THE INFLUENCE OF PROBLEM BASED LEARNING METHOD TOWARD STUDENTS SEQUENCE AND SERIES PROBLEM SOLVING ABILITY IN THE TWELFTH GRADE OFSMA NEGERI 2 BALIGE 2012/2013.

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THE INFLUENCE OF PROBLEM BASED LEARNING METHOD TOWARD STUDENTS’ SEQUENCE AND SERIES PROBLEM

SOLVING ABILITY IN THE TWELFTH GRADE OF SMA NEGERI 2 BALIGE 2012/2013

By:

Hot Tiarma Sianipar ID. Number 408 111 061

Mathematics Education Study Program

A THESIS

Submitted to fulfill the requirement for the degree of Sarjana Pendidikan

MATHEMATICS DEPARTMENT

FACULTY OF MATHEMATIC AND SCIENCE STATE UNIVERSITY OF MEDAN

MEDAN 2013

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ACKNOWLEDGEMENT

Praise to the Almighty God, Jesus Christ, who has given strength and ability to the author, so that this thesis can be finished. The title of this research was “The Influence of Problem Based Learning Method toward Students’ Sequence and Series Problem Solving Ability in Twelfth Grade of SMA Negeri 2 Balige 2012/2013” as a partial fulfillment of the requirements for the degree Sarjana Pendidikan of the Mathematics Department, Faculty of Mathematics and Natural Science State University of Medan.

In this occasion, the author would like to express thank you very much to her supervisor Dr. Izwita Dewi, M. Pd for her advices, motivation, suggestion and guidance in finishing this thesis. To her lecturer examiner Drs. Syafari, M.Pd, Dr.W.Rajagukguk,M.Pd, and Dra. Katrina Samosir, for their correction with valuable comments to correct the manuscript of scientific writing, to her academic lecturer Dra.Ida Karnasih, M.Sc.Ed,Ph.D.

The author also would like to express thank you to Mr. Prof. Dr. Ibnu Hajar,M.Si as the rector of university and staff in office of university head, to Mr. Prof. Drs. Motlan, M.Sc,Ph.D as a dean of Mathematic and Natural Science Faculty and staff in Mathematic and Natural Science Faculty, to Mr. Prof. Dr Mukhtar, M.Pd as chief of Mathematics Department, Mr.Drs. Syafari, M.Pd as chief of Mathematics Education Program, Mr. Prof.Dr.Herbert Sipahutar, M.S, M.Sc as the coordinator of Bilingual Program, Mr. Drs.Yasifati Hia,M.Pd as secretary of Mathematic Department, Mrs. Dr. Iis Siti Jahro, M.Si as secretary of Bilingual program, and all staff in Mathematic Department and Bilingual Program to help the author.

The author also would like to express thank you to head master of SMA Negeri 2 Balige Mr. Danjor Nababan S.Pd. MM who gave permission to do the research, to mathematic teacher Mr. Paber Panjaitan,S.Pd, Mrs. Ani Sefriana Nadapdap, S.Pd and all teacher and staff in SMA Negeri 2 Balige that help the author to do the research.

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The author also would like to express her deepest love gratitude to her father (alm)Robin Sianipar, S. Pd, her mother Tudiparmi Simanungkalit, her sister drg.Karyana Mutiara Sianipar with her family, Irmawati Valentina Sianipar with her family, Monita Sianipar, S.Pd, her brother Roy Sinta Pohan Sianipar, Andreas Sianipar affectionately which gave birth and enlarge to author, gave morale support, material and pray and so all her family. To Mrs. Elida Damanik and her husband Mr. Jifri Bakara, S.Pd, the three of “Kasih”, Theresia Hutagalung who helped her as long as the research in Balige. To “Tyoners XII-2” and “The One XII-4” students. To her special friend, Fiji Hariadi Purba, ST and his family. To her lovely friends Emil Hani, Misna Fitriyani Siregar, Siti Rafiah Rangkuti, Siti Rahmadani, Fatimah, Selvi Septiani Harahap and all friends in mathematics bilingual program 2008 thank you very much for your support, helping to finish this thesis.

