 Calculation of Average Value,Standard Deviation 107

and Frequency Distribution of Pretest Result Data

Appendix 15 Calculation of Average Value,Standard Deviation 110 and Frequency Distribution of Posttest Result Data

Appendix 16 Data Normality Test 113

Appendix 17 Homogenity Test 118

Appendix 18 Calculation of Hypothesis Test 122

Appendix 19 List of Critical Value for Liliefors 125 Appendix 20 List of Percentil Value for t- Distribution 126 Appendix 21 Table of Region Under Normal Curve 0 to z 127

CHAPTER 1 INTRODUCTION

1.1. Background

Physics is one of the sciences that important in education. Physics is a natural science is concerned with how to find out about natural phenomenon systematically, so that the natural science is not just a collection of knowledge mastery of facts, concepts, or only principle but also is a process of discovery. In natural science education expected become facilities for learners to learn about human and environment, as well as the prospect of further development in applying them in daily life. The process of learning gives emphasis on providing the experience to develop competence in order for learners exploring and understanding the natural science.

Physics till now is one of subjects that are less attractive to students. It is evident from the low percentage of students mastery the learning matter. This is because in addition to the material in these subjects is difficult to understand, sometimes the delivery of content by teachers lacking attract students. In general, physics teacher at school often discussing the theory of the handbook, providing formulas and solving problems.The system of teaching learning process focus on teacher centered and use conventional learning.

Solving the problem that teacher still using conventional learning or teacher centered in learning process it is better to change the learning process become student centered.The school which researcher choose for this research is SMA Negeri 1 Perbaungan.

Based on preliminary observation through the direct observation by interviewing the physics teacher in SMA Negeri 1 Perbaungan showed that the average value of class X for physics matter is often the lower value compared with other lessons. Data of preliminary observations in SMA Negeri 1 Perbaungan, also show that students average value is below of passing standard value that is 75 as KKM standard value.In presenting the subject matter, the teacher explain to the class and give a summary of the material with notes on the board and the students

2

listen and record the important things of the material being taught. From interviews said also that the students learning outcomes in physics subject is low. This causes students are less actively and decrease their learning outcome because not directly involved in the learning process so that students irresponsive, this all will certainly have an impact on value of students and will cause a minimum completeness criteria (KKM) of SMA Negeri 1 Perbaungan not be reached or is below standard students value that is 75.

Based on the preliminary observation with questionare found about 50 % students in SMAN 1 Perbaungan which like the physics as an obligation . And 33 % students stated physics interested in learning physics.If only the method of teaching the teacher are good and interactive , it will make them more interested in learning physics. In their daily life, they will be respond well to the subjects of physics, this can be seen when teachers teach, they observe and record things that are important.

Observation data show 60 % of students prefer to learn physics in groups. In reality teachers rarely engage student in the the process to get knowledge and in group disccussion and only emphasize the students to memorize formula and doesn’t emphasize on the concept and its application. In fact, many students are still difficult in using the formula to solve problem and some of them is missunderstanding on the concept. During the learning process, the teacher rarely conduct students in experiments for the material significantly.

Learning process show students as the listeners and teacher is dominated the class or teacher-centered (teacher centered). Dominance of teacher in this study will cause the student less motivated and less curiousity in this subject in acquiring knowledge.

Generally, learning physics in this school is still using conventional learning method because this method is easy to implement and quickly seen. In the learning process that is likely to be teacher centered domination master teacher in the classroom. Teacher writes on the blackboard, and then, goes on solving the problems related to it. The students prepare for the exam by memorizing these concepts and formulas, and by solving the related problems. Meanwhile, some of

the students can not comprehend the concept, others are not interested in the subject as they think that it is not useful to them, and the others are like spectators while few students come to the blackboard and solve the problems.

Problems above must developed by fixing learning model that can improve students learning outcome and students become active in learning process. Student not only receive the teacher explanation but also student can understand the real physics concept and the important understanding the concept for resolving the problem. An effort to improve students learning outcome implementing the Problem Based Learning model.

Solving this problem the researcher must be able to manage required for each step and can really adjust the time allocation there with the lesson plans are made. And involve teachers in the learning process so that students become active so student can increase their learning outcome.

Based on the description above, will be conducted research with title "The Effect of Problem Based Learning (PBL) Model toward Student Learning Outcome in Dynamic Electricity Topic at Class X in SMA Negeri 1 Perbaungan Academic Year 2014/2015" expected the results will provide benefits for teachers, especially in providing an alternative model of learning in classroom, particularly in efforts to improve student’s learning outcome.

