THE DEVELOPMENT OF INNOVATIVE STUDENT WORKSHEET WITH PROBLEM BASED LEARNING TO IMPROVE STUDENT LEARNING OUTCOME ON TOPIC OF SOLUBILITY AND SOLUBILITY PRODUCT.
THE DEVELOPMENT OF INNOVATIVE STUDENT WORKSHEET
WITH PROBLEM BASED LEARNING (PBL) TO IMPROVE
STUDENT LEARNING OUTCOME ON TOPIC OF
SOLUBILITY AND SOLUBILITY PRODUCT
By:
Nova Cristina Haloho
Reg Number 4123332013
Bilingual Chemistry Education Program 2012
A THESIS
Submited to fulfill the Requirement for Getting Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCES
STATES UNIVERSITY OF MEDAN
MEDAN
2016
iii
THE DEVELOPMENT OF INNOVATIVE STUDENT WORKSHEET
WITH PROBLEM BASED LEARNING TO IMPROVE STUDENT
LEARNING OUTCOME ON TOPIC OF SOLUBILITY AND
SOLUBILITY PRODUCT
Nova Cristina Haloho (Reg Number 4123332013)
ABSTRACT
The development innovative of student worksheet with problem based
learning to improve student learning outcome on topic solubility and solubility
product is explained. The aimed of this research, the first getting innovative
student worksheet with PBL who have met the eligibility Criteria presentation
standards BSNP perception of teacher and expert validation, the second to
improving the student learning outcome on topic of solubility and solubility
product, the third to know increasing of student learning outcome using
innovative student worksheet with PBL compare student worksheet the already
exist in school. the research was done in SMA N Sidikalang on second semester.
The population was all of the students in grade XI at the second semester
academic year 2015/2016. The class divide into two classes; experiment class and
the control class. Instrument that used is validated 20 multiple choice questions by
empirical validity and construct validity and all question are reliable. From 20
items, 1 difficult items, 17 medium items, 2 easy items. From 20 items, 3 good
items, 12 enough items, and 5 poor items. The reability is rcount is 0.7350 > rtable
is 0.361. . The first time, same pretest is given to both of class. In experiment
class was used problem based learning model using concept map and in control
class was used conventional model. The last, same post-test is given for each of
class after teaching treatment. Test result stated that the sample is distributed
normally and homogeneity. Based on the result, the post-test of experiment class
(87.5±9.07) is higher than control class (82.83±66.6). The normalized gain
experiment class is 10.8±11.07 higher than control class 6.5±11.07. The
hypothesis testing show that value of tcount (2.23) while ttable (1.672), tcount >tztable
so Ha is accepted and H0 is refused. It proved that student learning outcome was
taught by PBL model using student worksheet is higher than conventional model.
Base on trials on learning outcomes obtained results of studying chemistry student
taught using innovative student worksheet (LKS) higher compared with the result
of studying chemistry student taught by conventional, where the result of the t count
right parties obtained tcount= 2.27 greater than ttable = 1.672. tcount > ttable (2.26 >
1.672) at α = 0.05 in which the increase of 37.81%.
Keywords: PBL, Innovative Student Worksheet, Solubility and Solubility Product
iv
ACKNOWLEDGEMENT
Thanks to Jesus Christ that always blessed me for finished my thesis. I
know You always have big and best plan for me no matter what. You are full of
kindness.
This Thesis Titiled “The Development Of Innovative Student Worksheet
With Problem Based Learning To Improve Student Learning Outcome On Topic
Of Solubility And Solubility Product”. This thesis aimed to fulfil the requirement
for Sarjana Pendidikan Degree at Chemistry Department of Mathematics and
Science Faculty of State University of Medan.
I would like to said my gratitude to Dr. Asrin Lubis, M.Pd., as the Dean of
FMIPA Unimed, Dr. Iis Sitijahro, M.Si., as the Coordinator of Bilingual Program
in FMIPA Unimed, Nora Susanti, S.Si., Apt., M.Sc., as the secretary of Bilingual
Program in FMIPA Unimed, and also Agus Kembaren , S.Si., M.Si., as the Head
of Chemistry Department in FMIPA Unimed.
I would said my special gratitude to Prof. Dr. Ramlan Silaban, M.Si., as
Thesis Supervisor for your help, your advice, and your suggestion in my thesis
and I also thanks to Dr. Marudut Sinaga, M.Si., as my Academic Supervisor. My
great thanks also go to Prof.Dr. Retno Dwi Suyanti, M.Si., Dr. Marham Sitorus,
M.Si., Dr. Ajat Sudrajat, M.Si., as my Thesis Examiner Lecturer. I also would
said thanks to Student Worksheet validator Prof.Dr. Retno Dwi Suyanti, M.Si., for
all your advice and suggestion.
I also thanks to Drs. Alben Sianturi as Headmaster of SMA N 1
Sidikalang. I also said thanks to all the teachers that already helped me by giving
advice and suggestion in arranging my LKS, Drs. Silas Sihombing, R.
Gajahmanik, S.Pd. and S. Sembiring.
My special gratitude to my great and lovely family. My father Gr. J.
Haloho and my Mother B. Turnip for all affection, pray, and has motivator,
facilitator until finished my study, thankyou Mom and Dad,
and to all my
brothers B. Haloho/E. Sitanggang, P. Haloho/ E. Simarmata, P. Haloho/D.
Siburian. I also thank to all my sisters K.Haloho/B. Manihuruk and M. Haloho/M.
v
Turnip. And all my niece say thanks for all support me, (Owen, Agnes, Joy, Ardi,
Appro, Abel, Boni, Billy, Bona, Tama and one Princesses Haloho of them Jeslyn)
Thanks to my beloved classmate, CESP 2012. Thanks for all your happy
time, sadness, laguhness that we already passed for thesis 4 years. Thanks to
Lisnawati, Har-har, Rinamen, Yuntel for you know me so well. Thanks to all my
Koordinasi 2016 UKMKP UP FMIPA untuk semangat dan dukungannya. Buat
KTB (Kak Fretty, Kak Rina, Arif, Anggi, Hariaty, Novel, Lestari, Nina, Penny,
dan Julius), My AKK in Small Group (Warmi, Winda, Sariana, Respioka, Rima,
Apriani, Indriani, Haris, Stefani, Septrisna). Thanks also I said for My Sado
Ferdinand Tampubolon as to support me. Also thanks for Pak EP and all friends
Mr. P.SItumorang as my pamong in ppl and help me in research.
Thanks for support, kost oppung Kak Reni, Isa, Esra, Bunga, Putri, Yuni,
Masli, Junita, Lia, Hanatri and all of them. Thanks for support the author,
UKMKP UNIMED, IMPASS Medan, and IKBKK, thanks for give experience life
when the author college.
