THE EFFECTIVENESS PROBLEM BASED LEARNING WITH HANDOUT MEDIA TO INCREASE STUDENTS ACHIEVEMENT ON COLLOIDAL SYSTEM.
THE EFFECTIVENESS PROBLEM BASED LEARNING
WITH HANDOUT MEDIATOINCREASE
STUDENT’SACHIEVEMENT ON
COLLOIDALSYSTEM
By:
Rhone P Brocha Silalahi
Reg. Number: 4113131059
Bilingual Chemistry Education Study Program
A THESIS
Subbmitied to Fullfill Requirement for The Degree of
SarjanaPendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
i
iv
ACKNOWLEDGEMENT
Frist, the greatest thanks to the Almighty God, Jesus Christ who always
gives blessing and provide health, wisdom, strength, knowledge, and material for
writer in composing this thesis accordance with planned time
The
title
of
thesis
is
“The
Effectiveness
ProblemBasedLearningwithHandout MediatoIncrease Student’s Achievement on
ColloidalSystem” that arranged to obtain the degree of SarjanaPendidikan in
Chemistry Department, Faculty of Mathematics and Natural Science, State
University of Medan (Unimed).
In this opportunity, the writer would like to express the thanks and great
appreciate to Dr. MarhamSitorus, M.Si. as my thesis supervisor for his valuable
time spent in giving guidance, advices, motivation, and suggestion during
completing this thesis. The writer also thanks to the Prof. Dr. Ramlan, M.Si., Drs.
Ani Sutiani, M.Si., and Drs. RahmatNauli, M.Si. as examiner for this thesis that
giving me advices, suggestion, guidance, and constructive comments for this
thesis’s completeness.
The writer also says thanks to Prof. Motlan, M.Sc., as the Dean of
Mathematics and Natural Science Faculty, State University of Medan, Prof.
Drrer.nat. BinariManurung, M.Si., as the coordinator of Bilingual Department, Dr.
IisSitiJahro, M.Si., and Mr. Syamsudin as administrator of Bilingual Office for
their advices and other necessary administrative business. The great thanks are
also given Prof. Dr. RetnoDwiSuyanti. M.Si., as my academic supervisor for her
guidance during my academic process in this university. The wirter also sat thanks
to
Prof.
Dr.
RetnoDwiSuyanti.
M.Si.,DewiBarasa,
S.Pd.,
BadianaSitorus, S.Pd as instrument’s validator in this research.
M.Si.,
and
v
The author appreciation also given to Principal of SMA Negeri 2 Balige
and chemistry teacher of grade XI Scince program in SMA Negeri 2
BaligeBadianaSitorus, S.Pd., also all teachers who gave me chances to do research
there.Theauthor also says thanks to all students in SMA Negeri 2 Balige,
especially XI Science 4, XI Science 5 and XII Science 3 that give time and
attentionduring validity process up to doing research.
A deepest love, appreciation and thanks also goes to my parents,
MangantarSilalahi, Amk and LasmaidaSimanjuntak, also Girondi’s Family,
Jensen’s Family, Fany’s Family, my sister MelatiSilalahi and LellySilalahi, my
brother PatarSilalahi and all my families for their motivation, advice, prayers and
financial support to me during my university lecture process. Thanks also given to
my future Herman PardameanPangaribuan, that always become my mood boaster,
inspiration, motivation, pray and strength during this process.
Special thanks are given to all my best friends “Masaea De La Bro”;
Martha L.Gaol, MonalisaSimbolon, SabdaSiahaan, SryYantiPasaribu, Ester
Sinaga,
Erika
Sinaga,
EviPanggabean,
IrnaManalu,
DewiSimbolon,
LaboraRajaguguk, HusenManalu , my “Nudiroly’s Family”; Dina Manihuruk,
NurianaSihaloho, Lili Manihuruk, and ZahbintarGinting, my close’s friends;
JuwitaSitorus, RusdiSimbolon, LanitaMunthe, HestiSimarmata, MarianiSamosir
and JoriSiahaan, my PPLT friends experience, and all my classmate in Bilingual
Chemistry Education 2011 that always gives me the best moment in my education
process for Angeline, Angela, Anggun, Baharuddin, Cholida, Desy, Debby,
Evina, Fatma, Haposan, Hesti, Intan, Jori, Juliani, Juwita, Liesa, Lanita,Mariani,
Nova, Poppy, Ricky, Riris, Rusdi, Ruth, Siti, Shinta, Yolanda, and Yuni for their
kindness in my academic process. The writer also would like to say to everyone
whose name can’t mentioned one by one for your support and helping in my
thesis process.
vi
Finally, writer hopes this thesis can be used for those who would like to
explore more about learning model and media in colloidal system. The writer
realize that this thesis is still far from being perfect therefore critique and
suggestion are needed for further improvement of this thesis.
Medan,
The Writer,
Rhone P Brocha.Silalahi
ID. 4113131059
iii
THE EFFECTIVENESS PROBLEM BASED LEARNING WITH
HANDOUT MEDIA TOINCREASE STUDENT’S
ACHIEVEMENT ON COLLOIDALSYSTEM
RHONE P BROCHA SILALAHI (4113131059)
ABSTRACT
The objectives of this research are (1) to determine whether the student’s
achievement that teaches by problem based learning with using handout media is
significant higher than teach by direct instruction method, (2) to know the
percentage of the student’s curiosity character can be developed by problem based
learning with handout media, (3) to know the percentage of the student’s
responsive that give to handout media, (4) to know the correlation student’s
curiosity character and student’s achievement that teach by problem based
learning with using handout media on the topic of colloidal system. The
population of this research was all class in Grade XI Science on 2nd semester from
SMA Negeri 2 Balige. Sample was chosen by randomly sampling and taken 2
classes from the population. The first class was used as experimental class and
second class as control class. There were 62students that coming from the sample.
The instruments that used were 20 items of multiple choice test., an observation
sheet of student’s curiosity character that has 4 indicators to observe the
development of student’s character. In addition, there is questionnaire of curiosity
character to support the data of the observation sheet. In experimental class, the
method that used is problem based learning while in control class; the method that
used was direct instruction method. Before conducting the research, the pretest
was done in both classes, and the data was tested by using homogeneity test. The
result shows that the sample was homogeneous. Then the research was conducting
in both of class and the observation sheet of student’s curiosity character were
done during the process of research in experimental class but in control class, the
observation of student’s curiosity character does not occur if the learning process
only used direct instruction method. In the last meeting the questionnaire was
given to student in experimental class. The increasing student’s achievement
(gain) in experimental class is 78% (high) while in control class is 69% (medium).
After conducting the teaching learning process, the posttest was done in both of
class. It used SPSS 14 for windows program to calculate the data while the
hypothesis testing was tested by using Sample T-test with one tailed t-test. The
results of research are (1) there are significant higher of student achievement that
taught by problem based learning with handout media that the student’s
achievement that taught by direct instruction method, (2) the development of
student’s curiosity character that taught by problem based learning with handout
media is 83.94% (high), (3) the development of student’s curiosity character that
taught by problem based learning model with handout media is 54.05% (medium),
and (4) there is high (60%) correlation student’s curiosity character and student’s
achievement that teach by problem based learning with using handout media on
the topic of colloidal system.
