THE EFFECT OF PROBLEM BASED LEARNING MODEL TOWARDS STUDENT’ S LEARNING OUTCOME IN DYNAMIC ELECTRICITY SUBJECT MATTER AT SMA NEGERI 1 PANYABUNGAN ACADEMIC YEAR 2016/2017.
THE EFFECT OF PROBLEM BASED LEARNING MODEL
TOWARDS STUDENT’S LEARNING OUTCOME
IN DYNAMIC ELECTRICITY SUBJECT MATTER
AT SMA NEGERI 1 PANYABUNGAN
ACADEMIC YEAR 2016/2017
By:
Musthofa Khuzein Rangkuti
4113322007
Physics Bilingual Education Program
THESIS
Submitted to Acquire Eligible
Bachelor of Education
PHYISICS DEPARTMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCE
MEDAN STATE UNIVERSITY
MEDAN
2016
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BIOGRAPHY
Musthofa Khuzein Rangkuti was born on December 04, 1992 in Maga
Lombang. He is number third of fifth brother-sister from Tohiruddin Rangkuti and
Mardiah. Writer was begun the education on 1999 in SD N 146957 Maga
Lombang and graduated on 2005. Then writer continued his education in SMP N
1 Lembah Sorik Marapi on 2005 and graduated on 2008. Writer registered in
SMA N 1 Panyabungan on 2008 and graduated on 2011. Writer followed
university test and accepted in Medan State University on 2011 at Bilingual
Physics Education Program, Faculty of Mathematic and Natural Science and
graduated on March, 2017.
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THE EFFECT OF PROBLEM BASED LEARNING MODEL
TOWARD STUDENT’S LEARNING OUTCOME IN
DYNAMIC ELECTRICITY SUBJECT MATTER
AT SMA NEGERI 1 PANYABUNGAN
ACADEMIC YEAR 2016/2017
Musthofa Khuzein Rangkuti
ABSTRACT
This study aims to analyze the effect of problem based learning model toward
student’s learning outcome about student problem solving skills. The type of this
research was quasi experimental, with experiment class used problem based
learning and control class used conventional learning. The population was all of
the tenth class of SMA Negeri 1 Panyabungan academic year 2016/1017 which
consist of six classes. Sample was taken with a simple random sampling
technique. The data in problem solving skill was collected by essay tests. Data
were analyzed with t test. The pretest value in experiment class 30.87 and the
posttest value 85.65 with the gain 0.7 which is included as a medium category.
And in the control class had the pretest value 17.44 and the posttest value 74.28
with the gain 0.6 which is included in medium category. Hypothesis result of
pretest tcount < ttable = 1.80 < 1.99, both of class have the same initial problem
solving skills. Hypothesis result of posttest tcount > ttable = 2.50 < 1.66. Proved from
hypothesis result in experiment class was higher than control class or there was
significant difference of post test score. The result of the study showed that there
was effect of problem based learning model toward student’s outcome about
student problem solving skill in experiment class or given by problem based
learning model.
Keyword: Problem Based Learning Model, Student Problem Solving Skill
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PREFACE
Praise to ALLAH Almighty for all His bless and grace so that the study
can be completed well in accordance with the planned time. This thesis titled "The
Effect of Problem Based Learning Model towards Student’s Learning Outcome in
Dynamic Electricity Subject Matter at SMA Negeri 1 Panyabunngan Academic
Year 2016/ 2017". It’s requirement of a Bachelor's degree in Physical Education,
Faculty of Mathematics and Natural Sciences, Medan State University.
In this moment I would like to thank to Prof. Dr. Sahyar, M.S, M.M as
thesis supervisor who has provided guidance and advice to the author since the
beginning of the writing of the proposal until the end of this thesis. Thanks also
submitted to Prof. Dr. Nurdin Bukit, M.Si as a lecturer comparison I, Mam Dr.
Rita Juliani, M.Si as a lecturer comparison II, and Mam Dr. Sondang R.
Manurung, M.Pd as comparison lecturer III. Thanks also to Prof. Drs. Motlan,
M.Sc, Ph.D as academic lecturer and to all the faculty and staff employees of the
Department of Physics Faculty Unimed who have helped me to finish this thesis.
Thank you to Mr. Drs. H. Muhammad Nuh Nasution as Headmaster and Hafsah
Nasution S.Pd as Physics teacher in SMA Negeri 1 Panyabungan that have
allowed the authors to conduct research.
Especially the author said thank you so much to father Tohiruddin
Rangkuti and my beloved mother Mardiah whose have been fighting for me, my
sister Fadilah NovYanti Rangkuti, my brother Abdurriadi Rangkuti, my little
brother Muhammad Alwi Azis Rangkuti, and my siter in law Maya Ragela which
have given support and meet all the needs and affection to the author so author
can finish the study. And do not forget to Billingual Physics 2011, PPL’s Team
SMA Plus Matauli 2014, Big Family of Forum Indonesia Muda have been making
stronger when writer feel bored that support me from social media and many more
who know me that can’t be mentioned here and will post in thoofaa.tumblr.com.
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The author has tried as much as possible in the completion of this thesis,
but the authors recognize there are still many weaknesses in terms of content, as
well as grammar, author needs any suggestions and constructive criticism from
readers for the perfection of this thesis. This thesis would be beneficial to the
reader.