Thanks to all my team of PPLT Unimed in SMA Negeri 1 Sidikalang for all
experience. Thanks to my students in SMANSASI especially class IA1 and IA2,
for your support and pray. Especially big thanks for my beloved friend, my real
friend Alva Omega (KARYA PRIMA BUTARBUTAR) for support me, on
condition sad or happy, give me motivation, give support in material and all
prays. And thanks to all people, whose the name can’t mention but always support
me. I love you all.
Medan, June 2016
Writer
Nova C Haloho
NIM 4123332013
vi
CONTENTS LIST
Page
Legalization Paper
i
Biography
ii
Abstract
iii
Acknowledgement
iv
List of Contents
ix
List of Figure
ix
List of Tables
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1.
Background
1
1.2.
Problem of Identification
4
1.3.
Problem Formulation
5
1.4.
Problem Limitation
5
1.5.
Research Objective
5
1.6.
Research Benefits
6
1.7.
Operational Definition
6
CHAPTER II LITERATURE STUDY
2.1.
2.2.
2.3.
2.4.
Definition of Study and Learning Study
8
2.1.2. Learning Outcome
8
Teaching Materials
9
2.2.1. Definition of Teaching Materials
9
2.2.2. Kinds of Teaching Materials
10
Standard Teaching Materials based on BNSP
10
2.3.1. Standard Worthiness contains of Teaching Materials
10
Students Worksheet
11
2.4.1. Definition of Student Worksheet
11
2.4.2. The Purpose of Student Worksheet
11
2.4.3. Steps Applicative make of Student Worksheet
12
2.4.4. Benefits of Student Worksheet
13
2.4.5. Function of Student Worksheet
14
vii
2.5.
2.6.
2.7.
2.4.6. Kinds of Student Worksheet
14
2.4.7. Characteristics of Student Worksheet
15
2.4.8. Creating to make of Student Worksheet
15
2.4.9. Advantages and Disadvantages of Student Worksheet
17
Learning Model
19
2.5.1. Problem Based Learning Model
19
2.5.2. Strength and Weakness of Problem Based Learning
22
Solubility and Solubility Product (Ksp)
23
2.6.1. Solubility
23
2.6.2. Solubility Product (Ksp)
24
2.6.3. Chemical Equilibrium and Solubility
25
2.6.4. Relationship between Solubility and Ksp
26
Hypothesis
28
CHAPTER III RESEARCH METHODOLOGY
3.1.
Location and Time of Research
29
3.2.
Population and Sample
29
3.3.
Research Variable
29
3.4.
Research Design
30
3.5.
Research Instruments
30
3.5.1.
31
3.6.
3.7.
Content Validity Test s
3.5.2. Validity Item Tests
31
3.2.3. Level Difficulty
32
3.5.4.
Discrimination Tests
32
3.5.5.
Reliability Test
33
3.5.6. Distracter
33
Data Analysis Techniques
34
3.6.1.
Preparation Phase
34
3.6.2.
Stage of Research
37
Data Analysis Techniques
40
3.7.1.
41
Normality Test
3.7.2. Homogeneity Test
42
3.8.
Hypothesis Testing
42
3.9.
Test Improved Learning Outcomes
43
viii
CHAPTER IV RESULTS AND DISCUSSION
44
4.1.
Survey Student Worksheet chemistry
44
4.2.
Analysis Student Worksheet SMA
44
4.3.
Development and standardization of Innovative Student Worksheet
52
4.4.
The Role of Innovative Student Worksheet on Learning Outcome
59
4.4.1. Standardization Instrument Test
59
4.4.1.1. Validity Instrument Test
59
4.4.1.2. Diffulcty Index
60
4.4.1.3. Destructor
60
4.4.1.4. Discrimination Index of Instrument
60
4.4.1.5. Reliability Test
61
4.5.
Analysis Data Result
61
4.5.1. Calculate Average Values Pretest and posttest Class
Experiment and Control Class
4.6.
61
4.5.2. Improve Student Learning Outcome
62
4.5.3. Normality Test Data
62
4.5.4. Homogeneity Test Data
63
4.5.5. Hypothesis
64
4.5.6. Percentage Improving Student Learning Outcome
64
Discussion
65
CHAPTER V CONCLUSION AND SUGGESTION
67
5.1.
Conclusion
67
5.2.
Suggestion
68
REFERENCES
69
x
LIST OF TABLES
Table 2.1.
Steps of PBL
21
Table 3.1.
Research Design
30
Table 3.2.
Validity criteria analysis average value
31
Table 4.1.
The results of the questionnaire assessment of students based on
Eligibility student worksheet (LKS) content by Chemistry Teacher
Ratings.
Table 4.2.
The result of the questionnaire student worksheet (LKS) based
on the language to feasibility assessment chemistry Teacher.
Table 4.3.
55
The questionnaire results LKS ratings based feasibility presentation
by rating Lecturer of Chemistry and Chemistry Teacher
Table 4.8.
54
The results of the questionnaire based on the feasibility language LKS
votes by rating Lecturer of Chemistry and Chemistry Teacher
Table 4.7.
50
The results of the questionnaire based on a feasibility assessment
LKS content by votes Lecturer Chemistry and Chemistry Teacher
Table 4.6.
49
The results of the questionnaire based on a feasibility assessment
module graphic judgment Chemistry Teacher
Table 4.5.
47
The results of the questionnaire student worksheets based on
the merits presentation by rating Chemistry Teacher.
Table 4.4.
45
56
The questionnaire results LKS ratings based eligibility feasibility
graphic by rating Lecturer of Chemistry and Chemistry Teacher.
57
Table 4.9.
Range of Finally Validation Innovative student worksheet
59
Table 4.10.
The Result Achievement average pre-test and post-test
61
Table 4.11.
Results Acquisition Gain Average Experiment And Control
62
Table 4.12.
Normality Test Data Pre-Test and Post-Test
63
Table 4.13
Homogeneity Test Data Pre-Test and Post-Test
63
Table 4.14.
Result hypothesis Test
64
Table 4.15.
Percentage Improving of Student Learning Outcome
64
ix
LIST OF FIGURE
Figure 2.1
Flow diagram of the steps the preparation of student worksheet
Figure 3.1.
Procedure on the Development and standardizations student
12
Worksheet In Senior High School
36
Figure 3.2.
Design Research
39
Figure 4.1.
Feasibility level LKS analyzed
51
Figure 4.2.