1.2. Problems Identification

Based on description of background above, problem can be identified as follows:

1. Paradigm of physics is difficult

2. Students learning outcome in physics subject are still relatively low

4

1.3. Problems Limitation

Problem that developed in this paper should be limited to provide a clear description of the problems that will be reviewed. In accordance by problem identification, problems limitation of this paper are as follows:

1. Research Subject is all student in class X SMA Negeri 1 Perbaungan

Academic year 2014/2015.

2. Subject matter is Dynamic Electricity by using Problem Based Learning

Model (PBL)

3. Learning outcome will be researched in cognitive aspect.

1.4. Problems Formulation

Based on the problems limitation which described above, hence the problems formulation in this research are;

1. How the average value of students learning outcome between using PBL

Model and Coventional Model in dynamic electricity topic at class X SMA Negeri 1 Perbaungan?

2. How the students activity after using Problem Based Learning Model in

Dynamic Electricty topic at class X SMA Negeri 1 Perbaungan?

3. Is there any significant difference of students learning outcome between

using PBL Model and Conventional Model in Dynamic Electricity topic at class X SMA Negeri 1 Perbaungan?

1.5. Research Objectives

The goals of this research is:

1. Knowing the average value of students learning outcome using Problem

Based Learning in Dynamic electricity topic at class X SMA Negeri 1 Perbaungan.

2. Knowing the students activity after using Problem Based Learning

Model in Dynamic electricity topic at class X SMA Negeri 1 Perbaungan.

3. Knowing significant difference of student learning outcomes between using PBL and Conventional Model in Dynamic electicity topic at class X SMA Negeri 1 Perbaungan.

1.6. Research Benefits

 For school: Give good contribution to the quality of school as students

learning outcome and increase teacher’s professionalism.

 For teacher : The results of this research are expected to be input in

expanding knowledge and insight about Problem Based Learning (PBL) model in teaching science, that become one of alternative teaching models as effort to improve student’s outcome.

 For student: The results of this research are expected to increase students

learning outcome in learning physics.

 _{For researcher: The results of this research are expected to be description}

of learning model implementation in teaching physics and increase the

49

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the research result, data analysis, and discussion so can be concluded that :

1. The average value of students’ learning outcomes of using problem based learning model is higher than student who get conventinal learning model. 2. Students’ activity as long as using problem based learning model increased,

from the first meeting up to the second meeting. The category of students’ activity is good. And students’ cognitive as long as using conventional learning model also increased, from the first meeting up to the second meeting.

3. Based on the results of the analysis of data processing hypothesis testing using the t test get that tcalculate is bigger than ttable, so it can be stated that

there is a significant difference of students’ learning outcomes using problem based lerning model and conventional leraning model in dynamic electricity at class X SMA N 1 Perbaungan.

5.2Suggestion

Based on research result and discussion before, researcher give suggestions as follows :

1. For the next researcher so that use the time effectively thus the syntax in problem based learning model can achieved and occurs well.

2. For the next researcher, so that prepare one observer for each of group to get accurate data and to observe the students’ affective will be better if researcher take daily notes of students from class teacher.

3. For the next researcher so that give more attention and guidance of students who are less active in learning process.

REFERENCES

A.M. Sadirman .2010. Interaksi dan Motivasi Belajar Mengajar.Jakarta : PT RajaGrafindo Persada

Anderson,L.W.,dan Krathwohl,D.R.2001. A Taxonomy forLearning,Teaching,and

Assesing;A revision of Bloom’s Taxonomy of Education Objectives.

New York : Addison Wesley Lonman Inc.

Arends, Richard I. 1997. Classroom Instructional Management. New York: The MCGraw-Hill Company

Arikunto, Suharsimi. 2007. Prosedur Penelitian. Jakarta : Rineka Cipta

Assoc. Prof. Dr. Gamze sezgin selçuk.2013.A comparison of achievement in

problem-based, Strategic and traditional learning classes in physics.

International Journal on New trends in Education Vol.4,Article.14.

Dierich,Paul.2011.dalam Sadirman. Interaksi & Motivasi Belajar Mengajar. Jakarta: Rajawali Pers

Dimyati and Mudjiono.2002.Belajar dan Pembelajaran.Jakarta : Rineka Cipta

Djamarah,Syaiful Bahri.2011.Psikologi Belajar.Jakarta : Rineka Cipta

Duch,B.J.2001.What is Problem Based Learning.Jurnal CTE (Newsletter of the Center for Teaching Effectiveness.

