THE EFFECT OF PROJECT BASED LEARNING AND COOPERATIVE LEARNING GROUP INVESTIGATION ON STUDENT’S CONCEPT MASTERY, SCIENTIFIC ATTITUDE AND CREATIVE THINKING SKILL IN RESPIRATORY SYSTEM AT SMA NEGERI 3 MEDAN.

THE EFFECTS OF PROJECT-BASED LEARNING AND COOPERATIVE
LEARNING GROUP INVESTIGATION ON STUDENT’S CONCEPT
MASTERY, SCIENTIFIC ATITUDE, AND CREATIVE
THINKING SKILLS IN RESPIRATORY SYSTEM
AT SMA NEGERI 3 MEDAN

A Thesis

Submitted to the Biology Education Study Program in Partial Fulfillment of the
Requirement for the Degree of Magister of Biology Education

By :

SUKMAWATI SUNDARI SIREGAR
Registration Number. 8136173016

BIOLOGY EDUCATION STUDY PROGRAM
POSTGRADUATED SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
2015

ABSTRAK

Sukmwati Sundari Siregar. NIM. 8136173016. The Effect of Project Based
Learning and Cooperative Learning Group Investigation on Student’s Concept
Mastery, Scientific Attitude and Creative Thinking Skill in Respiratory System At
SMA Negeri 3 Medan. Tesis. Program Pendidikan Biologi, Sekolah
Pascasarjana, Universitas Negeri Medan. Medan. 2015.
Penelitian ini bertujuan untuk mengetahui pengaruh Project-Based
Learning and Group Investigation terhadap penguasaan konsep, sikap ilmiah, dan
keterampilan berfikir kreatif. Penelitian quasi eksperimen ini menggunakan desain
penelitian pre-test and post-test control group design. Populasi penelitian adalah
seluruh siswa kelas XI MIA SMA Negeri 3 Medan T.A. 2014/2015. Jumlah
populasi penelitian adalah 108 siswa. Sample dipilih menggunakan teknik
purposive cluster random sampling dan dibagi menjadi tiga kelas yakni kelas
eksperimen dan kontrol. Pembelajaran Project-Based Learning dan Group
Investigation dibelajarkan pada kelas eksperimen, sedangkan pembelajaran
konvensional dibelajaran pada kelas kontrol. Soal pilihan ganda digunakan untuk
mengukur penguasaan konsep siswa. Angket didistribusikan keapda siswa untuk
mengukut sikap ilmiah siswa, dan essay test digunakan untuk mengukur

keterampilan berfikir kreatif. Uji persyaratan menunjukkan bahwa data terdistribusi
normal dan homogen. Data dianalisis menggunakan Anava satu jalur dan Anacova,
dilanjutkan dengan Uji Tukey pada taraf signifikansi α = 0.05 dengan bantuan SPSS
19.00. Hasil penelitian diperoleh bahwa: (1)Terdapat pengaruh model pembelajaran
terhadap penguasaan konsep siswa. Siswa yang diajarkan dengan Project-based
learning secara signifikan berbeda dengan siswa yang diajarkan dengan Group
Investigation (P= 0.000) dan pembelajaran konvensional (P = 0.000). (2)Terdapat
pengaruh model pembelajaran terhadap sikap ilmiah siswa. Siswa yang diajarkan
dengan Project-based learning secara signifikan berbeda dengan siswa yang
diajarkan dengan Group Investigation (P= 0.000) dan pembelajaran konvensional
(P = 0.000); (3) Terdapat pengaruh model pembelajaran terhadap sikap ilmiah
siswa. Siswa yang diajarkan dengan Project-based learning secara signifikan
berbeda dengan siswa yang diajarkan dengan Group Investigation (P= 0.000) dan
pembelajaran konvensional (P = 0.000). Hasil penelitian menunjukkan bahwa
project based learning lebih baik daripada Cooperative Learning Group
Investigation dan Pembelajaran Konvensional. Hal ini membuktikan bahwa
pembelajaran dengan project based learning dapat memberikan pengaruh terhadap
penguasaan konsep, sikap ilmiah, dan berfikir kreatif siswa.
Keywords: Project-Based Learning, Group Investigation, Penguasaan Konsep,
Sikap Ilmiah, Kemampuan Berfikir Kreatif.

