THE EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL USING CONCEPT MAP ON THE TEACHING SALT HYDROLYSIS TOPIC.

THE EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL
USING CONCEPT MAP ON THE TEACHING
SALT HYDROLYSIS TOPIC

By:
Rina S.E. Sitindaon
Reg Number 4123131076
Bilingual Chemistry Education Program 2012

A THESIS
Submited to fulfill the Requirement for Getting Degree of
Sarjana Pendidikan

FACULTY OF MATHEMATIC AND NATURAL SCIENCES
STATES UNIVERSITY OF MEDAN
MEDAN
2016

iii

THE EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL

USING CONCEPT MAP ON THE TEACHING
SALT HYDROLYSIS TOPIC

Rina S.E. Sitindaon (Reg. Number: 4123131076)
ABSTRACT
The effectiveness of problem based learning model using concept map on the
teaching salt hydrolysis topic is explained. The aim of this research, the first is sto
determine differences student’s achievement in chemistry lessons delivered
hydrolysis is using PBL as compared to conventional methods, and the second is
to determine the effectiveness of PBL using concept maps media in student
performance on the teaching salt hydrolysis. This research was done in SMA N 1
Sumbul on second semester. The population was all of the students in grade XI at
the second semester academic year 2015/2016. The class divide into two classes;
experiment class and the control class. Instrument that used is validated 20
multiple choice questions by empirical validity and construct validity and all
question are reliable. The reliability is rcount is 0.85457 > rtable is 0.320. The first
time, same pretest is given to both of class. In experiment class was used problem
based learning model using concept map and in control class was used
conventional model. The last, same post-test is given for each of class after
teaching treatment. Test result stated that the sample is ditributed normally and

homogenity. Based on the result, the post-test of experiment class (85±8.84) is
higher than control class (64.25±10.34). The normalized gain experiment class is
0.7878±0.11 higher than control class 0.4923±0.13. The hypothesis testing show
that value of zcount (10.201) while ztable (1.645), zcount > ztable so Ha is accepted and
H0 is refused. It proved that student’s acheivement was taught by PBL model
using concept map is higher than conventional model. And the effectiveness of
Problem Based learning model using cocept map in salt hydrolysis topic is
37.50%.
Keyword: Effectiveness, Problem based learning, concept map, student’s
acheivement

iv

ACKNOWLEDGEMENT

Praise ang thankfull to almighty God, for all gracing and blessing that
provide health and wisdom to me in the preparation and conducting of this
research from begining until finish this thesis well. The title of the thesis is “The
Effectiveness of Problem Based Learning Model Using Concept Map on The
Teaching Salt Hydrolysis Topic”. This thesis to fulfill the requerement for degree

of Chemistry Education, At Chemistry Education, Faculty Mathematics and
Natural Science (FMIPA), State University Of Medan.
On this occasion , the author also convey a respect and gratitude to: Prof.
Dr. Albinus Silalahi, M.S, as athesis supervisor who has provide guidance and
sugession to the author since the begining of the study until the completion in
wwriting this thesis. Prof. Dr.Retno Dwi Suyanti, M.Si., Dr. Ayi Darmana, M.Si.,
and Agus Kembaren S.Si, M.Si, who have provided sugession from the planning
the completion of the thesis. Dr.Simsom Tarigan, M.Pd as academic Supervisior
who always guided researcher during the lecture course and the entire along with
Mr. And Mrs. Staff and lecturer in chemistry department, FMIPA, UNIMED.
Drs.Manihar Tumanggor, M.Pd as a school principal SMA N 1 Sumbul, Drs. K.
Tumanggor as vise principal in curriculum field, and mam R. Silalahi as guidance
teacher. Thanks the author says. And also my class research.
Special thanks for Drs. Gusman Sitindaon, lovely Father and Tumiur Ida
Simanjuntak, S.Pd, lovely Mother, hwo always care, always educate, always pray
and be inspiration for the author. Thankyou Mom and Dad. Also the author say
thanks to her beloved siblings, Christi G. Sitindaon as her sister, Jimmi E.K.
Sitindaon as her Brother, and litle brother Chandra G.M Sitindaon that always
support her. Thankyou have support and pray for the author. Thanks become a
best friend, a family, and also love, respect person, for Deddy Situmorang .

