IMPLEMENTATION OF PROBLEM BASED LEARNING INTEGRATED WITH MULTIMEDIA BASED ON COMPUTER TO IMPROVE RESPONSIBILITY AND STUDENTSS LEARNING OUTCOMES ON REACTION RATE SUBJECT MATTER IN SENIOR HIGH SCHOOL.
IMPLEMENTATION OF PROBLEM BASED LEARNING INTEGRATED WITH MULTIMEDIA BASED ON COMPUTER TO IMPROVE RESPONSIBILITY
AND STUDENT’S LEARNING OUTCOMES ON REACTION RATE SUBJECT MATTER IN SENIOR HIGH SCHOOL
By :
RAJA IHOT SIAHAAN Reg. No. 409332029
Bilingual Chemistry Education Program
THESIS
Submitted to Fullfill The Requirement for The Degree of Sarjana Pendidikan
JURUSAN KIMIA
FAKULATAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM UNIVERSITAS NEGERI MEDAN
MEDAN 2014
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ACKNOWLEDGEMENT
Praise and thankful to Almighty God, Jesus Christ, for all His grace and blessing that provides health and wisdom to writer, so this study can be done well and accordance with the planned time.
Title of thesis is “Implementation of Problem Based Learning Integrated with Multimedia Based on Computer to Improve Responsibility and Students’s Learning Outcomes on Reaction Rate Subject Matter in Senior High School” that arranged to obtain the degree of Sarjana Pendidikan in Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan (UNIMED).
In this opportunity, the writer would like to express the greatest thanks to Prof. Dr. Suharta, M.Si as my supervisor, thanks for his valuable time spent in giving guidance, advices and suggestion during the completing process this thesis. The writer are also expresses to Prof.Dr.Albinus Silalahi,M.S, Dr.Zainuddin,M.Si and Drs. Jamalum Purba, M.Si as reviewer counselor for this thesis, thanks for advices, suggestion, guidance and constructive comment in the process of completing this thesis.
The writer also says thanks to Prof.Motlan,M.Sc.,Ph.D., the dean of Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Prof. Dr. rer.nat. Binari Manurung, M.Si, as the coordinator of Bilingual Department, for their advices and other necessary administrative. Thanks to Dr. Retno Dwi Suyanti as the validator of instrument test in this research. The writer addressed thanks to Dra. Hj. Safrimi, M.Pd as principle of SMA N 2 Medan and thanks to Manasar, S.Pd as chemistry teacher that gives permit, suggestion, motivation, and big chance to explore my creativity during the research.
Greatfull thanks to God because He gives me the best parents, M. Siahaan and N. Hutahaean and the kinds family. My parents’s words is always motivate me to grow up in my life, their love is still i felt. Thanks to my old brother Palti Siahaan, my old sister Marenta Uli Siahaan, Sondang Pita Lestari Siahaan, and Helena Lammindo Siahaan that always support me in praying and stand beside me in time.
Special thanks to my close friend Rona Uly Martetty Sibarani, thanks for your funny story, your motivation, your smile, your patience, your time and the
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point your praying. Thanks to my friends in UKM-KP Unimed special to group of No Name, they are my seniors Fitri Silalahi and Sarah Nainggolan, Raja Hizkia Sitohang, Nelius Harefa. Thanks to Bilingual Chemistry Education’09 especially Sanny Pane, Sansah Sinaga, Amri P. Tambunan, Doni Ferdinan Simanjuntak, Evan Andrean Sembiring, Niko Hefal Fernando, Andri Situmorang, Eifko Harianja and the other, as our friendship and our caring one to the other.
Thanks also to my senior Manase Sidabutar, my friends, Rio Harmoko Simbolon, Aditia Purba, Alex Hutabarat. My juniors, Rades and Giovan Simbolon, Dani and Ida Simbolon, Hiras B.M Hutasoit, Iwan Sipayung, Agung Situmorang, Monika Siahaan, Nestiwi Sitorus, Rohana Munte and Daniel Hutasoit and the others also, thanks for your spirit and your laughing.
Thanks to my big family “IKBKK” community that have been my second home, very nice if remember all the time in that home.
