THE COMPARISON OF STUDENT ACHIEVEMENT THROUGH ASSURE LEARNING MODEL AND PROBLEM BASED LEARNING MODEL ON SUB TOPIC OF PLATONIC SOLID PYRAMID IN GRADE VIII SMP NEGERI 1 TEBING TINGGI.

THE COMPARISON OF STUDENT ACHIEVEMENT THROUGH ASSURE LEARNING MODEL AND PROBLEM BASED

LEARNING MODEL ON SUB TOPIC OF PLATONIC SOLID PYRAMID

IN GRADE VIII SMP NEGERI 1 TEBING

TINGGI

By:

Efrida Fitri

408 111 006

Mathematics Education

THESIS

Submitted for Fulfill the requirement for the Degree of

Sarjana Pendidikan

MATHEMATICS DEPARTMENT

FACULTY OF MATHEMATICS AND SCIENCES MEDAN STATE UNIVERSITY

iv

ACKNOWLEGEMENT

Firstly I would like to thank ALLAH ALMIGHTY for giving me the audacity, sanctioning me with acquaintance and confidence to finish this thesis.

In this chance I want to owe my deepest and profound gratitude to my thesis advisor mister Drs.Parapat Gultom, MSIE, Ph.D who guided and gave me advices from the beginning until the end of writing process of this thesis. And I want to extend gratitude to Prof. Dr. Asmin, M.Pd, Dr.W.Rajagukguk, M.Pd, Mulyono, S.Si, M.Si as my examiner who given me advices in this thesis writing process.

Thanks to Prof. Drs. Dian Armanto, M.Pd, MA, M.Sc, Ph.D as my academic advisor who has given me suggestions and advices along study in State University of Medan. Thanks to Prof. Dr. Ibnu Hajar, M.Si as head of Medan State University, Prof.Dr.Motlan,M.Sc.Ph.D as Dean of Faculty of Mathematics and Science, Prof. Dr. Mukhtar, M.Pd as Head of Mathematics Department, Drs. Syafari, M.Pd as Head of Mathematics Education Program, Prof. Dr. Herbert Sipahutar, M.Sc as Coordinator of Bilingual Program, and for all lecturers and Staff in Faculty of Mathematics and Science, University of Medan.

Thanks to Drs. H.Adrul as the Principle of SMP Negeri 1 Tebing Tinggi that given chance to me to do the research, Mr. Saheri, S.Pd and Mr. Purnawanto S.Pd, M.Pd as mathematics teachers and all the teachers in SMP Negeri 1 Tebing Tinggi who helped me when the research is held.

The special gratitude I want to deliver to my lovely parents, my mother and my father that given me a lot of love, pray, motivation and spirit to finished my study in State University of Medan. Thanks to my brother, Yusrizal and Ahmad Khairi for the motivation and spirit that given to me.

And the special thanks to my friends Yanti, Eva, Emil, Siti, Farah and all

of my friends in Mathematics Bilingual Class ’08 that given spirit, motivation and

helped me from the beginning until the end of my study process in UNIMED. The last, I want to say thanks to my lodge friends (Tusam Family) when I had my practical teaching program in SMP Negeri 1 Tebing Tinggi.

v

I realized that there are still many weaknesses in contents and grammar in this thesis, so I received the critics and advices from the reader that can make this thesis better. I hoped this thesis can be useful in education world.

THE COMPARISON OF STUDENT ACHIEVEMENT THROUGH ASSURE LEARNING MODEL AND PROBLEM BASED LEARNING MODEL ON SUB

TOPIC OF PLATONIC SOLID: PYRAMID IN GRADE VIII SMP NEGERI 1 TEBING TINGGI

Abstract

Research was carried out at SMP Negeri 1 Tebing Tinggi that had aims to determine whether there are the differences of learning influence between ASSURE

learning model and Problem Based Learning (PBL) model on students’ achievement.

The type of this research was experimental research by provided treatment to both of research sample. The population in this sample was grade VIII RSBI SMP Negeri 1 Tebing Tinggi that consists of 4 classes with an average of 30 students. The samples were taken two classes that are determined by random sampling techniques, namely the experiment class I consist of 27 students and experiment class II consist of 27 students.

Instrument that used in this study was in the form of essay test as much as 5 items that have tested valid and reliable. Before testing the hypothesis, the data was tested for normality and homogeneity test. Normality test used Chi-Square formula and homogeneity test used the F-test. From the results of test, it concluded that both samples were normally distributed and homogeneous. The hypotheses in this study were tested using t-test.

