THE EFFECT OF PROBLEM BASED INSTRUCTION (PBI) LEARNING MODEL ON STUDENTS LEARNING OUTCOMES IN ELECTRICAL DYNAMIC TOPIC FOR CLASS X SMA NEGERI 2 KISARAN ACADEMIC YEAR 2012-2013.
THE EFFECT OF PROBLEM BASED INSTRUCTION (PBI) LEARNING MODEL ON STUDENTS’ LEARNING OUTCOMES IN ELECTRICAL
DYNAMIC TOPIC FOR CLASS X SMA NEGERI 2 KISARAN ACADEMIC YEAR 2012/2013
By: Rika Yulia Fitri Reg. Number: 409322025
Study Program: Physics Bilingual Education
THESIS
THESIS
Submitted to Acquire Eligible Sarjana Pendidikan
PHYSICS DEPARTEMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
MEDAN 2013
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ACKNOWLEDGEMENTS
Alhamdulillah, praise and thanks to Allah SWT who has give a flood of merci and guidance to writer. Shalawat and Salam to Rasulullah Muhammad SAW, hopefully His Syafaat will abundant.
This thesis which is titled “The Effect of Problem Based Instruction (PBI) Learning Model on Students’ Learning Outcomes in Electrical Dynamic Topic for Class X SMA Negeri 2 Kisaran Academic Year 2012-2013 ”, is arranged to acquire scholar degree of Physics Education, Faculty of Mathematics and Nature Science State University of Medan.
In this occasion, let me say a million thanks to Dr. Nurdin Bukit, M.Si. as thesis supervisor who has guide and give suggestion to writer from initial research until finished this research. A million thanks also to Drs. Abd Hakim, M.Si, Drs. Karya Sinulingga, M.Si and Drs. Pintor Simamora, M.Si who have give critic and suggestion to writer from the planning of research until the finish of thesis writing. A million thanks to Drs. Makmur Sirait, M.Si, as academic supervisor and to all Mr. and Mrs. Lecturer and staff employee of Physics FMIPA State University of Medan who have encourage writer. Appreciation were also presented to Headmaster Sir. Syahruddin Lubis, S.pd,MM and all teacher in SMA Negeri 2 Kisaran who have helped during this research.
Gratefully to my beloved Mother and Father for grow me up and educate me, for my sister Raudhah and all my family thanks for your support and love to me. You are my everything for me.
To all of my friends in Physics Department FMIPA UNIMED, especially to 2009 students of Physics Bilingual 2009. Thanks a lot to my friend Rani sm Damanik, Arizqa Feriana, Rida, Qori, Tuti, and the other.
Thanks to all my friends in UKMI Ar-Rahman UNIMED. For assistant of physics laboratory and my friends in IKAMMUFIS.Thanks to Andini and family
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to accept me very well in their house. To SMA Negeri 2 Kisaran especially to x-1 and x-3 class.
I realize this thesis is out of perfect caused by my literature or knowledge. That’s why, I do hope constructivism advice and suggestion in order to make this thesis is useful for all of us.
Medan, July 2013 Author,
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The Effect of Problem Based Instruction (PBI) Learning Model on Students’ Learning Outcomes in Electrical Dynamic Topic for Class X SMA Negeri 2
Kisaran Academic Year 2012-2013
Rika Yulia Fitri (ID. Number: 409322025)
ABSTRACT
The purpose of this research was to find out the effect of Problem Based Instruction (PBI) learning model on students’ learning outcomes consist of cognitive, affective and psychomotor. The research method was quasi experimental. The population is all students of class X SMA Negeri 2 Kisaran Academic Year 2012/2013, consist of 6 classes. The sampling define by random cluster sampling, One class as experiment class and another class as control class. Eksperiment class using Problem Based Instruction (PBI) learning model and control class using conventional class. Research data collected through the students’ learning outcomes in cognitive use multiple choice test, and for affective and psychomotor use observation sheet. The test given twice before and after treatment (pretest and postest). Observation sheet used to observe student’s in learning process. To test the hypothesis using test t, but previously must tested the normality and homogeneity of the data. The results that were obtained: from the observation sheet of affective and psychomotor get the good catagory. Normality of the test result from the both samples was normal and homogenous. The testing criterion was accept H0 if -0,161 < t’ < 0,161 and refuse Ha in other condition. Here, H0 was refused because t’ is 2.536 and Ha was accepted. So can be concluded that there was the effect of Problem Based Instruction (PBI) learning model on students’ outcomes in electrical dynamic topic for class x SMA Negeri 2 Kisaran.
