THE EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL BASED ON LESSON STUDY TO INCREASE STUDENTS ACHIEVEMENT IN SALT HYDROLYSIS TOPIC.
THE EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL
BASED ON LESSON STUDY TO INCREASE STUDENT’S
ACHIEVEMENT IN SALT HYDROLYSIS TOPIC
By:
Jori Josua S. Siahaan
Reg. Number: 4113131032
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Getting Degree of
Sarjana pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATHICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2015
iv
PREFACE
Praise and Gratitude must be prayed to Almighty God, for all the gracing
and blessing that provide health and wisdom to the author so he can finish this thesis
well. The title of this thesis is "The Effectiveness of Problem Based Learning Model
Based on Lesson Study to Increase Student’s Achievement in Salt Hydrolysis Topic"
that was done in SMA N 15 Medan academic year 2014/2015. It was prepared to get
degree of Sarjana Pendidikan of Chemistry Education, FMIPA, UNIMED.
On this occasion, the author also conveys a respect and gratitude to:
1.
Prof. Dr. Retno Dwi Suyanti, M.Si, as a thesis supervisor who has provided
guidance and suggestion to the author since the beginning of the study until the
completion in writing this thesis.
2.
Prof. Dr. Ramlan Silaban, M.Si, Dr. Simson Tarigan, M.Pd, and Drs. Jasmidi,
M.Si, who have provided suggestions from the planning until the completion of
this thesis.
3.
Prof. Drs. Manihar Situmorang, M.Sc, Ph.D, as the Academic Supervisor who
always guided researcher during the lecture course and the entire along with Mr.
and Mrs. Staff and Lecturer in chemistry department, FMIPA, UNIMED.
4.
Drs. Darwin Siregar, M.Pd as a school principals of SMA N 15 Medan and
Lisnawati Ginting, S.Pd as a chemistry teacher of SMA N 15 Medan and staff
which assist in the implementation of this research.
5.
Parlindungan Siahaan, lovely father, and Erita Eli Rosa Tampubolon, lovely
mother, who always care, always educate, always pray on the author. The author
say thank you to their sweat that make the author to be Sarjana Pendidikan.
Special gratitude and appreciation also the author say to his brother, Aron
Siahaan, Darwis Siahaan, Handiego Siahaan, and all of his family, that always
support him since enter this university till achieve the degree of Sarjana
Pendidikan (S-1) of Chemistry Education at State University of Medan.
v
6.
Bilingual Chemistry Education 2011, the author classmate, he also say thanks to
all of them that always support, remind, lend out him money, and teach the
author to be better since first semester till the arrange this thesis. The author can’t
say them one by one, because they are all special for the author.
7.
All of senior of author, especially to PK (Posko Keselamatan), the author say
thanks to people of PK that always support the author in college and in
organization of IKBKK.
8.
Lamhot Tua Silaban, Januelman Purba, Albert Telambanua, Hendra Sinaga,
Reymondo Sitinjak, Hermanto Sinaga, and Ginting, the people of MABES that
fill the daily life of author specially in refreshing time of “Leng, Lotere”,
“Singing Concert”, “Futsal”, to arrange of this thesis.
9.
IKBKK (Ikatan Keluarga Besar Ikatan Kimia) UNIMED, the organization that
always teach the author, change the mindset of author to be better, know senior
and junior, know the lecturers, and have the fun journey with them in joy and
sorrow.
10. Suraman Leo Situmorang, Eris Hutapea, and the people of Gang Bahagia
Tuamang, the author’s friend, the author say thanks for all of their time that was
always support and accompany the author from Senior High till now.
11. Deby Elfinasti Br. Sitepu, special girl for the author, the author says thanks for
her to all of love that was share to the author and all of her praying.
The author has done the maximal effort in the completion of this thesis, but
the author is aware there are many weaknesses in terms of both of content and
grammar. Author hopes the suggestions and constructive criticism from readers for
completeness the thesis perfectly. At least, author hope this thesis can be useful to
enrich the reader in science education.