Tabulation average Range of Validation of Innovative Materials
Worksheet students solubility and solubility product Class
XI Based Component Content Feasibility, Feasibility Language,
Presentation Feasibility and Feasibility graphic
58
xi
LIST OF APPENDIX
Appendix 1
Syllabus
71
Appendix 2
Lesson Class
75
Appendix 3
Test Instrument
98
Appendix 4
Instrument Test
114
Appendix 5
Key Answer
123
Appendix 6
Instrument Test
124
Appendix 7
Key Answer
127
Appendix 8
Observation Sheet
128
Appendix 9
Calculation of Validity of Item Test
134
Appendix 10 Table of Validity
135
Appendix 11 Calculation of Difficulty Level of Item Test
136
Appendix 12 Table of Difficulty Test
137
Appendix 13 Calculation of Discrimination Index of Item Test
138
Appendix 14 Calculation of Reliability of Item Test
139
Appendix 15 Distracter
140
Appendix 16 Assessment BSNP
144
Appendix 17 Questionnaire Assessment of Teacher to Student
Worksheet
164
Appendix 18 Questionnaire t Assessment of Lecture to Student
Worksheet
170
Appendix 19 Questionnaire Assessment of Teacher to Student
Worksheet Innovative
174
Appendix 20 Questionnaire Assessment of Lecture and Teacher to
Student Worksheet
178
Appendix 21 Tabulation Data of Student Value
182
Appendix 22 Average, Standard Deviation and Variants
184
Appendix 23 Normality Test
187
Appendix 24 Calculating of Homogeneity Test
193
Appendix 25 Calculating of Hypothesis Testing
195
Appendix 26 Data Improvement of Learning (Gain) Class
xii
Experiment And Control Class
Appendix 27 Increasing Percentage of Learning
198
202
Appendix 28 Table of Activities Student Class
Experiment
203
Appendix 29 Table of Activities Student Class Control
205
Appendix 30 Data Activities Individual of Student
207
Appendix 31 Data Activities Group of Student Class Experiment
209
Appendix 32 Data Activities Group of Student Class Control
211
Appendix 33 Data Activities Group of Student
213
Appendix 34 Tabulation of Student Value
215
Appendix 35 Questionnaire Contentment
217
Appendix 36 Questionnaire Contentment
218
Appendix 37 Table Value of Chi
219
Appendix 38 Table of Value Distribution
220
Appendix 39 Table of Value Percentile for Distribution F
221
Appendix 40 Innovative Student Worksheet
222
Appendix 41 Picture of Research
223
CHAPTER I
INTRODUCTION
1.1. Background
Education is one of the important things in the world. On the basis of wisdom
and sanity grounds, education is the light that enlightens in them the ability to
differentiate between right and wrong, true and false, correct and incorrect and
also is the milestone in the development of integrated personality, the
righteousness in character and inculcation of social, moral, ethical and spiritual
values.
The fundamental concept of basic education is to make productive crafts the
medium of education. It is questioned whiter knowledge of the various branches
of learning can be possibly attained through handicraft. A detailed study of the
industrial processes will reveal the true answer and satisfy the sceptic in this
respect. From the very beginning of creation man has been utilisingthe gifts of
nature for his own comfort and prosperty (Singsh, 2004)
According to law No. 20 2003 Education is a conspicuous and deliberate
effort to create an atmosphere of learning and the learning process so that learners
are actively developing the potential for him to have spiritual powers, religious,
self-control, personality, intelligence, noble character, and skills needed him,
society, nation, and State. It can be concluded that education is the guidance or
help given by an adult to a child’s development to reach maturity with the aim that
children are quite capable duty not his own life with the help of others.
The development of innovative student worksheet is very important as it is
known that innovative teaching and learning is able to motivate students to learn
effectively that may improve student’s achievement in chemistry. Especially in
fulfill high quality of learning material that used by students in senior high school
or Madrasah Aliya that available (Situmorang, 2010).
Based on the author’s experience when field experience program (PPL) in
SMA N 1 Sidikalang, many students who scored below the KKM. The lowest
value was 45.67, while the value of completeness is 75. For each class there are
1
2
Chemistry including one branch of science, because investigations of
chemistry using scientific procedures. Chemistry is the study of waking up or
structure of matter, changes in matter, and accompanying energy (Keenan, 1986).
Chemistry as one of specialization in science subjects in class XI. Learning in
class XI SMA is a science that is rich of abstract concepts. Chemistry is not a new
subject for students, but often found a high school student who considers chemical
materials complicated and difficult to learn, so students have first felt less able to
study the learning outcomes even under the KKM. Purwaningtyas (2012) states
that the causes of low student learning outcomes are caused by several factors,
both factors of teachers, students, and other factors that cannot be controlled.
Teacher of factors is not possible using a tool that can be integrated in all teaching
and learning activities and require teachers to be more creative in the
implementation process so that teaching and learning activities still lead to a
conventional method.
To solve this problem, it requires a paradigm shift in learning. Some
paradigms are necessary adaptation of Arnyana (Ida, 2010), namely: (1) of the
teacher's role as a source of knowledge became friends learning, (2) of learning
based on facts towards problem-based or project, (3) of the habit of repeating and
rehearsal towards the planning and investigation, then the application is developed
in learning problem-based learning, learning model Problem Based Learning (Ida,
2010). In this case also required innovation in the application of models and
methods of teaching chemistry associated in everyday life. Innovation is in
addition carried out by the teacher in the learning process in the classroom, and
also can be done by developing students' worksheets used in chemistry learning.
One medium that is used to supplement the learning model Problem Based
Learning is using a media student worksheet. Media Student Worksheet is a kind
of handout intended to help students learn directionally. This media is expected to
increase students 'understanding of the study material with PBL methods, so that
students have a sense of curiosity and able to motivate and encourage students'
active learning (Fadlana, 2013).
3
Student worksheet is a learning resource that can be developed by the teacher
as a facilitator in the learning activities. Student Worksheet prepared can be
designed and developed in accordance with the conditions and situations of
learning activities that will be encountered. Student Worksheet is also a medium
of learning, because it can be used in conjunction with learning resources or other
instructional media. Student Worksheet is a source of learning and instructional
media dependent on learning activities are designed.
Student worksheet as a learning resource can be used as an alternative medium
of learning. Student Worksheet including print media of the development of
printing technology in the form of books and contains visual material, as
expressed by Arsyad (2004; 29). Student Worksheet is a type that is intended to
help students learn directionally. Student Worksheet can also be a handbook for
teachers in addition to other books. According Slameto (2003), learning is
influenced by two factors, namely: (1) internal factors such as students' prior
knowledge and (2) external factors such as learning approach. Learning approach
can be performed using Student Worksheet media. LKS way of presenting the
material in the delivery of materials covers activities involving students actively
example exercises, discussions, and simple experiments (Eli, 2009).
In addition to encouraging students more active and engaged in learning,
problem based learning method can improve student achievement because using
problem-based learning students are required to solve problems in independent
learning so that students can find solutions sought. Application of the method of
problem based learning can improve student learning outcomes in material
solubility and solubility product (Yuvencia, 2015).