Finally, the writer hopes this thesis would be useful for those who would like to explore more about the learning strategy that suitable to learn rate of reaction, especially to department of chemistry. The writer realizes that thesis is still far from being perfect therefore, critique and suggestion are needed for further improvement of this thesis.
Medan, January 2014 The Writer
Raja Ihot Siahaan ID. 409332029
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IMPLEMENTATION OF PROBLEM BASED LEARNING INTEGRATED WITH MULTIMEDIA BASED ON COMPUTER TO IMPROVE RESPONSIBILITY AND STUDENT’S LEARNING OUTCOMES ON REACTION RATE SUBJECT MATTER IN SENIOR HIGH SCHOOL
Raja Ihot Siahaan (NIM 409332029) ABSTRACT
The purposes of this research are to determine whether there are significant higher of student’s learning outcomes that taught by problem based learning strategy integrated with multimedia based on computer compared by direct instruction method, and to determine whether there are significant positive correlation between the improvement responsibility sense with student’s learning outcomes that taught by problem based learning strategy integrated with multimedia based on computer, and to determine whether there are significant positive correlation between the improvement responsibility sense with student’s learning outcomes that taught by direct instruction method, and the last to investigate the effectiveness of student’s learning outcomes using problem based learning strategy integrated with multimedia based on computer compared by direct instruction method. SMA Negeri 2 Medan is the location of this research and population is all the class XI IPA, and sample was taken randomly as much as two classes, control and experiment class. The student of each class are taken 40 students. Before do the treatment, done Pre – test and Post – test were given to both of the class to know the student’s learning outcomes. The treatment in control class is direct instruction method and the other is problem based learning integrated with multimedia based on computer. During the teaching process, the observer looked the responsibility of student against to learning process. SPSS-16 for computer is used to calculate the data and Independent Sample T-Test is used to test the hypothesis. The conclusion are, there are significant higher of student’s learning outcomes that taught by problem based learning strategy integrated with multimedia based on computer compared by direct instruction method, and there are positive correlation between the improvement responsibility sense with student’s learning outcomes that taught by problem based learning strategy integrated with multimedia based on computer, and there are not significant positive correlation the improvement responsibility sense with student’s learning outcomes that taught by direct instruction method, and the effectively of teaching strategy of problem based learning integrated with multimedia based on computer is 11.57%.
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CONTENT
Page
Ratification Sheet i
Biography ii
Abstract iii
Acknowledgement iv
Table of Content v
List of Figure vi
List of Table vii
List of Appendix viii
CHAPTER I. INTRODUCTION 1.1Background 1
1.2Problem Identification 4
1.3Problem formulation 4
1.4Problem limitation 4
1.5Research objective 5
1.6Benefit of research 5
1.7Operational definition 6
CHAPTER II. LITERATURE STUDY 2.1Theoretical Framework 7
2.1.1 Learning And Learning Outcomes 7
2.1.2 Sense of Responsibility 8
2.1.3 Problem Based Learning strategy 10
2.1.3.1Syntax for Problem Based Learning 12
2.1.4 Direct Instruction Method 13
2.1.5 Media 13
2.1.5.1Useful of Media 15
2.1.5.2Selection of Media 16
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vii
2.1.7 Learning Video 17
2.1.8 Reaction Rate 17
2.1.8.1Molarity 17
2.1.8.2The Rate of Reaction 20
2.1.8.3Relationship Reaction Rate and Coefficient of Reaction 21
2.1.8.4The Equation of Reaction Rate and Reaction Order 22
2.1.8.5Factors That Affect the Reaction Rate 24
2.1.8.6Collision Theory 25
2.1.8.7Relationship between Collision Theory and Factors That Influence the Reaction Rate 26
2.1.8.8The Application of Concept The Reaction Rate 29
2.2Conceptual Framework 30
2.3Hypothesis 31
CHAPTER III. RESEACRH METHOD 3.1Time and Research Location 32
3.2Population and Sample of Research 32
3.2.1 Research Population 32
3.2.2 Research Sample 32
3.3Variable and Instrument of Research 32
3.3.1 Independent Variable 32
3.3.2 Dependent Variable 32
3.3.3 Control Variable 32
3.4Research Instrument 33
3.5Type And Design of Research 33
3.6Research Procedure 34
3.7Data And Collection Technique 35
3.7.1 Validity of Item Test 35
3.7.2 Reliability of Item Test 36
3.7.3 Difficulty Level 36
3.7.4 Different Index 37
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3.8.1 Normality Test 37
3.8.2 Homogeneity Test 38
3.8.3 Improvement of Learning Outcomes 38
3.9Hypothesis Test 38
CHAPTER IV. RESULT AND DISCUSSION 4.1 Instrument to Measure The Accuracy of Instrument 39
