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Picture 1 Data value pretest experimental class and control class
Picture 2 Data value of post test experimental class and control class
b. Discussion
This study was conducted on June 6 until May 26, 2014 at MAN Model Gorontalo.
This study aims to determine ekeefektifan learning Problem Based Learning PBL
SETS assisted facebook vision on learning outcomes in the competence of the colloidal
system. Learning implemented in eight meetings. Learning begins with pre test the
experimental class and control class at the 1st meeting, to determine the initial state
before the second class was given a different treatment. At a meeting of the 3rd and 6th
performed in the laboratory to pass practicum. While at the meeting of the 2nd,
4th, 5th and 7th done teaching and learning in the classroom. 8th meeting held post test
to measure the success of teaching after second grade were given a different
treatment. In the experimental group and the control
group was given the same learning is learning vision SETS learning model PBL
Problem Based Learning. Learning begins by giving the problem at every meeting.
Students are required to solve the problem by working in their respective groups. The
difference in the experimental class learning SETS assisted facebook vision while using a
learning model PBL Problem Based Learning. Unlike the case with the control
class,
learning vision
SETS without
facebook assisted by still using the model PBL Problem Based Learning. Learning is
always associated with aspects of science, environment, technology and society as a
Rata-rata Nilai tertinggi
Nilai terendah Eksperimen
11 17
7 Kontrol
11 19
7 5
10 15
20
Rata-rata Nilai tertinggi
Nilai terendah Eksperimen
81 91
73 Kontrol
78 86
66 20
40 60
80 100
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whole that influence each other reciprocally. Learning PBL Problem Based Learning
SETS vision on the competence of colloidal aided facebook expected to motivate
students and affect learning outcomes. Winkel 1996: 58 motivation to learn is the
overall driving force of psychic within the students that lead to learning activities,
ensure continuity of learning activities and provide guidance on the learning activities
in order to achieve the goal. Motivation to learn can determine learning outcomes
achieved by students. Learning outcomes can be defined as the level of the actual
capabilities that are measured in the form of mastery of knowledge, skills, and attitudes
that achieved by students of what is learned.
Learning using PBL Problem Based Learning vision SETS done pembagiaannya
groups randomly. The group is permanent during the study, it aims to facilitate
classroom management in the learning process takes place. Learning to control
classroom learning by applying PBL Problem Based Learning vision-aided
SETS without facebook. Learning The same is done by using model PBL Problem Based
Learning SETS vision, the division of the same group during the study. Learning
outcomes of the second class compared to determine whether the experimental class
learning effective than learning in classroom control. Based on the initial stage of the
analysis, obtained results which indicate that the data value of pre-test experimental class
and control class normal distribution has a variance that is no different, and having an
average value is almost the same. This means that both classes departs from state
the same initial conditions.
Has found the analysis of the final stage, the average value of post test between the
experimental class with the control class. Student learning outcomes-assisted learning
with facebook better than students without pembelajaranya assisted facebook. This is
evident from the analysis of the parties the right, which shows the learning PBL
Problem Based Learning vision SETS assisted facebook the experimental class
learning outcomes better towards learning PBL Problem Based Learning vision SETS
without assisted facebook the control class. Binadja 2002: 72 states that learning vision
SETS menbentuk positive impression in students and positive impression arising
from visionary learning SETS positive effect on student learning outcomes. Similar
Akinoglu et al., 2006: 80 states that the application of problem-based learning model
affect students conceptual development positively. As well as on the results of
descriptive analysis shows that learning outcomes
affective character
and psychomotor practical through observation
sheet activities of students who were learning PBL Problem Based Learning
vision SETS assisted facebook lebiah well against students who were learning PBL
Problem Based Learning vision-aided SETS without facebook.
The learning process after being given the different treatment, obtained an average
value of post test experimental class of cognitive learning outcomes at 81 and 78. In
the control class is a test post test data normality using the Kolmogorov-Smirnov
assisted SPSS 22, both normal bedistribusi class. Expressed with a significance value
Asymp. Sig. 2-tailed 0.05, ie the value of the experimental class and control class
0.083 0.131. In the test the average difference of the right hand, acquired t =
2.141, while table = 1.675, because t count t table then H0 is rejected, which means that
the hypothesis is accepted. So it can be drawn the conclusion that the results of
experimental class learning better than the control class, in other words, learning PBL
Problem Based Learning vision SETS assisted
facebook competence
colloid provide good learning outcomes of the
learning PBL Problem Based Learning vision SETS without assisted facebook on
colloidal competence.