Medan,
June 2015
Author,
Jori Josua S. Siahaan
iii
THE EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL
BASED ON LESSON STUDY TO INCREASE STUDENT’S
ACHIEVEMENT IN SALT HYDROLYSIS TOPIC
ABSTRACT
Jori Josua S. Siahaan (4113131032)
The effectiveness of Problem Based Learning model based on Lesson
Study to increase student's achievement in Salt Hydrolysis topic in SMA N 15 Medan
is explained. The research aimed 1) to know the student’s achievement by using PBL
model based on Lesson Study is higher than using direct instruction model, 2) to
prove that alternative hypothesis (Ha) is accepted and nil hypothesis (H0) is refused
by using statistical hypothesis testing, 3) to know the using of PBL model based on
Lesson Study is effective in increasing student’s achievement in Salt Hydrolysis topic
compared with direct instruction model, 4) to know the cognitive aspect will be most
improved by using of PBL model based on Lesson Study in salt hydrolysis topic from
C1 to C4. The population was all of the students in grade XI at second semester
academic year 2014/2015. The class was divided into two classes; experiment class
(XI IPA-2) and control class (XI IPA-4). Instrument that used is validated 20 multiple
choice questions by empirical validity and construct validity and all questions are
reliable. The first time, same pre-test is given to both of class. In experiment class
was used Problem Based Learning model based on Lesson Study and in control class
was used direct instruction model. The last, same post-test is given for each of class
after teaching treatment. Test result stated that the sample is distributed normally and
homogeny. Based on the result, pre-test of experiment class (35) is higher than
control class (33.11) and post-test of experiment class (79.73) is also higher than
control class (65.95). Based on the observation sheet of Lesson Study that was
observed show that the students less in stay learn with friend (50%) but many
students worked together in “U” form seat (83.3%). And the improvement of
cognitive aspect level of student that most increasing was obtained that in experiment
class is C1 0.63, C2 0.53, C3 0.67, C4 0.59. The hypothesis testing show that tcount
5.1985 while ttable 1.6684, tcount ttable, so Ha is received. It proved that student’s
achievement was taught by PBL model based on Lesson Study is higher than direct
instruction model. Increasing of student’s achievement was calculated show that
percentages gain in experiment class is 69.5% and in control class is 48.3%. And the
effectiveness of Problem Based Learning model based on Lesson Study in Salt
Hydrolysis topic is 30.54%.
Keyword: effectiveness, problem based learning, lesson study, student’s
achievement, salt hydrolysis
vi
LIST OF CONTENT
Pages
Legalization Sheet
i
Biography
ii
Abstract
iii
Preface
iv
List of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1
1.1. Research Background
1
1.2. Problem Identification
3
1.3. Research Scope
4
1.4. Problem Statements
4
1.5. Research Objectives
4
1.6. Research Benefits
5
1.7. Operational Definition
5
CHAPTER II LITERATURE STUDY
7
2.1. Overview of The Study
7
2.1.1. Effectiveness of Learning
7
2.1.2. Learning Outcomes
7
2.1.3. Problem Based Learning Model
8
2.1.4. Lesson Study
11
2.1.5. Salt Hydrolysis
14
2.1.5.1. The Concept of Hydrolysis
15
vii
2.1.5.2. The Properties of Salt Solution
15
2.1.5.3. The Types of Salt Hydrolysis and The Reaction
16
2.1.5.4. The pH Calculation of Salt Solution
17
2.1.6. Application of Model and Media in Salt Hydrolysis
18
2.2. The Relevant Research
19
2.3. Conceptual Framework
21
2.4. Hypothesis
21
CHAPTER III RESEARCH METHODOLOGY
22
3.1. Research Location and Time
22
3.2. Research Population and Sample
22
3.3. Research Variables and Instrument
22
3.3.1. Research Variable
22
3.3.2. Research Instrument
23
3.3.3. The Instrument Testing
25
3.4. Research Design and Research Procedure
27
3.5. Technique of Data Collection
29
3.6. Technique of Data Analysis
29
CHAPTER IV RESULT AND DISCUSSION
33
4.1. Research Result and Data Analysis
33
4.2. Analysis of Instrument
33
4.3. Achievement of Research Result
35
4.4. Normalized Gain of Research Data
36
4.5. Normality Test
37
4.6. Homogeneity Data
37
4.7. Hypothesis
38
4.8. Cognitive Aspect Improvement
39
4.9. Observation Sheet Result
40
viii
4.10. Discussion
41
CHAPTER V CONCLUSION AND SUGGESTION
46
5.1. Conclusion
46
5.2. Suggestion
47
REFERENCES
48
xi
LIST OF APPENDIX
Pages
Appendix 1. Syllabus
52
Appendix 2. Lesson Plan
54
Appendix 3. The Instrument Validity by Validator
74
Appendix 4. Research Instrument
81
Appendix 5. The Latticework of The Student’s Achievement Test
84
Appendix 6. Table of Observation Sheet of Lesson Study
85
Appendix 7. Validity of Item Test
87
Appendix 8. Difficulty Level of Item Test