4.1.1 Validity of Instrument Test 39
4.1.2 Reliability of Instrument Test 39
4.1.3 Difficulty Index 40
4.1.4 Discrimination Index 40
4.2 Instrument to Measure The Learning Outcomes And Responsibility Sense 40
4.3 Pre-requirement Test of Analyzing Data 43
4.3.1 Test of Normality Data 42
4.3.2 Test of Homogeneity Data 43
4.3.3 Hypothesis Testing 44
4.3.4 The Effectively Learning of Problem Based Learning (PBL) 4.3.5 That Integrated with Multimedia Based on Computer 46
4.4 Discussion 47
CHAPTER V. CONCLUSSION AND SUGGESTION 5.1Conclusion 49
5.2Suggestion 49
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ix
LIST OF FIGURE
Page
Figure 2.1 Edgar Dale’s Experience Cone 14
Figure 2.2 Zero Order 23
Figure 2.3 First Order 24
Figure 2.4 Second Order 24
Figure 2.5 Effective and Ineffective Collision 25
Figure 2.6 Activation Energy 26
Figure 2.7 Manufactured of Ammonia 30
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1 1.1.Background
Chemistry is one of the natural sciences, which plays an important role and have a significant influence on the development and advancement of technology. Chemicals widely used in daily life such as food, beverages, clothing and even industry. The students from high school and even college chemistry capabilities reinforcements need to be equipped, in order to follow the development of science and technology development priorities at this time. The chemistry lesson is one of those subjects that are considered difficult by students, so that students by themselves need to investigate, growth the curiosity against to the learning materials. Professional teacher and a good learning model are needed to support them and carry their mind to the solution based on the problem or the difficulties to make them investigate and growth the curiosity by themselves, and also need the media to make them easy to conclude the materials or to see the key word for the problem.
Based on the function and purpose of national education, it is clear that education at all levels should be organized systematically to achieve that goal. This is related to the formation of the character of the students so that they can compete, ethics, morals, manners, and interact with the community. This suggests that the quality education students are very important character to be improved (Sudrajat, 2010). The formation of the character of the students, teachers as professional educators is needed so that the goal of education attained, the teacher has the function, role and strategic position in the national development in the field of education.
Character education is increasingly urgent to implement, given the events that occur around us. One juvenile delinquency cases that often occur in the world of National Education is a lack of discipline and lack a sense of responsibility in the school, such as not making homework, scribbling on the bench, at the dedication of the flag is not orderly, not dressed, often coming late, do not submit assignments on time, in class always teasing, fights, lack of respect for teachers. If
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this habit is persistent, then the national education goals will be difficult to materialize. As a civilized nation, such a situation is obviously very unfortunate for the future of the nation, especially in the birth of the future generation of intelligent, intellectually, emotionally, spiritually, and socially. In such a context, there needs to be a serious effort from all parts of the nation to restore the lost national character.
The problems that right to get attention in many school are the way of teaching that always constant, that is direct instruction method. In this case, the student only hear the teacher without action. Only see the teacher was talking and write in the whiteboard, mean the student do not involve in teaching process, no spirit in student learning process. The other point in this method is when the student faced the materials of lesson about calculation, the student will solve by followed the formula. The matter is if they are asked to solve the other problem that has a little different from the formula, sure that they will not able to do. It is caused in the teaching process they do not involve to find out the formula, they do not know from where that formula coming from. In their memory, the just remember the general formula and can not to develop that formula to other problem. Because of that, needed a certain strategy that will be applied when they face the other problem. The strategy also able to develop their curiosity to the problem, so the students were involved to identify the problem. The other hand, for the theoretical matter, needed strategy that make them realize that lesson has already in around of them, so they will have a memory in a long time. The uninvolved student in teaching and learning process indicates that the responsibility sense of student to their self is very warned.