The use of Problem Based Learning teaching model has proven to give good
results and improve student achievement. It can be seen from the results of
research conducted by Ida (2010) in his study on the implementation of Problem
Based Learning (PBL) on student learning outcomes Judging from the
Intelligence Quotient (IQ) states that the implementation of Problem Based
Learning effect on student learning outcomes in terms of IQ in students XI IPA
SMAN 1 Ubud. The same is stated by researchers Ulfah (2013) in his research on
4
the application of the Problem Based Learning (PBL) Student Worksheet with the
media to improve the ability to think critically and logically. The results showed
that the application of the Model Learning Problem-based learning increases the
ability to think critically and logically students, evidenced from the first cycle of
an average percentage of 68.33% with high criteria and the second cycle into
88.96% very high criteria. In line with the research above, Fadlana (2013)
reported the results of research through a comparative study using PBL (Problem
Based Learning) is equipped with Macromedia Flash and Student Worksheet on
learning achievement in terms of student motivation on the material acids, bases
and salts classes VII SMP Negeri 1 Jaten Karanganyar school year 2012/2013
shows the effect of PBL teaching model with Macromedia Flash and Student
Worksheet on student achievement.
Based on the above, researchers interested in conducting research titled “The
Development of Innovative Student Worksheet With Problem Based
Learning to Improve Student Learning Outcome on Topic of Solubility and
Solubility Product”
1.2.
Problem Identification:
Based on the background, the problem identification can be identified as
follows:
1. Low students' understanding of the concept of chemical materials
2. Teachers have difficulties to prepare the innovative learning in student
worksheet in teaching and learning process
3. Chemistry learning only based on understanding of the concept and need
to prove of the concept
4. Presentation of the material is complicated, less interesting, monotonous
and boring
5. Textbooks are designed only to focus more on the provision of knowledge
5
1.3. Problem Formulation:
The problem formulation of this research is:
1. How is the perception of lecturer, teacher, based on BSNP the innovative
students’ worksheet in solubility and solubility product as the subject
matter?
2. Is the development of innovation student worksheet with PBL effective in
improving learning outcome in the subject solution and solubility product?
3. How many percent an increase student learning outcome with using
innovative student worksheet based PBL compare by using a student
worksheet that already exist on topic of solubility and solubility product?
1.4. Problem Limitation:
In order for this study did not deviate from the purpose of research, the
problem in thus study should be limited. From the formulation of this
problem, so that limit the problem in thus study are:
1. Arranging and developing the innovative student worksheet chemistry on
the topic of Solubility and Solubility Product to meet the standard
provided by BNSP.
2. Learning materials will be reviewed and revised by the chemistry lecturer
and students in Chemistry Department to obtain the standard learning
materials.
3.
Improved chemistry student Achievement on teaching Solubility and
Solubility Product at the high school in the school year 2015/2016 using
innovative of Student Worksheet based Problem Based Learning.
1.5. Research Objectives:
Based on the above problem formulation, as for the purpose of this study is:
1. Getting innovative Student Worksheet with Problem Based Learning
(PBL, which have been prepared in compliance with the eligibility criteria
of the standard presentation BSNP, through trials against student learning
6
outcome, through the perception of chemistry teacher and expert
validation.
2. To improving the student learning outcomes on topic of solubility and
solubility product.
3. To know increasing of student learning outcome using innovative student
worksheet with PBL compare student worksheet that already exist in
school on topic of solubility and solubility product.
1.6. Research Benefits:
The results of the study are expected to be useful to:
1. Researchers gain a lot of knowledge about the use of student worksheets
based innovative learning model Problem Based Learning to improve the
quality of the outcome of the learning process.
2. Give motivation to teachers to conduct similar and better research
examining learning media to chemistry topic.
3. Help improve learning outcomes of students in the learning process
chemical material Solubility and Solubility Product.
1.7. Operational Definitions
a. Model learning Problem Based Learning is a learning model that
begins with giving problems to students where the problem is
encountered or an everyday experience - the students. Furthermore,
students solve the problem of finding new knowledge. (Rusman,
2013)
b. Innovative student worksheet is someone's attempt to use
reasoning, the ability of imagination, a variety of stimulant and
individuals surrounding the new product both for themselves and
the environment and student worksheet type of handout is intended
to help students learn in a focused and Able to Enhance students
'understanding of the study material (Mulyasa, 2013).
7
c. Student achievement is a student achievement in participating in
the learning process at a level that Followed and is a manifestation
of the ability of self-optimal after receiving lessons (Sudjana,
2004).
d. Learning Outcome is a student learning in participating in the
learning process at a level that Followed and is a manifestation of
the ability of self-optimal after receiving lessons
CHAPTER V
CONCLUSION AND SUGGESTION
5.1.
Conclusion
Base on the research and discussion of research which have described, so
can be conclude that:
1. The perception of lecturer and chemistry teacher as validator to innovative
Student Worksheet (LKS) based Problem Base Learning (PBL) developed
on topic Solubility and Solubility Product is good. That can be seen from
the average validator feasibility of contents is 3.687, the language 3.96
feasibility, feasibility presentation 3.675 and feasibility graphic 3.263
Where average value validation Overall in the range of 3.26-4.00 which
means that the Innovative Student Worksheet (LKS) based Problem Base
Learning (PBL) in topic Solubility and Solubility Product class XI and
accordance curriculum in 2013 was valid and worth used.
2. The development innovative student worksheet with PBL effective in
improving learning outcome, with the differences about 11.1%/
3. Based on test results try to increase student learning outcome have shown
that chemistry student achievement that learned through the Innovative
Student Worksheet (LKS) based Problem Based Learning (PBL) on topic
Solubility and Solubility Product more than using a LKS circulation, the
which gained student achievement by 14.60%.
67
68
5.2.
Suggestion
Based on discussion and conclusions have stated above then author
recommend things following:
For teachers and prospective teachers, applying learning to using
Innovative Student Worksheet (LKS) to facilitate the achievement of
instructional objectives and may enhance the activity and student learning
outcomes, particularly chemical subjects. In addition, for teachers and
prospective teachers is important to check the content, language, and
presentation graphic of the book will be used for students so there are no
misconceptions and material incomplete.
For subsequent researchers in other who can to do more research just
suggested using Innovative Student Worksheet (LKS) learning model that
is different and in line with the development technology can make it a
comparison of teacher in improved the quality of education, especially in
the subject of chemistry in solubility and solubility product.
69
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Arikunto, (1999), Dasar-Dasar Evaluasi Pendidikan, Bumi aksara, Jakarta.
Arikunto, S, (2008), Dasar-Dasar Evaluasi Pendidikan, Penerbit Bumi aksara, Jakarta.
Arsyad, A, (2011), Media Pembelajaran, Penerbit Rajawali Press, Jakarta.
Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjamin
Mutu Pendidikan, (2013), Model Pembelajaran Problem Based Learning,
Kemendikbud, Jakarta.