Medan, March 2017
Writer
Musthofa Khuzein Rangkuti
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TABLE OF CONTENT
Approval Sheet
i
Biography
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Abstract
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Preface
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Table of Content
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Figure List
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Table List
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Appendix List
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CHAPTER I
INTRODUCTION
1.1 Background
1.2 Problem Identification
1.3 Problem Limitation
1.4 Problem Formulation
1.5 Research Objectives
1.6 Research Benefits
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CHAPTER II
LITERATURE REVIEW
2.1 Theoretical Framework
2.1.1 Problem Based Learning Model
2.1.1.1 Characteristic of Problem Based Learning
2.1.1.2 Purpose of Problem Based Learning
2.1.1.3 Stages of Problem Based Learning
2.1.1.4 Advantages of Problem Based Learning
2.1.1.5 Disadvantages of Problem Based Learning
2.1.2 Definition of Learning
2.1.3 Learning Theory
2.1.3.1 Constructivism
2.1.3.2 Piaget and Vygotsky Learning Theory
2.1.3.3 Bruner Learning Theory
2.1.4 Conventional Learning
2.1.5 Learning Outcomes
2.1.5.1 Cognitive Aspect
2.1.5.2 Affective Aspect
2.1.5.3 Psychomotor Aspect
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2.1.5.4 Problem Solving Skill
2.1.6 Learning Matter
2.1.6.1 Current
2.1.6.2 Potential Difference
2.1.6.3 Resistance
2.1.6.4 Ohm’s Law
2.1.6.5 Series Circuit
2.1.6.6 Parallel Circuit
2.1.6.7 Kirchhoff’s Law
2.1.6.8 Electric Power
2.1.7 Relevant Research
2.2 Conceptual Framework
2.3 Hypothesis
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CHAPTER III
RESEARCH METHOD
3.1 Location and Time of Research
3.2 Population and Sample Research
3.2.1 Population of Research
3.2.2 Sample of Research
3.3 Research Variable
3.3.1 Independent Variable
3.3.2 Dependent Variable
3.4 Type and Research Design
3.4.1 Type of Research
3.4.2 Design of Research
3.5 Research Procedure
3.6 Research Instrument
3.6.1 Test Result Learning
3.6.2 Validity of Test
3.7 Data Analysis Techniques
3.7.1 Determine Average Mean
3.7.2 Determine the Standard Deviation
3.7.3 Normality Test
3.7.4 Homogeneity Test
3.7.5 Hypothesis Test
3.7.6 N-Gain Test
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CHAPTER IV
RESULT AND DISCUSSION
4.1 Processing and Data Analyze
4.2 Data Pretest Student Problem Solving Skill in Experiment Class
and Control Class
4.3 Pretest Analyze
4.3.1 Normality Test Data
4.3.2 Homogeneity Test Data
4.3.3 Hypothesis Test
4.4 Data Posttest Student Problem Solving Skill in Experiment Class
and Control Class
4.5 Data of Student Problem Solving Skill Experiment Class
and Control Class
4.6 Problem Solving Skill
4.7 Posttest Analyze
4.7.1 Normality Test Data
4.7.2 Homogeneity Test Data
4.7.3 Hypothesis Test
4.8 N –gain Test
4.9 Discussion
4.9.1 Student Problem Solving Skill with Problem Based
Learning Model
4.9.2 Student Problem Solving Skill with Conventional Learning
4.9.3 Comparison Student Problem Solving Skill between Problem
Based Learning Model and Conventional Learning
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
5.2 Suggestion
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REFFERENCES
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FIGURE LIST
Figure 2.1 Learner Outcomes for Problem Based Learning
Figure 2.2 Much charger move past a fix point
Figure 2.3 Series Circuit
Figure 2.4 Parallel Circuit
Figure 2.5 Kirchhoff’s Circuit
Figure 3.1 The Flow of Design Research
Figure 4.1 Diagram of Data Control Class in Pretest
Figure 4.2 Diagram of Data Experiment Class in Pretest
Figure 4.3 Diagram of Data Control Class in Posttest
Figure 4.4 Diagram of Data Experiment Class in Posttest
Figure 4.5 Diagram Data Student Problem Solving Skill Based
On Question Item
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TABLE LIST
Table 2.1 Syntax for Problem Based Learning
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Table 2.2 Difference between Bloom’s Taxonomy 1956
and Anderson and Krathwhol’s 2001
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Table 2.4 Relevant Research
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Table 3.1 The Design of the Research
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Table 3.2 The Guidelines scoring Problem Solving Skill Test
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Table 3.3 Specification of Problem Based Learning Skill
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Table 4.1 Data Pretest Experimental Class
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Table 4.2 Data Pretest Control Class
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Table 4.3 Mean and Standard Deviation
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Table 4.4 Normality Test Pretest in Experimental Class and Control Class 45
Table 4.5 Test Homogeneity Pretest Experimental Class and Control Class 45
Table 4.6 Summary Calculation Hypothesis Test Pretest
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Table 4.7 Data Posttest Experimental Class
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Table 4.8 Data Posttest Control Class
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Table 4.9 Mean and Standard Deviation
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Table 4.10 Average Value of Student Problem Solving Skill
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Table 4.11 Specification of Problem Solving Skill Level
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Table 4.12 Data Pretest and Posttest Experimental Class and Control Class 52
Table 4.13 Normality Test in Experimental Class and Control Class
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Table 4.14 Test Homogeneity Posttest in Experimental Class and Control
Class
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Table 4.15 Summary Calculation Hypothesis Capabilities Posttest