i

ABSTRACT
Sukmawati Sundari Siregar. Regisration Number: 8136173016. The Effect of
Project Based Learning and Cooperative Learning Group Investigation on
Student’s Concept Mastery, Scientific Attitude and Creative Thinking Skill In
Respiratory System At SMA Negeri 3 Medan. A Thesis. Biology Education
Program, Postgraduated School, State University of Medan. 2015.
This study was aimed to find out the effect of Project-Based Learning and
Group Investigation learning model toward student’s conceptual mastery, scientific
attitude, and creative thinking skill. The design of the study was quasi-experimental
with pre-test and post-test control group. The population of this research was
students in grade XI Science of SMA Negeri 3 Medan Academic Year 2014/2015.
The total number of population of this research was 108 students. It was selected
using purposive sampling technique and divided into three classes: the experiment
classes and the control class. On the experimental group, project-based learning and
group investigation model were applied, whereas in the control group, a
conventional learning model was applied. Multiple choices was used to measure
student’s concept mastery.A questionnaire was administered for measuring

student’s scientific attitude, and essay test was given to measure the student’s
creative thinking. The statistical assumtion test revealed that the data were normally
distributed and homogenous. The data were analyzed by using one way Analysis of
Variances (ANOVA) One way and Analysis of Covarians (ANACOVA) at
significance level of 0.05 followed by Tukey’s test assisted by SPSS 19.00. The
results of the research are: (1) There were an effect of learning models to student’s
concept mastery. Students who were taught by Project-based learning model had
significantly different from those of Group Investigation (P= 0.000) and
conventional learning model (P = 0.000). (2) There was an effect of learning models
to student’s scientific attitude. Students scientific attitude who were taught by
Project-based learning model, were significantly different from those of Group
Investigation (P=0.000) and conventional learning model (P = 0.000) ; (3) There
was an effect of learning models to student’s creative thinking skill. Students whoe
were taught by Project-based learning model has significantly different from those
of Group Investigation (P= 0.000) and conventional learning model (P = 0.000).
The result shows that project based learning model was better than cooperative
learning models and conventional learning. It proves that learning process with
project based learning affects student’s concept mastery, scientific atitude, and
creative thinking.
Keywords: Project-Based Learning, Group Investigation, Concept Mastery,

Scientific Attitude, Creative Thinking Skill.

ii

ACKNOWLEDGEMENT

Bismillahirrohmanirrohim,
Thanks to Allah the Almighty and Most Beneficial for without his Guidance
and Mercy, this thesis would not have been completed. Shalawat and salam for the
Prophet Muhammad who brings us from darkness to the brightness. The writer also
would like to say her special humble acknowledgment to the following people.
First, she would like to express her best sincere gratitude to Rector of State
University of Medan, Bapak Prof. Dr. Syawal Gultom, M.Pd, and Director of
Postgraduated School, Prof. Dr. H. Abdul Muin Sibuea, M.Pd. She would also like
to express her best sincere gratitude to Ms. Dr. Hj. Ely Djulia, M.Pd, and Mr. Dr.
Hasruddin, M.Pd as the first and second adviser for their valuable advice, guidance,
constructive comments and precious time spent on supervising and commenting
the process of writing until it comes to its present form. Second, her special
gratitude goes to the head of Biology Education Program, Mr. Dr. Hasruddin, M.Pd,
who has generously encouraged her in completing this study, all lectures, for the

valuable knowledge and instruction they have imparted to her during the years
studying.
My deepest gratitude goes to Mr. Prof. Dr. rer.nat. Binari Manurung, M.Si,
Mrs. Dr. Fauziyah Harahap, M.Si, and Mr. Dr. Rahmad Husein, M.Ed as her
reviewers and examiners for their valuable suggestions and corrections of the draft
of thesis during seminars and examination.
The writer would also like to say thanks to Mr. Dr. Sahlan Daulay as the
Head Master of SMA Negeri 3 Medan who permitted her to conduct the research
there. The entire teachers, especially Mrs. Tetty Hariani Hutasuhut, M.Si who gave
all the data that the writer needed. Thanks for your permision in using your class
during the treatment. Also to all students of XI Science class in 2014/2015 academic
year, thank you for your cooperation and attention, and also the school
administration staff.
Then, a very special debt of gratitude is directed to her beloved parents,
Barani Yakub Siregar, and Elli Wati Rambe, together with her brothers, Ahmad
Syahdani Siregar S.Si, Fadhli Dzil Ikram Solohon Siregar, and her younger sisters