Bilgin, Ibrahim., dan Sozbilin Mustafa., (2008), The Effects of Problem-Base Learning
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Problems in Gas Concepts, Eurasia Journal of Mathematics, Science & Technology
Education, 2009, 5(2), 153-164.
Djamarah, S.B., dan Zain, A. (2002).Strategi Belajar Mengajar. Jakarta: Rineka Cipta
Eli, R., Endang, WFX., Regina, T, P., (2009) Pengembangan Lembar Kerja Siswa (LKS)
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dari Kreativitas dan Kemampuan Berpikir Kritis, Jurnal Inkuiri Vol.1.No.1.
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MIA 1 SMA Bhineka Karya Boyolali Tahun Ajaran 2014/2015, Jurnal
Pendidikan Kimia 4(4):46-53
WITH PROBLEM BASED LEARNING (PBL) TO IMPROVE
STUDENT LEARNING OUTCOME ON TOPIC OF
SOLUBILITY AND SOLUBILITY PRODUCT
By:
Nova Cristina Haloho
Reg Number 4123332013
Bilingual Chemistry Education Program 2012
A THESIS
Submited to fulfill the Requirement for Getting Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCES
STATES UNIVERSITY OF MEDAN
MEDAN
2016
iii
THE DEVELOPMENT OF INNOVATIVE STUDENT WORKSHEET
WITH PROBLEM BASED LEARNING TO IMPROVE STUDENT
LEARNING OUTCOME ON TOPIC OF SOLUBILITY AND
SOLUBILITY PRODUCT
Nova Cristina Haloho (Reg Number 4123332013)
ABSTRACT
The development innovative of student worksheet with problem based
learning to improve student learning outcome on topic solubility and solubility
product is explained. The aimed of this research, the first getting innovative
student worksheet with PBL who have met the eligibility Criteria presentation
standards BSNP perception of teacher and expert validation, the second to
improving the student learning outcome on topic of solubility and solubility
product, the third to know increasing of student learning outcome using
innovative student worksheet with PBL compare student worksheet the already
exist in school. the research was done in SMA N Sidikalang on second semester.
The population was all of the students in grade XI at the second semester
academic year 2015/2016. The class divide into two classes; experiment class and
the control class. Instrument that used is validated 20 multiple choice questions by
empirical validity and construct validity and all question are reliable. From 20
items, 1 difficult items, 17 medium items, 2 easy items. From 20 items, 3 good
items, 12 enough items, and 5 poor items. The reability is rcount is 0.7350 > rtable
is 0.361. . The first time, same pretest is given to both of class. In experiment
class was used problem based learning model using concept map and in control
class was used conventional model. The last, same post-test is given for each of
class after teaching treatment. Test result stated that the sample is distributed
normally and homogeneity. Based on the result, the post-test of experiment class
(87.5±9.07) is higher than control class (82.83±66.6). The normalized gain
experiment class is 10.8±11.07 higher than control class 6.5±11.07. The
hypothesis testing show that value of tcount (2.23) while ttable (1.672), tcount >tztable
so Ha is accepted and H0 is refused. It proved that student learning outcome was
taught by PBL model using student worksheet is higher than conventional model.
Base on trials on learning outcomes obtained results of studying chemistry student
taught using innovative student worksheet (LKS) higher compared with the result
of studying chemistry student taught by conventional, where the result of the t count
right parties obtained tcount= 2.27 greater than ttable = 1.672. tcount > ttable (2.26 >
1.672) at α = 0.05 in which the increase of 37.81%.
Keywords: PBL, Innovative Student Worksheet, Solubility and Solubility Product
iv
ACKNOWLEDGEMENT
Thanks to Jesus Christ that always blessed me for finished my thesis. I
know You always have big and best plan for me no matter what. You are full of
kindness.
This Thesis Titiled “The Development Of Innovative Student Worksheet
With Problem Based Learning To Improve Student Learning Outcome On Topic
Of Solubility And Solubility Product”. This thesis aimed to fulfil the requirement
for Sarjana Pendidikan Degree at Chemistry Department of Mathematics and
Science Faculty of State University of Medan.
I would like to said my gratitude to Dr. Asrin Lubis, M.Pd., as the Dean of
FMIPA Unimed, Dr. Iis Sitijahro, M.Si., as the Coordinator of Bilingual Program
in FMIPA Unimed, Nora Susanti, S.Si., Apt., M.Sc., as the secretary of Bilingual
Program in FMIPA Unimed, and also Agus Kembaren , S.Si., M.Si., as the Head
of Chemistry Department in FMIPA Unimed.
I would said my special gratitude to Prof. Dr. Ramlan Silaban, M.Si., as
Thesis Supervisor for your help, your advice, and your suggestion in my thesis
and I also thanks to Dr. Marudut Sinaga, M.Si., as my Academic Supervisor. My
great thanks also go to Prof.Dr. Retno Dwi Suyanti, M.Si., Dr. Marham Sitorus,
M.Si., Dr. Ajat Sudrajat, M.Si., as my Thesis Examiner Lecturer. I also would
said thanks to Student Worksheet validator Prof.Dr. Retno Dwi Suyanti, M.Si., for
all your advice and suggestion.
I also thanks to Drs. Alben Sianturi as Headmaster of SMA N 1
Sidikalang. I also said thanks to all the teachers that already helped me by giving
advice and suggestion in arranging my LKS, Drs. Silas Sihombing, R.
Gajahmanik, S.Pd. and S. Sembiring.
My special gratitude to my great and lovely family. My father Gr. J.
Haloho and my Mother B. Turnip for all affection, pray, and has motivator,
facilitator until finished my study, thankyou Mom and Dad,
and to all my
brothers B. Haloho/E. Sitanggang, P. Haloho/ E. Simarmata, P. Haloho/D.
Siburian. I also thank to all my sisters K.Haloho/B. Manihuruk and M. Haloho/M.
v
Turnip. And all my niece say thanks for all support me, (Owen, Agnes, Joy, Ardi,
Appro, Abel, Boni, Billy, Bona, Tama and one Princesses Haloho of them Jeslyn)
Thanks to my beloved classmate, CESP 2012. Thanks for all your happy
time, sadness, laguhness that we already passed for thesis 4 years. Thanks to
Lisnawati, Har-har, Rinamen, Yuntel for you know me so well. Thanks to all my
Koordinasi 2016 UKMKP UP FMIPA untuk semangat dan dukungannya. Buat
KTB (Kak Fretty, Kak Rina, Arif, Anggi, Hariaty, Novel, Lestari, Nina, Penny,
dan Julius), My AKK in Small Group (Warmi, Winda, Sariana, Respioka, Rima,
Apriani, Indriani, Haris, Stefani, Septrisna). Thanks also I said for My Sado
Ferdinand Tampubolon as to support me. Also thanks for Pak EP and all friends
Mr. P.SItumorang as my pamong in ppl and help me in research.