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Table 4.16 The Result N- Gain
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APPENDIX LIST
Appendix 1 Lesson Plan I
Appendix 2 Lesson Plan II
Appendix 3 Lesson Plan III
Appendix 4 Worksheet I
Appendix 5 Worksheet II
Appendix 6 Worksheet III
Appendix 7 Test Specification
Appendix 8 Test on Problem Solving Skill
Appendix 9 Validity Test
Appendix 10 Student Problem Solving Skill Data Experiment Class
Appendix 11 Student Problem Solving Skill Data Control Class
Appendix 12 Normality Test
Appendix 13 Homogeneity Test
Appendix 14 Hypothesis Test
Appendix 15 Research Documentation
Appendix 16 Distribution Table Z
Appendix 17 Distribution Table F (Lilliefors Test)
Appendix 18 Answering Sheet Pretest Experiment Class
Appendix 19 Answering Sheet Pretest Control Class
Appendix 20 Answering Sheet Posttest Experiment Class
Appendix 21 Answering Sheet Posttest Control Class
Appendix 22 Answering Worksheet
Appendix 23 Information Letter of Thesis Supervisor
Appendix 24 Permission Letter of Research
Appendix 25 Information Letter of Committed Research
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CHAPTER I
INTRODUCTION
1.1. Background
Teaching and learning process is the core of the educational process as a whole
the teacher become the primary role holder. Teaching and learning activities is a
series of activities between teachers and students as a basis of reciprocal relationships
that occurs in an educational situation to achieve educational goals. Learning process
is regard to the cognitive, affective, and psychomotor.
Learning often emphasize only to the cognitive aspects on remembering activity,
understanding activity, and applying activity. In future, the learning in the cognitive
aspects required and must develop problem solving ability. Include in the teaching
and learning of physics.
Basically students have skills or ability in learning, for example, questioning
skills, hypothesis, investigation, observation, classification, prediction, interpretation,
and communication. However, these skills are sometimes not appears to learn
problem solving ability that gave rise to these students. Therefore, to develop and
improve the skills or ability of the learners need a model of learning so that students
can be actively involved.
According to one of the International Study on student’s cognitive abilities are
TIMSS (Trends in Mathematics and Science Study) conducted by the IEA
(International Association for the Evaluation of Educational Achievement). TIMSS
201 results in physics field shows that the Indonesia gained 397 values, and this value
is below the international average is 500. The data indicates that the absorption of
students in physics learning. Based on the results of TIMSS, it can be said that the
students' ability of problem solving skill Indonesia is still low.
Results of interviews with physics teacher about student learning outcomes are
seen from daily test is still low and evidenced by average value in semester exams in
class X SMA Negeri 1 Panyabungan. Students in X just reached 64 score in final
examination physics lesson. Student in XI achieve score 62, then student in XII just
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reached 62. Those are average score student reached in final physics examination. It’s
too far from absolute score (KKM) 75 who students must reached. In addition,
students are not familiar to solve physics problems in divergent question.
Based on observations made by researchers and distributed to students in Senior
High School (SMA) Negeri 1 Panyabungan is still dominated by the conventional
learning. Teacher use conventional learning from beginning till end of learning
process, teacher just use question and answer, discussion tends to procedural and
more emphasis on learning outcomes, instead of the understanding of the concept.
From the data of learning physics is still relatively low about the cognitive. And also
obtained the students are have less interested with the physics subject. Most of the
students said that physics is a difficult subject to understand, boring, and most
formulas, concepts, theories also considered complicated. This is also evidenced by
the low activity of students in the learning process. Besides that, the questions that
presented by teachers and also the examples of which are given focused by the
formulas. Without explaining the detail concept beforehand, this causes student using
the wrong formula for completing the assignment from teachers, and if the problem is
different from the example given by teacher, the students will be confusion solve it.
It is also due to the learning model used is less varied. Teachers simply use the
conventional model, where the learning system centered on teachers, and more
actively and students only passively. The Student follow the direction of the teacher
and listen to what the teacher explained, and are not required to express an opinion,
discuss or investigate the knowledge that obtained so significantly less tedious and
experience saturation. In addition, the lack of ability of the students to connect the
concepts of physics are taught by teachers with daily life as causes less interest
students learn physics.
In achieving learning standard and to obtain a high learning outcomes include
problem solving skills are not only supported by facilities, learning models are also
influential. In the subject matter of physics, not all the learning model can be
implemented well, therefore the selection of learning model leads to successful
learning objectives. If the learning model used involves an active role in the learning
3
process, it is able to improve student learning outcomes to achieve problem skill. In
problem-based learning (PBL) courses, students work with classmates to solve
complex and authentic problems that help develop content knowledge as well as
problem-solving, reasoning, communication, and self-assessment skills (Stanford
University, 2001: 1).