Bilingual chemistry Education 2012, the author classmate, she also say
thanks to all of them that always support , remind, and help the author. Special for
her best friend Nova, Lisnong, and Atik indra. And also author’s junior CESP 13,
CESP 14.

iv

Dulass a One her classmate when senior high school. Adri, Wanda, Novi,
Edo, Hebs, Vudan, and ect. Thank for support. Rela 72, Bg. John, Junet, Febri,
Manto, Syndi, Mia and RK thanks for the support ang become my family in
Medan. The author friends in PPLT SMA N 1 Matauli Pandan, thank for support
the author. UK-KMK St.Martinus, IMASS Unimed, IKBKK, thanks for give the
experience life when the author in college.
The author hs done the maximal effort in the complition of this thesis.
Author hopes the suggestions and constructive criticsm from readers for
completeness the thesis perfectly, and the author hope this thesis can be useful to
enrich the reader in sciece education.

Medan,

June 2016
Author

Rina S.E. Sitindaon

vi

LIST OF CONTENT
Pages
Legalization Sheet

i

Biography

ii

Abstrack

iii

Acknowledgement

iv

List of Content

vi

List of Table

ix

List of Figure

x

List of Appendix

xi

CHAPTER I INTRODUCTION

1

1.1. Background

1

1.2. Problem Identification

3

1.3. Researcher scope

4

1.4. Problem Formulation

4

1.5. Research Objective

4

1.6. Research Benefit

5

1.7. Operational Defenition

5

CHAPTER II LITERATURE STUDY

6

2.1. Overview of The Study

6

2.1.1. Effectiveness of Learning

6

2.1.2. Essence of Learning Chemistry

7

2.1.3. Learning Outcomes

7

2.1.4. Learning Model

8

2.1.5. Problem Based Learning Model

9

2.1.6. Conventional Model

12

2.1.7. Learning Media

12

2.1.8. Concept Map Media

13

2.1.9. Salt Hydrolysis

13

2.1.10. Application of Model and Media in Salt Hydrolysis

14

2.2. Relevant Research

15

vii

2.3.Conceptual Framework

16

2.4. Hypothesis

17

CHAPTER III RESEARCH METHODOLOGY

18

3.1. Research Location and Time

18

3.2. Research Population and Sample

18

3.3. Research Variable and Instrument

18

3.3.1. Research Variable

18

3.3.2. Research Instrument

19

3.3.3. The Instrument Testing

19

3.4. Research Design and Research Procedure

21

3.5. Technique of Data Collection

23

3.6. Technique of Data Analysis

23

CHAPTER IV RESULT AND DISCUSSION

27

4.1. Research Result and data Analysis

27

4.2. Analysis of Instrument

27

4.3. Achievement of Result

29

4.4. Normalized Gain

30

4.5. Normality Test

30

4.6. Homogenity Data

31

4.7. Hypothesis

31

4.8. Discussion

32

CHAPTER V CONCLUSSION AND SUGESTION

36

5.1. Conclussion

36

5.2. Sugession

36

REFERENCES

38

viii

viii

LIST OF TABLE

Table 2.1. Syntax of PBL Model

11

Table 2.2. Subtopic of Salt Hydrolysis and the Model of The Teaching

15

Table 3.2. Research Design

22

Table 4.1. Pre-test data analysis

29

Table 4.2. Average value of normalized gain

30

Table 4.3. Result of Hydrolysis Test

32

xi

LIST OF FIGURE

3.1. The overview of research Design

23

x

LIST OF APPENDIX

Appendix 1. Syllabus

41

Appendix 2. Lesson Plan

44

Appendix 3. Concept Map

65

Appendix 4. Materi of Topic

66

Appendix 5. Instrument of Validity

69

Appendix 6. Research Instrument

85

Appendix 7. Validity of Instument

89

Appendix 8. difficulty level of Item Test

91

Appendix 9. discrimination Index of Item Test

93

Appendix 10. Reliability of Item Test

95

Appendix 11. Data Pre-test and Post-tst

97

Appendix 12. Normalized Gain

99

Appendix 13. Effectiveness

101

Appendix 14. Normality Test

102

Appendix 15. Homogenity of Data

106

Appendix 16. Hypothesis

109

Appendix 17. Critical R Product Moment Table

110

Appendix 18. Chi Quadrate Value

111

Appendix 19. Table of F Value

112

Appendix 20. Table of z Table

116

Appendix 21. Documentation

117

Appendix 22. Letters of Research

121

1

CHAPTER I
INTRODUCTION

1.1. Background
Education that can support future developments education that is able to
develop the potential of learners. Developing the potential of learners in this
period is not easy. Judging from achievement of learners is still low. Through the