Key word: Problem based learning, handout media, and colloidal system
vii
TABLE OF CONTENT
RATIFICATION SHEET ..............................................................................
BIOGRAPHY ..................................................................................................
ABSTRACT .....................................................................................................
ACKNOWLEGEMENT.................................................................................
TABLE OF CONTENT ..................................................................................
LIST OF FIGURE ..........................................................................................
LIST OF TABLE ............................................................................................
LIST OF APPENDIX .....................................................................................
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ii
iii
iv
vii
x
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xii
CHAPTER I INTRODUCTION ...................................................................
1.1. Background ..................................................................................
1.2. Problem Identification .................................................................
1.3. Problem Limitation ......................................................................
1.4. Problem Statement .......................................................................
1.5. Research Objective ......................................................................
1.6. Research Benefit ..........................................................................
1
1
5
6
6
7
7
CHAPTER II LITERATURE REVIEW ......................................................
2.1. Learning .......................................................................................
2.1.1 Definition Of Learning.....................................................
2.1.2 Theory Of Learning .........................................................
2.1.3 Types Of Learning ...........................................................
2.1.4 Form Of Learning ............................................................
2.2. Student’s Achievement ................................................................
2.2.1 Definition Of Learning Outcome .....................................
2.3. Learning Difficulties ....................................................................
2.3.1. Definition Of Learning Difficulties .................................
2.3.2. Factor Of Learning difficulties ........................................
2.4. Problem Based Learning ..............................................................
2.4.1. Definition Problem Based Learning Model .....................
2.4.2. The Characteristic Of Problem Based Learning Model ...
2.4.3. Stages Of Problem Based Learning Model ......................
2.4.4. Implementation Of Problem Based Learning model .......
2.4.5. Advantage Of Problem Based Learning Model ...............
2.4.6. The Disadvantage Of The Problem Based Learning
Model ..............................................................................
2.5. Media Of Education .....................................................................
2.5.1. Definition Of Learning Media .........................................
2.5.2. Types Of Learning Media ................................................
2.5.3. The Benefit Of Learning Media .......................................
2.6. Handout Media.............................................................................
2.6.1. Definition Of Handout Media ..........................................
2.6.2. The Form Of Handout Media ..........................................
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viii
2.6.3. Arranging Handout ..........................................................
2.6.4. The Advantage And Disadvantage Of Handout ..............
2.7. The Character Of Education ........................................................
2.7.1. The Curiosity Character ...................................................
2.7.2. The Underlying Cause of Curiosity .................................
2.8. Colloidal System ..........................................................................
2.9. Conceptual Framework ................................................................
2.10. Hypothesis....................................................................................
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28
CHAPTER III RESEARCH METHODOLOGY ........................................
3.1. Location And Time Research .........................................................
3.2. Population And Sample ..................................................................
3.3. Research Variable ...........................................................................
3.4. Research Instrument ........................................................................
3.4.1. Test Instrument ................................................................
3.4.2. Observation Sheet Of Student Character .........................
3.4.3. Questionnaire Of Student’s Character .............................
3.4.4. Questionnaire Of Handout Media ....................................
3.5. The Instrument’s Trial ....................................................................
3.5.1. Validity Test.....................................................................
3.5.2. Index Difficulty Level......................................................
3.5.3. Discriminating Power ......................................................
3.5.4. Reliability Test .................................................................
3.6. Types And Research .......................................................................
3.6.1. Types Of Research ...........................................................
3.6.2. Research Procedure ..........................................................
3.6.3. Research design ...............................................................
3.7. Technique Of Data Collection ........................................................
3.8. Data Analysis ..................................................................................
3.8.1. The Normality Test ..........................................................
3.8.2. The Homogeneity Test .....................................................
3.8.3. Normalized Gain ..............................................................
3.8.4. The Effectiveness of Problem Based Learning with
Handout Media.................................................................
3.8.5. The calculation Of Student Character ..............................
3.8.6. Hypothesis Testing...........................................................
3.9. Research Time Table ......................................................................
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43
CHAPTER IV RESULT AND DISCUSSION .............................................
4.1. The Description of School Sample ................................................
4.2. The Instrument’s Analysis .............................................................
4.2.1 The Observation Sheet of Student’s Character ................
4.2.2 The Questionnaire of Student’s Character .......................
4.2.3 The Questionnaire of Student’s Responsive to
Handout Media.................................................................
4.2.4 The Validity of Evaluation Test .......................................
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45
46
43
43
43
44
46
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ix
4.2.5 Reliability of Evaluations Test.........................................
4.2.6 Difficulty Index of Evaluation Test .................................
4.2.7 Discriminating Power of evaluation Test ........................
4.3. The Data of Research Result ..........................................................
4.3.1 The Result of pretest and Posttest ....................................
4.3.2 The Result of Development of Student’s Curiosity
Character by Observation Sheet......................................
4.3.3 The Result of Development of Student’s Curiosity
Character by Questionnaire.............................................
4.3.4 The Result of Development of Student’s Responsive
about Handout Media by Questionnaire ..........................
4.4. The Analysis of Data......................................................................
4.4.1 The Normality Test ..........................................................
4.4.1.1 The Normality Test of Student Achievement ........
4.4.1.2 The Normality Test of development of
Student’s Curiosity character ...............................
4.4.1.3 The Normality Test of Development Student’s
Responsive about Handout Media .........................
4.4.2 Homogeneity Test ............................................................
4.4.2.1 Homogeneity Test of Student’s Achievement .......
4.4.2.2 Homogeneity Test of Student’s Curiosity
Character................................................................
4.5. Student’s Achievement ..................................................................
4.5.1 Student’s Achievement before Teaching Treatment ........
4.5.2 Student’s Achievement after Teaching Treatment...........
4.5.3 The Analysis of Question based on Posttest Result .........
4.5.4 Gain (Increasing of Student’s Achievement) ...................
4.6. Student Character ...........................................................................
4.6.1 The Development of Student’s Curiosity Character ........
4.7. The Development of Student’s Responsive to Media Handout .....
4.8. Hypothesis Testing .........................................................................
4.8.1. Hypothesis Testing for Number 1 ....................................
4.8.2. Hypothesis Testing for Number 2 ....................................
4.8.3. Hypothesis Testing for Number 3 ....................................
4.8.4. Hypothesis Testing for Number 4 ....................................
4.9. The Relationship Student’s Achievement with Development of
Student's Character .........................................................................
4.10. The Effectiveness of problem Based Learning Model with
Handout Media ...............................................................................
4.11. Discussion ......................................................................................
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71
CHAPTER V ...................................................................................................
5.1. Conclusion .....................................................................................
5.2. Suggestion ......................................................................................
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REFERENCES ................................................................................................
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xi
LIST OF TABLE
Table 2.1.
Table 3.1.
Table 3.2.
Table 3.3.
Table 3.4.
Table 3.5.
Syntax Of Problem Based Learning..............................................
The Distribution Of Sample ..........................................................
The Grille Of Student’s Achievement Test Instrument ................
The Grille Of Observation Sheet Curiosity Character ..................
The Grille Of Questionnaire Curiosity student’s Character..........
The Grille Of QuestionnaireStudent Responsive About Handout
Media ..........................................................................................