Research of models with the type of problem based learning has been made by
Pinar Celik, et al (2011) about success in Physics course. The result showed that the
average score of students who give problem based model 78.85 and control class just
raised 61.45. Hasanul Hadi, et al research showed control class using conventional
learning and experiment class using problem based learning model. The result
showed that the average score of students who give problem based learning model
62.3 and control class just raised 56.
Based on the above explanation, so the student need a learning environment that
engages students actively or in other words emphasize the involvement of students in
the learning process so that the students are more understand and also understand the
material being taught and become more active. Because basically learning is a change
in behavior that results from the learner’s interaction with the environment (Michael,
2003: 3) .In this case the process of the work done by a person to obtain a new
behavior change as a whole, as a result of experience by itself in interaction with the
environment. The researcher proposes problem based learning model to overcome or
to be solution to solve the matter. Problem based learning is one alternative that is
innovative learning with constructivism based.
However, the problem based learning model has weaknesses in its application.
Weaknesses of the problem based learning model, for example the conditions not
conducive to school, need tools and infrastructure that not all schools have them, and
require a long time. Based on the above description, the researchers will conduct
research under the title "The Effect of Problem Based Learning Model toward
Student’s Learning Outcome in Dynamic Electricity Subject Matter at SMA
Negeri 1 Panyabungan Academic Year 2015/ 2016”.
4
1.2. Problem Identification
From the explanation above, can be identified the scope of the problem, namely:
1. Students assume that physics is a lesson that still less interesting and
difficult to understand.
2. Less interest in learning that is focused on the formula, physics
learning process is teacher center, and rarely to conduct with
experiment.
3. Teacher respond to the student’s work just answer right and wrong
without the reason, and less of problem solving skill.
4. The using of a less varied learning models, as well still a low level of
understanding of the concepts.
1.3. Problem Limitation
Based on the identification, the researcher limit this problem, there are:
1. Learning model that use is problem based learning model.
2. Research conducted in two classes namely control class and
experiment class that implement of problem based learning model.
3. Subject matter that will be present is Dynamic Electricity.
4. The results of the study examined only cognitive aspect actually
problem solving skill.
1.4. Problem Formulation
Based on the above problem definition, formulation of the problem in this study
as follows:
1. How the results of the student’s learning outcome as a student’s
problem solving ability using problem based learning model in
Dynamic Electricity subject matter at SMA Negeri 1 Panyabungan
Academic Year 2016 / 2017?
2. How the results of the student’s learning outcome as a student’s
problem solving ability using conventional learning model in Dynamic
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Electricity subject matter at SMA Negeri 1 Panyabungan Academic
Year 2016 / 2017?
3. Is the result of the student’s learning outcome as a student’s problem
solving ability using problem based learning model better than using
conventional learning model in in Dynamic Electricity subject matter
at SMA Negeri 1 Panyabungan Academic Year 2016 / 2017?
1.5. Research Objectives
There are some research objective items, namely:
1. To Analysis student’s learning outcome as a student’s problem solving
skills by using problem based learning model in Dynamic Electricity
subject matter at at SMA Negeri 1 Panyabungan Academic Year 2016 /
2017.
2. To Analysis student’s learning outcome as a student’s problem solving
skills using conventional learning model in Dynamic Electricity subject
matter at SMA Negeri 1 Panyabungan Academic Year 2016 / 2017.
3. To analysis which one better use about student’s learning outcome as a
student’s problem solving skills by using problem based learning model
and conventional learning model in Dynamic Electricity subject matter at
SMA Negeri 1 Panyabungan Academic Year 2016 / 2017.
1.6. Research Benefits
After the research is completed, the expected the research benefits are:
1. Student likely and mastery study physics, because can pull out, thinking,
discuss, foster a scientific attitude to develop a fundamental skill,
conclude the physics lesson.
2. For physics teacher as output in an effort use the model in physics
learning to improve student’s problem solving skill and as varied of
model that can used.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
1. Problem Solving Skill student who given Problem Based Learning Model
on Dynamic Electricity Topic in X grade at SMA Negeri 1 Panyabungan
Academic Year
2016/2017 have initial ability 30.87 and 85.65 after
student given treatment, there is 0.7 n gain (increased level) of problem
solving skill and included as high category.
2. Problem Solving Skill student who given Conventional Learning there is
0.6 n gain (increased level) of problem solving skill and included as
medium category. The initial ability 17.44 and 74.28 after student given
conventional learning.
3. The value of posttest in experimental class is higher than control class, that
is 85.65 and 74.44 with tcount>ttable= 2.507> 1,667 with α = 0,05, therefore,
the experiment class is greater than control class. So, there is the effect of
problem based learning towards student problem solving.
5.2. Suggestion
Based on conclusion, there are suggestion to next researcher, they are:
1. For the next researcher who wants to study problem based learning model,
will be better ifprepare the problem that include as a contextual and
authentic problem which are relate with the topic and it will be motivation
to students follow the teaching and learning process.
2. Attention to the use of time in learning process for each phase, because it
requires a lot of time, especially when students try to find their own
information in experiment and discussion group.
3. For teacher will be better if using variaety model moreover problem based
learning model to improve student knowledge.