writer teaching experience (PPL) in SMAN 1Pandan, Central Tapanuli,curiosity
and interest in learning the studentis still low. The learning process is one of the
obstacles faced by learners. Due to the constraints of the learning objectives
cannot be achieved.
The process of learning is often be the one case in school. From the
teaching and learning process will be optain a result. To obtain optimal learning
results, influenced by the teachhing and learning components, such as: how to
organize the material, the strategy adopted, the method used, the media used and
the others (Silberman, 2007). The development of learning process determained
by teacher, students, and individuals have related with the process. But, the
students achievement depended by teacher’s teaching. How teacher giving the
material in learning process. Educational objectives achieved depends a lot on
how the learning perocess experinced by the students as a protege (Slameto,
2003).
The learning process in the classroom is set by the teacher. So the role of
the teacher is very important, even though we know not only teachers that affect
learners' achievements. Teachers who only wear ordinary strategies and use
methods that do not fit the material automatically learning objectives are not
achieved. By using the appropriate strategy be established cooperation and
protege teachers so that the learning objectives achieved. Strategy learning is a
learning activity that must be done by teachers and students so that learning
objectives can be achieved effectively and efficiently (Istarani, 2011).
Learning should be done gradually. Learning has the nature of planning or
designing an attempt to teach students.That is why in learning, Shiva is not only

2

interacting with the teacher as a source of learning, but it might interact with the
over all learning resources that they use to achieve the desired learning
objectives(Istarani, 2011). Also in the process of studying the interaction of
learners is very necessary because in addition to exchange ideas to add insight.
During this time rarely involve learners in the learning process, students mostly
just listening, doing assignments and take exams.
Chemical subjects high school level is one of the lessons that are not much
in demand by students. This is because the chemistry lesson impressed difficult
and tedious. Through my experience when PPL, subjects must repeat the material
to make the students understand the lesson. As a result, many teachers are out of
material that will be taught. In addition to the science section loss due to the basic
concepts of chemistry is not mastered, students also will have difficulty answering
the questions in the exam later. So need innovation in the teaching of chemistry.
An innovation in question is a teacher must have a strategy in teaching. In
addition to an attractive model fitness model with the material being taught should
also be considered. In addition to the above, the teacher who was instrumental in
the teaching process must master the subject matter. As already described earlier
the teacher plays an important role in the learning process. In the process there are
several roles teachers should be optimized by teachers themselves, including
teachers as a learning resource, teacher as facilitator, the teacher as a manager, a
teacher as demonstrator, teachers as counselors, teachers as a motivator, as well as
teachers as evaluators (Sanjaya, 2009)
Chemistry including challenging subject because it hasthe concept of
mathematical calculations and practical implementation. All of these characters
support each other in the full mastery on topic of learning in chemistry (Zebua,
2009). Salt hydrolysis in one of chemistry topic in senior high school (SHS) at the
second semester class XI in curriculum 2013 year. In this topic, there are 3
charactes must be mastered namely (1) master of concepts of salt hydrolysis, (2)
calculation of pH of salt solution, (3) experimental of determining salt that
hydrolyzed. Problem Based Learning (PBL) is one of model that can be used in