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CONTENT
Page
Validation Sheet i
Biography ii
Abstract iii
Acknowledgements iv
Content vi
Figure List ix
Table List x
Appendix List xi
CHAPTER I
1.1. Background 1
1.2. Problem Identification 4
1.3. Problem Limitation 4
1.4. Problem Formulation 4
1.5. Research Objective 5
1.6. Benefits of Research 5
1.7. Oprasional Definition 5
CHAPTER II
2.1. Learning Model 6
2.2. Problem Based Instruction Learning Model 6 2.2.1. Definition of Problem Based Instruction Learning Model 6 2.2.2. Learning Theory of Problem Based Instruction 7 2.2.2.1. Discovery Learning Theory 7 2.2.2.2. Constructivism Learning Theory 9 2.2.2.3. Cooperative Learning Theory 12 2.2.3. Characteristic of Problem Based Instruction 12 2.2.4. Syntax Problem Based Instruction Learning Model 13
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2.2.5. Advantages and Disadvantages of Problem Based Instruction (PBI) 14 2.2.5.1. Advantages of Problem Based Instruction (PBI) 14 2.2.5.2. Disadvantages of Problem Based Instruction (PBI) 15 2.3. Learning and Learning Outcomes 15
2.3.1. Definition of Learning 15
2.3.2. Learning Outcomes 16
2.3.2.1. Anderson’s Taxonomy of Cognitive Domain 16 2.3.2.2. Simpson’s Taxonomy of The Psychomotor Domain 18 2.3.2.3. Karthwohl’s Taxonomy of The Affective Domain 19 2.4. Relationship Learning Model PBI and Cognitive Learning Outcome 20
2.5. Relevant Research 21
2.6. Hyphotesis 21
CHAPTER III
3.1. Location and Time Research 22
3.1.1. Research Location 22
3.1.2. Research Time 22
3.2. Population and Sample 22
3.2.1. Population 22
3.2.2. Sample 22
3.3. Research Variables 22
3.4. Method and Research Design 23
3.5. Research Procedure 23
3.6. Research Instruments 26
3.6.1. Tasted Instrument 26
3.6.2. Observation 27
3.6.3. Content Validity 29
3.7. Data Analysis Techniques 29
3.7.1. Determining The Value of The Average and Standard Deviation 29
3.7.2. Normality Test 29
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3.7.4. Hyphotesis Test 30
CHAPTER IV
4.1 Research Result 33
4.1.1. Data of Pretest Score 33
4.1.2. Data of Postest Score 34
4.2 Data Analysis 35
4.2.1. Normality Test 35
4.2.2. Homogeneity Test 36
4.2.3. Hypothesis Testing 36
4.2.4. Student Learning Outcomes in Affective Domain 37 4.2.5. Student Learning Outcomes in Psychomotor Domain 38
4.3 Discussion 42
CHAPTER V
5.1Conclusion 46
5.2 Suggestion 46
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FIGURE LIST
Page
Figure 3.1 Flowchart Research 25
Figure 4.1 Pretest Score in Experiment and Control Class 34 Figure 4.2 Postest Score in Experiment and Control Class 35
Figure 4.3 Affective Domain 38
Figure 4.4 Psycomotor Domain 39
Figure 4.5 Category of Students Learning Outcomes 41
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APPENDIX LIST
Page
Appendix 1. Lesson Plan 1 43
Appendix 2. Lesson Plan 2 52
Appendix 3. Worksheet - 1 62
Appendix 4. Worksheet – 2 65
Appendix 5. Test Based on Revised Bloom’s Taxonomy 68
Appendix 6. Rubric of Psychomotor Sheet 79
Appendix 7. Rubric of Affective Sheet 80
Appendix 8. Test of Student’s Learning Outcomes 81
Appendix 9. Pre-test Result of Experimental Class 85
Appendix 10. Pre-test Result of Control Class 87
Appendix 11. Post-test Result of Experimental Class 89
Appendix 12. Post-test Result of Control Class 91
Appendix 13. Result of Experiment Class 93
Appendix 14. Result of Control Class 94
Appendix 15. Calculation of Pre-test and Post-test Mean and Standard 95
Deviation in Experimental Class Appendix 16. Calculation of Pre-test and Post-test Mean and Standard 97
Deviation in Control Class Appendix 17. Normality Test of Data 99
Normality Test of Pre-test Data in Experimental Class Appendix 18. Normality Test of Data 100
Normality Test of Pre-test Data in Control Class Appendix 19. Normality Test of Data 101
Normality Test of Post-test Data in Experimental Class Appendix 20. Normality Test of Data 104
Normality Test of Post-test Data in Control Class Appendix 21. Homogeneity Test 105
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Appendix 22. Hypothesis Test 106
Appendix 23. Students Psycomotor 1st Meeting and 2nd Meeting 109 Appendix 24. Students Psycomotor Domain 112 Appendix 25. Student Affective 1st Meeting and 2nd Meeting 113 Appendix 26. Student Affective Domain
Appendix 28. List of Critical Value for Liliefors 116 Appendix 29. List Persentil Value for t Distribution 117 Appendix 30. Table of Area Under Normal Curve 0 to z 118 Appendix 31. List of Persentil Value of F Distribution 119
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CHAPTER I INTRODUCTION
