THE EFFECT OF PROJECT BASED LEARNING (PjBL) ON STUDENTS’ UNDERSTANDING AND CREATIVITY IN LEARNING GLOBAL WARMING CONCEPT.

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THE EFFECT OF PROJECT BASED LEARNING (PjBL) ON STUDENTS’ UNDERSTANDING AND CREATIVITY

IN LEARNING GLOBAL WARMING CONCEPT

RESEARCH PAPER (SKRIPSI)

Submitted as requirement to obtain degree of SarjanaPendidikan in International Program on Science Education

Ahmad ZimamulUmam 1000293

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION 2014

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THE EFFECT OF PROJECT BASED LEARNING (PjBL) ON STUDENTS’ UNDERSTANDING AND CREATIVITY

IN LEARNING GLOBAL WARMING CONCEPT

Oleh

Ahmad ZimamulUmam 1000293

Sebuahskripsiyangdiajukanuntukmemenuhi salahsatu syaratmemperolehgelar SarjanaPendidikandiFakultas PendidikanMatematikadanIlmuPengetahuan Alam

©Ahmad ZimamulUmam 1000293

Universitas PendidikanIndonesia Juli2014

HakCiptadilindungiundang-undang

Skripsiinitidakbolehdiperbanyakseluruhnyaatausebagian,denganmenceta k ulang,difotokopi,ataucaralainnyatanpaijindaripenulis

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vii

Ahmad Zimamui Umam, 2014

SHEET OF LEGITIMATION... DECLARATION... ABSTRACT..……….……... PREFACE...……….... ACKNOWLEDGEMENT...

CONTENTS……….

LIST OF TABLES...………...

LIST OF FIGURES.………...………

LIST OF APPENDIX ... CHAPTER I INTRODUCTION

A. Background………... B. Research problem….………...

C. Research Question………...

D. Research Objective..………...….

E. Limitations of Problem…...……….

F. Significance of Research…...………..

G. Assumption………..

H. Hypothesis………...

CHAPTER II PROJECT-BASED LEARNING, STUDENTS’

UNDERSTANDING, STUDENTS’ CREATIVITY, GLOBAL WARMING

A. Project Based Learning..…………..……….

B. Creativity………..…….……..……….……….

C. Concept Understanding.…...……….………

D. Global Warming…….………..

Page i ii iii iv v vi ix x xi 1 3 3 3 4 4 5 5 6 10 14 15

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CHAPTER III METHODOLOGY

A. Research Method and Design……… B. Research Subject………...………...

C. Operational Definition………

D. Research Instruments………..……….

E. Instrument Development……..………...

F. Research Plot………...

G. Research Procedure……….

H. Data Collection Technique………..

I. Instrument Analysis Result……..………

J. Processing Data…………..……….

CHAPTER IV RESULT AND DISCUSSION

A. Research Result ..………...……….. B. Research Discussion ....………...………

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions…….………..……….………... B. Recommendation ………...……….

REFERENCES...………..………....

APPENDICES...…………...……….

18 19 19 20 20 23 25 27 29 32

38 50

59 60

61 63

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LIST OF TABLES

Page Table 3.1 The one group pretest and post-test……….……...………....

Table 3.2 The Classification of Discriminating Power…….………... Table 3.3 Level of Difficulty……….……... Table 3.4 Test Item Specification………..…………....……... Table 3.5 Rubric to Measure Students’ Creativity (Blue Print).……....…... Table3.6Table of Students’ Response Questionnaire... Table 3.7 Recapitulation of test item for students’ understanding... Table 3.8Interpretation Table...……… Table3.9 Percentage Interpretation……...………...….... Table3.10 Scoring Guideline of Students’ Response…...………... Table 3.11Percentage Interpretation………... Table 4.1 Summary of Students’ Understanding Statistical Test………… Table 4.2 Summary of Students’ Cognitive Domain of Bloom’s Taxonomy Table 4.3 The Result of Normality and Homogeneity, and T-Test………….. Table 4.4 Summary of Students’ Creativity before Project Based Learning

Implementation………. Table 4.5 Profile of Students’ Creativity after Project Based Learning

Implementation………... Table 4.6 Summary of Students’ Response towards Project Based Learning

Implementation……… 18 22 23 27 28 29 30 33 35 36 37 39 40 41 44 46 48

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LIST OF FIGURES

Page Figure 2.1 The Three Components of Creativity...