89
Appendix 9. Discriminating Index of Item Test
91
Appendix 10. Reliability of Item Test
93
Appendix 11. Data of Pre-test and Post-test of Students
95
Appendix 12. Normalized Gain
97
Appendix 13. Calculation of The Effectiveness of PBL model based on
Lesson Study
99
Appendix 14. Normality Test
100
Appendix 15. Homogeneity Data
104
Appendix 16. Calculating of Hypothesis Testing
108
Appendix 17. Level of Cognitive Aspect
109
Appendix 18. The Value of Lesson Study Observation
113
Appendix 19. Table of Critical Value from r Product Moment
114
Appendix 20. Table of Chi-Square Value
115
Appendix 21. Table of F Value Distribution
116
Appendix 22. Table of t Distribution Value
119
Appendix 23. Documentation
120
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on analysis and discussion of data, this research can be concluded
that the student’s achievement in Salt Hydrolysis topic using PBL model based on
Lesson Study is higher than using direct instruction model. The student’s
achievement is obtained from data of post-test and data of gain in both of class. In
experiment class, using PBL model based on Lesson Study, the value of post-test is
79.73 and gain is 0.695. And in control class, using direct instruction model, the
value of post-test is 65.95 and gain is 0.483. Based on the standard value (KKM) at
the school, 75, the value that higher than KKM is obtained from experiment class
whereas in control class, it is lower than KKM.
The student’s achievement that gotten is proved by statistcal hypothesis
testing, one tail t-test. Based on the criterion, it is obtained that the value of tcount
5.1985 is higher than ttable 1.6684. It prove that Ha is accepted and H0 is refused, so,
the student’s achievement using PBL model based on Lesson Study is higher than
using direct instruction model.
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 30.54%.
The instrument that used to measure the student’s achievement is
consisting of cognitive aspect level from C1 to C4. Each of the cognitive aspect level
is calculated to know the improvement of students in experiment class by PBL model
based on Lesson Study and it is improve each C1 0.63, C2 0.53, C3 0.67, and C4
0.59. And the most improve in experiment class is the level of cognitive aspect of C3
0.67.
5.2. Suggestion
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 based on Lesson
Study because this model can improve the student’s achievement. And Lesson
Study can increase the relation of coleague of teachers.
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.
BASED ON LESSON STUDY TO INCREASE STUDENT’S
ACHIEVEMENT IN SALT HYDROLYSIS TOPIC
By:
Jori Josua S. Siahaan
Reg. Number: 4113131032
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Getting Degree of
Sarjana pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATHICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2015
iv
PREFACE
Praise and Gratitude must be prayed to Almighty God, for all the gracing
and blessing that provide health and wisdom to the author so he can finish this thesis
well. The title of this thesis is "The Effectiveness of Problem Based Learning Model
Based on Lesson Study to Increase Student’s Achievement in Salt Hydrolysis Topic"
that was done in SMA N 15 Medan academic year 2014/2015. It was prepared to get
degree of Sarjana Pendidikan of Chemistry Education, FMIPA, UNIMED.
On this occasion, the author also conveys a respect and gratitude to:
1.
Prof. Dr. Retno Dwi Suyanti, M.Si, as a thesis supervisor who has provided
guidance and suggestion to the author since the beginning of the study until the
completion in writing this thesis.
2.
Prof. Dr. Ramlan Silaban, M.Si, Dr. Simson Tarigan, M.Pd, and Drs. Jasmidi,
M.Si, who have provided suggestions from the planning until the completion of
this thesis.
3.
Prof. Drs. Manihar Situmorang, M.Sc, Ph.D, as the Academic Supervisor who
always guided researcher during the lecture course and the entire along with Mr.
and Mrs. Staff and Lecturer in chemistry department, FMIPA, UNIMED.
4.
Drs. Darwin Siregar, M.Pd as a school principals of SMA N 15 Medan and
Lisnawati Ginting, S.Pd as a chemistry teacher of SMA N 15 Medan and staff
which assist in the implementation of this research.
5.
Parlindungan Siahaan, lovely father, and Erita Eli Rosa Tampubolon, lovely
mother, who always care, always educate, always pray on the author. The author
say thank you to their sweat that make the author to be Sarjana Pendidikan.
Special gratitude and appreciation also the author say to his brother, Aron
Siahaan, Darwis Siahaan, Handiego Siahaan, and all of his family, that always
support him since enter this university till achieve the degree of Sarjana
Pendidikan (S-1) of Chemistry Education at State University of Medan.
v
6.