Table 3.6. Research Design ...........................................................................
Table 3.7. Research Time Table ...................................................................
Table 4.1. Description of School Sample......................................................
Table 4.2. Validity of Test ............................................................................
Table 4.3. Difficulty Index ............................................................................
Table 4.4. Discriminating Power ..................................................................
Table 4.5. Summary of Instrument Test........................................................
Table 4.6. Data of Pretest and Posttest ..........................................................
Table 4.7. Normality Test of Student Achievement .....................................
Table 4.8. Normality Test of Student’s Curiosity Character ........................
Table 4.9. Normality Test of Student’s Responsive to Handout Media .......
Table 4.10. The Homogeneity Test of Student’s Achievement ......................
Table 4.11. The Homogeneity of Student’s Curiosity Character ....................
Table 4.12. Data of Student’s Achievement in Pretest ...................................
Table 4.13. Data of Student’s achievement in Posttest ...................................
Table 4.14. The Average Value of Normalized Gain .....................................
Table 4.15. The Analysis of Question based on Posttest Result .....................
Table 4.16. The Summary of Student’s Curiosity Character ..........................
Table 4.17. The Summary of Student’s Responsive to Handout Media .........
Table 4.18. The Hypothesis Testing Number 1 ..............................................
Table 4.19. The student’s curiosity character .................................................
Table 4.20. The student’s responsive to handout media .................................
Table 4.21. The Hypothesis Testing Number 4 ..............................................
Table 4.22. The Relationship of Student’s Achievement with Development
Student’s Curiosity Character .....................................................
Table 4.23. The Percentage of Relationship of Student’s Achievement with
Development Student’s Curiosity Character ..............................
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x
LIST OF FIGURE
Figure 3.1. The Flow Chart of The Research ...................................................
Figure 4.1. The Student’s Achievement in Experimental Class ......................
Figure 4.2. The Increasing Student’s achievement in Experimental Class ......
Figure 4.3. The Student’s Achievement in Control Class ................................
Figure 4.4. The Increasing Student’s achievement in Control Class ...............
41
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60
61
CHAPTER I
INTRODUCTION
1.1. Background
Education in Indonesia still has many problems related to the quality of education,
some of these obstacles are the lack of access to education, the number of teacher
who have not been evenly distributed, the quality of teachers are still lacking, the
application learning models are not maximized, and utilization of instructional
media are still minimum.
According toThe Learning Curve Pearson (2014), which is one of the ratings
educational in the world, from datathe Global Index of Cognitive Skills and
Educational Attainment, explained that Indonesia position is in the last rank with
the z-score -1.84. Making the position of Indonesia is the worst.Where Mexico,
Brazil, Argentina, Colombia and Thailand, into five states with the lowest rank
above of indonesia.
Chemistry is the study of the events or phenomena that occur in nature,
more specifically, to learn the material and accompanying changes.Based on
Government Regulation No. 22 of 2006, learning chemistry in high school aims to
enable students to have the ability to understand the concepts, principles, laws and
theories of chemistry, the interrelationships and application to solve problems in
daily life and technology.Moreover, the purpose of learning chemistry in high
school also fosters scientific attitude, honest, objective, open, resilient, critical,
and can cooperate with others. Based on this, can be said that student should have
ability to understand chemistry concept and critical thinking skill to
solveproblems in daily life.
In chemistry subject, the teacher must be creative because are some
characteristic of chemistry itself. It can be seen from Situmorang (2010) that told
us about the characteristic of chemistry subject, they are: 1) a number of
chemistry is abstract, 2) chemistry was implication from the fact, 3) chemistry are
successive and develop quickly, 4) chemistry are not only about the explanation of
1
2
facts, laws, terms and etc. but also the numeric problem that has important part in
learning chemistry, and 5) there are so many topics in chemistry that must be
studied. Furthermore, the topics in chemistry is belongs to 3 characteristic, they
are the decomposition of concepts, mathematical calculation, and execution
experiment, we need a creative teacher that has proper model of teaching for
chemistry topics.
One of chemistry subjects in second semester high school is colloidal
systems.Highlights colloidal system consist of subtopics, among others: the sense
of colloidal systems, the types of colloids in life,colloidal characteristic, lyophobic
and lyophilic colloid, and the making of colloids.Highlights colloidal system is
one of the chemical material which is abstract and requires an understanding of
the execution experiment and the decomposition of concepts are very much, but
the application and examples indaily life are concreate.
The
tendency
ofcurrentchemistry
learningfocusonstudents'activeinvolvement. But thereality on the groundshowsthat
thechemistrystudyconductedinschoolis
stillrunning
inthe
directinstructionmethodandmanyteacherswhodominatethe
learningso
thatstudentstend to be lessactiveactivity. Besides that, the scope of the chemistry
which is complex and broad that cause difficulties for students to understand and
feel bored when learning chemistry in the form of concepts, principles and
laws.These difficulties have an impact on student achievement are still not
satisfied.
According to NindaHardiani(2014), student’s achievement aboutare
stilllowwhich36studentson averageonly about50% of studentswhocompletedin
thedaily
testsonmaterialscolloidalsystem,
notcompletedin
thedaily
testsof
theschoolis75,
which
isin
whereas50%
of
studentsstatedare
thecolloidalsystemwithKKMimplementedby
accordancewith
thesetvaluelist(DKN)
atSMAN1PercutSei TuanAcademic Year2012/2013.
Tocultivatestudents active, preferablyin the learning processstudents are
given
theopportunity
activitiesandscientificexperiences.
to
be
The
involvedin
ability
toplay
theissues,
a
major
3
roleinsolvingscientificproblemswillencourage studentsinimproving the quality
ofeach
individualstudent.
Besides
that,
forthisproblemthestudentsneed
agoodability, so thattheir problemscan beresolved truly by student. The ability that
meansis the curiosity ability.
Curiosityishuman naturethatmakespeople alwayswonder"what it is?''
thenfollowthe questions "why must like that?", "Why is this?", And thenthe
questiondeveloped intoquestions such as "How did it happen?", "Howto solve it?",
andso on. The furtherone'sway of thinking, the morequestionsarise, the
moreefforttounderstand.
Whenthe answer tothose questionsreached bythe
reasonorbasis, cause orexplanationprofusely, thenbe satisfiedandnotaskagain.
People must havedesire of curiosity to knowenables humans tosolvethe problem.
Ifcuriositycan beput to good use, it will bring increasinglyunderstand to
people.Someonewhohas
ahighcuriositywillseekdetailedinformationabouteverything
that
isquestionable.
Throughcuriosity, people will trytosolvethe problem. This curiosityneeds to be
investedin
studentsso
studentsalreadyhave
thattheycanimprove
acuriosity,
the
learning
outcomes.
studentswill
try
When
tosolvethe
problemandmaximizeeveryefforttoobtainasatisfactionin learning.
According to NurFadhilah (2013) on “Penerapan Model Pembelajaran
Peer
Tutoring
InginTahuSiswa
DilengkapiLingkaranHidrokarbonUntukMeningkatkan
Dan
PrestasiBelajar
Rasa
Kimia
PadaMateriPokokHidrokarbonSiswaKelas X-6 Sma N 3 BoyolaliTahunPelajaran
2012-2013”, that:dataobtainedcuriosity of studentin first cycle about70.59% and it
increasesin the second cycle, thecuriosity ofstudentabout 73.53%. This
studyconcludedsuccessfullybecausethe
curious
aspects
ofthe
measuredhas
reachedthe target.