iii

Atikah Ghassani Abdiah Siregar, Nikmat Nur Siregar for their full love, care, prays,

and never ending spritual support.
Her endless special gratitudes are specially addressed to her best friends and
brother, Chandra Kurniawan Zendrato M.Si and Halim Simatupang, M.Pd for his
full understanding, support, and love. The great one is you, my last but not least, to
all my friends in Regular Biology Education Class-A, Raja Novi, Mbak Dina, Siska,
Bang Al Khudri, Kak Erlia, Dera, Dewi, Kak Dian dan Mahfuzah, Bang Jhonas,
dan Amrullah, Kak Elena for your friendship and cooperation. I will do miss all
about us, and my best friend (Ubur-ubur) in Himpunan Mahasiswa Islam (HMI).
Finally, the writer admits that this thesis is still far from being perfect so any
constructive ideas and critics to improve this thesis are warmly welcomed. She
hopes this thesis will always be beneficial for the readers.

Medan, June 30th 2015
The writer,

Sukmawati Sundari Siregar
Registration Number. 8136173016

iv

TABLE OF CONTENTS

Page
i
ii
iii
v
vii
viii
ix

ABSTRAK
ABSTRACT
ACKNOWLEDGMENT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDICES
CHAPTER I INTRODUCTION
1.1. The Background of Study

1.2. The Problems Identification
1.3. The Problems Limitation
1.4. The Research Questions
1.5. The Objectives of Research
1.6. The Research Significance

1
1
6
6
7
8
8

CHAPTER II LITERATURE REVIEW
2.1. Theoritical Framework
2.1.1. Constructivsm
2.1.2. Concept Mastery
2.1.3. Scientific Attitude
2.1.4. Creative Thinking Skills

2.1.5. Project Based Learning
2.1.5.1. Pricinple of Project Based Learning
2.1.5.3. Syntax of Project Based Learning
2.1.5.4. Advantage and Disadvantage of Project Based Learning
2.1.6. Cooperative Learning Group Investigation
2.1.7. Conventional Learning
2.2. Relevant Studies
2.3. Conceptual Framework
2.4. Hypotheses

10
10
10
12
15
17
19
22
24
26

28
30
33
35
39

CHAPTER III RESEARCH METHOD
41
41
41
41
41

3.1. Time and Location
3.2. Population and Sample
3.2.1. Population
3.2.2. Sample
v

3.3. Variables
3.4. Research Design
3.5. Operational Defenition
3.6. Research instrument
3.7. Research Procedure
3.8. Control of Treatment
3.9. Instrument Validity
3.10. Technique of Analyzing Data

44
42
42
44
47
54
55
59

CHAPTER IV RESULT AND DISCUSSION
4.1. Result
4.2. Discussion
4.3. Research Limitation

60
60
81
95

CHAPTER V CONCLUSIONS, IMPLICATIONS, AND
SUGGESTIONS
5.1. Conclusions
5.2. Implications
5.3. Suggestions

96
96
97
97

REFERENCES

99

APPENDICES

105

vi

LIST OF TABLES

Page
Table 1.1. The Score of Students Examination on Respiratory System

4

Topics at SMA Negeri 3 Medan
Table 2.1. Dimension of Scientific Attitude

16

Table 2.2. A comparison of Project Based Learning and Conventional

31

Learning
Table 2.3. A comparison of Group Investigation and Conventional Learning