Bilingual Chemistry Education 2011, the author classmate, he also say thanks to
all of them that always support, remind, lend out him money, and teach the
author to be better since first semester till the arrange this thesis. The author can’t
say them one by one, because they are all special for the author.
7.
All of senior of author, especially to PK (Posko Keselamatan), the author say
thanks to people of PK that always support the author in college and in
organization of IKBKK.
8.
Lamhot Tua Silaban, Januelman Purba, Albert Telambanua, Hendra Sinaga,
Reymondo Sitinjak, Hermanto Sinaga, and Ginting, the people of MABES that
fill the daily life of author specially in refreshing time of “Leng, Lotere”,
“Singing Concert”, “Futsal”, to arrange of this thesis.
9.
IKBKK (Ikatan Keluarga Besar Ikatan Kimia) UNIMED, the organization that
always teach the author, change the mindset of author to be better, know senior
and junior, know the lecturers, and have the fun journey with them in joy and
sorrow.
10. Suraman Leo Situmorang, Eris Hutapea, and the people of Gang Bahagia
Tuamang, the author’s friend, the author say thanks for all of their time that was
always support and accompany the author from Senior High till now.
11. Deby Elfinasti Br. Sitepu, special girl for the author, the author says thanks for
her to all of love that was share to the author and all of her praying.
The author has done the maximal effort in the completion of this thesis, but
the author is aware there are many weaknesses in terms of both of content and
grammar. Author hopes the suggestions and constructive criticism from readers for
completeness the thesis perfectly. At least, author hope this thesis can be useful to
enrich the reader in science education.
Medan,
June 2015
Author,
Jori Josua S. Siahaan
iii
THE EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL
BASED ON LESSON STUDY TO INCREASE STUDENT’S
ACHIEVEMENT IN SALT HYDROLYSIS TOPIC
ABSTRACT
Jori Josua S. Siahaan (4113131032)
The effectiveness of Problem Based Learning model based on Lesson
Study to increase student's achievement in Salt Hydrolysis topic in SMA N 15 Medan
is explained. The research aimed 1) to know the student’s achievement by using PBL
model based on Lesson Study is higher than using direct instruction model, 2) to
prove that alternative hypothesis (Ha) is accepted and nil hypothesis (H0) is refused
by using statistical hypothesis testing, 3) to know the using of PBL model based on
Lesson Study is effective in increasing student’s achievement in Salt Hydrolysis topic
compared with direct instruction model, 4) to know the cognitive aspect will be most
improved by using of PBL model based on Lesson Study in salt hydrolysis topic from
C1 to C4. The population was all of the students in grade XI at second semester
academic year 2014/2015. The class was divided into two classes; experiment class
(XI IPA-2) and control class (XI IPA-4). Instrument that used is validated 20 multiple
choice questions by empirical validity and construct validity and all questions are
reliable. The first time, same pre-test is given to both of class. In experiment class
was used Problem Based Learning model based on Lesson Study and in control class
was used direct instruction model. The last, same post-test is given for each of class
after teaching treatment. Test result stated that the sample is distributed normally and
homogeny. Based on the result, pre-test of experiment class (35) is higher than
control class (33.11) and post-test of experiment class (79.73) is also higher than
control class (65.95). Based on the observation sheet of Lesson Study that was
observed show that the students less in stay learn with friend (50%) but many
students worked together in “U” form seat (83.3%). And the improvement of
cognitive aspect level of student that most increasing was obtained that in experiment
class is C1 0.63, C2 0.53, C3 0.67, C4 0.59. The hypothesis testing show that tcount
5.1985 while ttable 1.6684, tcount ttable, so Ha is received. It proved that student’s
achievement was taught by PBL model based on Lesson Study is higher than direct
instruction model. Increasing of student’s achievement was calculated show that
percentages gain in experiment class is 69.5% and in control class is 48.3%. And the
effectiveness of Problem Based Learning model based on Lesson Study in Salt
Hydrolysis topic is 30.54%.