In the learning process, so that the subject matter receivedby students and
in accordance with the purpose of teaching that has been planned, it is necessary
to use appropriate learning media and more meaningful. Many media that can be
cultivated teachers to overcome learning difficulties experienced by students. One
of the media to provide handouts. Handout is one medium that can improve the
4
quality of the learning process. The handout is a medium of learning in the
learning process that contains subject matter in the form of charts, images, and
brief explanation. Giving handouts is expected to increase the readiness of
teachers and students to learn in order to improve student learning outcomes.
According to Erna Agustina (2013) on “PenggunaanMetodePembelajaran
Jigsaw
Berbantuan
Handout
UntukMeningkatkanAktivitas
Dan
PrestasiBelajarSiswaPadaMateriPokokHidrokarbonKelasXcSmaNegeri
1
GubugTahunJaran 2012/2013”, that:
the percentage of student learning
outcomes in the first cycle of 27.78%, in the first cycle has not yet reached the
desired target by 70%, so it needs the second cycle. Improved learning outcomes
in cycle II about 72.23%, it means has reached target. This suggests that learning
jigsaw assisted handouts can improve cognitive learning achievement in the
subject matter of hydrocarbons.
Based on the data above, writer wants to use a way to overcome the
education problem by replace the model of learning that used by teacher in class,
from direct instruction method to problem based learning model that help by
handout media. It is because the problem based learning is one of the innovative
learning model that provides active learning conditions for students, and with help
of media of learning, student more interest to solve problem.Problem Based
Learning (PBL) is model makesstudents betterunderstand theconcepts, they
learnthroughdirect experienceandreal-linking betweenthe concepts ofthereal
problemsineveryday
lifeas well asprovidean
opportunitytoshow
thebestof
theirability. So thatstudents aretrainedto take onaresponsibility, sharpenthinking
skillstoa higher levelthroughproblem identification, problem analysis, andcreate
solutions.
PBL models can be interpreted as a series of learning activities that
emphasize the process of resolving the problems encountered scientifically
(Sanjaya, 2010). There are three main features of the model PBL: 1) PBL is an
instructional activity, meaning that in the implementation of PBL there are a
number of activities that must be carried out students. PBL did not expect the
students just listen, take notes, and then memorizing of subject matter, but through
5
learn by PBL, student active to think, communicate, seek and process the data,
and finally concluded, 2) the learning activity is directed to resolve the problem.
PBL put the issues as the key word of the learning process. There are problems
there can’t be a learning process, c) problem solving is done by using the
approach of thinking scientifically. Thinking of using the scientific method is a
process of deductive and inductive thinking. This thought process is done
systematically and empirically. Systematic means of scientific thinking is done
through certain stages, while empirical means problem-solving process is based
on data and facts are clear.
There are some research that has been done by using problem based
learning model. KhairatunNisaManik (2014) on “Penerapan Model Pembelajaran
Problem-Based
Learning
TehadapHasilBelajar,
KerjasamadanberpikirKritisSiswaPadaMateriPokokKoloidKelas XI SMA Negeri
1 Medan”, that: student’s achievement that teach by PBL model in experiment
class about 81.24% and student’s achievement on control class about 60.72%.
Distinguish of student’s achievement use PBL model in experiment class is
significant higher than on control class. IlmiFadhilahRizki (2014) on “The
Effectiveness Of Interactive Learning Module With Macromedia Flash In Problem
Based Learning To Increase Student’s Achievement And Foster Student Creativity
In Teaching Colloidal System”, that: the result of this research showed that in
experiment class , that taught using interactive learning module with macromedia
flash in PBL model have the percentage of gain is 74% and in control class that
taught using direct instruction using regular chemistry textbook have the
percentage of gain is 59%. Based on the background mentioned above, the writer
wanted
to
do
research
ProblemBasedLearning
with
with
the
Handout
title
Media
is
to
"The
Effectiveness
Increase
Student’s
Achievement on Colloidal System".
1.2. Problem Identification
Based on the background of the problem, the problem identification of this
research as follows:
6
1. The quality of education in Indonesia still low
2. Lack of variation model in teaching
3. Lack of variation media in teaching
4. The low student’s achievement
5. The low student’s curiosity
1.3. Problem Limitation
Based on the background above, the problem limitation of problems can
be identified as below:
1. The model that will use in this research is problem based learning
2. The topic will teach in this research only colloidal system topic on
grade XI second semester
3. This research will be conducted in SMAN 2 Balige
4. Media of learning that will use handout media
5. Student’s achievement that will measure only cognitive skill from the
level C1-C3
6. There is one characters that will measure; the curiosity of student.
1.4. Problem Statement
To give the direction of this research, the problem statements in this
research are as follow:
1. Is the student’s achievement that teaches by problem based learning
model with using handout media significant higher than teach by
direct instruction method?
2. How percentage of the student’s curiosity character can be developed
by problem based learning model with handout media?
3. How percentage of the student’s responsive that gives to handout
media?
4. Is there correlation student’s curiosity character and student’s
achievement that teach by problem based learning model with using
handout media on the topic of colloidal system?
7
1.5. Research Objective
The objectives of this research are:
1. To determine whether the student’s achievement that teaches by
problem based learning model with using handout media is significant
higher than teach by direct instruction method
2. To know the percentage of the student’s curiosity character can be
developed by problem based learning model with handout media?
3. To know the percentage of the student’s responsive that gives to
handout media
4. To know the correlation student’s curiosity character and student’s
achievement that teach by problem based learning model with using
handout media on the topic of colloidal system.
1.6. Research Benefit
The benefits that will be hoped from this research, are:
1. Getting learning model that suitable and effective on teaching subject
to increase the student’s achievement and student’s curiosity
character.
2. As consideration for teachers to use problem based learning model
with using handout media in the classroom teaching and learning
process in order to increase student’s learning achievement and
student’s character
3. As a matter of information for researchers in order to improve the
quality of creative learning process and innovative in chemistry
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
After conducting the research and analyzing the data, there are some
conclusions that gotten, they are:
1. The student’s achievement that taught by problem based learning model
with handout media is significant higher than student’s achievement that
taught by using direct instruction method
2. The development of student’s curiosity character that taught by problem
based learning model with handout media is high criteria.
3. The student’s responsive to handout media give the high criteria
4. There is high correlationbetween student’s achievement with student’s
curiosity character that taught by problem based learning model with
handout media.
5.2. Suggestion
From the result of the research, there are some suggestion must be raised:
1. It is suggested for chemistry teacher to use problem based learning model
with handout media in learning colloidal system topic to increase
student’s achievement.
2. It is suggested for chemistry teacher to use problem based learning model
with handout media in learning colloidal system topic to increase
student’s curiosity character
3. It is suggested for chemistry teacher to use interesting handout media in
learning in learning colloidal system topic, so that the student give the
strong responsive when teaching learning process.