The results of research show that students' achievements in learning by using ASSURE learning models had average of pre-test 59.90 and the average of post-test 80.64. The result of t-test based on statistic calculations, t value was 7.91 Indicating

the t table for N = 27 and α = 5% was 1.70 concluded ASSURE Learning Model can improve students' achievement. In PBL learning models obtained an average value of students' pre-test 53.70 and the average value of students' post-test 79.54. The result of t-test based on statistic calculations, t value was 7.52 Indicating t table for N = 27

and α = 5% was 1.70; it concludedthat PBL can improve students' achievement. Statistically by use t-test concluded that there is no significant difference of students' learning achievement which is given by ASSURE model of learning and PBL learning model. It can be seen t value obtained from calculation of the t-test statistic through two-way testing at 1.12 where t table for N = 27 and α = 2.5% was

2.06.

vi

CONTENT

CURICULUM VITAE ii

ABSTRACT iii

ACKNOWLEDGEMENT iv

CONTENT vi

TABLE LIST viii

FIGURE LIST ix

APPENDIX LIST x

CHAPTER I: INTRODUCTION 1

1.1 Background 1

1.2 Identification Problem 5

1.3 Limitation of the Problem 5

1.4 Research Problem 6

1.5 Research Objectives 6

1.6 Research Benefit 6

CHAPTER II: LITERATURE OF STUDY 8

2.1 Literature of Study 8

2.1.1 Learning 8

2.1.2 Successful of Learning 9

2.1.3 Effectiveness of Learning 10

2.1.4 Learning Achievement 12

2.1.5 Mastery of Learning 14

2.1.6 Learning Model 15

2.1.6.1 ASSURE Learning Model 16

2.1.6.2 PBL Learning Model 20

2.1.7 Subject Matter 24

2.2 Conceptual Framework 27

2.3 Research Hypothesis 29

vii

3.1 Place and Time of Research 30

3.2 Population and Sample 30

3.3 Type of Research 30

3.4 Research Design 31

3.5 Research Variable 31

3.5.1 Independent Variable 31

3.5.2 Dependent Variable 31

3.6 Procedure Research 32

3.7 Research Instruments 34

3.7.1 Validity 34

3.7.2 Reliability 35

3.8 Analysis of Data 35

3.8.1 Analysis of the First Stage 36

3.8.2 Analysis of Final Stage 37

CHAPTER IV : RESULT AND DISCUSSION 42

4.1 Description of Data Research 42 4.1.1 Data Pre-test of Experiment Class I and Experiment Class II 42 4.1.2 Data Post-test of Experiment Class I and Experiment Class II 44 4.1.2 Analysis of Research Data 46 4.1.2.1 Normality Test of Data 46 4.1.2.2 Homogeneity Test of Data 46 4.1.2.3 Testing the Hypothesis 47 4.1.3 Classical Completeness of Learning 50 4.2 Discussion of Research Result 50

CHAPTER V: CONCLUSION AND SUGGESTION 53

5.1 Conclusion 53

5.2 Suggestion 54

REFERENCES 55

ix

FIGURE LIST

Figure 2.1 Perspective of Success Learning 10 Figure 2.2 Pyramid and Its Formula 25

Figure 2.3 Pyramid Net 26

Figure 2.4 Volume of Pyramid 26

Figure 3.1 Experimental Design Figure 33 Figure 4.1 Pre-test of Experiment Class I Diagram 42 Figure 4.2 Pre-test of Experiment Class II Diagram 43 Figure 4.3 Post-test of Experiment Class I Diagram 44 Figure 4.4 Post-test of Experiment Class II Diagram 45

1

CHAPTER I

INTRODUCTION

1.1. Background

The development of science and technology must be supported by the ability to use, to develop and to apply technology of science in a balanced way. One way to improvestudents’ mastery of the knowledge is improving the ability in mathematics, because mathematics is the foundation of other sciences.

Mathematics is a tool that clarifies and simplifies situations through abstraction, idealization or generalization for a study or problem solving. Mathematics is also able to increase the ability to think clearly, logically, orderly, and systematically. That is why learning mathematics is important.

In general, the teaching of mathematics in Indonesia are still using traditional or mechanistic approach that emphasizes the 'drill and practice' model, so that students trained work on the problems such as mechanical or machine; prefer memorizing to understanding. In addition, the learning process tends to "textbook" and less related to daily life. As a result, students do not appreciate or understand math concepts and student achievement isn’tmaximized.