Based on this problem, the researchers offered a solution using two learning strategies, namely problem-based learning strategy integrated with computer-based media and the other is using the direct instruction method. Research conducted by Silvia Budianti (2007) concluded that the usage of problem based learning method has good effectiveness. The conclusion from these studies resulted in improved learning outcomes by 29.35% compared to learning using direct instruction method.
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Research conducted in the educational journal E.J Wood (2004) concluded that PBL embraces the principles of good learning and teaching. It is student-directed (which encourages self-sufficiency and is a preparation for life-long learning), and promotes active and deep learning. It often includes or requires peer teaching, which encourages students to digest information so that they can present it to the group with some degree of authority. But also it taps into existing knowledge, and this again has to be digested knowledge so that it can be explained and used confidently.
Besides the right strategy, it needed the support of the media to promote the spirit of student learning, visualization is one way that can be done to concrete something abstract. In the era of visualization informatics developed in the form of moving images (animation) that you can add sound (audio). One of the interesting media that uses computer media power point with animation. Media animation is a medium that contains a collection of images are processed in such a way as to produce motion and comes with audio so memorable life and keep learning messages.
The subject of reaction rate that is taught in class XI semester I. This material discusses molarity, rate of reaction, relation reaction rate and coefficient of reaction, reaction order, factors that affected the rate of reaction, and the application. Overall the reaction rate material characteristics and understanding of concepts and descriptions are the usage and application of the formula in his understanding, so that students are required to solve a given problem. In addition, teachers are also required to use the media interest in learning. However, most of the students showed a less satisfactory learning outcomes, teachers are also difficult to use media interest.
Based on the references obtained, then an effort to improve
responsibility sense, and student’s learning outcomes, the researcher felt, need to
conduct a study entitled “IMPLEMENTATION OF PROBLEM BASED
LEARNING INTEGRATED WITH MULTIMEDIA BASED ON COMPUTER TO IMPROVE RESPONSIBILITY AND STUDENTS’S LEARNING OUTCOMES ON REACTION RATE SUBJECT MATTER IN SENIOR HIGH SCHOOL”.
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4
1.2. Problem Identification
1.The number of students who are less responsible in the learning.
2.Less than optimal implementation of character education in schools.
3.Lack of student involve in learning process.
4.Difficult lessons students understand abstract concepts.
5.The useless of multimedia in teaching chemistry in schools.
1.3. Problem Formulation
The formulations of problem in this research are:
1. Are there significant higher of student’s learning outcomes that taught by
problem based learning strategy integrated with multimedia based on computer compared by direct instruction method?
2. Are there significant positive correlation between the improvement
responsibility sense with student’s learning outcomes that taught by
problem based learning strategy integrated with multimedia based on computer?
3. Are there significant positive correlation between the improvement
responsibility sense with student’s learning outcomes that taught by direct instruction method?
4. How does the effectiveness of student’s learning outcomes using problem
based learning strategy integrated with multimedia based on computer compared by direct instruction method?
1.4.Research Objective
Based on the formulation of the problem, the objectives of this research are:
1. To determine whether there are significant higher of student’s learning
outcomes that taught by problem based learning strategy integrated with multimedia based on computer compared by direct instruction method.
2. To determine whether there are significant positive correlation between the
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taught by problem based learning strategy integrated with multimedia based on computer.
3. To determine whether there are significant positive correlation between the
improvement responsibility sense with student’s learning outcomes that taught by direct instruction method.
4. To investigate the effectiveness of student’s learning outcomes using
problem based learning strategy integrated with multimedia based on computer compared by direct instruction method.
1.5. Problem Limitation
Based on the scope of the problem that has been described above, the extent of the problem in this research includes:
1. This study is limited to the study of chemistry class XI IA SMA Negeri 2
Medan TA 2013/2014 on reaction rate subject matter.
2. This study is limited to the implementation of character education is a
sense of responsibility.
3. Conducted on student learning and serve two groups, where the first group
of students taught by Problem Based Learning strategy, integrated with multimedia based on computer, and the second group of students taught by direct instruction method?
4. Multimedia based on computer in this study uses the facilities of Microsoft
Power Point and video.
1.6. Benefit of Research
The benefits of this research are:
1. Generated model of learning which is expected to improve student
learning outcomes.