Joyce, Bruce. 2004. Models of Teaching (fifth edition). New Jersey: Prentice-Hall International, Inc

51

Klein, Stephen, B.1991. Learning (Second Edition).Singapore: McGraw-Hill, Inc. Paul B. Diedrich.2009. Interaction and Teaching Learning Motivation. Jakarta :

PT Rajagrafindo

Sadirman,2001.Interaksi dan Motivasi Belajar. Jakarta : PT Rajagrafindo

Spears,Harold.1975.Principles of Teaching.New York : Prentice Hall

Sagala, Syaiful. 2003. Konsep dan Makna Pembelajaran. Bandung: Alfabeta

Sanjaya, W. 2006. Kurikulum Pembelajaran Teori dan Praktik Pengembangan

KTSP, Jakarta: Kencana

Schiering, Marjorie S. 2011. Teaching and Learning: A model for Academic and

social Cognition. United Kingdom: Rowman & Littlefield Education.

Slavin, Robert E. 2006. Educational Psychology: theory and practice (Eight

edition). USA: John Hapkins University

Sudjana. 2005. Metoda Statistika. Bandung: Tarsito

Sudjana, N. 2009. Penilaian Hasil Proses Belajar Mengajar. Bandung: PT Remaja Rosdakarya.

Supardi. 2008. Pengaruh Media Pembelajaran Dan Minat Belajar Terhadap

Hasil Belajar Fisika. Jurnal Formatif 2(1): 71-81 ISSN: 2088-351X

Trianto. 2010. Mendesain Model Pembelajaran Inovatif dan Progresif. Jakarta: Kencana Prenada Media Group.

BIOGRAPHY

Yenni Manurung was born in Perbaungan, November ,17th_{,1993. Father’s} name is Carles Manurung and Mother’s name is Elvi Jelita Simatupang, and she is the second of three children. In 1999, the author entered elementary school in Yayasan SD Setia Budi and graduated in year 2005. In 2005, the author continues her education in SMP N 2 Perbaungan and graduated in year of 2008. In 2008, the author continue her education to SMA N 1 Perbaungan and graduated in year of 2011. In year 2011, the author accepted in Physical Education Studies Program in Department of Physics through SNMPTN and followed TOEFL in entering Bilingual Physics Class Education, Faculty of Mathematics and Science in State University of Medan.

1.3. Problems Limitation

Problem that developed in this paper should be limited to provide a clear description of the problems that will be reviewed. In accordance by problem identification, problems limitation of this paper are as follows:

1. Research Subject is all student in class X SMA Negeri 1 Perbaungan Academic year 2014/2015.

2. Subject matter is Dynamic Electricity by using Problem Based Learning Model (PBL)

3. Learning outcome will be researched in cognitive aspect.

1.4. Problems Formulation

Based on the problems limitation which described above, hence the problems formulation in this research are;

1. How the average value of students learning outcome between using PBL Model and Coventional Model in dynamic electricity topic at class X SMA Negeri 1 Perbaungan?

2. How the students activity after using Problem Based Learning Model in Dynamic Electricty topic at class X SMA Negeri 1 Perbaungan?

3. Is there any significant difference of students learning outcome between using PBL Model and Conventional Model in Dynamic Electricity topic at class X SMA Negeri 1 Perbaungan?

1.5. Research Objectives

The goals of this research is:

1. Knowing the average value of students learning outcome using Problem Based Learning in Dynamic electricity topic at class X SMA Negeri 1 Perbaungan.

2. Knowing the students activity after using Problem Based Learning Model in Dynamic electricity topic at class X SMA Negeri 1 Perbaungan.

3. Knowing significant difference of student learning outcomes between using PBL and Conventional Model in Dynamic electicity topic at class X SMA Negeri 1 Perbaungan.

1.6. Research Benefits

 For school: Give good contribution to the quality of school as students learning outcome and increase teacher’s professionalism.

 For teacher : The results of this research are expected to be input in expanding knowledge and insight about Problem Based Learning (PBL) model in teaching science, that become one of alternative teaching models as effort to improve student’s outcome.

 For student: The results of this research are expected to increase students learning outcome in learning physics.

 _{For researcher: The results of this research are expected to be description} of learning model implementation in teaching physics and increase the quality of researcher writing.