32

Table 3.1. Pretest-Postest Control Group Design

42

Table.3.2. Aspects of Cognitive Level

44

Table 3.3. Dimension Aspects of Student’s Scientific Attitude

46

Table 3.4. Indicators of Creative Thinking Skill

47

Table 3.5. Syntax of Project- Based Learning

49

Table 3.6. Syntax of Group Investigation

50

Table 3.7. Syntax of Conventional Learning

51

Table 3.8. Category of Reliability Test

57

Table 3.9. Catergory of Difficulty Index

58

Table 3.10.Category of Discrimination Indices

58

Table 4.1. Description of Student’s Concept Mastery Pretest

60

Table 4.2. Description of Student’s Concept Mastery Posttest

61

Table 4.3. Description of Creative Thinking Skill Pretest

75

Table 4.4. Description of Creative Thinking Skill Posttest

76

vii

LIST OF FIGURES

Page
Figure 3.1. Flowchart of Research Procedure

53

Figure 4.1. Effect of Learning Models to Student’s Concept Mastery

62

Figure 4.2. Effect of Learning Models to Student’s Concept Mastery of C4

65

Figure 4.3. Effect of Learning Models to Student’s Concept Mastery of C5

67

Figure 4.4. Effect of Learning Models to Student’s Scientific Attitude

69

Figure 4.5. Effect of Learning Models to Student’s Curiosity

70

Figure 4.6. Effect of Learning Models to Student’s Respect for Evidence

71

Figure 4.7. Effect of Learning Models to Student’s Flexibility

72

Figure 4.8. Effect of Learning Models to Student’s Critical Reflection

73

Figure 4.9. Effect of Learning Models to Student’s Sensitivity to

74

Environment
Figure 4.10. Effect of Learning Models to Student’s Creative Thinking Skill

77

Figure 4.11. Effect of Learning Models to Student’s Flexibility

78

Figure 4.12. Effect of Learning Models to Student’s Elaboration

79

Figure 4.13. Effect of Learning Models to Student’s Evaluation

80

viii

LIST OF APPENDICES

Page
Appendix 1. Lesson Plan of Project-Based Learning Class

106

Appendix 2. Lesson Plan of Group Investigation Class

116

Appendix 3. Lesson Plan of Conventional Learning Class

125

Appendix 4. Learning Matter of Respiratory System Topics

131

Appendix 5. Concept Mastery Test

141

Appendix 6. Questionnaire of Scientific Attitude

148

Appendix 7. Creative Thinking Test

150

Appendix 8. Rubric of Creative Thinking Skill

152

Appendix 9. Student’s Worksheet

153

Appendix 10. Validity, Reliability, and Difficult of Concept Mastery Test

157

Appendix 11. Discrimination Indices of Concept Mastery Test

159

Appendix 12. Research Result

160

Appendix 13. Data Analysis using SPSS 19.0

163

Appendix 14. Data Analysis using SPSS for Each Indicators of Variables

176

Appendix 15. Research Documentation

186

ix

1

CHAPTER I
INTRODUCTION

1.1. The Background of Study
Tobacco consumption is increasing in Asia as transnational tobacco
companies continue their aggressive expansions into the region, particularly
targeting their marketing and production activities in the emerging markets of
ASEAN’s developing countries.
WHO (2011) reported that more than 6 million people die because of
smoking behaviour. Indonesia has been ranked 2nd for highest number of smoker.
It shows the lack of public awareness about the dangers of smoking. This behavior
has already widespread in society, including elementary school teenagers.
Smoking behavior in teenager associated with their knowledge, attitude about
smoke and health education.
Studies have found that nearly all first use of tobacco takes place before
high school graduation. The Global Youth Tobacco survey of 2006, found that
among students aged 13-15, 24 per cent of all boys and 4 per cent of girls smoked.
Among those who had ever tried smoking, around 1 in 3 boys and 1 in 4 girls had
tried smoking for the first time before age 10 (WHO, 2009). While the age is still
young.
Based on the observation and interview that was done on SMA Negeri 3
Medan showed that students at SMA Negeri 3 Medan had become smoker since
before they were took a senior high school. The students data was obtained from
counseling teacher stated that about 0.6% students of class X, 2.6 % students of
1