2. Motivating students to have more responsibility in the learning so that the
learning becomes better.
3. Improving the quality of teaching and learning process to make it more
attractive in an effort to improve student learning outcomes, especially on reaction rate subject matter.
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6
1.7. Operational Definition
1. Responsibility is the behavior in taking appropriate and effective decisions
to change one's self which changes the form of knowledge, understanding, skills, attitudes and values.
2. Learning outcomes is a change in behavior that is obtained after a learning
activity.
3. Problem Based Learning (PBL) is a learning that include of problem
formulation, learning objective, and assessment related to each other. Problem formulation is the problem/ challenges against to the student. Critical to the success of the approach is the selection of ill-structured problems (often interdisciplinary) and a tutor who guides the learning process and conducts a thorough debriefing at the conclusion of the learning experience.
4. Direct Instruction method is a method of lecture as a teaching method is
illumination and narrative orally by the teacher to the class.
5. Media is a tool that is used as an intermediary to convey messages and can
stimulate thoughts, feelings and progress of audience (students) so as to encourage the teaching and learning process.
6. Learning model is the result of the integration between learning strategies
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on result of research that have done so can gotten some conclusion, they are:
1. Student’s learning outcomes that taught by Problem Based Learning (PBL)
strategy that integrated with multimedia based on computer is significance
higher than student’s learning outcomes that taught by direct instruction
method.
2. There are significant positive correlation between the improvement
responsibility sense with student’s learning outcomes that taught by problem based learning integrated with multimedia based on computer.
3. There are no significant positive correlation between the improvement
responsibility sense with student’s learning outcomes that taught by direct instruction method
4. Effectiveness of student’s learning outcomes in class that taught by Problem Based Learning (PBL) strategy that integrated with multimedia based on computer compared with class that taught by using direct instruction method on reaction rate subject matter is 11.57%.
5.2. Suggestion
Based on the discussion and conclusion, so researcher suggest below:
1. For teacher expected able to apply Problem Based Learning (PBL)
strategy that integrated with multimedia based on computer in increasing
of student’s chemical learning outcomes
2. For the researcher that want to do the research about Problem Based
Learning (PBL) strategy that integrated with multimedia based on computer so that notice the weakness in this learning strategy can gotten result that better.
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50
REFFERENCE
Adiwiyoto, A., (2001), Melatih Anak Bertanggung Jawab, Mitra Utama, Jakarta Arikunto, S., (2006), Dasar-Dasar Evaluasi Pendidikan, Penerbit Bumi Aksara,
Jakarta
Arsyad, Azhar., (1997), Media Pengajaran, PT Raja Grafindo Persada, Jakarta Budianti, Silvia., (2007), Efektivitas Model Pembelajaran Berbasis Masalah
Untuk Meningkatkan Hasil Belajar Siswa Pada Topik Termokimia, Unimed, Medan.
Baharuddin, and Wahyuni., (2008), Teori Belajar dan Pembelajaran, Rajawali Pers, Jakarta
Danim, Sudarwan., (2008), Media Komunikasi Pendidikan, Bumi aksara, Jakarta Djamarah, S.B and Zain Aswan., (2002), Strategi Belaja Mengajar, Rinneka
Cipta, Jakarta
Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Medan., (2010), Buku Pedoman Penulisan Proposal dan Skripsi, FMIPA UNIMED, Medan
Faturrohman, P dan Sobry S., (2007), Strategi Belajar Mengajar, Refika Aditama, Bandung
Justiana, Sandri and Muchtaridi., (2010), CHEMISTRY for senior high school, Jakarta
Munadi, Yudhi., (2008), Media Pembelajaran, Gaung Persada Press Jakarta, Jakarta
Majid, A.,Dian, A., (2011), Pendidikan Karakter, Refika Aditama, Bandung Purba, Michael., (2007), Kimia untuk SMA Kelas XI semester 2, Erlangga, Jakarta Rusman, (2012)., Belajar dan Pembelajaran Berbasis Komputer, Alfabeta,
Bandung.