75
WITH HANDOUT MEDIATOINCREASE
STUDENT’SACHIEVEMENT ON
COLLOIDALSYSTEM
By:
Rhone P Brocha Silalahi
Reg. Number: 4113131059
Bilingual Chemistry Education Study Program
A THESIS
Subbmitied to Fullfill Requirement for The Degree of
SarjanaPendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
i
iv
ACKNOWLEDGEMENT
Frist, the greatest thanks to the Almighty God, Jesus Christ who always
gives blessing and provide health, wisdom, strength, knowledge, and material for
writer in composing this thesis accordance with planned time
The
title
of
thesis
is
“The
Effectiveness
ProblemBasedLearningwithHandout MediatoIncrease Student’s Achievement on
ColloidalSystem” that arranged to obtain the degree of SarjanaPendidikan in
Chemistry Department, Faculty of Mathematics and Natural Science, State
University of Medan (Unimed).
In this opportunity, the writer would like to express the thanks and great
appreciate to Dr. MarhamSitorus, M.Si. as my thesis supervisor for his valuable
time spent in giving guidance, advices, motivation, and suggestion during
completing this thesis. The writer also thanks to the Prof. Dr. Ramlan, M.Si., Drs.
Ani Sutiani, M.Si., and Drs. RahmatNauli, M.Si. as examiner for this thesis that
giving me advices, suggestion, guidance, and constructive comments for this
thesis’s completeness.
The writer also says thanks to Prof. Motlan, M.Sc., as the Dean of
Mathematics and Natural Science Faculty, State University of Medan, Prof.
Drrer.nat. BinariManurung, M.Si., as the coordinator of Bilingual Department, Dr.
IisSitiJahro, M.Si., and Mr. Syamsudin as administrator of Bilingual Office for
their advices and other necessary administrative business. The great thanks are
also given Prof. Dr. RetnoDwiSuyanti. M.Si., as my academic supervisor for her
guidance during my academic process in this university. The wirter also sat thanks
to
Prof.
Dr.
RetnoDwiSuyanti.
M.Si.,DewiBarasa,
S.Pd.,
BadianaSitorus, S.Pd as instrument’s validator in this research.
M.Si.,
and
v
The author appreciation also given to Principal of SMA Negeri 2 Balige
and chemistry teacher of grade XI Scince program in SMA Negeri 2
BaligeBadianaSitorus, S.Pd., also all teachers who gave me chances to do research
there.Theauthor also says thanks to all students in SMA Negeri 2 Balige,
especially XI Science 4, XI Science 5 and XII Science 3 that give time and
attentionduring validity process up to doing research.
A deepest love, appreciation and thanks also goes to my parents,
MangantarSilalahi, Amk and LasmaidaSimanjuntak, also Girondi’s Family,
Jensen’s Family, Fany’s Family, my sister MelatiSilalahi and LellySilalahi, my
brother PatarSilalahi and all my families for their motivation, advice, prayers and
financial support to me during my university lecture process. Thanks also given to
my future Herman PardameanPangaribuan, that always become my mood boaster,
inspiration, motivation, pray and strength during this process.
Special thanks are given to all my best friends “Masaea De La Bro”;
Martha L.Gaol, MonalisaSimbolon, SabdaSiahaan, SryYantiPasaribu, Ester
Sinaga,
Erika
Sinaga,
EviPanggabean,
IrnaManalu,
DewiSimbolon,
LaboraRajaguguk, HusenManalu , my “Nudiroly’s Family”; Dina Manihuruk,
NurianaSihaloho, Lili Manihuruk, and ZahbintarGinting, my close’s friends;
JuwitaSitorus, RusdiSimbolon, LanitaMunthe, HestiSimarmata, MarianiSamosir
and JoriSiahaan, my PPLT friends experience, and all my classmate in Bilingual
Chemistry Education 2011 that always gives me the best moment in my education
process for Angeline, Angela, Anggun, Baharuddin, Cholida, Desy, Debby,
Evina, Fatma, Haposan, Hesti, Intan, Jori, Juliani, Juwita, Liesa, Lanita,Mariani,
Nova, Poppy, Ricky, Riris, Rusdi, Ruth, Siti, Shinta, Yolanda, and Yuni for their
kindness in my academic process. The writer also would like to say to everyone
whose name can’t mentioned one by one for your support and helping in my
thesis process.
vi
Finally, writer hopes this thesis can be used for those who would like to
explore more about learning model and media in colloidal system. The writer
realize that this thesis is still far from being perfect therefore critique and
suggestion are needed for further improvement of this thesis.
Medan,
The Writer,
Rhone P Brocha.Silalahi
ID. 4113131059
iii
THE EFFECTIVENESS PROBLEM BASED LEARNING WITH
HANDOUT MEDIA TOINCREASE STUDENT’S
ACHIEVEMENT ON COLLOIDALSYSTEM
RHONE P BROCHA SILALAHI (4113131059)
ABSTRACT
The objectives of this research are (1) to determine whether the student’s
achievement that teaches by problem based learning with using handout media is
significant higher than teach by direct instruction method, (2) to know the
percentage of the student’s curiosity character can be developed by problem based
learning with handout media, (3) to know the percentage of the student’s
responsive that give to handout media, (4) to know the correlation student’s
curiosity character and student’s achievement that teach by problem based
learning with using handout media on the topic of colloidal system. The
population of this research was all class in Grade XI Science on 2nd semester from
SMA Negeri 2 Balige. Sample was chosen by randomly sampling and taken 2
classes from the population. The first class was used as experimental class and
second class as control class. There were 62students that coming from the sample.
The instruments that used were 20 items of multiple choice test., an observation
sheet of student’s curiosity character that has 4 indicators to observe the
development of student’s character. In addition, there is questionnaire of curiosity
character to support the data of the observation sheet. In experimental class, the
method that used is problem based learning while in control class; the method that
used was direct instruction method. Before conducting the research, the pretest
was done in both classes, and the data was tested by using homogeneity test. The
result shows that the sample was homogeneous. Then the research was conducting
in both of class and the observation sheet of student’s curiosity character were
done during the process of research in experimental class but in control class, the
observation of student’s curiosity character does not occur if the learning process
only used direct instruction method. In the last meeting the questionnaire was
given to student in experimental class. The increasing student’s achievement
(gain) in experimental class is 78% (high) while in control class is 69% (medium).
After conducting the teaching learning process, the posttest was done in both of
class. It used SPSS 14 for windows program to calculate the data while the
hypothesis testing was tested by using Sample T-test with one tailed t-test. The
results of research are (1) there are significant higher of student achievement that
taught by problem based learning with handout media that the student’s
achievement that taught by direct instruction method, (2) the development of
student’s curiosity character that taught by problem based learning with handout
media is 83.94% (high), (3) the development of student’s curiosity character that
taught by problem based learning model with handout media is 54.05% (medium),
and (4) there is high (60%) correlation student’s curiosity character and student’s
achievement that teach by problem based learning with using handout media on
the topic of colloidal system.
Key word: Problem based learning, handout media, and colloidal system
vii
TABLE OF CONTENT
RATIFICATION SHEET ..............................................................................
BIOGRAPHY ..................................................................................................
ABSTRACT .....................................................................................................
ACKNOWLEGEMENT.................................................................................
TABLE OF CONTENT ..................................................................................