3

this topic, where in this topic have many discussions and caculation also predict
the salt hydrolyzed.
Psychological aspects of learning PBL based as pects cognitive which start
from the assumption that learning is a change in behavior thanks to the
experience. PBL is away constructing and teaching course using problem as a
stimulus and focus on student activity. The student are expected to have
motivation in study, not only just listen and remember but also trained to explain
the their explorer another and trained to solve the problem when they learn
chemistry. In PBL, students are trained in develop their skills include asking the
questions, answer and questions, active listening, communicate ideas or opinions,
being in the task, and so on (Boud and Fellti, 1991). Thats why the researcher
choose PBL model in teaching, specially to salt hydrolysis topic. Where the model
can stimulated the students to be active inlearning. The topic of salt hydrolysis
consist of some concepts and calculation of salt so the students are stimulated and
are active in solving the problem.
Concept in teaching-learning process also determind the effectiveness.
How the protege easy to catch the material topic. So one way is concept map.
Concept map give the keyword of topic, save keyword is easy to solve the
problem. Keyword easy to remember than all the material.
This learning is focused on the prosess of learning and the involvement of
the student. By this learning will be created a living class where all the
studentactively participante in learning process. Based on the backgroung aboved
the writer will make research which its title is: The Effectiveness of Problem
Based Learning Model Using Concept Map on the Teaching Salt Hydrolysis
Topic.

1.2.Problem Identification
Based on the background, the writer identifies the problem that are:
1. The lack of attention to the of teaching-learning process
2. The interaction between students that rarely happens in the teachinglearning process

4

3. The lack of association of students in the teaching-learning process
4. In learning chemistry student is still found many that pretend to understand
Also still difficult, in learning of chemistry topic.
5. The problem base learning and teaching is away constructing course the
problem using a stimulus and focus on student activity, a model of that is
still not applied in teaching of salt hydrolysis.

1.3.Research scope
To focus the problem, the writer identifies the problems and limit only on
the using of Problem Based Learning model using concept map on the teaching
salt hydrolysis topic in Senior high school grade XI in science program in
academic year 2015/2016.

1.4.Problem Formulation
To be able to provide guidance that can be used as a reference the
reasearch, made the formulation of the research problem as follows are:
1. Is there the differences in student achievement in chemistry lessons salt
hydrolysis topic using PBL model as compared to conventional model?
2. How does the effectiveness of PBL using concept maps media on student
achievement in the subject salt hydrolysis ?

1.5.Research Objective
The general objectiveof this study was to determine the effectiveness of
problem based learning using media concept map to teaching students on
hydrolysis. While the specific objectives are:
1. To determine differences student’s achievement in chemistry lessons
delivered hydrolys is using PBL as compared to conventional methods
2. To determine the effectiveness of PBL using concept maps media in
student performanceon the teaching salt hydrolysis.

5

1.6.Research Benefit
This study is expected to benefit particularly for chemistry teachers on
how to improve learning by using PBL learning model using the concept map
media for teaching chemistry at SHS. Result the expected benefit so this research
are generally described as follows are:
1. As the alternative of teaching models for teacher to teaching chemistry.
2. As achemistry teacherinput on how to improve the teaching and learning
process using a chemical with PBL media concept map.