1.1Background
Physics study up to now is still become a lesson which difficult for most students to obtain good learning outcomes in class. Results of data obtained during Field Training Program in SMAN 2 Kisaran, show that the students average value of X grade for physics class is 69. The students average value are below of passing standard score, even based on the assessment carried out in school, students must master at least basic competence in classical and individual type above or equal to 80.
The low of student’s learning outcomes is caused by various factors, one
of them is because students are less interested in physics, most students in X grade claimed that they followed lessons of physics only as an obligation. Although there are some students who are able to understand formulas in physics, but it is still difficult for them to implement these formulas in daily life, so they think that physics is not needed to solve various problems in daily life. It can be concluded that most students are not motivated in learning physics. Students only write, listen and do the the work in learning proses.
Teacher who teach are usually using conventional model, where students in the compulsory to understand formulas without explaining to students of physics concepts contained there in and its relationship with other subject matter taught in classroom. In addition, use of media and experiment in learning is also very minimal. So students become very limited activity and the teacher more active in the class then the students or called teacher center.
According to the Human Development Report 2003 (Manalu, E.L:2011) version UNDP, the rank of HDI (Human Development Index) or the quality of human resources in Indonesia is in the rank of 112, than Filipina is in the rank of
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85, Thailand in the rank of 74, Malaysia in the rank of 58, Brunei in the rank of 31, South Korea inthe rank of 30 and Singapore was ranked 28. Given this reality means that there must be addressed within the Indonesian human resource. One affects of the low human resource factor is education. The education system in Indonesia is considered not capable of producing human resources ready to compete with universe. So there should be reforms in education.
If the facts above considered then to be related to the teaching-learning process in schools that had been impressed monotonous. In addition, the learning process that occurs not maximize the potential of students in physical or psychological. During this time the students think that learning is boring. Especially for a physics because physics famous with numbers and formulas. Teaching in schools usually discuss the theory from the handbook, then given some formulas and problems. By use this kind of teaching, the students feel bored and lazy to learn. In addition, the work that attempt by the government to increase the educational quality are: changing the curriculum, improving the educational facilities, using models, increasing the quality and quantity of textbooks and preparing the professional educators.
PBI is a learning model that presents problem to students before they construct their knowledge. The problem presented is problem which always experienced by students in their daily live. Through PBI students trained construct their own knowledge, develop problem solving skills, accustomed in using media, and used to enhance interaction among students of students, so students become independent, more confident and have a great motivation in learning physics. Meanwhile, Ibrahim reveals that the PBI, teachers try to encourage students to have intrinsic motivation (Rusmiyati & Yulianto, 2009:75).
Some research relating to the use of Problem Based Instruction method has already been done, among others; by Festiyed & Ermawati (2008), where their reaearch showed that by using PBI in learning can provide an increase in
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of student learning achivement which have increased from 5.7 in Cycle I to 6.09 in cycle II. There is also an increase in value of the lowest in cycle I was 4, in
cycle II, the lowest value obtained 5. Most student’s scores have increase, initially
they received score of 5 and 6 in cycle I, to 6 and 7 in cycle II. Research conducted by them is classroom action research using cycle model. They also suggested that experiments of this study is more extensive, so as to ascertain how far this PBI can increase activity and student learning outcomes.