Based on the data of mid examination score of students in SMP Negeri 1 Tebing Tinggi, some students do not achieve the standard minimum of criteria value. Students that achieve the score above MCC value less than 10% (MCC value: 75). Beside that students find the difficulties to apply mathematics in daily life. As in the platonic solid subject, students often memorize formulas to solve problems related to this topic. But students do not understand the concept for this subject and do not find the relation between mathematics concept from this subject and the problem in daily life. It makes students difficult to use the suitable formula to solve the contextual problem that is given to them. So, the implementation of learning process is important to make the students not only memorize the formula of mathematics but they also understand about the concept.

2

Learning is a process undertaken by individuals to acquire the desired skills or competencies. Through the process of learning a person will have the knowledge, skills and attitudes necessary to perform a task and job. Smith and Ragan (in Benny A. Pribadi, 2011: 12) interpret the concept of learning as: "... The changes are relative permanent in knowledge and behavior caused by experience."

Learning process is a deliberately planned in order to facilitate the individual in taking a learning process. In other words, learning is a process that has the purpose of facilitating the individual to have the specific competencies of knowledge, skills and attitudes required to perform a specific task or job.

Educators recognize that learning is more effective when students are actively participating. By participating, students will get experience, appreciate, and draw lessons from the activities undertaken so that learning outcomes are embedded in more depth on students. Rowntree (in Benny A. Pribadi, 2011: 19) suggested four indicators that can be used to determine the success of a program of learning. A learning activity can be effective if it meets the following criteria.

o Able to improve student learning outcomes o Able to motivate students to learn more

o Able to improve memory or retention of students to the content / subject

matte

o Able to make the students apply the knowledge and skills

To achieve the above criteria, the role of teachers in teaching the course is very important. Therefore, teachers are expected to teach not only convey the subject matter, but to train students' ability to think, to use the full cognitive structures and directed. Teaching is to get students to think through the thinking skills students will form an intelligent and capable to solve any problems. For the teaching process, as the process of imparting knowledge, it would be more appropriate if it is defined by embedding the science of the kind described Smith that teaching is imparting knowledge or skills.

3

Standard of teaching in the context of the educational process not only convey the subject matter, but also interpreted as a process to set the environment for learning. Learning models must guide students to think creatively and actively. Learning models that can make students learn actively are ASSURE learning models and Problem Based Learning model.

ASSURE Model developed by Sharon Smaldino, Robert Henich, James Russell and Michael Molenda in the book "Instructional Technology and Media

for Learning". Learning design model is an abbreviation of the components or

steps contained therein, namely:

A: Analyze learner characteristics S: State performance objective

S: Select methods, media and materials U: Utilize materials

R: Requires learner participation E: Evaluation and revision

This learning model is more oriented to the use of media and technology in creating the learning process and the desired activity. Utilization ASSURE instructional design model needs to be done stage by stage (systematic) and comprehensive (holistic) in order to deliver optimal results, namely the creation of successful learning.

This is a procedural instructional design model that is built to create learning programs that are effective, efficient and attractive. In this model the use of media and technology is a must because it is used to assist students in achieving learning objectives. The use of media that goes along with learning method and strategy will be able to engage students in learning activities are intensive.

Problem Based Learning (PBL) can be interpreted as a series of learning activities that emphasize the process of resolving the problems encountered in scientific terms. There are three main characteristics of problem-based learning.

4

First, PBL is a series of learning activities, meaning that the implementation of PBL in a number of activities to do by the students. PBL did not expect the students just listen, record, and then memorize the subject matter, but through the PBL students actively think, communicate, find and process data, and finally making a conclusion.

Second, learning activities geared to solve the problem. PBL puts the problem as a keyword of the learning process. That is, no problems there can be no learning process. Third, problem solving is done using a scientific approach to thinking. Thinking of using the scientific method is a process of deductive and inductive thinking. Thinking process is carried out systematically and empirically. Systematic means of scientific thinking through certain stages, while the empirical means problem-solving process is based on data and facts are clear.