1.7. Operational Defenition
The avoid differences or lack of clarify of meaning, then the operational
defenition in this research are:
1. Problem Based Learning is away of constructing and teaching course using
problem as a stimulus and focus on student activity. Problem Based Learning
is a learning model with a principle that problem can be used as begining for
reacig or for integrating a new knowledge (boud & Felleti, 1991)
2. Students achievement is an ability that is obtained by students after doing
learning activity. Students achievement show by using pre-test and post-test.
The students achievement also seen by team work. (Abdurrahman, 1999)
3. Concept map is part of a concept or ideaas abase material that aims to build
students' knowledge in a systematic study. Concept map give every meeting at
learning step initial. (Istarani, 2011)

36

CHAPTER V
CONCLUSSION AND SUGESTION

5.1. Conclussion
Based on analysis and discussion of data, this research can be concluded
that the student’s achievement in salt hydrolysis topic using PBL model using
concept map is higher than using direct instruction model. It can be seen from the
result of average of post-test and average of the gain. The comparison between
experiment class with control class, the experiment class (post-test = 85; gain =
0.7878) is higher than control class (post-test = 64.25; gain = 0.4923). .. zcount
(10.201) ≥ ztable (1.645). Based on the average of gain is obtained that the using
the PBL model based on Lesson Study is effective to be used with the percentage
of the effectiveness is 37.50%.
The conclussion based on the objective:
1. There is the different of student’s achievement that taught by PBL model
using concept map with conventional model..
2. The Effectiveness of PBL model using concept map is 37.50 %
The student’s achievement that gottenn is proved by statistical hypothesis
testing, one tail t-test. Based on criterion ,it is obtained that the value of zcount
(10.201) ≥ ztable (1.645), so Ha is accepted and H0 is refused. This means that the
student’s achievement that taught by PBL model using Concept Map is higher
than taught by conventional model in Salt Hydrolysis topic.

5.2. Sugession
Based on the result of this research, the researcher suggest as follows:
1. For teacher, to get the success student’s achievement, the teacher is
expected to perform the learning by using Problem Based Learning model
using Concept Map because this model can improve the student’s
achievement.

37

2. For researcher who want to do the same research must be manage the time
to implement this model and must be creative in designing the lesson plan
and also creative in manage the classroom.
3. It is needed to do the research with the same model but apply it in different
topic to increase the quality of education especially in teaching students or
in teaching-learning process.

38

REFERENCES

Abdurrahman,M.,(1999), Pendidikan Bagi Anak Berkesulitan Belajar, Rineka
Cipta, Jakarta.
Amelia, F. R., (2004), The Implementation Of Problem Based Learning With
Multimedia Based On Computer To Foster The Students Creativity And
Increase The Students Achievement In Salt Hydrolysis Topic, Skripsi,
FMIPA, Unimed, Medan.
Arikunto, S., (2002), Prosedure Penelitian Suatu Pendekatan Praktek, Bumi
Aksara, Jakarta.
Arikunto, S., (2013), Dasar-dasar Evaluasi Pendidikan, Edisi Kedua, Bumi
Aksara, Jakarta
Arsyad, A., (2009), Media pembelajaran, Rajawali Pers, Jakarta
Barret, Terry, (2005), Understanding Problem Based Learning,
http://www.nuigalway.ie/celt/pblbook/chapter2.pdf
Bilgin, I., Senocak, E., &Sozbilir, M., (2009), The Effects Of Problem-Based
Learning

Instruction

On

University

Student’s

Performance

Of

Conceptual And Quantitative Problems In Gas Concept, Eurasia Journal
of Matematics, Science & Technology Education, 5(2):153-164
Bloom, B.S., (1956), Taxonomy of Educational Objectives, Handbook I: The
Cognetive Domain, David Mckay Co Inc, New York
Boud, D. And Felleti, G., (1991), The Challenge of Problem Based Learning,
Second Edition, Kogan Page Limited, London
Chunta, K. S., Katrancha, E. D. (2010), Using Problem-Based Learning in Staff
Development: Strategies for Teaching Registered Nurses and New
Graduate Nurses. The Journal of Continuing Education in Nursing,
41(12):557-564.
Dolmans, D.H.J.M &Schmidt, H.G., (1994), What Derives The Student in
Problem Based Learning?, Medical education, 28: 372-380
Eggen, Paul D &Kauhack, (1996), Strategies for Teacher Teaching Content and
Thinking Skills, Prentice Hall, New Jersey