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Seen from
the average
results of
experimental class learning and control classes already reached the limit of
minimum mastery. With a population of 25 experimental class of 27 students reached
KKM, more than the control group at 23 of the 27 students reached KKM. In addition
the average value of post test grade students experiment better than the control class.
Mulyasa 2006: 99 the success of the class can be seen from at least 34 of the amount
that is in a class of individuals that have achieved mastery. Based on the criteria of
effectiveness of learning, it can be concluded that learning PBL Problem
Based Learning SETS vision-aided learning facebook
and PBL
Problem Based
Learning SETS vision without facebook assisted effectively used to help students
achieve mastery limits.
The average score value gain experimental class learning outcomes by 70 while the
control class is 67. In the second class of the sample, there is a significant increase in
learning outcomes. Experimental class and control class, learning outcome categorized
as high but has a different gain value. In the experimental group the average value gain
of 0.78 is not much different from the control class 0.75. Although the increase in
both classes in the same category, but the experimental class has a higher gain value. It
can be concluded learning PBL Problem Based Learning SETS aided facebook
vision can help improve learning outcomes, especially in colloidal competence. But
generally
speaking, facebook
assisted learning has not been optimally contribute to
the affective and psychomotor learning outcomes of students. This is because the
rocky learning students only focus on facebook facebook account, resulting in less
attention to aspects afektf character and psychomotor practicum. Students are
actively engaged in discussions with the group through facebook account group
virtual classroom, through the stages oreantasi
problems encountered,
then conduct scientific investigations, develop
and present through the presentation. The next step is to analyze and evaluate the
results of students presentation, so students get their own knowledge of the problem
solving process. However, the vision of SETS in learning has helped students
achieve minimum competency affective and psychomotor.
The use of the learning model PBL Problem Based Learning assessed in accordance
with the vision of learning SETS. According to Koh et al., 2008: 54 PBL in student-
centered learning process, students learn independently, and its main purpose to
improve problem-solving skills in students. Luo, 2014: 127 states that PBL can be a
solution if the students do not innovate and provoke students motivation. Giving the
problem at a meeting at the beginning of the learning, aims to foster the curiosity of
students to instructional material and the way of solving the problem through the four
elements SETS. Binadja 2005a states that for a discussion on SETS, can be started
from any direction and the starting point. Preformance learning process students are
not only given the knowledge of the science of colloidal material only, but students are
taught about the use of colloids in everyday life. McCare 2011: 130 states that
stimulate student learning will be more active when used as a stimulus issues.
Problem-based learning invites students to better understand the issues that are evolving
in the environment, is able to interpret environmental problems and solutions.
Because students are required to solve problems and find alternative solutions.
Problem-based learning stimulate students to think critically in any solve existing
problems, both in the context of the colloidal material as well as in everyday life.
Descriptive analysis of the activity of students in the learning process, grouped by
affective assessment character. Obtained average scores for each aspect of the
character aspects. Based on the average
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value of the character morality of students in the experimental class and control class
both have a good rating, which is keeluruhan scores tototal on apektif aspect character
experimental class and control class together 17 of the score range 04-20 , The average
value of the indicator of cooperation, discipline, curiosity, and communicative
have an average score almost the same, ie the same category with a score of 3 good.
But
the visible
aspects of
honesty experimental class is higher than the control
class in succession 4 very good and 3 good. Students in the experimental class in
character
honest with
indicators of
assessment in the form of a do not cheat, b do not commit plagiarism, c express
things as they are, d reporting of data or information is in accordance observations
and e admit fault or disadvantages that are likely to obtain a score of 4 very good .. It
shows
messages displayed
character education has not been effective in
improving students character. Education requires
habituation and
exemplary character so it takes a long time. This is in
accordance with the opinion of Agboola 2012: 165 does not function as a character
education improvement students deviant behavior that goes fast, because there are
other factors that influence their behavior such as family, social and cultural.