Keyword: effectiveness, problem based learning, lesson study, student’s
achievement, salt hydrolysis
vi
LIST OF CONTENT
Pages
Legalization Sheet
i
Biography
ii
Abstract
iii
Preface
iv
List of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1
1.1. Research Background
1
1.2. Problem Identification
3
1.3. Research Scope
4
1.4. Problem Statements
4
1.5. Research Objectives
4
1.6. Research Benefits
5
1.7. Operational Definition
5
CHAPTER II LITERATURE STUDY
7
2.1. Overview of The Study
7
2.1.1. Effectiveness of Learning
7
2.1.2. Learning Outcomes
7
2.1.3. Problem Based Learning Model
8
2.1.4. Lesson Study
11
2.1.5. Salt Hydrolysis
14
2.1.5.1. The Concept of Hydrolysis
15
vii
2.1.5.2. The Properties of Salt Solution
15
2.1.5.3. The Types of Salt Hydrolysis and The Reaction
16
2.1.5.4. The pH Calculation of Salt Solution
17
2.1.6. Application of Model and Media in Salt Hydrolysis
18
2.2. The Relevant Research
19
2.3. Conceptual Framework
21
2.4. Hypothesis
21
CHAPTER III RESEARCH METHODOLOGY
22
3.1. Research Location and Time
22
3.2. Research Population and Sample
22
3.3. Research Variables and Instrument
22
3.3.1. Research Variable
22
3.3.2. Research Instrument
23
3.3.3. The Instrument Testing
25
3.4. Research Design and Research Procedure
27
3.5. Technique of Data Collection
29
3.6. Technique of Data Analysis
29
CHAPTER IV RESULT AND DISCUSSION
33
4.1. Research Result and Data Analysis
33
4.2. Analysis of Instrument
33
4.3. Achievement of Research Result
35
4.4. Normalized Gain of Research Data
36
4.5. Normality Test
37
4.6. Homogeneity Data
37
4.7. Hypothesis
38
4.8. Cognitive Aspect Improvement
39
4.9. Observation Sheet Result
40
viii
4.10. Discussion
41
CHAPTER V CONCLUSION AND SUGGESTION
46
5.1. Conclusion
46
5.2. Suggestion
47
REFERENCES
48
xi
LIST OF APPENDIX
Pages
Appendix 1. Syllabus
52
Appendix 2. Lesson Plan
54
Appendix 3. The Instrument Validity by Validator
74
Appendix 4. Research Instrument
81
Appendix 5. The Latticework of The Student’s Achievement Test
84
Appendix 6. Table of Observation Sheet of Lesson Study
85
Appendix 7. Validity of Item Test
87
Appendix 8. Difficulty Level of Item Test
89
Appendix 9. Discriminating Index of Item Test
91
Appendix 10. Reliability of Item Test
93
Appendix 11. Data of Pre-test and Post-test of Students
95
Appendix 12. Normalized Gain
97
Appendix 13. Calculation of The Effectiveness of PBL model based on
Lesson Study
99
Appendix 14. Normality Test
100
Appendix 15. Homogeneity Data
104
Appendix 16. Calculating of Hypothesis Testing
108
Appendix 17. Level of Cognitive Aspect
109
Appendix 18. The Value of Lesson Study Observation
113
Appendix 19. Table of Critical Value from r Product Moment
114
Appendix 20. Table of Chi-Square Value
115
Appendix 21. Table of F Value Distribution
116
Appendix 22. Table of t Distribution Value
119
Appendix 23. Documentation
120
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on analysis and discussion of data, this research can be concluded
that the student’s achievement in Salt Hydrolysis topic using PBL model based on
Lesson Study is higher than using direct instruction model. The student’s
achievement is obtained from data of post-test and data of gain in both of class. In
experiment class, using PBL model based on Lesson Study, the value of post-test is
79.73 and gain is 0.695. And in control class, using direct instruction model, the
value of post-test is 65.95 and gain is 0.483. Based on the standard value (KKM) at
the school, 75, the value that higher than KKM is obtained from experiment class
whereas in control class, it is lower than KKM.
The student’s achievement that gotten is proved by statistcal hypothesis
testing, one tail t-test. Based on the criterion, it is obtained that the value of tcount
5.1985 is higher than ttable 1.6684. It prove that Ha is accepted and H0 is refused, so,
the student’s achievement using PBL model based on Lesson Study is higher than
using direct instruction model.
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 30.54%.
The instrument that used to measure the student’s achievement is
consisting of cognitive aspect level from C1 to C4. Each of the cognitive aspect level
is calculated to know the improvement of students in experiment class by PBL model
based on Lesson Study and it is improve each C1 0.63, C2 0.53, C3 0.67, and C4
0.59. And the most improve in experiment class is the level of cognitive aspect of C3
0.67.
5.2. Suggestion
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 based on Lesson
Study because this model can improve the student’s achievement. And Lesson
Study can increase the relation of coleague of teachers.
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.