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4. For school will be able if giving more attention to laboratory intruments
and giving facility to student and teacher, therfore the learning process to
be meaningfull.
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REFFERENCES
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TOWARDS STUDENT’S LEARNING OUTCOME
IN DYNAMIC ELECTRICITY SUBJECT MATTER
AT SMA NEGERI 1 PANYABUNGAN
ACADEMIC YEAR 2016/2017
By:
Musthofa Khuzein Rangkuti
4113322007
Physics Bilingual Education Program
THESIS
Submitted to Acquire Eligible
Bachelor of Education
PHYISICS DEPARTMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCE
MEDAN STATE UNIVERSITY
MEDAN
2016
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BIOGRAPHY
Musthofa Khuzein Rangkuti was born on December 04, 1992 in Maga
Lombang. He is number third of fifth brother-sister from Tohiruddin Rangkuti and
Mardiah. Writer was begun the education on 1999 in SD N 146957 Maga
Lombang and graduated on 2005. Then writer continued his education in SMP N
1 Lembah Sorik Marapi on 2005 and graduated on 2008. Writer registered in
SMA N 1 Panyabungan on 2008 and graduated on 2011. Writer followed
university test and accepted in Medan State University on 2011 at Bilingual
Physics Education Program, Faculty of Mathematic and Natural Science and
graduated on March, 2017.
iii
THE EFFECT OF PROBLEM BASED LEARNING MODEL
TOWARD STUDENT’S LEARNING OUTCOME IN
DYNAMIC ELECTRICITY SUBJECT MATTER
AT SMA NEGERI 1 PANYABUNGAN
ACADEMIC YEAR 2016/2017
Musthofa Khuzein Rangkuti
ABSTRACT
This study aims to analyze the effect of problem based learning model toward
student’s learning outcome about student problem solving skills. The type of this
research was quasi experimental, with experiment class used problem based
learning and control class used conventional learning. The population was all of
the tenth class of SMA Negeri 1 Panyabungan academic year 2016/1017 which
consist of six classes. Sample was taken with a simple random sampling
technique. The data in problem solving skill was collected by essay tests. Data
were analyzed with t test. The pretest value in experiment class 30.87 and the
posttest value 85.65 with the gain 0.7 which is included as a medium category.
And in the control class had the pretest value 17.44 and the posttest value 74.28
with the gain 0.6 which is included in medium category. Hypothesis result of
pretest tcount < ttable = 1.80 < 1.99, both of class have the same initial problem
solving skills. Hypothesis result of posttest tcount > ttable = 2.50 < 1.66. Proved from
hypothesis result in experiment class was higher than control class or there was
significant difference of post test score. The result of the study showed that there
was effect of problem based learning model toward student’s outcome about
student problem solving skill in experiment class or given by problem based
learning model.
Keyword: Problem Based Learning Model, Student Problem Solving Skill
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PREFACE
Praise to ALLAH Almighty for all His bless and grace so that the study
can be completed well in accordance with the planned time. This thesis titled "The
Effect of Problem Based Learning Model towards Student’s Learning Outcome in
Dynamic Electricity Subject Matter at SMA Negeri 1 Panyabunngan Academic
Year 2016/ 2017". It’s requirement of a Bachelor's degree in Physical Education,
Faculty of Mathematics and Natural Sciences, Medan State University.
In this moment I would like to thank to Prof. Dr. Sahyar, M.S, M.M as
thesis supervisor who has provided guidance and advice to the author since the
beginning of the writing of the proposal until the end of this thesis. Thanks also
submitted to Prof. Dr. Nurdin Bukit, M.Si as a lecturer comparison I, Mam Dr.
Rita Juliani, M.Si as a lecturer comparison II, and Mam Dr. Sondang R.
Manurung, M.Pd as comparison lecturer III. Thanks also to Prof. Drs. Motlan,
M.Sc, Ph.D as academic lecturer and to all the faculty and staff employees of the
Department of Physics Faculty Unimed who have helped me to finish this thesis.
Thank you to Mr. Drs. H. Muhammad Nuh Nasution as Headmaster and Hafsah
Nasution S.Pd as Physics teacher in SMA Negeri 1 Panyabungan that have
allowed the authors to conduct research.
Especially the author said thank you so much to father Tohiruddin
Rangkuti and my beloved mother Mardiah whose have been fighting for me, my
sister Fadilah NovYanti Rangkuti, my brother Abdurriadi Rangkuti, my little
brother Muhammad Alwi Azis Rangkuti, and my siter in law Maya Ragela which
have given support and meet all the needs and affection to the author so author
can finish the study. And do not forget to Billingual Physics 2011, PPL’s Team
SMA Plus Matauli 2014, Big Family of Forum Indonesia Muda have been making
stronger when writer feel bored that support me from social media and many more
who know me that can’t be mentioned here and will post in thoofaa.tumblr.com.
v
The author has tried as much as possible in the completion of this thesis,
but the authors recognize there are still many weaknesses in terms of content, as
well as grammar, author needs any suggestions and constructive criticism from
readers for the perfection of this thesis. This thesis would be beneficial to the
reader.