Thanks for support, kost oppung Kak Reni, Isa, Esra, Bunga, Putri, Yuni,
Masli, Junita, Lia, Hanatri and all of them. Thanks for support the author,
UKMKP UNIMED, IMPASS Medan, and IKBKK, thanks for give experience life
when the author college.
Thanks to all my team of PPLT Unimed in SMA Negeri 1 Sidikalang for all
experience. Thanks to my students in SMANSASI especially class IA1 and IA2,
for your support and pray. Especially big thanks for my beloved friend, my real
friend Alva Omega (KARYA PRIMA BUTARBUTAR) for support me, on
condition sad or happy, give me motivation, give support in material and all
prays. And thanks to all people, whose the name can’t mention but always support
me. I love you all.
Medan, June 2016
Writer
Nova C Haloho
NIM 4123332013
vi
CONTENTS LIST
Page
Legalization Paper
i
Biography
ii
Abstract
iii
Acknowledgement
iv
List of Contents
ix
List of Figure
ix
List of Tables
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1.
Background
1
1.2.
Problem of Identification
4
1.3.
Problem Formulation
5
1.4.
Problem Limitation
5
1.5.
Research Objective
5
1.6.
Research Benefits
6
1.7.
Operational Definition
6
CHAPTER II LITERATURE STUDY
2.1.
2.2.
2.3.
2.4.
Definition of Study and Learning Study
8
2.1.2. Learning Outcome
8
Teaching Materials
9
2.2.1. Definition of Teaching Materials
9
2.2.2. Kinds of Teaching Materials
10
Standard Teaching Materials based on BNSP
10
2.3.1. Standard Worthiness contains of Teaching Materials
10
Students Worksheet
11
2.4.1. Definition of Student Worksheet
11
2.4.2. The Purpose of Student Worksheet
11
2.4.3. Steps Applicative make of Student Worksheet
12
2.4.4. Benefits of Student Worksheet
13
2.4.5. Function of Student Worksheet
14
vii
2.5.
2.6.
2.7.
2.4.6. Kinds of Student Worksheet
14
2.4.7. Characteristics of Student Worksheet
15
2.4.8. Creating to make of Student Worksheet
15
2.4.9. Advantages and Disadvantages of Student Worksheet
17
Learning Model
19
2.5.1. Problem Based Learning Model
19
2.5.2. Strength and Weakness of Problem Based Learning
22
Solubility and Solubility Product (Ksp)
23
2.6.1. Solubility
23
2.6.2. Solubility Product (Ksp)
24
2.6.3. Chemical Equilibrium and Solubility
25
2.6.4. Relationship between Solubility and Ksp
26
Hypothesis
28
CHAPTER III RESEARCH METHODOLOGY
3.1.
Location and Time of Research
29
3.2.
Population and Sample
29
3.3.
Research Variable
29
3.4.
Research Design
30
3.5.
Research Instruments
30
3.5.1.
31
3.6.
3.7.
Content Validity Test s
3.5.2. Validity Item Tests
31
3.2.3. Level Difficulty
32
3.5.4.
Discrimination Tests
32
3.5.5.
Reliability Test
33
3.5.6. Distracter
33
Data Analysis Techniques
34
3.6.1.
Preparation Phase
34
3.6.2.
Stage of Research
37
Data Analysis Techniques
40
3.7.1.
41
Normality Test
3.7.2. Homogeneity Test
42
3.8.
Hypothesis Testing
42
3.9.
Test Improved Learning Outcomes
43
viii
CHAPTER IV RESULTS AND DISCUSSION
44
4.1.
Survey Student Worksheet chemistry
44
4.2.
Analysis Student Worksheet SMA
44
4.3.
Development and standardization of Innovative Student Worksheet
52
4.4.
The Role of Innovative Student Worksheet on Learning Outcome
59
4.4.1. Standardization Instrument Test
59
4.4.1.1. Validity Instrument Test
59
4.4.1.2. Diffulcty Index
60
4.4.1.3. Destructor
60
4.4.1.4. Discrimination Index of Instrument
60
4.4.1.5. Reliability Test
61
4.5.
Analysis Data Result
61
4.5.1. Calculate Average Values Pretest and posttest Class
Experiment and Control Class
4.6.
61
4.5.2. Improve Student Learning Outcome
62
4.5.3. Normality Test Data
62
4.5.4. Homogeneity Test Data
63
4.5.5. Hypothesis
64
4.5.6. Percentage Improving Student Learning Outcome
64
Discussion
65
CHAPTER V CONCLUSION AND SUGGESTION
67
5.1.
Conclusion
67
5.2.
Suggestion
68
REFERENCES
69
x
LIST OF TABLES
Table 2.1.
Steps of PBL
21
Table 3.1.
Research Design
30
Table 3.2.
Validity criteria analysis average value
31
Table 4.1.
The results of the questionnaire assessment of students based on
Eligibility student worksheet (LKS) content by Chemistry Teacher
Ratings.
Table 4.2.
The result of the questionnaire student worksheet (LKS) based
on the language to feasibility assessment chemistry Teacher.
Table 4.3.
55
The questionnaire results LKS ratings based feasibility presentation
by rating Lecturer of Chemistry and Chemistry Teacher
Table 4.8.
54
The results of the questionnaire based on the feasibility language LKS
votes by rating Lecturer of Chemistry and Chemistry Teacher
Table 4.7.
50
The results of the questionnaire based on a feasibility assessment
LKS content by votes Lecturer Chemistry and Chemistry Teacher
Table 4.6.
49
The results of the questionnaire based on a feasibility assessment
module graphic judgment Chemistry Teacher
Table 4.5.
47
The results of the questionnaire student worksheets based on
the merits presentation by rating Chemistry Teacher.
Table 4.4.
45
56
The questionnaire results LKS ratings based eligibility feasibility
graphic by rating Lecturer of Chemistry and Chemistry Teacher.
57
Table 4.9.
Range of Finally Validation Innovative student worksheet
59
Table 4.10.
The Result Achievement average pre-test and post-test
61
Table 4.11.
Results Acquisition Gain Average Experiment And Control
62
Table 4.12.
Normality Test Data Pre-Test and Post-Test
63
Table 4.13
Homogeneity Test Data Pre-Test and Post-Test
63
Table 4.14.
Result hypothesis Test
64
Table 4.15.
Percentage Improving of Student Learning Outcome
64
ix
LIST OF FIGURE
Figure 2.1
Flow diagram of the steps the preparation of student worksheet
Figure 3.1.
Procedure on the Development and standardizations student
12
Worksheet In Senior High School
36
Figure 3.2.
Design Research
39
Figure 4.1.
Feasibility level LKS analyzed
51
Figure 4.2.