Activity can be seen in the control class, search and troubleshooting information on
the group woke up. Aspects of cooperation and discipline in receiving advice or input in
the group is needed. By contrast, the experimental class seem less cooperation
and discipline were awakened. Look busy with the hardware hadware used. This is
because the experimental class students accustomed to conduct its activities through
facebook to find information and solving problems independently. So that students are
less cooperation in group.
Learning that connects the material studied by
students around
the event
or phenomenon, it makes students more easily
understand the material presented as topics in the learning environment of students
themselves. Learning The same is done by using model PBL Problem Based Learning
SETS vision, but there is a difference between the experimental class with the
control class. Students in the experimental class tend to be silent or indifferent, they are
busy with activities on facebook. Students in the control group were active in learning.
This is due to discussions with learning model PBL Problem Based Learning could
lead to active students in cooperation. So that the students ability to analyze and solve
problems very well. When learning takes place in the experimental class many
students do not ask questions. It is not assure you that the students have grasped the
material but be a sign of more active student with
a social
media facebook
the experimental class.
The learning process does not only take place in the classroom with the help of
facebook, but also made the learning process in the lab to perform the lab. Purpose does
the lab aims to apply the theory and basic concepts acquired during the learning in the
classroom and then adjusted colloidal material, as a topic of study. Assessment
process should be implemented practicum either systemically and transparent, ranging
from the practical to produce. Assessment process lab in question is the activities
undertaken by the students associated with the lab. While the final assessment is
practical product assessment in accordance with the expected outcomes.
Based on data from students in practical activities that dirty water purification and
manufacture of colloids of maize by producing yoghurt. Data obtained from the
analysis of the results of peer assessment. In the experimental group and control group
total score obtained both 20 of about a score of 06-24, the total score results
obtained in the experimental class and control class that is a good category. The
total scores showed no difference in
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psychomotor learning outcomes of both classes.
The descriptive analysis of student activity on the facebook account during the learning
takes place through seven aspects are observed, such as 1 Students read course
materials via facebook, 2 Students are given like the material presented via facebook, 3
Students comment on the material presented via facebook , 4 Students answer exercises
through facebook, 5 Students are asking questions through facebook, and 6 Students
conduct discussions through facebook, 7 Students provide advice with regard to
things that must be added in learning through
facebook. Most
conduct its
activities on facebook. Just seen that the observed
aspects that
students give
suggestions regarding the things that had been added in learning through facebook has
never categories. The absence of the advice of students in the learning process, proving
that learning PBL Problem Based Learning vision SETS with facebook assisted to good
use. It just looks that facebook is not optimal role in the assessment of affective and
psychomotor. Facebook assisted learning, giving freedom to the students to always
access the information related to the problems and find solutions to problems that
occur in the neighborhood.
Analysis of responses expressed the majority of
students strongly
agree with
pemebelajaran PBL
Problem Based
Learning SETS vision-aided facebook. Most of the students stated strongly agree
and agree. This means that students are interested in and easily understand the
learning material with PBL Problem Based Learning SETS vision-aided facebook.
Learning PBL Problem Based Learning vision SETS open the horizons of students
about the phenomenon in everyday life that relate to the concept of colloidal they
learned. Student response data showed that students interest towards learning PBL
Problem Based Learning vision SETS average facebook aided both categories.
Thus it can be said that the application of learning PBL Problem Based Learning
vision-aided facebook SETS can encourage students interest in learning. Nur, 2001:
39, aroused the interest of students is important to reassure students and pull the
material to be covered to make sure students how knowledge will be useful for students to
solve problems that exist in the surrounding environment.
Thus the application of learning PBL Problem Based Learning SETS aided
facebook vision can motivate students to learn. Conformity with the opinion Nur,
2001: 43, motivation is one of the most important elements of effective teaching or
teaching works. Further according to Woolfolk, 2009: 167 suggested to involve
the students in group work as group work to create
the conditions
for learning
motivation, even in a group there are members of groups that contribute very
little.
Conclusion and Suggestion a. Conclusion