Then by Hapsoro, H.S (Fitria : 2012), where the results of their study showed that PBI-assisted learning aids can achieve basic competencies of students and student learning outcomes, in addition, PBI-assisted learning aids are better than conventional learning, this indicated by students' cognitive learning outcomes, with average value of 69.3415 in control class, while 73.5238 in experimental class. Increased learning outcomes in control class by 45% whereas in experimental class by 52%. The results of this research were obtained by using two classes as a grade control and experimental classes. Advice given in their research is aimed to improve the quality of education especially in learning activities, among others; teacher should consider PBI-assisted learning aids to be applied, because the learning method is proven improve basic competencies and student learning outcomes significantly, and also implementation of PBI learning takes a long time so that the efficiency of time is necessary for the purpose of learning can be achieved.
Research about PBI model to improve student learning outcomes conducted at high school of grade X in Medan. This research is conducted by considering of students in learning physics which ultimately have an impact on learning outcomes of students automatically become low. Method of this research is by using quasi experiments with one group post-test. Based on description above, will be conducted research with title "The Effect of Problem Based Instruction (PBI) Learning Model on Students’ Learning Outcomes in Electrical Dynamic Topic for Class X SMA Negeri 2 Kisaran Academic Year 2012-2013 ".
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1.2Problems Identification
Based on description of background above, problems can be identified as follows:
1. Students still have low motivation to learning physics 2. Students not interest to learning physics
3. Students difficult to understand in learning physics 4. Teachers still using conventional learning model
5. In learning process still focused on the teacher as the main source of knowledge
6. Students are not active in learning process
1.3Problems Limitation
Problems that developed in this paper should be limited to provide a clear description of the issues that will be reviewed. In accordance by problem identification, problems limitation of this paper are:
1. The topic that will teach is electrical dynamic using problem based instruction (PBI) lerning model in X class.
2. Students’ learning outcomes that will research are cognitive, affective, and psycomotor ( activities) aspect.
1.4Problems Formulation
Based on the problems limitation which described above, hence the problems formulation in this research is :
1. How the effect of problem based instruction (PBI) learning model on
students’ learning outcomes in electrical dynamic topic in class X
SMA Negeri 2 Kisaran academic year 2012-2013?
2. How the students’ average in affective domain using problem based instruction (PBI) learning model?
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3. How the students’ average in psychomotor domain (activities) using problem based instruction (PBI) learning model?
1.5Research Objective
Referring to problem formulation, the objectives to be achieved in this research were to:
1. Knowing the effect of problem based instruction of the students’ learning outcomes.
2. Knowing the affective using problem based instruction. 3. Knowing the psychomotor using problem based instruction
1.6Benefits of Research
From this research are expected to obtained the benefits as follows:
1) As information and research results on the effect of problem based
instruction learning model of the student’s learning outcomes on the electrical dynamic material.
2) As an alternative model for physics teachers.
1.7Oprasional Definition
To describe more oprasional variables in this research, the following operational definitions presented each variable.
1. Problem Based Instruction (PBI) Learning Models is a learning strategy that uses problems as a first step in collecting and integrating new knowledge through investigation.
2. Student’s learning outcomes is a change in behavior as a result of a rigorous process of learning, which, according to Bloom's Taxonomy consists of three domains, namely domain of Cognitive, Affective and Psychomotor.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the research result, data analysis, and discussion so can be concluded that :
1. There is effect of problem based instruction learning model on students’ learning outcomes in electrical dynamic topic for class X SMA Negeri 2 Kisaran Academic Year 2012/2013.
2. Result of affective domain in experiment class showed that attitudes of students affect to students’ learning outcomes, in first meeting is 66 and the second meeting is 76 with good catagory..
3. Result of psychomotor domain in experiment class showed in first meeting get the average 74 with good catagory. In second meeting get the average 84 with very good catagory.
5.2 Suggestion
Based on research result and discussion before, researcher give suggestions as follows :
1. Table and seating arrangement of students have to suitable by the characteristics of learning model that used. The position of tables is not impeding mobility of teacher when guiding students groups. Every group consist of five or six students.
2. Reasechers must be understand of problem based instruction learning model and prepare all of facilities that used specially in time management.