2

class XI, and 4 % students of class XII on Academic Year 2013/2014 had ever
smoke around the school environment.
Such condition showed that there was no changes of students attitude
toward smoking behaviour. Actually, respiratory system topic had been taught to
students since junior high school. Thus, they should realize what the impact of
smoking. It will damage their respiratory system.
Respiratory system topic is closely related to human body. It discuss about
major organs of respiratoy system and function of each, the mechanism which is
responsible for the exchange of gases during internal and external respiration, the
mechanical process of expiration and inspiration, etc. Meaningful learning
expected to encourage students to learn well so that they can master the concepts
of the respiratory system topics in order to take the measures to maintain
respiratory system topics, and to get long term-memory of it. Biology learning
does not only provide sufficient theories, but also need to provide examples of
solving of real projects. Today, people who can think, solve problems, and make
decisions based on evidence and reasoning are needed.
Generally, conventional learning were used by teacher in classroom. This
statement suppported by several previous studies. First observation did by
Susilowati (2013), showed that teacher-centered was mainly used by teacher of
SMP N 4 Ungaran. It caused the low student’s low activities in doing discussion,
and affect the student’ learning outcome. Dewi et al (2012) found on their firts
observation on SMA N 2 Seragen that teacher-centered caused low student’s
activities. Another survey did by Santi (2011) on college students who took plant
physiology subject, only 35% of students took part on discussion and less than

3

50% scored 70. It can be concluded that their understanding of plant physiology is
still far from achieving all understanding aspects.
Based on the observation and interview made by researcher on teacher and
Biology learning of grade XI at SMA N 3 Medan, it was revealed that tend to use
conventional (lecturing) method. Even the teacher does involved her students in
doing discussion session but they also has lack activity especially in expressing
opinion, asking questions, and giving suggestions. There are only about 3-5 of the
total 47 students who responded to questions.
Such learning model do not apply the scientific activities which engage
student’s concept mastery, and scientific attitude. Fakhruddin et al., (2010) stated
that low student’s scientific attitude of SMAN 1 Bangkinang caused by learning
model used by teacher. Teacher centered does not develop student’s scientific
attitude. Students only acts a passive learner, which listen the whole information
from teacher (teacher-centered), and rote the concept.
Rote learning and reception learning makes the low ability of students in
masterying the matter and connecting the pre-existing concepts. So, They just
remember the facts with less ability to connect the concepts that have been
studied. Students who have scientific attitude will show their activities in solving
Biology problems enthuasiastically, asking, and questioning the findings, etc.
The task/exercise given by teacher doesn’t engage student’s creative
thinking skill. Student’s creativity shown from their ability to generate ideas,
solutions, questions, etc. Dewi et al., (2012) stated that teacher centered only
focused on understanding and remembering the respiratory system topics. So their
psychomotor and affective skill have yet to develop. Such learning activities is

4

easier for teachers to implement but do not always succeed in Biology. It is
characterized by the low average Biology scores of students, particularly in
masterying the respiratory system topics, in last three years as show in Table 1
(source of Teachers of Biology).
Table 1.1 The score of students examination of respiratory system topics at SMA
Negeri 3 Medan
No
Academic Year
Minimum Passing Grade Average
1
2010/2011
75
73.8
2
2011/2012
75
71.7
3
2012/2013
75
70.0
4
2013/2014
75
67.0

It is important to improve students achievement in respiratory system
topics. The low achievment is caused by many factors. Others factors can be how
the learning applied in classroom. When students is taught in monotone way or
using the same model of learning, students will feel boring and they do not
concentrate in class. The result is that students does not respond to the subject that
they have learned.
According Munandar (Arvyati et al., (2015), the optimal development of
creative thinking ability is closely related to the way teachers teach. Creative
thinking abilities will grow well if students given the confidence to think
creatively and explore all the ability that was in him, and dare to put forward new
ideas.
In effort to solve this problems, teachers should try to make learning of
Science to be an enjoyable experience, the one that students will remember for a
life time as Science is an on-going process and it will continue even when they
have stepped out of school (Narmadha, and Chamundeswari, 2013).
Project Based Learning and Group Investigation are the meaningfull
learning model which can be used for increasing student’s concept mastery,