Medan, March 2017
Writer
Musthofa Khuzein Rangkuti
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TABLE OF CONTENT
Approval Sheet
i
Biography
ii
Abstract
iii
Preface
iv
Table of Content
vi
Figure List
ix
Table List
x
Appendix List
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CHAPTER I
INTRODUCTION
1.1 Background
1.2 Problem Identification
1.3 Problem Limitation
1.4 Problem Formulation
1.5 Research Objectives
1.6 Research Benefits
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CHAPTER II
LITERATURE REVIEW
2.1 Theoretical Framework
2.1.1 Problem Based Learning Model
2.1.1.1 Characteristic of Problem Based Learning
2.1.1.2 Purpose of Problem Based Learning
2.1.1.3 Stages of Problem Based Learning
2.1.1.4 Advantages of Problem Based Learning
2.1.1.5 Disadvantages of Problem Based Learning
2.1.2 Definition of Learning
2.1.3 Learning Theory
2.1.3.1 Constructivism
2.1.3.2 Piaget and Vygotsky Learning Theory
2.1.3.3 Bruner Learning Theory
2.1.4 Conventional Learning
2.1.5 Learning Outcomes
2.1.5.1 Cognitive Aspect
2.1.5.2 Affective Aspect
2.1.5.3 Psychomotor Aspect
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2.1.5.4 Problem Solving Skill
2.1.6 Learning Matter
2.1.6.1 Current
2.1.6.2 Potential Difference
2.1.6.3 Resistance
2.1.6.4 Ohm’s Law
2.1.6.5 Series Circuit
2.1.6.6 Parallel Circuit
2.1.6.7 Kirchhoff’s Law
2.1.6.8 Electric Power
2.1.7 Relevant Research
2.2 Conceptual Framework
2.3 Hypothesis
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CHAPTER III
RESEARCH METHOD
3.1 Location and Time of Research
3.2 Population and Sample Research
3.2.1 Population of Research
3.2.2 Sample of Research
3.3 Research Variable
3.3.1 Independent Variable
3.3.2 Dependent Variable
3.4 Type and Research Design
3.4.1 Type of Research
3.4.2 Design of Research
3.5 Research Procedure
3.6 Research Instrument
3.6.1 Test Result Learning
3.6.2 Validity of Test
3.7 Data Analysis Techniques
3.7.1 Determine Average Mean
3.7.2 Determine the Standard Deviation
3.7.3 Normality Test
3.7.4 Homogeneity Test
3.7.5 Hypothesis Test
3.7.6 N-Gain Test
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CHAPTER IV
RESULT AND DISCUSSION
4.1 Processing and Data Analyze
4.2 Data Pretest Student Problem Solving Skill in Experiment Class
and Control Class
4.3 Pretest Analyze
4.3.1 Normality Test Data
4.3.2 Homogeneity Test Data
4.3.3 Hypothesis Test
4.4 Data Posttest Student Problem Solving Skill in Experiment Class
and Control Class
4.5 Data of Student Problem Solving Skill Experiment Class
and Control Class
4.6 Problem Solving Skill
4.7 Posttest Analyze
4.7.1 Normality Test Data
4.7.2 Homogeneity Test Data
4.7.3 Hypothesis Test
4.8 N –gain Test
4.9 Discussion
4.9.1 Student Problem Solving Skill with Problem Based
Learning Model
4.9.2 Student Problem Solving Skill with Conventional Learning
4.9.3 Comparison Student Problem Solving Skill between Problem
Based Learning Model and Conventional Learning
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
5.2 Suggestion
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REFFERENCES
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FIGURE LIST
Figure 2.1 Learner Outcomes for Problem Based Learning
Figure 2.2 Much charger move past a fix point
Figure 2.3 Series Circuit
Figure 2.4 Parallel Circuit
Figure 2.5 Kirchhoff’s Circuit
Figure 3.1 The Flow of Design Research
Figure 4.1 Diagram of Data Control Class in Pretest
Figure 4.2 Diagram of Data Experiment Class in Pretest
Figure 4.3 Diagram of Data Control Class in Posttest
Figure 4.4 Diagram of Data Experiment Class in Posttest
Figure 4.5 Diagram Data Student Problem Solving Skill Based
On Question Item
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TABLE LIST
Table 2.1 Syntax for Problem Based Learning
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Table 2.2 Difference between Bloom’s Taxonomy 1956
and Anderson and Krathwhol’s 2001
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Table 2.4 Relevant Research
28
Table 3.1 The Design of the Research
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Table 3.2 The Guidelines scoring Problem Solving Skill Test
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Table 3.3 Specification of Problem Based Learning Skill
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Table 4.1 Data Pretest Experimental Class
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Table 4.2 Data Pretest Control Class
43
Table 4.3 Mean and Standard Deviation
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Table 4.4 Normality Test Pretest in Experimental Class and Control Class 45
Table 4.5 Test Homogeneity Pretest Experimental Class and Control Class 45
Table 4.6 Summary Calculation Hypothesis Test Pretest
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Table 4.7 Data Posttest Experimental Class
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Table 4.8 Data Posttest Control Class
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Table 4.9 Mean and Standard Deviation
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Table 4.10 Average Value of Student Problem Solving Skill
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Table 4.11 Specification of Problem Solving Skill Level
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Table 4.12 Data Pretest and Posttest Experimental Class and Control Class 52
Table 4.13 Normality Test in Experimental Class and Control Class
53
Table 4.14 Test Homogeneity Posttest in Experimental Class and Control
Class
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Table 4.15 Summary Calculation Hypothesis Capabilities Posttest
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Table 4.16 The Result N- Gain
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APPENDIX LIST
Appendix 1 Lesson Plan I