Tabulation average Range of Validation of Innovative Materials
Worksheet students solubility and solubility product Class
XI Based Component Content Feasibility, Feasibility Language,
Presentation Feasibility and Feasibility graphic
58
xi
LIST OF APPENDIX
Appendix 1
Syllabus
71
Appendix 2
Lesson Class
75
Appendix 3
Test Instrument
98
Appendix 4
Instrument Test
114
Appendix 5
Key Answer
123
Appendix 6
Instrument Test
124
Appendix 7
Key Answer
127
Appendix 8
Observation Sheet
128
Appendix 9
Calculation of Validity of Item Test
134
Appendix 10 Table of Validity
135
Appendix 11 Calculation of Difficulty Level of Item Test
136
Appendix 12 Table of Difficulty Test
137
Appendix 13 Calculation of Discrimination Index of Item Test
138
Appendix 14 Calculation of Reliability of Item Test
139
Appendix 15 Distracter
140
Appendix 16 Assessment BSNP
144
Appendix 17 Questionnaire Assessment of Teacher to Student
Worksheet
164
Appendix 18 Questionnaire t Assessment of Lecture to Student
Worksheet
170
Appendix 19 Questionnaire Assessment of Teacher to Student
Worksheet Innovative
174
Appendix 20 Questionnaire Assessment of Lecture and Teacher to
Student Worksheet
178
Appendix 21 Tabulation Data of Student Value
182
Appendix 22 Average, Standard Deviation and Variants
184
Appendix 23 Normality Test
187
Appendix 24 Calculating of Homogeneity Test
193
Appendix 25 Calculating of Hypothesis Testing
195
Appendix 26 Data Improvement of Learning (Gain) Class
xii
Experiment And Control Class
Appendix 27 Increasing Percentage of Learning
198
202
Appendix 28 Table of Activities Student Class
Experiment
203
Appendix 29 Table of Activities Student Class Control
205
Appendix 30 Data Activities Individual of Student
207
Appendix 31 Data Activities Group of Student Class Experiment
209
Appendix 32 Data Activities Group of Student Class Control
211
Appendix 33 Data Activities Group of Student
213
Appendix 34 Tabulation of Student Value
215
Appendix 35 Questionnaire Contentment
217
Appendix 36 Questionnaire Contentment
218
Appendix 37 Table Value of Chi
219
Appendix 38 Table of Value Distribution
220
Appendix 39 Table of Value Percentile for Distribution F
221
Appendix 40 Innovative Student Worksheet
222
Appendix 41 Picture of Research
223
CHAPTER I
INTRODUCTION
1.1. Background
Education is one of the important things in the world. On the basis of wisdom
and sanity grounds, education is the light that enlightens in them the ability to
differentiate between right and wrong, true and false, correct and incorrect and
also is the milestone in the development of integrated personality, the
righteousness in character and inculcation of social, moral, ethical and spiritual
values.
The fundamental concept of basic education is to make productive crafts the
medium of education. It is questioned whiter knowledge of the various branches
of learning can be possibly attained through handicraft. A detailed study of the
industrial processes will reveal the true answer and satisfy the sceptic in this
respect. From the very beginning of creation man has been utilisingthe gifts of
nature for his own comfort and prosperty (Singsh, 2004)
According to law No. 20 2003 Education is a conspicuous and deliberate
effort to create an atmosphere of learning and the learning process so that learners
are actively developing the potential for him to have spiritual powers, religious,
self-control, personality, intelligence, noble character, and skills needed him,
society, nation, and State. It can be concluded that education is the guidance or
help given by an adult to a child’s development to reach maturity with the aim that
children are quite capable duty not his own life with the help of others.
The development of innovative student worksheet is very important as it is
known that innovative teaching and learning is able to motivate students to learn
effectively that may improve student’s achievement in chemistry. Especially in
fulfill high quality of learning material that used by students in senior high school
or Madrasah Aliya that available (Situmorang, 2010).
Based on the author’s experience when field experience program (PPL) in
SMA N 1 Sidikalang, many students who scored below the KKM. The lowest
value was 45.67, while the value of completeness is 75. For each class there are
1
2
Chemistry including one branch of science, because investigations of
chemistry using scientific procedures. Chemistry is the study of waking up or
structure of matter, changes in matter, and accompanying energy (Keenan, 1986).
Chemistry as one of specialization in science subjects in class XI. Learning in
class XI SMA is a science that is rich of abstract concepts. Chemistry is not a new
subject for students, but often found a high school student who considers chemical
materials complicated and difficult to learn, so students have first felt less able to
study the learning outcomes even under the KKM. Purwaningtyas (2012) states
that the causes of low student learning outcomes are caused by several factors,
both factors of teachers, students, and other factors that cannot be controlled.
Teacher of factors is not possible using a tool that can be integrated in all teaching
and learning activities and require teachers to be more creative in the
implementation process so that teaching and learning activities still lead to a
conventional method.
To solve this problem, it requires a paradigm shift in learning. Some
paradigms are necessary adaptation of Arnyana (Ida, 2010), namely: (1) of the
teacher's role as a source of knowledge became friends learning, (2) of learning
based on facts towards problem-based or project, (3) of the habit of repeating and
rehearsal towards the planning and investigation, then the application is developed
in learning problem-based learning, learning model Problem Based Learning (Ida,
2010). In this case also required innovation in the application of models and
methods of teaching chemistry associated in everyday life. Innovation is in
addition carried out by the teacher in the learning process in the classroom, and
also can be done by developing students' worksheets used in chemistry learning.
One medium that is used to supplement the learning model Problem Based
Learning is using a media student worksheet. Media Student Worksheet is a kind
of handout intended to help students learn directionally. This media is expected to
increase students 'understanding of the study material with PBL methods, so that
students have a sense of curiosity and able to motivate and encourage students'
active learning (Fadlana, 2013).
3
Student worksheet is a learning resource that can be developed by the teacher
as a facilitator in the learning activities. Student Worksheet prepared can be
designed and developed in accordance with the conditions and situations of
learning activities that will be encountered. Student Worksheet is also a medium
of learning, because it can be used in conjunction with learning resources or other
instructional media. Student Worksheet is a source of learning and instructional
media dependent on learning activities are designed.
Student worksheet as a learning resource can be used as an alternative medium
of learning. Student Worksheet including print media of the development of
printing technology in the form of books and contains visual material, as
expressed by Arsyad (2004; 29). Student Worksheet is a type that is intended to
help students learn directionally. Student Worksheet can also be a handbook for
teachers in addition to other books. According Slameto (2003), learning is
influenced by two factors, namely: (1) internal factors such as students' prior
knowledge and (2) external factors such as learning approach. Learning approach
can be performed using Student Worksheet media. LKS way of presenting the
material in the delivery of materials covers activities involving students actively
example exercises, discussions, and simple experiments (Eli, 2009).