3. For researcher who wants to investigate further more about Problem Based Instruction (PBI) learning model should pay more
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attention to the weaknesses of this learning model to obtain better results.
4. For the next reseacer should be make the good indicator to observe psychomotor domain.
5. For the next reacher should be observe both of class, there are consist of experiment and control class.
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REFERENCES
Anderson, L W. 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman: New York.
Arikunto, Suharsimi. 2003. Dasar-dasar Evaluasi Pendidikan. Bina Aksara: Jakarta.
Arends, R.I. 2008. Learning to Teach. Pustaka Pelajar: Yogyakarta. Aunurrahman. 2009. Belajar dan Pembelajaran. Alfabeta: Bandung.
Brooks.G.M, 1993. Constructivist Classroom. Retrieved from the WWW on 11/25/2011.
http://www.odu.edu/educ/roverbau/Class_Websites/761_Spring_04/Assets /course_docs/ID_Theory_Reps_Sp04/Bruner-Cherry.pdf
Dahar, R.W. 1989. Teori-teori Belajar. Erlangga: Jakarta.
Delise, Robert. 1997. How to Use Problem-Based Learning in the Classroom. Assosiation for Supervision and Curriculum Development, Alexandria, Virginia USA.
Dewey, John. 1938. Logic the Theory Of Inquiry. Henry Holt And Company, Inc: America.
Dimyati, dkk. 2006. Belajar dan Pembelajaran. PT Rineka Cipta: Jakarta.
Duch, J. Barbara. 1995. “The Power of Problem-Based Learning” Stylus:Sterling,
Virginia.
Dwijananti, P. And Yulianti, D. 2010. Pengembangan Kemampuan Berpikir Melalui Pembelajaran Problem Based Instruction Pada Mata Kuliah Fisika Lingkungan, Jurnal Pendidikan Fisika Indonesia 6: 108-114
Fitria, Fauziatul. 2012. Implimentation of Problem Based Instruction Model for Increasing Students’ Intrinsic Motivation and Learning achievement in Optic Instrument Topic at SMA Islam Al-Ulum Trepadu Medan Academic Year 2011/2012. FMIPA Unimed, Skripsi, FMIPA, Unimed, Medan. Festiyed & Ermawati. 2008. Pembelajaran Problem Based Instruction Berbasis
Media Sederhana Untuk Meningkatkan Aktivitas Dan Hasil Belajar Fisika Siswa Sekolah Menengah Pertama, Jurnal Pembelajaran 30, 1-9
Hapsoro, C.A. & Susanto, H. 2011. Penerapan Pembelajaran Problem Based Instruction Berbantu Alat Peraga Pada Materi Cahaya di SMP, Jurnal Pendidikan Fisika Indonesia 7, 28-32
Ibrahim, M. & Nur, M. 2005. Pengajaran Berdasarkan Masalah. Universitas Negeri Surabaya, Surabaya.
Manalu, E.L. 2011. The Comparison of Students’ Learning Achievement Using Problem Based Learning Model And Direct Instruction Model In Topic Heat And Temperature At Year 10 Sma Negeri 1 Tebing Tinggi Academic Year 2011/2012.FMIPA Unimed, Skripsi, FMIPA, Unimed, Medan. Mountain, Rocky. 2004. Learning Taxonomies in the Cognitive, Affective, And
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http://www.rockymountainalchemy.com/whitePapers/rma-wp-learningtaxonomies_v2-1.pdf
Mustikasari, I. 2006. Implementasi model pembelajaran Problem Based Instruction pada pokok bahasan pembiasan cahaya. FMIPA UPI, Skripsi, FMIPA, Universitas Pendidikan Indonesia, Bandung.
Overbaugh, Richard. 2004. An Overview of Jerome Brunner His Theory of Constructivism. Retrieved from the WWW on 11/25/2011.
http://folk.uio.no/sveinsj/Constructivism_and_learning_Sjoberg.pdf Patrick & Leong. 2009. The Power of Problem-based Learning (PBL) in the EFL
classroom. Retrieved from the WWW on 11/25/2011. http://r
cube.ritsumei.ac.jp/bitstream/10367/681/1/5-polyglossia16_The Power Problem-based Learning (PBL) in the EFL classroom.pdf
Pintrich, Paul R & De Groot, Elisabeth V. Motivational and Self-Regulated Learning Components of Classroom Academic Performance. American Psychological Association, Inc: University of Michigan, Michigan.