Richard I, Arends., (2009) Learning To Teach, eight edition, McGraw- hill, New York
Riduwan, dkk., (2011)., Cara Mudah Belajar SPSS-16,0 & Aplikasi Statistik Penelitian, Alfabeta, Jakarta
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Sabri, Ahmad., (2010)., Strategi Belajar Mengajar & Micro Teaching, PT Ciputat Press, Ciputat
Sanjaya, Wina., (2008)., Strategi Pembelajaran Berorientasi Standar Proses Pendidikan, Kencana, Jakarta
Slameto., (2010), Belajar dan Faktor-faktor yang Mempengaruhinya, Rineka Cipta, Jakarta
Sudarmo, Unggul., (2005), KIMIA untuk SMA kelas XI, Erlangg, Surakarta Sudjana., (2005), Metode Statistika, Penerbit Tarsito, Bandung.
Sudrajat, A., (2010), Pendidikan Karakter Di Sekolah:
http://akhmadsudrajat.wordpress.com (diakses Januari 2012)
Suprijono, Agus., (2010), Cooperative Learning, Teori dan Aplikasi Paikem, Pustaka Pelajar, Surabaya
Sutresna, Nana., (2010), Cerdas Belajar Kimia, Graffindo, Jakarta
Triana, I.K., (2008), Meningkatkan Disiplin dan Tanggung Jawab Siswa Melalui Sanksi Berjenjang Pada Siswa Kelas III SD No I Sanur T.P. 2009/2010, Laporan Hasil Peneltian Tindakan Kelas Karya Tulis Online, Denpasar (diakses Januari 2012)
Wahana Komputer., ( 2009), Panduan Praktis SPSS-16 Untuk Pengolahan Data Statistik, Penerbit Andi, Semarang
Wahyudi, Eko N., (2009), Pemanfaatan Media Animasi Makromedia Flash untuk Meningkatkan Hasil Belajar Siswa Kelas X B Teknik Gambar Bangunan SMK Negeri 2 Wonogiri,
http://isjd.pdii.lipi.go.id/admin/jurnal/edkhusmei09143152_2085-9791.pdf (diakses Pebruari 2013)
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1.2. Problem Identification
1.The number of students who are less responsible in the learning. 2.Less than optimal implementation of character education in schools. 3.Lack of student involve in learning process.
4.Difficult lessons students understand abstract concepts. 5.The useless of multimedia in teaching chemistry in schools.
1.3. Problem Formulation
The formulations of problem in this research are:
1. Are there significant higher of student’s learning outcomes that taught by problem based learning strategy integrated with multimedia based on computer compared by direct instruction method?
2. Are there significant positive correlation between the improvement responsibility sense with student’s learning outcomes that taught by problem based learning strategy integrated with multimedia based on computer?
3. Are there significant positive correlation between the improvement responsibility sense with student’s learning outcomes that taught by direct instruction method?
4. How does the effectiveness of student’s learning outcomes using problem based learning strategy integrated with multimedia based on computer compared by direct instruction method?
1.4.Research Objective
Based on the formulation of the problem, the objectives of this research are:
1. To determine whether there are significant higher of student’s learning outcomes that taught by problem based learning strategy integrated with multimedia based on computer compared by direct instruction method. 2. To determine whether there are significant positive correlation between the
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taught by problem based learning strategy integrated with multimedia based on computer.
3. To determine whether there are significant positive correlation between the improvement responsibility sense with student’s learning outcomes that taught by direct instruction method.
4. To investigate the effectiveness of student’s learning outcomes using problem based learning strategy integrated with multimedia based on computer compared by direct instruction method.
1.5. Problem Limitation
Based on the scope of the problem that has been described above, the extent of the problem in this research includes:
1. This study is limited to the study of chemistry class XI IA SMA Negeri 2 Medan TA 2013/2014 on reaction rate subject matter.
2. This study is limited to the implementation of character education is a sense of responsibility.
3. Conducted on student learning and serve two groups, where the first group of students taught by Problem Based Learning strategy, integrated with multimedia based on computer, and the second group of students taught by direct instruction method?
4. Multimedia based on computer in this study uses the facilities of Microsoft Power Point and video.
1.6. Benefit of Research
The benefits of this research are:
1. Generated model of learning which is expected to improve student learning outcomes.
2. Motivating students to have more responsibility in the learning so that the learning becomes better.
3. Improving the quality of teaching and learning process to make it more attractive in an effort to improve student learning outcomes, especially on reaction rate subject matter.