Appendix 2 Lesson Plan II
Appendix 3 Lesson Plan III
Appendix 4 Worksheet I
Appendix 5 Worksheet II
Appendix 6 Worksheet III
Appendix 7 Test Specification
Appendix 8 Test on Problem Solving Skill
Appendix 9 Validity Test
Appendix 10 Student Problem Solving Skill Data Experiment Class
Appendix 11 Student Problem Solving Skill Data Control Class
Appendix 12 Normality Test
Appendix 13 Homogeneity Test
Appendix 14 Hypothesis Test
Appendix 15 Research Documentation
Appendix 16 Distribution Table Z
Appendix 17 Distribution Table F (Lilliefors Test)
Appendix 18 Answering Sheet Pretest Experiment Class
Appendix 19 Answering Sheet Pretest Control Class
Appendix 20 Answering Sheet Posttest Experiment Class
Appendix 21 Answering Sheet Posttest Control Class
Appendix 22 Answering Worksheet
Appendix 23 Information Letter of Thesis Supervisor
Appendix 24 Permission Letter of Research
Appendix 25 Information Letter of Committed Research
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CHAPTER I
INTRODUCTION
1.1. Background
Teaching and learning process is the core of the educational process as a whole
the teacher become the primary role holder. Teaching and learning activities is a
series of activities between teachers and students as a basis of reciprocal relationships
that occurs in an educational situation to achieve educational goals. Learning process
is regard to the cognitive, affective, and psychomotor.
Learning often emphasize only to the cognitive aspects on remembering activity,
understanding activity, and applying activity. In future, the learning in the cognitive
aspects required and must develop problem solving ability. Include in the teaching
and learning of physics.
Basically students have skills or ability in learning, for example, questioning
skills, hypothesis, investigation, observation, classification, prediction, interpretation,
and communication. However, these skills are sometimes not appears to learn
problem solving ability that gave rise to these students. Therefore, to develop and
improve the skills or ability of the learners need a model of learning so that students
can be actively involved.
According to one of the International Study on student’s cognitive abilities are
TIMSS (Trends in Mathematics and Science Study) conducted by the IEA
(International Association for the Evaluation of Educational Achievement). TIMSS
201 results in physics field shows that the Indonesia gained 397 values, and this value
is below the international average is 500. The data indicates that the absorption of
students in physics learning. Based on the results of TIMSS, it can be said that the
students' ability of problem solving skill Indonesia is still low.
Results of interviews with physics teacher about student learning outcomes are
seen from daily test is still low and evidenced by average value in semester exams in
class X SMA Negeri 1 Panyabungan. Students in X just reached 64 score in final
examination physics lesson. Student in XI achieve score 62, then student in XII just
1
2
reached 62. Those are average score student reached in final physics examination. It’s
too far from absolute score (KKM) 75 who students must reached. In addition,
students are not familiar to solve physics problems in divergent question.
Based on observations made by researchers and distributed to students in Senior
High School (SMA) Negeri 1 Panyabungan is still dominated by the conventional
learning. Teacher use conventional learning from beginning till end of learning
process, teacher just use question and answer, discussion tends to procedural and
more emphasis on learning outcomes, instead of the understanding of the concept.
From the data of learning physics is still relatively low about the cognitive. And also
obtained the students are have less interested with the physics subject. Most of the
students said that physics is a difficult subject to understand, boring, and most
formulas, concepts, theories also considered complicated. This is also evidenced by
the low activity of students in the learning process. Besides that, the questions that
presented by teachers and also the examples of which are given focused by the
formulas. Without explaining the detail concept beforehand, this causes student using
the wrong formula for completing the assignment from teachers, and if the problem is
different from the example given by teacher, the students will be confusion solve it.
It is also due to the learning model used is less varied. Teachers simply use the
conventional model, where the learning system centered on teachers, and more
actively and students only passively. The Student follow the direction of the teacher
and listen to what the teacher explained, and are not required to express an opinion,
discuss or investigate the knowledge that obtained so significantly less tedious and
experience saturation. In addition, the lack of ability of the students to connect the
concepts of physics are taught by teachers with daily life as causes less interest
students learn physics.
In achieving learning standard and to obtain a high learning outcomes include
problem solving skills are not only supported by facilities, learning models are also
influential. In the subject matter of physics, not all the learning model can be
implemented well, therefore the selection of learning model leads to successful
learning objectives. If the learning model used involves an active role in the learning
3
process, it is able to improve student learning outcomes to achieve problem skill. In
problem-based learning (PBL) courses, students work with classmates to solve
complex and authentic problems that help develop content knowledge as well as
problem-solving, reasoning, communication, and self-assessment skills (Stanford
University, 2001: 1).