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the research result, data analysis, and discussion so can be concluded that :

1. The average value of students’ learning outcomes of using problem based learning model is higher than student who get conventinal learning model. 2. Students’ activity as long as using problem based learning model increased,

from the first meeting up to the second meeting. The category of students’ activity is good. And students’ cognitive as long as using conventional learning model also increased, from the first meeting up to the second meeting.

3. Based on the results of the analysis of data processing hypothesis testing using the t test get that tcalculate is bigger than ttable, so it can be stated that there is a significant difference of students’ learning outcomes using problem based lerning model and conventional leraning model in dynamic electricity at class X SMA N 1 Perbaungan.

5.2Suggestion

Based on research result and discussion before, researcher give suggestions as follows :

1. For the next researcher so that use the time effectively thus the syntax in problem based learning model can achieved and occurs well.

2. For the next researcher, so that prepare one observer for each of group to get accurate data and to observe the students’ affective will be better if researcher take daily notes of students from class teacher.

3. For the next researcher so that give more attention and guidance of

REFERENCES

A.M. Sadirman .2010. Interaksi dan Motivasi Belajar Mengajar.Jakarta : PT RajaGrafindo Persada

Anderson,L.W.,dan Krathwohl,D.R.2001. A Taxonomy forLearning,Teaching,and Assesing;A revision of Bloom’s Taxonomy of Education Objectives.

New York : Addison Wesley Lonman Inc.

Arends, Richard I. 1997. Classroom Instructional Management. New York: The MCGraw-Hill Company

Arikunto, Suharsimi. 2007. Prosedur Penelitian. Jakarta : Rineka Cipta

Assoc. Prof. Dr. Gamze sezgin selçuk.2013.A comparison of achievement in problem-based, Strategic and traditional learning classes in physics. International Journal on New trends in Education Vol.4,Article.14.

Dierich,Paul.2011.dalam Sadirman. Interaksi & Motivasi Belajar Mengajar. Jakarta: Rajawali Pers

Dimyati and Mudjiono.2002.Belajar dan Pembelajaran.Jakarta : Rineka Cipta

Djamarah,Syaiful Bahri.2011.Psikologi Belajar.Jakarta : Rineka Cipta

Duch,B.J.2001.What is Problem Based Learning.Jurnal CTE (Newsletter of the Center for Teaching Effectiveness.

Joyce, Bruce. 2004. Models of Teaching (fifth edition). New Jersey: Prentice-Hall International, Inc

Klein, Stephen, B.1991. Learning (Second Edition).Singapore: McGraw-Hill, Inc. Paul B. Diedrich.2009. Interaction and Teaching Learning Motivation. Jakarta :

PT Rajagrafindo

Sadirman,2001.Interaksi dan Motivasi Belajar. Jakarta : PT Rajagrafindo

Spears,Harold.1975.Principles of Teaching.New York : Prentice Hall

Sagala, Syaiful. 2003. Konsep dan Makna Pembelajaran. Bandung: Alfabeta

Sanjaya, W. 2006. Kurikulum Pembelajaran Teori dan Praktik Pengembangan KTSP, Jakarta: Kencana

Schiering, Marjorie S. 2011. Teaching and Learning: A model for Academic and social Cognition. United Kingdom: Rowman & Littlefield Education.

Slavin, Robert E. 2006. Educational Psychology: theory and practice (Eight edition). USA: John Hapkins University

Sudjana. 2005. Metoda Statistika. Bandung: Tarsito

Sudjana, N. 2009. Penilaian Hasil Proses Belajar Mengajar. Bandung: PT Remaja Rosdakarya.

Supardi. 2008. Pengaruh Media Pembelajaran Dan Minat Belajar Terhadap Hasil Belajar Fisika. Jurnal Formatif 2(1): 71-81 ISSN: 2088-351X

Trianto. 2010. Mendesain Model Pembelajaran Inovatif dan Progresif. Jakarta: Kencana Prenada Media Group.

BIOGRAPHY

Yenni Manurung was born in Perbaungan, November ,17th_{,1993. Father’s} name is Carles Manurung and Mother’s name is Elvi Jelita Simatupang, and she is the second of three children. In 1999, the author entered elementary school in Yayasan SD Setia Budi and graduated in year 2005. In 2005, the author continues her education in SMP N 2 Perbaungan and graduated in year of 2008. In 2008, the author continue her education to SMA N 1 Perbaungan and graduated in year of 2011. In year 2011, the author accepted in Physical Education Studies Program in Department of Physics through SNMPTN and followed TOEFL in entering Bilingual Physics Class Education, Faculty of Mathematics and Science in State University of Medan.