The author has strived as maximal as she can in doing this thesis. But with her humble heart, the author hopes the construct suggestion and critics from the reader for perfection this thesis. The author hopes this thesis can be useful and give many function to the reader specifically about subject matter which was researched in this thesis.

Medan, February 2013 Author

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THE INFLUENCE OF PROBLEM BASED LEARNING METHOD TOWARD STUDENTS’ SEQUENCE AND SERIES PROBLEM

SOLVING ABILITY IN THE TWELFTH GRADE OF SMA NEGERI 2 BALIGE 2012/2013

Hot Tiarma Sianipar (ID. Number 408 111 061) ABSTRACT

The objective in this research was to know the influence of problem based learning toward students’ sequence and series problem solving ability and was there any difference of students’ activity using problem based learning and conventional method in twelfth grade of SMA Negeri 2 Balige.

The population in this research was all students in twelfth grade of SMA Negeri 2 Balige that was divided into seven classes. The sample of this research was 64 students that were divided into two classes; those were 30 students in Natural Science 2 that was taught by using problem based learning method and 34 students in Natural Science 4 that was taught by using conventional method.

In experiment class that used problem based learning method, the matter was delivered by teacher as guide and the students discussed in each group. There were 4 or 5 students in one group. Teacher didn’t tell which group would present the discussion result in order to increase the students’ seriousness. The test was given after giving treatment.

From the research result, the average of using problem based learning method after treatment in experiment class was 88.5 (90%) and in the control class was 79.03 (56%). Deviation standard in experiment class was 7.45 and in control class was 8.03. Before hypothesis testing, firstly normality and homogeneity were tested. And from the test, both samples are normal and homogeneous. -test is used in hypothesis test and gotten = 4.8034 with the significant level = 0.05 then = 1.6703. Based on the testing criteria where > then was accepted with the result 4.8034 > 1.6703. Means that there was difference students’ problem solving ability that was taught by using problem based learning and conventional method. The students’ problem solving ability that was taught by using problem based learning method was better than conventional method. Then can be seen the significant influence of students’ problem solving ability that is taught by using problem based learning method.

Key Words: Problem Based Learning Method, Conventional Learning, Problem Solving Ability

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Page

Legalization Paper i

Bibliography ii

Abstract iii

Acknowledgement iv

Contents List of Figure List of Table Appendices

vi ix x xi

CHAPTER I INTRODUCTION

1.1Background

1.2Problem Identification 1.3Limitation Problem 1.4Problem Formulation 1.5Research Objectives 1.6Research Benefits

1 4 5 5 5 6

CHAPTER II LITERATURE REVIEW

2.1 Theoretical Framework

2.1.1 Mathematics Problem Solving Ability 2.1.2 The Definition of Problem Based Learning 2.1.3 Principle of Problem Based Learning

2.1.4 Advantage and Disvantage of Problem Based Learning 2.1.5 Conventional Method

2.1.6 Sequence and Series Material 2.1.7 Relevance Research

2.2 Conceptual Framework 2.3 Research Hypothesis

7 7 11 13 14 15 16 18 19 19

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CHAPTER III RESEARCH METHODOLOGY

3.1Place and Research Time 3.2Population and Sample

3.2.1Research Population 3.2.2Research Sample

3.3Research Variable and Operational Definition 3.4Research Design

3.5Research Procedure

3.6Data Collection Techniques 3.6.1Research Instrument

3.6.2Instrument Analysis Technique 3.6.2.1Instrument Validation 3.6.2.2Instrument Reliability 3.7Data Analysis Technique