Prayekti. 2010. Problem Based Instruction sebagai alternatif Model Pembelajaran Fisika di SMA, Jurnal Pendidikan dan Kebudayaan, vol. 16, 1-13
Rusmiyati, A. & Yulianto, A. 2009. Peningkatan Keterampilan Proses Sains dengan Menerapkan Model Problem Based Instruction, Jurnal Pendidikan Fisika Indonesia 5, 75-78
Saadah, E.N. 2012. Penerapan model berbasis masalah untuk meningkatkan hasil belajar siswa pada ranah kognitif dalam pembelajaran fisika SMA. FMIPA UPI, Skripsi, FMIPA, Universitas Pendidikan Indonesia, Bandung.
Santyasa, I. Wayan. 2007. Model-Model Pembelajaran Inovatif. Makalah. Disajikan dalam Pelatihan tentang Penelitian Tindakan Kelas bagi Guru-Guru SMP dan SMA di Nusa Penida.
Siburian, Jodi. 2012. Pengaruh model pembelajaran berbasis masalah terhadap hasil belajar siswa pada materi pokok bahasan listrik dinamis di kelas X semester II SMA Budi Murni 3 Medan T. A 2011/2012. FMIPA Unimed, Skripsi, FMIPA, Unimed, Medan.
Sudjana. 2005. Metode Statistika. Tarsito: Bndung.
Mihardi, Satria. 2010. The Effect Of PBI Models On Result Students’ Learning in Dynamic Electical material in SMA Istiqlal Delitua Academic Year 2009/2010. FMIPA Unimed, Skripsi, FMIPA, Unimed, Medan.
Tan, Oon Seng. 2003. “ Problem-Based Learning Innovation Using Problems to
Power Learning in the 21st Century”. CENGAGE Learning”: Singapore. Yulianti, D.P. 2012. Penerapan Model Pembelajaran Problem Based Instruction
(PBI) Untuk Meningkatkan Prestasi Belajar dan Mengetahui Profil Motivasi Belajar Siswa Kelas X SMA. FMIPA UPI, Skripsi, FMIPA, Universitas Pendidikan Indonesia, Bandung.
Wirth & Perkins, 2008. Learning To Learn. Retrieved from the WWW on 11/25/2011. http://www.macalester.edu/geology/wirth/CourseMaterials.html
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1.2Problems Identification
Based on description of background above, problems can be identified as follows:
1. Students still have low motivation to learning physics 2. Students not interest to learning physics
3. Students difficult to understand in learning physics 4. Teachers still using conventional learning model
5. In learning process still focused on the teacher as the main source of knowledge
6. Students are not active in learning process
1.3Problems Limitation
Problems that developed in this paper should be limited to provide a clear description of the issues that will be reviewed. In accordance by problem identification, problems limitation of this paper are:
1. The topic that will teach is electrical dynamic using problem based instruction (PBI) lerning model in X class.
2. Students’ learning outcomes that will research are cognitive, affective, and psycomotor ( activities) aspect.
1.4Problems Formulation
Based on the problems limitation which described above, hence the problems formulation in this research is :
1. How the effect of problem based instruction (PBI) learning model on students’ learning outcomes in electrical dynamic topic in class X SMA Negeri 2 Kisaran academic year 2012-2013?
2. How the students’ average in affective domain using problem based instruction (PBI) learning model?
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3. How the students’ average in psychomotor domain (activities) using problem based instruction (PBI) learning model?
1.5Research Objective
Referring to problem formulation, the objectives to be achieved in this research were to:
1. Knowing the effect of problem based instruction of the students’ learning outcomes.
2. Knowing the affective using problem based instruction. 3. Knowing the psychomotor using problem based instruction
1.6Benefits of Research
From this research are expected to obtained the benefits as follows:
1) As information and research results on the effect of problem based instruction learning model of the student’s learning outcomes on the electrical dynamic material.
2) As an alternative model for physics teachers.
1.7Oprasional Definition
To describe more oprasional variables in this research, the following operational definitions presented each variable.
1. Problem Based Instruction (PBI) Learning Models is a learning strategy that uses problems as a first step in collecting and integrating new knowledge through investigation.