Research of models with the type of problem based learning has been made by
Pinar Celik, et al (2011) about success in Physics course. The result showed that the
average score of students who give problem based model 78.85 and control class just
raised 61.45. Hasanul Hadi, et al research showed control class using conventional
learning and experiment class using problem based learning model. The result
showed that the average score of students who give problem based learning model
62.3 and control class just raised 56.
Based on the above explanation, so the student need a learning environment that
engages students actively or in other words emphasize the involvement of students in
the learning process so that the students are more understand and also understand the
material being taught and become more active. Because basically learning is a change
in behavior that results from the learner’s interaction with the environment (Michael,
2003: 3) .In this case the process of the work done by a person to obtain a new
behavior change as a whole, as a result of experience by itself in interaction with the
environment. The researcher proposes problem based learning model to overcome or
to be solution to solve the matter. Problem based learning is one alternative that is
innovative learning with constructivism based.
However, the problem based learning model has weaknesses in its application.
Weaknesses of the problem based learning model, for example the conditions not
conducive to school, need tools and infrastructure that not all schools have them, and
require a long time. Based on the above description, the researchers will conduct
research under the title "The Effect of Problem Based Learning Model toward
Student’s Learning Outcome in Dynamic Electricity Subject Matter at SMA
Negeri 1 Panyabungan Academic Year 2015/ 2016”.
4
1.2. Problem Identification
From the explanation above, can be identified the scope of the problem, namely:
1. Students assume that physics is a lesson that still less interesting and
difficult to understand.
2. Less interest in learning that is focused on the formula, physics
learning process is teacher center, and rarely to conduct with
experiment.
3. Teacher respond to the student’s work just answer right and wrong
without the reason, and less of problem solving skill.
4. The using of a less varied learning models, as well still a low level of
understanding of the concepts.
1.3. Problem Limitation
Based on the identification, the researcher limit this problem, there are:
1. Learning model that use is problem based learning model.
2. Research conducted in two classes namely control class and
experiment class that implement of problem based learning model.
3. Subject matter that will be present is Dynamic Electricity.
4. The results of the study examined only cognitive aspect actually
problem solving skill.
1.4. Problem Formulation
Based on the above problem definition, formulation of the problem in this study
as follows:
1. How the results of the student’s learning outcome as a student’s
problem solving ability using problem based learning model in
Dynamic Electricity subject matter at SMA Negeri 1 Panyabungan
Academic Year 2016 / 2017?
2. How the results of the student’s learning outcome as a student’s
problem solving ability using conventional learning model in Dynamic
5
Electricity subject matter at SMA Negeri 1 Panyabungan Academic
Year 2016 / 2017?
3. Is the result of the student’s learning outcome as a student’s problem
solving ability using problem based learning model better than using
conventional learning model in in Dynamic Electricity subject matter
at SMA Negeri 1 Panyabungan Academic Year 2016 / 2017?
1.5. Research Objectives
There are some research objective items, namely:
1. To Analysis student’s learning outcome as a student’s problem solving
skills by using problem based learning model in Dynamic Electricity
subject matter at at SMA Negeri 1 Panyabungan Academic Year 2016 /
2017.
2. To Analysis student’s learning outcome as a student’s problem solving
skills using conventional learning model in Dynamic Electricity subject
matter at SMA Negeri 1 Panyabungan Academic Year 2016 / 2017.
3. To analysis which one better use about student’s learning outcome as a
student’s problem solving skills by using problem based learning model
and conventional learning model in Dynamic Electricity subject matter at
SMA Negeri 1 Panyabungan Academic Year 2016 / 2017.
1.6. Research Benefits
After the research is completed, the expected the research benefits are:
1. Student likely and mastery study physics, because can pull out, thinking,
discuss, foster a scientific attitude to develop a fundamental skill,
conclude the physics lesson.
2. For physics teacher as output in an effort use the model in physics
learning to improve student’s problem solving skill and as varied of
model that can used.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
1. Problem Solving Skill student who given Problem Based Learning Model
on Dynamic Electricity Topic in X grade at SMA Negeri 1 Panyabungan
Academic Year
2016/2017 have initial ability 30.87 and 85.65 after
student given treatment, there is 0.7 n gain (increased level) of problem
solving skill and included as high category.
2. Problem Solving Skill student who given Conventional Learning there is
0.6 n gain (increased level) of problem solving skill and included as
medium category. The initial ability 17.44 and 74.28 after student given
conventional learning.
3. The value of posttest in experimental class is higher than control class, that
is 85.65 and 74.44 with tcount>ttable= 2.507> 1,667 with α = 0,05, therefore,
the experiment class is greater than control class. So, there is the effect of
problem based learning towards student problem solving.
5.2. Suggestion
Based on conclusion, there are suggestion to next researcher, they are:
1. For the next researcher who wants to study problem based learning model,
will be better ifprepare the problem that include as a contextual and
authentic problem which are relate with the topic and it will be motivation
to students follow the teaching and learning process.
2. Attention to the use of time in learning process for each phase, because it
requires a lot of time, especially when students try to find their own
information in experiment and discussion group.
3. For teacher will be better if using variaety model moreover problem based
learning model to improve student knowledge.
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4. For school will be able if giving more attention to laboratory intruments
and giving facility to student and teacher, therfore the learning process to
be meaningfull.
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