LIST OF FIGURE ..........................................................................................
LIST OF TABLE ............................................................................................
LIST OF APPENDIX .....................................................................................
i
ii
iii
iv
vii
x
xi
xii
CHAPTER I INTRODUCTION ...................................................................
1.1. Background ..................................................................................
1.2. Problem Identification .................................................................
1.3. Problem Limitation ......................................................................
1.4. Problem Statement .......................................................................
1.5. Research Objective ......................................................................
1.6. Research Benefit ..........................................................................
1
1
5
6
6
7
7
CHAPTER II LITERATURE REVIEW ......................................................
2.1. Learning .......................................................................................
2.1.1 Definition Of Learning.....................................................
2.1.2 Theory Of Learning .........................................................
2.1.3 Types Of Learning ...........................................................
2.1.4 Form Of Learning ............................................................
2.2. Student’s Achievement ................................................................
2.2.1 Definition Of Learning Outcome .....................................
2.3. Learning Difficulties ....................................................................
2.3.1. Definition Of Learning Difficulties .................................
2.3.2. Factor Of Learning difficulties ........................................
2.4. Problem Based Learning ..............................................................
2.4.1. Definition Problem Based Learning Model .....................
2.4.2. The Characteristic Of Problem Based Learning Model ...
2.4.3. Stages Of Problem Based Learning Model ......................
2.4.4. Implementation Of Problem Based Learning model .......
2.4.5. Advantage Of Problem Based Learning Model ...............
2.4.6. The Disadvantage Of The Problem Based Learning
Model ..............................................................................
2.5. Media Of Education .....................................................................
2.5.1. Definition Of Learning Media .........................................
2.5.2. Types Of Learning Media ................................................
2.5.3. The Benefit Of Learning Media .......................................
2.6. Handout Media.............................................................................
2.6.1. Definition Of Handout Media ..........................................
2.6.2. The Form Of Handout Media ..........................................
8
8
8
9
9
9
10
10
11
11
11
12
12
13
14
15
18
18
19
19
19
20
21
21
21
viii
2.6.3. Arranging Handout ..........................................................
2.6.4. The Advantage And Disadvantage Of Handout ..............
2.7. The Character Of Education ........................................................
2.7.1. The Curiosity Character ...................................................
2.7.2. The Underlying Cause of Curiosity .................................
2.8. Colloidal System ..........................................................................
2.9. Conceptual Framework ................................................................
2.10. Hypothesis....................................................................................
21
23
24
25
27
27
27
28
CHAPTER III RESEARCH METHODOLOGY ........................................
3.1. Location And Time Research .........................................................
3.2. Population And Sample ..................................................................
3.3. Research Variable ...........................................................................
3.4. Research Instrument ........................................................................
3.4.1. Test Instrument ................................................................
3.4.2. Observation Sheet Of Student Character .........................
3.4.3. Questionnaire Of Student’s Character .............................
3.4.4. Questionnaire Of Handout Media ....................................
3.5. The Instrument’s Trial ....................................................................
3.5.1. Validity Test.....................................................................
3.5.2. Index Difficulty Level......................................................
3.5.3. Discriminating Power ......................................................
3.5.4. Reliability Test .................................................................
3.6. Types And Research .......................................................................
3.6.1. Types Of Research ...........................................................
3.6.2. Research Procedure ..........................................................
3.6.3. Research design ...............................................................
3.7. Technique Of Data Collection ........................................................
3.8. Data Analysis ..................................................................................
3.8.1. The Normality Test ..........................................................
3.8.2. The Homogeneity Test .....................................................
3.8.3. Normalized Gain ..............................................................
3.8.4. The Effectiveness of Problem Based Learning with
Handout Media.................................................................
3.8.5. The calculation Of Student Character ..............................
3.8.6. Hypothesis Testing...........................................................
3.9. Research Time Table ......................................................................
29
29
29
30
30
30
32
34
35
36
36
36
37
38
38
38
38
39
42
42
42
42
43
CHAPTER IV RESULT AND DISCUSSION .............................................
4.1. The Description of School Sample ................................................
4.2. The Instrument’s Analysis .............................................................
4.2.1 The Observation Sheet of Student’s Character ................
4.2.2 The Questionnaire of Student’s Character .......................
4.2.3 The Questionnaire of Student’s Responsive to
Handout Media.................................................................
4.2.4 The Validity of Evaluation Test .......................................
45
45
45
45
46
43
43
43
44
46
46
ix
4.2.5 Reliability of Evaluations Test.........................................
4.2.6 Difficulty Index of Evaluation Test .................................
4.2.7 Discriminating Power of evaluation Test ........................
4.3. The Data of Research Result ..........................................................
4.3.1 The Result of pretest and Posttest ....................................
4.3.2 The Result of Development of Student’s Curiosity
Character by Observation Sheet......................................
4.3.3 The Result of Development of Student’s Curiosity
Character by Questionnaire.............................................
4.3.4 The Result of Development of Student’s Responsive
about Handout Media by Questionnaire ..........................
4.4. The Analysis of Data......................................................................
4.4.1 The Normality Test ..........................................................
4.4.1.1 The Normality Test of Student Achievement ........
4.4.1.2 The Normality Test of development of
Student’s Curiosity character ...............................
4.4.1.3 The Normality Test of Development Student’s
Responsive about Handout Media .........................
4.4.2 Homogeneity Test ............................................................
4.4.2.1 Homogeneity Test of Student’s Achievement .......
4.4.2.2 Homogeneity Test of Student’s Curiosity
Character................................................................
4.5. Student’s Achievement ..................................................................
4.5.1 Student’s Achievement before Teaching Treatment ........
4.5.2 Student’s Achievement after Teaching Treatment...........
4.5.3 The Analysis of Question based on Posttest Result .........
4.5.4 Gain (Increasing of Student’s Achievement) ...................
4.6. Student Character ...........................................................................
4.6.1 The Development of Student’s Curiosity Character ........
4.7. The Development of Student’s Responsive to Media Handout .....
4.8. Hypothesis Testing .........................................................................
4.8.1. Hypothesis Testing for Number 1 ....................................
4.8.2. Hypothesis Testing for Number 2 ....................................
4.8.3. Hypothesis Testing for Number 3 ....................................
4.8.4. Hypothesis Testing for Number 4 ....................................
4.9. The Relationship Student’s Achievement with Development of
Student's Character .........................................................................
4.10. The Effectiveness of problem Based Learning Model with
Handout Media ...............................................................................
4.11. Discussion ......................................................................................
49
49
50
52
53
70
71
CHAPTER V ...................................................................................................
5.1. Conclusion .....................................................................................
5.2. Suggestion ......................................................................................
75
75
75
REFERENCES ................................................................................................
76
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54
54
54
54
55
55
56
56
56
57
57
57
58
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63
63
63
64
64
64
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66
66
68
xi
LIST OF TABLE
Table 2.1.
Table 3.1.
Table 3.2.
Table 3.3.
Table 3.4.
Table 3.5.
Syntax Of Problem Based Learning..............................................
The Distribution Of Sample ..........................................................
The Grille Of Student’s Achievement Test Instrument ................
The Grille Of Observation Sheet Curiosity Character ..................
The Grille Of Questionnaire Curiosity student’s Character..........