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1.7. Operational Definition
1. Responsibility is the behavior in taking appropriate and effective decisions to change one's self which changes the form of knowledge, understanding, skills, attitudes and values.
2. Learning outcomes is a change in behavior that is obtained after a learning activity.
3. Problem Based Learning (PBL) is a learning that include of problem formulation, learning objective, and assessment related to each other. Problem formulation is the problem/ challenges against to the student. Critical to the success of the approach is the selection of ill-structured problems (often interdisciplinary) and a tutor who guides the learning process and conducts a thorough debriefing at the conclusion of the learning experience.
4. Direct Instruction method is a method of lecture as a teaching method is illumination and narrative orally by the teacher to the class.
5. Media is a tool that is used as an intermediary to convey messages and can stimulate thoughts, feelings and progress of audience (students) so as to encourage the teaching and learning process.
6. Learning model is the result of the integration between learning strategies and media used.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on result of research that have done so can gotten some conclusion, they are:
1. Student’s learning outcomes that taught by Problem Based Learning (PBL) strategy that integrated with multimedia based on computer is significance higher than student’s learning outcomes that taught by direct instruction method.
2. There are significant positive correlation between the improvement
responsibility sense with student’s learning outcomes that taught by problem based learning integrated with multimedia based on computer.
3. There are no significant positive correlation between the improvement responsibility sense with student’s learning outcomes that taught by direct instruction method
4. Effectiveness of student’s learning outcomes in class that taught by Problem Based Learning (PBL) strategy that integrated with multimedia based on computer compared with class that taught by using direct instruction method on reaction rate subject matter is 11.57%.
5.2. Suggestion
Based on the discussion and conclusion, so researcher suggest below: 1. For teacher expected able to apply Problem Based Learning (PBL)
strategy that integrated with multimedia based on computer in increasing of student’s chemical learning outcomes
2. For the researcher that want to do the research about Problem Based Learning (PBL) strategy that integrated with multimedia based on computer so that notice the weakness in this learning strategy can gotten result that better.
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REFFERENCE
Adiwiyoto, A., (2001), Melatih Anak Bertanggung Jawab, Mitra Utama, Jakarta Arikunto, S., (2006), Dasar-Dasar Evaluasi Pendidikan, Penerbit Bumi Aksara,
Jakarta
Arsyad, Azhar., (1997), Media Pengajaran, PT Raja Grafindo Persada, Jakarta Budianti, Silvia., (2007), Efektivitas Model Pembelajaran Berbasis Masalah
Untuk Meningkatkan Hasil Belajar Siswa Pada Topik Termokimia,
Unimed, Medan.
Baharuddin, and Wahyuni., (2008), Teori Belajar dan Pembelajaran, Rajawali Pers, Jakarta
Danim, Sudarwan., (2008), Media Komunikasi Pendidikan, Bumi aksara, Jakarta Djamarah, S.B and Zain Aswan., (2002), Strategi Belaja Mengajar, Rinneka
Cipta, Jakarta
Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Medan., (2010), Buku Pedoman Penulisan Proposal dan Skripsi, FMIPA UNIMED, Medan
Faturrohman, P dan Sobry S., (2007), Strategi Belajar Mengajar, Refika Aditama, Bandung
Justiana, Sandri and Muchtaridi., (2010), CHEMISTRY for senior high school, Jakarta
Munadi, Yudhi., (2008), Media Pembelajaran, Gaung Persada Press Jakarta, Jakarta
Majid, A.,Dian, A., (2011), Pendidikan Karakter, Refika Aditama, Bandung Purba, Michael., (2007), Kimia untuk SMA Kelas XI semester 2, Erlangga, Jakarta Rusman, (2012)., Belajar dan Pembelajaran Berbasis Komputer, Alfabeta,
Bandung.
Richard I, Arends., (2009) Learning To Teach, eight edition, McGraw- hill, New York
Riduwan, dkk., (2011)., Cara Mudah Belajar SPSS-16,0 & Aplikasi Statistik
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Sabri, Ahmad., (2010)., Strategi Belajar Mengajar & Micro Teaching, PT Ciputat Press, Ciputat
Sanjaya, Wina., (2008)., Strategi Pembelajaran Berorientasi Standar Proses
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