3.7.1Normality test 3.7.2Homogeneity test 3.7.3Hypothesis test

3.8 Criteria Level of Students’ Problem Solving Ability 3.9Students’ Learning Activities

20 20 20 21 21 21 22 23 24 24 24 25 24 26 27 27 28 29

CHAPTER IV RESULT AND DISCUSSION

4.1 The Research Result Data Description

4.1.1 Post test of the experiment and Control Classes

30 30

4.2 The Research Result Data Analysis 31

4.2.1 Normality test 31

4.2.2 Homogeneity test 4.2.3 Hypothesis test

31 31 4.3 Level of Students’ Mathematics Problem Solving Ability

4.4 Students’ Observation Result

32 33

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4.5 Discussion of Students’ Problem Solving Ability Result 34

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion 37

5.2 Suggestion 37

REFERENCES 38

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TABLE LIST

Table 2.1 Problem based learning steps

Page 13

Table 3.1 Students’ amount particularly 20

Table 3.2 Research design

Table 3.3 The Result of Validation

22 25

Table 3.4 Criteria level of problem solving ability 29

Table 3.5 Ideal score for students’ activities 29

Table 4.1 The data of post tesst in experiment and control class 30

Table 4.2 The data summary of normality test in both classes 31

Table 4.3 Homogeneity test result 32

Table 4.4 Hypothesis test result 32

Table 4.5 Learning process observation 33

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APPENDIX LIST

Appendix 1 First Lesson Plan for Experiment Class

Page 40

Appendix 2 Second Lesson Plan for Experiment Class 50

Appendix 3 First Lesson Plan for Control Class 60

Appendix 4 Second Lesson Plan for Control Class 63

Appendix 5 Student Activity Sheet 1 66

Appendix 6 Student Activity Sheet 2 70

Appendix 7 Hint of students’ problem solving ability scoring 74

Appendix 8 Blue Print of Post-test 76

Appendix 9 Post Test Problem 77

Appendix 10 The Alternative Solution of Post-test 79

Appendix 11 Validator Evaluation Sheet 85

Appendix 12 Observer Assessment Scale 89

Appendix 13 Observation Sheet of Students’ Activities (PBL) 90

Appendix 14 Observation Sheet of Students’ Activities (CL) 98

Appendix 15 Validator Names 107

Appendix 16 Validation Analysis of Validator Agreement for Post test 108

Appendix 17 Reliability Analysis of Post Test 110

Appendix 18 Post Test Result for Experiment Class (PBL) 112

Appendix 19 Post Test Result for Control Class (CL) 113

Appendix 20 Post Test Score for Experiment and Control Classes 116

Appendix 21 The Calculation of Mean, Deviation, and Variants 118

Appendix 22 Calculation of Normality Test 119

Appendix 23 Calculation of Homogeneity Test 122

Appendix 24 Calculation Hypothesis Test 123

Appendix 25 Level of Problem Solving Ability 125

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1 CHAPTER I INTRODUCTION

1.1 Background

Education is the most important aspect in every country. It determines the development of the country itself. Education in Indonesia belongs to the low one and if we compare to the other countries, it’s still fallen behind. The low quality of education in Indonesia naturally is very alarming.

Based on the data in Education for All (EFA) Global Monitoring Report 2011, the position of Indonesia is 69th of 127 countries in the world. While survey result that was done by Program for International Student Assessment (PISA) in 2003 showed that, from 41 surveyed countries for mathematic skill and reading skill, Indonesia was in 39th level with the score is 360,2. It belongs to the beneath international average, namely 500. In the same survey, for problem solving ability is 361,5. It’s also beneath international average.

By discerning this fact, the seriousness of governor in increasing the education quality is absolute demand that must be done overall. The spirit of improvements have been already visible, for instance the increasing of education budget to 20% of APBN budget, the enhancement of teachers quality by means of teacher certification program. The education curriculum is revised continuously from 1994, then supplement 1999, 2004 curriculum (KBK), and now KTSP, which is refinement of the competency-based curriculum. But even there have been some improvements, we still find a lot of education problem in all parts.