2. Student’s learning outcomes is a change in behavior as a result of a rigorous process of learning, which, according to Bloom's Taxonomy consists of three domains, namely domain of Cognitive, Affective and Psychomotor.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the research result, data analysis, and discussion so can be concluded that :
1. There is effect of problem based instruction learning model on students’ learning outcomes in electrical dynamic topic for class X SMA Negeri 2 Kisaran Academic Year 2012/2013.
2. Result of affective domain in experiment class showed that attitudes of students affect to students’ learning outcomes, in first meeting is 66 and the second meeting is 76 with good catagory..
3. Result of psychomotor domain in experiment class showed in first meeting get the average 74 with good catagory. In second meeting get the average 84 with very good catagory.
5.2 Suggestion
Based on research result and discussion before, researcher give suggestions as follows :
1. Table and seating arrangement of students have to suitable by the characteristics of learning model that used. The position of tables is not impeding mobility of teacher when guiding students groups. Every group consist of five or six students.
2. Reasechers must be understand of problem based instruction learning model and prepare all of facilities that used specially in time management.
3. For researcher who wants to investigate further more about Problem Based Instruction (PBI) learning model should pay more
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attention to the weaknesses of this learning model to obtain better results.
4. For the next reseacer should be make the good indicator to observe psychomotor domain.
5. For the next reacher should be observe both of class, there are consist of experiment and control class.
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REFERENCES
Anderson, L W. 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman: New York.
Arikunto, Suharsimi. 2003. Dasar-dasar Evaluasi Pendidikan. Bina Aksara: Jakarta.
Arends, R.I. 2008. Learning to Teach. Pustaka Pelajar: Yogyakarta. Aunurrahman. 2009. Belajar dan Pembelajaran. Alfabeta: Bandung.
Brooks.G.M, 1993. Constructivist Classroom. Retrieved from the WWW on 11/25/2011.
http://www.odu.edu/educ/roverbau/Class_Websites/761_Spring_04/Assets /course_docs/ID_Theory_Reps_Sp04/Bruner-Cherry.pdf
Dahar, R.W. 1989. Teori-teori Belajar. Erlangga: Jakarta.
Delise, Robert. 1997. How to Use Problem-Based Learning in the Classroom. Assosiation for Supervision and Curriculum Development, Alexandria, Virginia USA.
Dewey, John. 1938. Logic the Theory Of Inquiry. Henry Holt And Company, Inc: America.
Dimyati, dkk. 2006. Belajar dan Pembelajaran. PT Rineka Cipta: Jakarta.
Duch, J. Barbara. 1995. “The Power of Problem-Based Learning” Stylus:Sterling, Virginia.
Dwijananti, P. And Yulianti, D. 2010. Pengembangan Kemampuan Berpikir Melalui Pembelajaran Problem Based Instruction Pada Mata Kuliah Fisika Lingkungan, Jurnal Pendidikan Fisika Indonesia 6: 108-114
Fitria, Fauziatul. 2012. Implimentation of Problem Based Instruction Model for Increasing Students’ Intrinsic Motivation and Learning achievement in Optic Instrument Topic at SMA Islam Al-Ulum Trepadu Medan Academic Year 2011/2012. FMIPA Unimed, Skripsi, FMIPA, Unimed, Medan. Festiyed & Ermawati. 2008. Pembelajaran Problem Based Instruction Berbasis
Media Sederhana Untuk Meningkatkan Aktivitas Dan Hasil Belajar Fisika Siswa Sekolah Menengah Pertama, Jurnal Pembelajaran 30, 1-9
Hapsoro, C.A. & Susanto, H. 2011. Penerapan Pembelajaran Problem Based Instruction Berbantu Alat Peraga Pada Materi Cahaya di SMP, Jurnal Pendidikan Fisika Indonesia 7, 28-32
Ibrahim, M. & Nur, M. 2005. Pengajaran Berdasarkan Masalah. Universitas Negeri Surabaya, Surabaya.
Manalu, E.L. 2011. The Comparison of Students’ Learning Achievement Using Problem Based Learning Model And Direct Instruction Model In Topic Heat And Temperature At Year 10 Sma Negeri 1 Tebing Tinggi Academic Year 2011/2012.FMIPA Unimed, Skripsi, FMIPA, Unimed, Medan. Mountain, Rocky. 2004. Learning Taxonomies in the Cognitive, Affective, And
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http://www.rockymountainalchemy.com/whitePapers/rma-wp-learningtaxonomies_v2-1.pdf
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