Learning strategies with the Problem Based Learning can be applied:

 When the teacher wants the students not just remember subject matter, but to master and understand it full

 If the teacher intends to develop students' skills of rational thinking, the ability to analyze situations, apply their knowledge in new situations, to know the difference between fact and opinion, as well as develop the ability to make an objective judgment

 When the teacher wants the students' ability to solve problems and make students intellectual challenge

 If a teacher wants to encourage students to take more responsibility in their learning

 If teachers want students to understand the relationship between what is learned with the reality of his life

From the above, by executing the process of ASSURE learning model and Problem Based Learning students are expected to learn actively, appreciate or understand math concepts and increase student achievement.

5

Based on the explanation above, the authors are encouraged to conduct research titled: THE COMPARISON OF STUDENT ACHIEVEMENT

THROUGH ASSURE LEARNING MODEL AND PROBLEM BASED LEARNING MODEL ON SUB TOPIC OF PLATONIC SOLID: PYRAMID IN GRADE VIII SMP NEGERI 1 TEBING TINGGI

1.2. Identification Problem

Based on the background above, it can be identified some problems in learning process:

1. The students still have low ability to solve the problem in learning process.

2. Students’ achievements do not achieve the standard of competency.

3. Students still feel difficult to solve the problem because they still confuse about the mathematics concept.

4. Learning process tends to "textbook" and less related to daily life, so the students feel unpleasant to study mathematics.

1.3. Limitation of Problem

The limitations of this research problem are:

1. The students still have low ability to solve the problem in learning process.

2. Students’ achievements do not achieve the standard of competency.

3. Scope of research:

• Independent variable: Model of Learning (ASSURE and PBL)

• Dependent variable: Students’ achievement • Subject matter: Pyramid

6

1.3 Research Problem

Based on the background in the formulation of the problem in this study are:

1. Is ASSURE learning model can improve student achievement in class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid? 2. Is Problem Based Learning model can improve student achievement in

class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid?

3. Is there a significant different of student learning achievement through ASSURE learning model and PBL model in class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid?

1.4 Research Objectives

The purposes of this study:

• To find out is ASSURE learning model can improve student achievement in class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid.

• To find out is PBL learning model can improve student achievement in class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid.

• To find out is there a different of student learning achievement through ASSURE learning model and PBL model in class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid.

1.5 Research Benefit

7

• The results of this study may be a reference in the development of mathematical models of learning that can improve student learning achievement

• The study is expected to add the repertoire of knowledge, especially in the implementation of learning mathematics on the subject Platonic Solid

b. In Practical

• For the teachers, the teacher can apply the mathematical model of learning by using ASSURE learning model or PBL model.

• For the school, this study is expected to help the improvement of student achievement. In addition, the application of mathematical models of learning using ASSURE learning model or PBL model is expected can increase students' motivation in learning.

53

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusion

Based on the results obtained from analysis of data obtained a conclusion that is:

1. Students’ achievement on the sub topic surface area and volume of pyramid that is learned by ASSURE learning model had average value 80.55 or include in high category.

2. Students’ achievement on the sub topic surface area and volume of

pyramid that is learned by PBL learning model had the average value 79.44 or include in medium category..

3. ASSURE learning model can increase students’ achievement on sub-topic surface area and volume of pyramid. It can be seen from the result of t-test based on statistic calculations indicating t value was 7.91 which t table for

N = 27 and α = 5%was 1.70.

4. PBL learning model can increase students’ achievement in sub-topic surface area and volume of pyramid. It can be seen from the result of t-test based on statistic calculations indicating t value at 7.52 where t table for N

= 27 and α = 5%was 1.70.

5. Statistically by use t-test concluded that there is no significant difference

of students’ achievement which is given learning by ASSURE learning model and PBL learning model. It can be seen from t value obtained calculation of the t-test through statistic two-way testing at 1.12 where t table for N = 27 and α = 2.5% was 2.06.

6. Classical completeness of student through ASSURE learning models and Problem Based Learning on the sub topic surface area and volume of pyramid was 85%.

54

5.2. Suggestion

Based on these results the suggestions that researcher can provide are:

1. To teachers of mathematics can make the ASSURE learning models and Problem Based Learning (PBL) model as alternative in choose the model of learning that is expected to increase students’ achievement and get the

Criteria Completeness Minimum (CCM).

2. To the next researcher is hoped to be better to do the research because of researcher’s experience for implement learning model when study, researchers was not capable to master the class in whole and influenced

the research’s result, so that the next researchers will get more maximum result. It is important because the results of the research useful as counterweight theory as well as reformation and innovation in education particularly in use media and methods of learning in the classroom.