Mathematics is one of the sciences that must be learned by all students as generation who will lead a nation. It is also due to the mathematical science is a fundamental science that can foster students’ problem-solving ability that are needed in the times. The role of mathematics is very extensive in this life. The magnitude of mathematics role requires the students to be able master math.

Cockroft states (Abdurrahman, 2003: 253) that mathematics must be taught to the students because 1) always used in all parts of life; 2) all fields of study require an appropriate math skills; 3) it is a powerful means of

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communication, concise, and clear; 4) can be used to present information in variety of ways; 5) improve the logical thinking ability, accuracy, frivolous awareness; and provide the ability solve challenged problem; and 6) give the ability to the problem solving effort.

Dolan and Williamson (1983: 9) states in the different ways:

“In April 1980, following two years of extensive research regarding the beliefs that many segments of society hold with respect to the objectives and priorities of mathematics education, the National Council of Teachers of Mathematics published Recommendation for School Mathematics of the 1980’s”.

Discerning the trend of mathematics has a lot of benefits, students should be fond of the mathematics subjects. But in fact, students’ anxiety and frustration in mathematic up to now still heard, both in public and school environment. Most students said that mathematics is an abstract class, difficult to understand, boring, uninteresting, and even there is no relation with the daily life. Probably it’s due to the saturated theory because there are exactitude methods in the mathematic subjects that are given.

Dolan and Williamson (1983: 15) describes more specific, it is:

“Many students have considerable difficulty solving word problems. Their confusion lies in the fact that they are unable to write number sentences for the problems, which is the method of solution typically taught. If they can not use the approach, they are lost and often give up. A majority of these same students do have an understanding of the basic problem. If they are taught an alternate strategy that will give them a less sophisticated approach to solving the problem, they may be able to arrive at solution”. Example:

An employee gets a constant raise every year. He started to work in 1990 with salary Rp 225.000,00 per month, and in 1996 his salary raised to Rp 465.000,00. How much salary will he get in 2000?

For such a problem above, the difficulties that probably appear is difficult to understand the word problem and connect the information on to the method to solve the problem. It does due to the students do not understand yet the solution steps, where it should be made the mathematical model which is appropriate in designing step.

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Abdurrahman states (2003: 252) that from various fields of study that are taught in school, mathematics is a field of study that is considered as the most difficult lesson, who do not find any difficulties to learn mathematics, and even more for students who find difficulties.

In addition, based on the concise interview to some students, they state that mathematic is an abstract lesson, difficult to understand, boring, uninteresting, and even there is no relation to daily life. And by seeing some students’ exercise book in SMA Negeri 2 Balige, some students have been able to answer the problem. But they only need the answer. They ignore the steps that must be passed systematically.

It’s probably caused of the saturated theory because the lesson that is given does not use the appropriate learning method, with one of teachers in SMA Negeri 2 Balige, Mr. Paber Panjaitan, teachers are often use the conventional method. That can be one of the reasons why students do not like studying mathematics. And then the spread of students’ achievement is extended.

In conventional method, teacher is more active so the learning process makes the students are easy to be saturated. Students are considered as passive creatures who receive the input only. All the learning process is concentrated to the teacher’s ability. So students’ ability is ignored.

There is a lot of learning methods that have been used in field problem solving is not appropriate to the material. To increase the students’ problem solving ability, it’s needed for having the learning attitude, open minded, and challenged to be active to give the ideas as much as possible. Because of that, there is a learning method that can be used to increase the students’ problem solving ability. The method is problem based learning.

Problem based learning is a learning method that gives challenge to students to look for the solution from individual or even team problems. Problem-based learning also makes students can develop their skills to the autonomous learners. Problems are divided to dig the natural curiosity by connecting the learning to the students’ daily life. And it emphasizes to the using of analytical and critical thinking ability.