The Grille Of QuestionnaireStudent Responsive About Handout
Media ..........................................................................................
Table 3.6. Research Design ...........................................................................
Table 3.7. Research Time Table ...................................................................
Table 4.1. Description of School Sample......................................................
Table 4.2. Validity of Test ............................................................................
Table 4.3. Difficulty Index ............................................................................
Table 4.4. Discriminating Power ..................................................................
Table 4.5. Summary of Instrument Test........................................................
Table 4.6. Data of Pretest and Posttest ..........................................................
Table 4.7. Normality Test of Student Achievement .....................................
Table 4.8. Normality Test of Student’s Curiosity Character ........................
Table 4.9. Normality Test of Student’s Responsive to Handout Media .......
Table 4.10. The Homogeneity Test of Student’s Achievement ......................
Table 4.11. The Homogeneity of Student’s Curiosity Character ....................
Table 4.12. Data of Student’s Achievement in Pretest ...................................
Table 4.13. Data of Student’s achievement in Posttest ...................................
Table 4.14. The Average Value of Normalized Gain .....................................
Table 4.15. The Analysis of Question based on Posttest Result .....................
Table 4.16. The Summary of Student’s Curiosity Character ..........................
Table 4.17. The Summary of Student’s Responsive to Handout Media .........
Table 4.18. The Hypothesis Testing Number 1 ..............................................
Table 4.19. The student’s curiosity character .................................................
Table 4.20. The student’s responsive to handout media .................................
Table 4.21. The Hypothesis Testing Number 4 ..............................................
Table 4.22. The Relationship of Student’s Achievement with Development
Student’s Curiosity Character .....................................................
Table 4.23. The Percentage of Relationship of Student’s Achievement with
Development Student’s Curiosity Character ..............................
16
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45
48
50
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69
x
LIST OF FIGURE
Figure 3.1. The Flow Chart of The Research ...................................................
Figure 4.1. The Student’s Achievement in Experimental Class ......................
Figure 4.2. The Increasing Student’s achievement in Experimental Class ......
Figure 4.3. The Student’s Achievement in Control Class ................................
Figure 4.4. The Increasing Student’s achievement in Control Class ...............
41
59
59
60
61
CHAPTER I
INTRODUCTION
1.1. Background
Education in Indonesia still has many problems related to the quality of education,
some of these obstacles are the lack of access to education, the number of teacher
who have not been evenly distributed, the quality of teachers are still lacking, the
application learning models are not maximized, and utilization of instructional
media are still minimum.
According toThe Learning Curve Pearson (2014), which is one of the ratings
educational in the world, from datathe Global Index of Cognitive Skills and
Educational Attainment, explained that Indonesia position is in the last rank with
the z-score -1.84. Making the position of Indonesia is the worst.Where Mexico,
Brazil, Argentina, Colombia and Thailand, into five states with the lowest rank
above of indonesia.
Chemistry is the study of the events or phenomena that occur in nature,
more specifically, to learn the material and accompanying changes.Based on
Government Regulation No. 22 of 2006, learning chemistry in high school aims to
enable students to have the ability to understand the concepts, principles, laws and
theories of chemistry, the interrelationships and application to solve problems in
daily life and technology.Moreover, the purpose of learning chemistry in high
school also fosters scientific attitude, honest, objective, open, resilient, critical,
and can cooperate with others. Based on this, can be said that student should have
ability to understand chemistry concept and critical thinking skill to
solveproblems in daily life.
In chemistry subject, the teacher must be creative because are some
characteristic of chemistry itself. It can be seen from Situmorang (2010) that told
us about the characteristic of chemistry subject, they are: 1) a number of
chemistry is abstract, 2) chemistry was implication from the fact, 3) chemistry are
successive and develop quickly, 4) chemistry are not only about the explanation of
1
2
facts, laws, terms and etc. but also the numeric problem that has important part in
learning chemistry, and 5) there are so many topics in chemistry that must be
studied. Furthermore, the topics in chemistry is belongs to 3 characteristic, they
are the decomposition of concepts, mathematical calculation, and execution
experiment, we need a creative teacher that has proper model of teaching for
chemistry topics.
One of chemistry subjects in second semester high school is colloidal
systems.Highlights colloidal system consist of subtopics, among others: the sense
of colloidal systems, the types of colloids in life,colloidal characteristic, lyophobic
and lyophilic colloid, and the making of colloids.Highlights colloidal system is
one of the chemical material which is abstract and requires an understanding of
the execution experiment and the decomposition of concepts are very much, but
the application and examples indaily life are concreate.
The
tendency
ofcurrentchemistry
learningfocusonstudents'activeinvolvement. But thereality on the groundshowsthat
thechemistrystudyconductedinschoolis
stillrunning
inthe
directinstructionmethodandmanyteacherswhodominatethe
learningso
thatstudentstend to be lessactiveactivity. Besides that, the scope of the chemistry
which is complex and broad that cause difficulties for students to understand and
feel bored when learning chemistry in the form of concepts, principles and
laws.These difficulties have an impact on student achievement are still not
satisfied.
According to NindaHardiani(2014), student’s achievement aboutare
stilllowwhich36studentson averageonly about50% of studentswhocompletedin
thedaily
testsonmaterialscolloidalsystem,
notcompletedin
thedaily
testsof
theschoolis75,
which
isin
whereas50%
of
studentsstatedare
thecolloidalsystemwithKKMimplementedby
accordancewith
thesetvaluelist(DKN)
atSMAN1PercutSei TuanAcademic Year2012/2013.
Tocultivatestudents active, preferablyin the learning processstudents are
given
theopportunity
activitiesandscientificexperiences.
to
be
The
involvedin
ability
toplay
theissues,
a
major
3
roleinsolvingscientificproblemswillencourage studentsinimproving the quality
ofeach
individualstudent.
Besides
that,
forthisproblemthestudentsneed
agoodability, so thattheir problemscan beresolved truly by student. The ability that
meansis the curiosity ability.
Curiosityishuman naturethatmakespeople alwayswonder"what it is?''
thenfollowthe questions "why must like that?", "Why is this?", And thenthe
questiondeveloped intoquestions such as "How did it happen?", "Howto solve it?",
andso on. The furtherone'sway of thinking, the morequestionsarise, the
moreefforttounderstand.
Whenthe answer tothose questionsreached bythe
reasonorbasis, cause orexplanationprofusely, thenbe satisfiedandnotaskagain.
People must havedesire of curiosity to knowenables humans tosolvethe problem.
Ifcuriositycan beput to good use, it will bring increasinglyunderstand to
people.Someonewhohas
ahighcuriositywillseekdetailedinformationabouteverything
that
isquestionable.
Throughcuriosity, people will trytosolvethe problem. This curiosityneeds to be
investedin
studentsso
studentsalreadyhave
thattheycanimprove
acuriosity,
the
learning
outcomes.
studentswill
try
When
tosolvethe
problemandmaximizeeveryefforttoobtainasatisfactionin learning.