5

scientific attitude, and creative thingking skill is Project Based Learning (PjBL)
and Cooperative Learning Group Investigation (GI). Both Project Based Learning
and Group Investigation is a constructivist pedagogy in which students takes an
opportunity for doing in–depth investigation and involved in constructing their
own knowledge. Student will be trained to be creative and innovative in learning.
Some previous research showed Project-Based Learning and Cooperative
Learing Group Investigation gave the positive effect on students concept mastery,
scientific attitude, and creative thinking skill, namely: Mihardi et al., (2013) stated
that Project-Based Learning actually is effective to increase student creative
thinking process as indicated by student increase of positive activity. Lindawati et
al., (No Year) stated that that Project-Based Learning can enhance the students
creativity of MAN 1 on Physcis. Masitoh, L’s research (2013) stated that almost
all of the students had positive responses about the instruction that enable them to
improve their problem solving skills and concepts mastery skills. Sastrika, et al.
(2013) stated that there was difference between understanding concepts and
critical thinking skills as impact of project-based model and conventional model.
Astawa, W. et al., (2015) stated that Project Based Learning could develop
the student’s scientific attitude and students’ self concept. Both the student’s
scientific attitude and self concept differ significantly between PBL (Project
Based Learning) with CL (Conventional Learning). Suartika, et al., (2013) said
that there were differences in understanding of concepts and creative thinking skill
of students who took group investigation with cycle learning model. Nasruddin,
and Utiya’s research (2010) stated that GI (Gourp Investigation) can improve

6

student activity in learning science, thinking skills and scientific attitude students
in learning science.
1.2.

The Problem Identification
Based on the elaboration of the background of the study, the problems are

identified as followed:
1. Conventional model tend to be used by the teacher in delivering the matter.
Teacher dominate the classrom and students act a passive learner.
2. The low achievment of students in respiratory system topics showed their low
ability in masterying the respiratory concepts.
3. Conventional learning does not develop student’s scientific attitude. Students
only acts a passive learner, and get used to rote and reception learning.
4. Learning process does not develop student’s creative thinking ability. The
task/exercise given by teacher doesn’t engage student’s creative thinking skill.
It just focused on understanding and remembering the concepts.
1.3.

The Problems Limitation
By considering the constraints of time, funds, and the ability of researcher,

this study is focused to:
1. Learning model on this research is Project-Based Learning (PjBL), Group
Investigation (GI), and Conventional Learning (CL).
2. This study limited to understand whether the use of learning models can
improve students’ concept mastery, scientific attitude, and creative thinking
skills.

7

3. Student’s concept mastery were examined by giving multiple choices test
based on Bloom Taxonomy of cognitive avility in respiratory system topics for
grade XI MIA.
4. Students’ attitude were measure by the Klopfer classification of students
attitude developed by Harlen (1985) which consist of some aspects namely
curiosity, respect for evidence, flexibility, critical reflection, and sensitivity to
living things or human. This research was focused on the student’s scientific
attitude towards respiratory system topics.
5. Creative thinking skills limited on the student’s ability answering the verbal
creativity test. The test consist of some aspects for example fluency, flexibility,
originality, and elaboration.
6. Research subject was limited to grade XI-MIA academic year 2014/2015.
7. Research topic is about respiratory system topics which were curriculum 2013
for Biology at grade XI-MIA at second semester.
8. The project of this research were paper, poster, and prototype.
1.4. The Research Question
Based on the backgrounds, identifications, and problem limitation then the
study focuses on the following questions:
1. Is there any effect of learning model {Project-Based Learning (PjBL), Group
Investigation (GI), and Conventional Learning (CL)} on student’s concept
mastery of respiratory system topics at grade XI-MIA SMA Negeri 3 Medan?
2. Is there any effect of learning model {Project-Based Learning (PjBL), Group
Investigation (GI), and Conventional Learning (CL)} on student’s scientific
attitude of respiratory system topics at grade XI-MIA SMA Negeri 3 Medan?