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The aim of this method is to help human beings to tap their latent and frequently unused urge the growth to becoming self-directed, self-responsible, and autonomous persons. This development is encouraged by the therapist or educator initiating, in a one-to-one or a small group situation, a pattern of communication that creates a climate of trust and security. This type of milieu helps the students to focus on the issues, goals, and problems that confront them. It also facilitates the marshalling of the diverse cognitive, affective, and psychomotor resources required to resolve or reduce the concerns and problems. This facilitates setting is initiated and maintained by the facilitator’s communicating a non-judgmental, acceptant, and caring appreciation for the students.

According to Tan (Rusman, 2011:229), problem based learning is learning innovation because in the process of learning, thinking ability of students is optimized through team work systematically, in order to use, exercise, test, and develop the thinking ability continuously.

Finally, in coming to understand what needs to be considered in making the suitable method with the matter of mathematics and the low problem solving ability level, it is important for the researcher to make a research about The Influence of Problem Based Learning Method toward Students’ Sequence and Series Problem Solving Ability in the Twelfth Grade of SMA Negeri 2 Balige 2012/2013.

1.2 Problem Identification

Based on the background that is stated above, so we can identify some problems that relate to students’ mathematics learning, they are:

1. The spread students’ achievement of mathematics in SMA Negeri 2 Balige is extended.

2. Students’ problem solving ability of mathematics is not visible yet.

3. Students’ opinion that mathematic is difficult lesson and it’s due to the shortcoming of students’ interesting to mathematics learning.

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5. The learning method that is implemented by teacher can’t optimize the students’ problem solving ability.

1.3 Limitation Problem

Considering that this problem research scope is wide, it’s needed to make the limitation. The problem research is limited in Problem Based Learning on students’ problem solving ability in Application of Arithmetic Sequence and Series that concerns to KTSP.

1.4 Problem Formulation

Based on the background of the issues, problems identification and limitation problem that have been stated above, then the problem in this study is formulated as:

1. Is there any significant influence of problem based learning toward students’ sequence and series problem solving ability?

2. How is the students’ activity difference between problem based learning method and conventional method in arithmetic sequence and series subtopic in the twelfth grade of SMA Negeri 2 Balige?

1.5 Research Objectives

The research objectives of this research are:

1. To know there is positive influence of problem based learning to students’ sequence and series problem solving ability.

2. To know the students’ activity difference between problem based learning method and conventional method in arithmetic sequence and series subtopic in the twelfth grade of SMA Negeri 2 Balige.

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1.6 Research Benefits

This research is expected will give the benefit as follow: 1. For Students

a. Increasing the students’ activeness in learning in order to be autonomous students.

b. Increasing the students’ mathematics problem solving ability 2. For Teacher

a. Opening the insight of teacher’s mind in teaching and developing the learning method.

b. Measuring the students’ understanding in mathematics learning. 3. For School

a. Increasing the school quality by increasing the students’ achievement or teacher activities.

b. Increasing the learning affectivity and learning efficiency 4. For Students or Advanced Researcher

a. Increasing the insight, ability, and experience in increasing the competence as teacher candidate.

b. As information or reference for the advanced researcher in doing the same research.

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37 CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the result research from data analysis, can be obtained some conclussion, those are:

1. Students’ average problem solving ability that is taught by using problem based learning method is 88.50. Students’ average problem solving ability that is taught by conventional method is 79.03. Students’ average that is taught by using problem based learning method is higher than using conventional method. So by using t-test there is significant influence of problem based learning to students’ sequence and series problem solving ability.

2. The students’ activity in experimental class is better than students’ activity in control class. The students’ activity score of both classes is in the different interval. The students’ activity score is very high in the experimental class, whereas in the control class in the first meeting, it belongs to the low category and the second meeting belongs to the moderate category.

5.2 Suggestion

Based on research result, then the suggestions that can be given by writer are: 1. For mathematic teacher, problem based learning method can be used as an

alternative learning method because it can increase students’ problem solving ability.

2. For the next researcher, to make the better research in order to get the maximal result with different matter or grader and the end can be beneficial in education especially in mathematics eduation.

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