In addition to encouraging students more active and engaged in learning,
problem based learning method can improve student achievement because using
problem-based learning students are required to solve problems in independent
learning so that students can find solutions sought. Application of the method of
problem based learning can improve student learning outcomes in material
solubility and solubility product (Yuvencia, 2015).
The use of Problem Based Learning teaching model has proven to give good
results and improve student achievement. It can be seen from the results of
research conducted by Ida (2010) in his study on the implementation of Problem
Based Learning (PBL) on student learning outcomes Judging from the
Intelligence Quotient (IQ) states that the implementation of Problem Based
Learning effect on student learning outcomes in terms of IQ in students XI IPA
SMAN 1 Ubud. The same is stated by researchers Ulfah (2013) in his research on
4
the application of the Problem Based Learning (PBL) Student Worksheet with the
media to improve the ability to think critically and logically. The results showed
that the application of the Model Learning Problem-based learning increases the
ability to think critically and logically students, evidenced from the first cycle of
an average percentage of 68.33% with high criteria and the second cycle into
88.96% very high criteria. In line with the research above, Fadlana (2013)
reported the results of research through a comparative study using PBL (Problem
Based Learning) is equipped with Macromedia Flash and Student Worksheet on
learning achievement in terms of student motivation on the material acids, bases
and salts classes VII SMP Negeri 1 Jaten Karanganyar school year 2012/2013
shows the effect of PBL teaching model with Macromedia Flash and Student
Worksheet on student achievement.
Based on the above, researchers interested in conducting research titled “The
Development of Innovative Student Worksheet With Problem Based
Learning to Improve Student Learning Outcome on Topic of Solubility and
Solubility Product”
1.2.
Problem Identification:
Based on the background, the problem identification can be identified as
follows:
1. Low students' understanding of the concept of chemical materials
2. Teachers have difficulties to prepare the innovative learning in student
worksheet in teaching and learning process
3. Chemistry learning only based on understanding of the concept and need
to prove of the concept
4. Presentation of the material is complicated, less interesting, monotonous
and boring
5. Textbooks are designed only to focus more on the provision of knowledge
5
1.3. Problem Formulation:
The problem formulation of this research is:
1. How is the perception of lecturer, teacher, based on BSNP the innovative
students’ worksheet in solubility and solubility product as the subject
matter?
2. Is the development of innovation student worksheet with PBL effective in
improving learning outcome in the subject solution and solubility product?
3. How many percent an increase student learning outcome with using
innovative student worksheet based PBL compare by using a student
worksheet that already exist on topic of solubility and solubility product?
1.4. Problem Limitation:
In order for this study did not deviate from the purpose of research, the
problem in thus study should be limited. From the formulation of this
problem, so that limit the problem in thus study are:
1. Arranging and developing the innovative student worksheet chemistry on
the topic of Solubility and Solubility Product to meet the standard
provided by BNSP.
2. Learning materials will be reviewed and revised by the chemistry lecturer
and students in Chemistry Department to obtain the standard learning
materials.
3.
Improved chemistry student Achievement on teaching Solubility and
Solubility Product at the high school in the school year 2015/2016 using
innovative of Student Worksheet based Problem Based Learning.
1.5. Research Objectives:
Based on the above problem formulation, as for the purpose of this study is:
1. Getting innovative Student Worksheet with Problem Based Learning
(PBL, which have been prepared in compliance with the eligibility criteria
of the standard presentation BSNP, through trials against student learning
6
outcome, through the perception of chemistry teacher and expert
validation.
2. To improving the student learning outcomes on topic of solubility and
solubility product.
3. To know increasing of student learning outcome using innovative student
worksheet with PBL compare student worksheet that already exist in
school on topic of solubility and solubility product.
1.6. Research Benefits:
The results of the study are expected to be useful to:
1. Researchers gain a lot of knowledge about the use of student worksheets
based innovative learning model Problem Based Learning to improve the
quality of the outcome of the learning process.
2. Give motivation to teachers to conduct similar and better research
examining learning media to chemistry topic.
3. Help improve learning outcomes of students in the learning process
chemical material Solubility and Solubility Product.
1.7. Operational Definitions
a. Model learning Problem Based Learning is a learning model that
begins with giving problems to students where the problem is
encountered or an everyday experience - the students. Furthermore,
students solve the problem of finding new knowledge. (Rusman,
2013)
b. Innovative student worksheet is someone's attempt to use
reasoning, the ability of imagination, a variety of stimulant and
individuals surrounding the new product both for themselves and
the environment and student worksheet type of handout is intended
to help students learn in a focused and Able to Enhance students
'understanding of the study material (Mulyasa, 2013).
7
c. Student achievement is a student achievement in participating in
the learning process at a level that Followed and is a manifestation
of the ability of self-optimal after receiving lessons (Sudjana,
2004).
d. Learning Outcome is a student learning in participating in the
learning process at a level that Followed and is a manifestation of
the ability of self-optimal after receiving lessons
CHAPTER V
CONCLUSION AND SUGGESTION
5.1.
Conclusion
Base on the research and discussion of research which have described, so
can be conclude that:
1. The perception of lecturer and chemistry teacher as validator to innovative
Student Worksheet (LKS) based Problem Base Learning (PBL) developed
on topic Solubility and Solubility Product is good. That can be seen from
the average validator feasibility of contents is 3.687, the language 3.96
feasibility, feasibility presentation 3.675 and feasibility graphic 3.263
Where average value validation Overall in the range of 3.26-4.00 which
means that the Innovative Student Worksheet (LKS) based Problem Base
Learning (PBL) in topic Solubility and Solubility Product class XI and
accordance curriculum in 2013 was valid and worth used.
2. The development innovative student worksheet with PBL effective in
improving learning outcome, with the differences about 11.1%/
3. Based on test results try to increase student learning outcome have shown
that chemistry student achievement that learned through the Innovative
Student Worksheet (LKS) based Problem Based Learning (PBL) on topic
Solubility and Solubility Product more than using a LKS circulation, the
which gained student achievement by 14.60%.
67
68
5.2.
Suggestion
Based on discussion and conclusions have stated above then author
recommend things following:
For teachers and prospective teachers, applying learning to using
Innovative Student Worksheet (LKS) to facilitate the achievement of
instructional objectives and may enhance the activity and student learning
outcomes, particularly chemical subjects. In addition, for teachers and
prospective teachers is important to check the content, language, and
presentation graphic of the book will be used for students so there are no
misconceptions and material incomplete.
For subsequent researchers in other who can to do more research just
suggested using Innovative Student Worksheet (LKS) learning model that
is different and in line with the development technology can make it a
comparison of teacher in improved the quality of education, especially in
the subject of chemistry in solubility and solubility product.
69
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