55

REFERENCES

Arikunto, S., (2006), Prosedur Penelitian Suatu Pendekatan Praktik, Rineka Cipta, Jakarta

Cahyono, Tri., (2006) Uji Normalitas, Politeknik Kesehatan Semarang,

http://www.enviroliteracy.org/pdf/materials/1210.pdf

Creswell, John W.,(2008) Educational Research: Planning, Conducting,

and Evaluating Quantitative and Qualitative Research, Pearson Merril Prentice Hall, New Jersey

Daryanto, (2008), Evaluasi Pendidikan, Penerbit Rineka Cipta, Jakarta

Depdiknas, (2006), Draft Final Kurikulum Tingkat Satuan Pendidikan:

Standar Kompetensi Mata Pelajaran Matematika SMP dan MTs,

Depdiknas, Jakarta

Dimyati dan Mudjiono, (2006), Belajar dan Pembelajaran, Penerbit Rineka Cipta, Jakarta

Khaidir, (2011), Pengaruh Metode Pembelajaran Berbasis Masalah

Dengan Menggunakan Media Komputer Animasi Terhadap Kemampuan Pemecahan Masalah Siswa Pada Pokok Bahasan Fungsi Kuadrat di SMA Negeri Perisai Kutacane TP 2010/2011,

Skripsi

Mariana Silaen, Dina, (2011), Perbedaan Pengaruh Pembelajaran

Quantum Teaching Dengan Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) Terhadap Hasil Belajar Siswa Di Kelas VIII SMP Swasta Santo Thomas 3 Medan, Skripsi

Megaw, Angela E., Assure Model: Deconstructing the Heinich, Moldena, Russell, and Smaldino Instructional Design Model, University of Georgia,http://ipislam.edu.my/kplir/Bacaan/Assure/idm_angela.pdf

56

Pribadi, Benny A., (2011), Model ASSURE untuk Mendesain Pembelajaran Sukses, Dian Raktyat, Jakarta

Sandjaya, Wina., (2009), Strategi Pembelajaran Berorientasi Standard

Pendidikan, Prenada Media Group, Jakarta

Smith, Patricia L. dan Tillman J. Ragan, Instructional Design Second

Edition, John Wiley and Sons Inc., New York

Sudjana, (2002), Metoda Statistika, Penerbit Tarsito, Bandung

Sudjana, Nana., (2009), Penilaian Hasil Proses Belajar Mengajar, PT Remaja Rosdakarya, Bandung

Sugiono, (2008), Metode Penelitian Pendidikan Pendekatan Kuantitaive,

Kualitatif dan R & D, Alfabeta, Bandung

Sukardi, (2008), Metodologi Penelitian Pendidikan, PT Bumi Aksara, Jakarta

Sumarno, Alim, (2011), Model Assure, http://blog.elearning.unesa.ac.id/alim-sumarno/model-assure

Tan, O.S., (2009), Problem-based Learning and Creativity, Cengage Learning Asia Pte Ltd, Singapore

1.3 Research Problem

Based on the background in the formulation of the problem in this study are:

1. Is ASSURE learning model can improve student achievement in class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid? 2. Is Problem Based Learning model can improve student achievement in

class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid?

3. Is there a significant different of student learning achievement through ASSURE learning model and PBL model in class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid?

1.4 Research Objectives

The purposes of this study:

• To find out is ASSURE learning model can improve student achievement in class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid.

• To find out is PBL learning model can improve student achievement in class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid.

• To find out is there a different of student learning achievement through ASSURE learning model and PBL model in class VIII SMP Negeri 1 Tebing Tinggi on the sub topic of Platonic Solid: Pyramid.

1.5 Research Benefit

• The results of this study may be a reference in the development of mathematical models of learning that can improve student learning achievement

• The study is expected to add the repertoire of knowledge, especially in the implementation of learning mathematics on the subject Platonic Solid

b. In Practical

• For the teachers, the teacher can apply the mathematical model of learning by using ASSURE learning model or PBL model.

• For the school, this study is expected to help the improvement of student achievement. In addition, the application of mathematical models of learning using ASSURE learning model or PBL model is expected can increase students' motivation in learning.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusion

Based on the results obtained from analysis of data obtained a conclusion that is:

1. Students’ achievement on the sub topic surface area and volume of pyramid that is learned by ASSURE learning model had average value 80.55 or include in high category.