39

Graaff, E. & Kolmos, A., (2003), Characteristics of Problem-Based Learning,
International Journal Engagement Education, 19: 657-662.
Hamalik, O., (2008), Kurrikulum dan Pembelajaran, Bumi Aksara, Jakarta.
Flint, W., (2001), Problem Based Learning [on-line],
http://www.springfield.k.12.il.us/schools/pbl/.
Istarani, (2011), 58 Model Pembelajaran Inovatif, Media Persada, Medan
Rostianingrum, (2001), Karakteristik Materi Kimia Dalam Pembelajaran, Balai
Pustaka, Jakarta
Sanjaya, W., (2006), Strategi Pembelajaran Berorientasi Standar Proses
Pendidikan, Kencana Prenada Media Group, Jakarta
Sardiman, A,M., (2007), Interaksi dan Motivasi Belajar Mengajar, PT Raja
Grafindo Persada, Jakarta.
Silberman, M,L., (2007), Active learning 101 cara Belajar siswa aktif, Nuasa
Nuamedia ,Bandung.
Siahaan, J.J.S.,(2015), The Effectivness of Problem Based Learning Model Based
On Lesson Study to Increase Student’s Achievement in Salt Hydrolysis
Topic, Skripsi, FMIPA, Unimed, Medan.
Silitonga, P. M., (2006), StatistikTeori dan Aplikasi Dalam Penelitian, FMIPA,
Unimed, Medan.
Silitonga, P. M., (2011), Metode Penelitian Pendidikan, FMIPA, Unimed, Medan
Sipayung, M., (2014), The Implementation of Collaborative Learning with
Experiment Method to Increase Student’s Achievement in Solubility and
Solubility Product, Skripsi, FMIPA, Unimed, Medan.
Situmorang, Ingmayfa, (2014), Pegaruh Problem Based Learning Terhadap
Pembentukan

Karakter

Dan

Peningkatan

Hasil

Belajar

Siswa

Menggunakan Media Peta Konsep Dengan Topik Konsep Mol, Skripsi,
FMIPA, Unimed, Medan.
Slameto, (2003) Belajar aan Faktor-faktor yang Mempengaruhinya, Rineka Cipta
Jakarta
Slavin, Robert, E., (1994), Educational Psycology, Theoris and Practice, Fourt
Edition, Allyn and Bacon Publishers, Masschusetts.

40

Sudjana, (2002), Metode Statistika, Tarsito, Bandung
Sudjana, (2005), Metode Statistika, Tarsito, Bandung
Sugiyono, (2006), Statistika Untuk Penelitian, Penerbit CV Alfabeta, Bandung.
Suyanti, R,D .,(2010), Strategi Pembelajaran Kimia, Graha Ilmu, Yogyakarta
Tosun, C &Senocak, E., (2013), The Effects of Problem-Based Learning on
Metacognitive

Awareness

and

Attitudes

Toward

Chemistryof

Prospective teachers with Differnt Academic Background, Australian
Journal of Teacher Education. 38(3):61-73
Tosun, C &Taskesenligil, Y.,(2012), The Effects of Problem-Based Learning on
Motivation Towards Chemistry Classes and on Learning Strategies,
Journal of Turkish Science Education, 9(1):104-125.
Trianto ., (2011), Mendisain Model Pembelajaran Inovatif-Progresif, Kencana
Perdana, Media Group, Jakarta.
Zebua, H.N., (2009), The Iplementation of Problem Based Learning (PBL) with
Worksheet to Increase Student’s Achievement in Teaching Solubility and
Solubility Product, Skripsi, FMIPA, Unimed, Medan.