According to NurFadhilah (2013) on “Penerapan Model Pembelajaran
Peer
Tutoring
InginTahuSiswa
DilengkapiLingkaranHidrokarbonUntukMeningkatkan
Dan
PrestasiBelajar
Rasa
Kimia
PadaMateriPokokHidrokarbonSiswaKelas X-6 Sma N 3 BoyolaliTahunPelajaran
2012-2013”, that:dataobtainedcuriosity of studentin first cycle about70.59% and it
increasesin the second cycle, thecuriosity ofstudentabout 73.53%. This
studyconcludedsuccessfullybecausethe
curious
aspects
ofthe
measuredhas
reachedthe target.
In the learning process, so that the subject matter receivedby students and
in accordance with the purpose of teaching that has been planned, it is necessary
to use appropriate learning media and more meaningful. Many media that can be
cultivated teachers to overcome learning difficulties experienced by students. One
of the media to provide handouts. Handout is one medium that can improve the
4
quality of the learning process. The handout is a medium of learning in the
learning process that contains subject matter in the form of charts, images, and
brief explanation. Giving handouts is expected to increase the readiness of
teachers and students to learn in order to improve student learning outcomes.
According to Erna Agustina (2013) on “PenggunaanMetodePembelajaran
Jigsaw
Berbantuan
Handout
UntukMeningkatkanAktivitas
Dan
PrestasiBelajarSiswaPadaMateriPokokHidrokarbonKelasXcSmaNegeri
1
GubugTahunJaran 2012/2013”, that:
the percentage of student learning
outcomes in the first cycle of 27.78%, in the first cycle has not yet reached the
desired target by 70%, so it needs the second cycle. Improved learning outcomes
in cycle II about 72.23%, it means has reached target. This suggests that learning
jigsaw assisted handouts can improve cognitive learning achievement in the
subject matter of hydrocarbons.
Based on the data above, writer wants to use a way to overcome the
education problem by replace the model of learning that used by teacher in class,
from direct instruction method to problem based learning model that help by
handout media. It is because the problem based learning is one of the innovative
learning model that provides active learning conditions for students, and with help
of media of learning, student more interest to solve problem.Problem Based
Learning (PBL) is model makesstudents betterunderstand theconcepts, they
learnthroughdirect experienceandreal-linking betweenthe concepts ofthereal
problemsineveryday
lifeas well asprovidean
opportunitytoshow
thebestof
theirability. So thatstudents aretrainedto take onaresponsibility, sharpenthinking
skillstoa higher levelthroughproblem identification, problem analysis, andcreate
solutions.
PBL models can be interpreted as a series of learning activities that
emphasize the process of resolving the problems encountered scientifically
(Sanjaya, 2010). There are three main features of the model PBL: 1) PBL is an
instructional activity, meaning that in the implementation of PBL there are a
number of activities that must be carried out students. PBL did not expect the
students just listen, take notes, and then memorizing of subject matter, but through
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learn by PBL, student active to think, communicate, seek and process the data,
and finally concluded, 2) the learning activity is directed to resolve the problem.
PBL put the issues as the key word of the learning process. There are problems
there can’t be a learning process, c) problem solving is done by using the
approach of thinking scientifically. Thinking of using the scientific method is a
process of deductive and inductive thinking. This thought process is done
systematically and empirically. Systematic means of scientific thinking is done
through certain stages, while empirical means problem-solving process is based
on data and facts are clear.
There are some research that has been done by using problem based
learning model. KhairatunNisaManik (2014) on “Penerapan Model Pembelajaran
Problem-Based
Learning
TehadapHasilBelajar,
KerjasamadanberpikirKritisSiswaPadaMateriPokokKoloidKelas XI SMA Negeri
1 Medan”, that: student’s achievement that teach by PBL model in experiment
class about 81.24% and student’s achievement on control class about 60.72%.
Distinguish of student’s achievement use PBL model in experiment class is
significant higher than on control class. IlmiFadhilahRizki (2014) on “The
Effectiveness Of Interactive Learning Module With Macromedia Flash In Problem
Based Learning To Increase Student’s Achievement And Foster Student Creativity
In Teaching Colloidal System”, that: the result of this research showed that in
experiment class , that taught using interactive learning module with macromedia
flash in PBL model have the percentage of gain is 74% and in control class that
taught using direct instruction using regular chemistry textbook have the
percentage of gain is 59%. Based on the background mentioned above, the writer
wanted
to
do
research
ProblemBasedLearning
with
with
the
Handout
title
Media
is
to
"The
Effectiveness
Increase
Student’s
Achievement on Colloidal System".
1.2. Problem Identification
Based on the background of the problem, the problem identification of this
research as follows:
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1. The quality of education in Indonesia still low
2. Lack of variation model in teaching
3. Lack of variation media in teaching
4. The low student’s achievement
5. The low student’s curiosity
1.3. Problem Limitation
Based on the background above, the problem limitation of problems can
be identified as below:
1. The model that will use in this research is problem based learning
2. The topic will teach in this research only colloidal system topic on
grade XI second semester
3. This research will be conducted in SMAN 2 Balige
4. Media of learning that will use handout media
5. Student’s achievement that will measure only cognitive skill from the
level C1-C3
6. There is one characters that will measure; the curiosity of student.
1.4. Problem Statement
To give the direction of this research, the problem statements in this
research are as follow:
1. Is the student’s achievement that teaches by problem based learning
model with using handout media significant higher than teach by
direct instruction method?
2. How percentage of the student’s curiosity character can be developed
by problem based learning model with handout media?
3. How percentage of the student’s responsive that gives to handout
media?
4. Is there correlation student’s curiosity character and student’s
achievement that teach by problem based learning model with using
handout media on the topic of colloidal system?
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1.5. Research Objective
The objectives of this research are:
1. To determine whether the student’s achievement that teaches by
problem based learning model with using handout media is significant
higher than teach by direct instruction method
2. To know the percentage of the student’s curiosity character can be
developed by problem based learning model with handout media?
3. To know the percentage of the student’s responsive that gives to
handout media
4. To know the correlation student’s curiosity character and student’s
achievement that teach by problem based learning model with using
handout media on the topic of colloidal system.
1.6. Research Benefit
The benefits that will be hoped from this research, are:
1. Getting learning model that suitable and effective on teaching subject
to increase the student’s achievement and student’s curiosity
character.
2. As consideration for teachers to use problem based learning model
with using handout media in the classroom teaching and learning
process in order to increase student’s learning achievement and
student’s character
3. As a matter of information for researchers in order to improve the
quality of creative learning process and innovative in chemistry
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
After conducting the research and analyzing the data, there are some
conclusions that gotten, they are:
1. The student’s achievement that taught by problem based learning model
with handout media is significant higher than student’s achievement that
taught by using direct instruction method
2. The development of student’s curiosity character that taught by problem
based learning model with handout media is high criteria.
3. The student’s responsive to handout media give the high criteria
4. There is high correlationbetween student’s achievement with student’s
curiosity character that taught by problem based learning model with
handout media.
5.2. Suggestion
From the result of the research, there are some suggestion must be raised:
1. It is suggested for chemistry teacher to use problem based learning model
with handout media in learning colloidal system topic to increase
student’s achievement.
2. It is suggested for chemistry teacher to use problem based learning model
with handout media in learning colloidal system topic to increase
student’s curiosity character
3. It is suggested for chemistry teacher to use interesting handout media in
learning in learning colloidal system topic, so that the student give the
strong responsive when teaching learning process.
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