2. Students’ achievement on the sub topic surface area and volume of pyramid that is learned by PBL learning model had the average value 79.44 or include in medium category..

3. ASSURE learning model can increase students’ achievement on sub-topic surface area and volume of pyramid. It can be seen from the result of t-test based on statistic calculations indicating t value was 7.91 which t table for N = 27 and α = 5%was 1.70.

4. PBL learning model can increase students’ achievement in sub-topic surface area and volume of pyramid. It can be seen from the result of t-test based on statistic calculations indicating t value at 7.52 where t table for N = 27 and α = 5%was 1.70.

5. Statistically by use t-test concluded that there is no significant difference of students’ achievement which is given learning by ASSURE learning model and PBL learning model. It can be seen from t value obtained calculation of the t-test through statistic two-way testing at 1.12 where t table for N = 27 and α = 2.5% was 2.06.

6. Classical completeness of student through ASSURE learning models and Problem Based Learning on the sub topic surface area and volume of pyramid was 85%.

5.2. Suggestion

Based on these results the suggestions that researcher can provide are: 1. To teachers of mathematics can make the ASSURE learning models and

Problem Based Learning (PBL) model as alternative in choose the model of learning that is expected to increase students’ achievement and get the Criteria Completeness Minimum (CCM).

2. To the next researcher is hoped to be better to do the research because of researcher’s experience for implement learning model when study, researchers was not capable to master the class in whole and influenced the research’s result, so that the next researchers will get more maximum result. It is important because the results of the research useful as counterweight theory as well as reformation and innovation in education particularly in use media and methods of learning in the classroom.

REFERENCES

Arikunto, S., (2006), Prosedur Penelitian Suatu Pendekatan Praktik, Rineka Cipta, Jakarta

Cahyono, Tri., (2006) Uji Normalitas, Politeknik Kesehatan Semarang, http://www.enviroliteracy.org/pdf/materials/1210.pdf

Creswell, John W.,(2008) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Pearson Merril Prentice Hall, New Jersey

Daryanto, (2008), Evaluasi Pendidikan, Penerbit Rineka Cipta, Jakarta Depdiknas, (2006), Draft Final Kurikulum Tingkat Satuan Pendidikan:

Standar Kompetensi Mata Pelajaran Matematika SMP dan MTs, Depdiknas, Jakarta

Dimyati dan Mudjiono, (2006), Belajar dan Pembelajaran, Penerbit Rineka Cipta, Jakarta

Khaidir, (2011), Pengaruh Metode Pembelajaran Berbasis Masalah Dengan Menggunakan Media Komputer Animasi Terhadap Kemampuan Pemecahan Masalah Siswa Pada Pokok Bahasan Fungsi Kuadrat di SMA Negeri Perisai Kutacane TP 2010/2011, Skripsi

Mariana Silaen, Dina, (2011), Perbedaan Pengaruh Pembelajaran Quantum Teaching Dengan Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) Terhadap Hasil Belajar Siswa Di Kelas VIII SMP Swasta Santo Thomas 3 Medan, Skripsi

Megaw, Angela E., Assure Model: Deconstructing the Heinich, Moldena, Russell, and Smaldino Instructional Design Model, University of Georgia,http://ipislam.edu.my/kplir/Bacaan/Assure/idm_angela.pdf

Pribadi, Benny A., (2011), Model ASSURE untuk Mendesain Pembelajaran Sukses, Dian Raktyat, Jakarta

Sandjaya, Wina., (2009), Strategi Pembelajaran Berorientasi Standard Pendidikan, Prenada Media Group, Jakarta

Smith, Patricia L. dan Tillman J. Ragan, Instructional Design Second Edition, John Wiley and Sons Inc., New York

Sudjana, (2002), Metoda Statistika, Penerbit Tarsito, Bandung

Sudjana, Nana., (2009), Penilaian Hasil Proses Belajar Mengajar, PT Remaja Rosdakarya, Bandung

Sugiono, (2008), Metode Penelitian Pendidikan Pendekatan Kuantitaive, Kualitatif dan R & D, Alfabeta, Bandung

Sukardi, (2008), Metodologi Penelitian Pendidikan, PT Bumi Aksara, Jakarta

Sumarno, Alim, (2011), Model Assure,

http://blog.elearning.unesa.ac.id/alim-sumarno/model-assure Tan, O.S., (2009), Problem-based Learning and Creativity, Cengage

Learning Asia Pte Ltd, Singapore