8

3. Is there any effect of learning model {Project-Based Learning (PjBL), Group
Investigation (GI), and Conventional Learning (CL)} on student’s creative
thinking skills of respiratory system topics at grade XI-MIA SMA Negeri 3
Medan?
1.5. The Objective of Research
This study was conducted:
1. To find out the effect of learning model {Project-Based Learning (PjBL),
Group Investigation (GI), and Conventional Learning (CL)} on student’s
concept mastery of respiratory system topics at grade XI-MIA SMA Negeri 3
Medan.
2. To find out the effect of learning model {Project-Based Learning (PjBL),
Group Investigation (GI), and Conventional Learning (CL)} on student’s
scientific attitude of respiratory system topic at grade XI-MIA SMA Negeri 3
Medan.
3. To find out the effect of learning model {Project-Based Learning (PjBL),
Group Investigation (GI), and Conventional Learning (CL)}on student’s
creative thinking skills of respiratory system topics at grade XI-MIA SMA
Negeri 3 Medan.
1.6. The Research Significance
The result of this study will be useful both theoritically and practically.
1. The theoretical significance
This research was expected to give an information and contribution for
teacher or educational institutions to know the effect of Project Based Learning
(PjBL), and Group Investigation (GI) on students’ concept mastery, scientific

9

attitude, and creative thinking skill in Biology topics. It can be a reference for
other researcher who wants to continue and develop the next research. This
research was expected to encourage teachers to initiates scientific approach in
class, especially Project Based Learning, and Group Investigation.
2. The Practical Significance
This research was expected to serve as an input for teacher in delivering the
respiratory system topics to students. Teacher can consider the use of Project
Based Learning or Group Investigation for increasing students’ concept mastery,
scientific attitude, and creative thinking skill. This research also provide
information for making an interesting learning process, active and meaningful
learning process, and make more scientific students.

96

CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

5.1. Conclusions
Based on the findings and discussion, it can be concluded that project
based learning has succesfully improve the concept mastery, scientific attitude,
creative thinking skill. It showed from the data analysis that:
1. There was an effect of learning models (Project Based Learning, Group
Investigation, and Conventional Learning) on student’s concept mastery on
respiratory system topics. Based on the average score of student’s concept
mastery. it showed that Project-Based Learning (80.05 ± 4.23) increases for
about 8.5% to student’s concept mastery compared to cooperative learning
(73.75±5.96), and about 15.6 % to conventional learning (70.78 ± 5.56).
2. There was an effect of learning models (Project Based Learning, Group
Investigation, and Conventional Learning) on student’s scientific attitude. on
respiratory system topics. Based on the average score of student’s scientific
attitude showed that Project-Based Learning (79.97±5.5) increases for about
3.8% to student’s concept mastery compared to cooperative learning (
77.04±5.6), and about 16.5 % to conventional learning (70.16 ± 4.53).
3. There was an effect of learning models (Project Based Learning, Group
Investigation, and Conventional Learning) on student’s creative thinking skill
on respiratory system topics. Based on the average score of student’s creative
thinking skill showed that Project-Based Learning (81.95 ± 4.7) increases for
about 6% to student’s creative thinking skill compared to cooperative
96

97

learning (77.30±5.32), and about 8.7 % compared to conventional learning
(77.06 ± 4.84).
5.2. Implications
The findings of this study gives implication for students who want to
improve their concept mastery, scientific attitude, and creative thinking ability,
and for teachers who want to develop students skills when learning and teaching
process takes place in the classroom. This study has examined two learning
models i.e. Project Based Learning (PjBL) and Group Investigation (GI). They
were applied to students in order to know which model of learning is more
suitable for improving their concept mastery, scientific attitude, and creative
thinking skills. Both to learning models is a constructivism approach which
demand the students actively construct their knowledge.
5.3. Suggestions
As a result of this study, in which the effects of learning models on
student’s concept mastery, scientific attitude, and creative thinking skill of
students toward Biology were examined, the following suggestions can be
suggested depending on the findings obtained in the study:
1.

Biology teacher were recommended to use Project Based Learning and Group
Investigation learning models because this learning models help students in
finding, understanding, and construct concepts, especially the concepts of
respiratory system topics.

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2. Best preparation should be considered in implementing the Project-Based
Learning and Cooperative Learning Group Investigation to get an optimal
learning process.
3. Teachers should pay attention to the number of students on class so that the
students can be organised in doing their projects.
4. Teacher should choose a suitable learning models in increasing student’s skill
and enggage them actively in learning process.
5. Similar researches can be carried out in other lessons and institutions such as
elementary school or university level.

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