Figure 2.2Revised Bloom Taxonomy... ... Figure 3.1Diagram of Research Plot... ... Figure 4.1 Graph of Cognitive Domain Achievement... Figure 4.2Students’ Creativity Product before Project Based Learning

Implementation ... Figure 4.3Students’ Creativity Product after Project Based Learning

Implementation... Figure4.4Graph of Creativity Dimension... ... Figure 4.5Graph of Students’ Response towards Project Based Learning on

Teamwork Ability……….. Figure 4.6Graph of Students’ Response towards Project Based Learning on Understanding………

10 14 24 40

45 47

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Figure 4.7Graph of Students’ Response towards Project Based Learning on Creativity………..……….. Figure 4.8Graph of Students’ Response towards Project Based Learning on Poster Product………

LIST OF APPENDICES

Page

A. INSTRUCTIONAL TOOLS

Appendix A.1LessonPlan ……….. Appendix A.2 IndividualWorksheet ……….……… Appendix A.3GroupWorksheeet……… Appendix A.4 Power Point Slide ………

B. RESEARCH INSTRUMENT

Appendix B.1Instrument of Students’ UnderstandingTest ………... Appendix B.2Instrument of Students’CreativityRubric……….……….. Appendix B.3Instrument of Questionnaire Response………

C. RESULT OF RESEARCH DATA

AppendixC.1 Data Processing of Students’ UnderstandingResult ………….. Appendix C.2 Data Processing of CreativityResult………. …….. Appendix C.3 Data Processing of StudentResponseResult...………...

D. DOCUMENTATION

AppendixD.1 PhotoDocumentation………

63 69 71 76

79 97 101

103 104 106

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iii Ahmad Zimamui Umam, 2014

THE EFFECT OF PROJECT BASED LEARNING (PjBL) ON STUDENTS’ UNDERSTANDING AND CREATIVITY IN LEARNING GLOBAL

WARMING CONCEPT Ahmad ZimamulUmam

International Program on Science Education

ABSTRACT

This research investigated the effect of project based learning (PjBL) on

students’ understanding and creativity in learning global warming concept. The

method which is used in this research was combination of pre experimental and descriptive with one group pretest-posttest design. The sample was taken purposively (n=19 students) grade secondary 1 in a Private International School. The quantitative data of this research was obtained through objective test, while the qualitative data was gained through rubric and questionnaire. According to the

analysis of the research, it is obtained an improvement in both students’ understanding and creativity. Students’ understanding improvement obtained

normalized gain as much as 0.61 which is categorized into medium improvement.

The students’ creativity is shifting. Before project based learning being

implemented it was in enough categories and changed into good category in the end. It shows that project based learning can facilitate students to explore their creativity. The improvement occurred in all creativity dimensions that are novelty, resolution, and elaboration & synthesis. Students’ respond toward implementation of project based learning showed positive respond in all indicators. It indicates that the implementation of project based learning in global

warming concept can improve students’ understanding and creativity in secondary

level.

Key words: Project based learning, students’ understanding, students’ creativity, global warming

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PREFACE

Bismillahirrahmaanirrahiim.

All of praises and gratefulness are always given to Allah SWT for His blessing, mercy, and love so that the writer can finish research paper entitled

“The Effect of Project Based Learning on Students’ Understanding and

Creativity in Learning Global Warming Concept”. Shalawat and salam may always be devoted to our Great Prophet Muhammad SAW, to all his families, relatives, and also to all Muslims brothers around the world.

This research paper is the last demands and requirements for all university students in educational major to finish their study and obtain SarjanaPendidikan, the same requirements in International Program on Science Education study program. There are five chapters in this research paper that describes how is the effect of project based learning on students’ understanding and creativity in learning global warming. The research paper consists of introduction, supportive theory, research methodology, result and discussion of the research, conclusion and recommendation.

However, the perfection belongs to Allah SWT, the author realizes that this research paper still has so many weakness and need to be improved. Therefore, the writer expects comments and suggestions are most welcome to improve the quality of learning process in the future. Hopefully the results that presented in this research paper can be useful for all readers from educational field as reading source and reference to gain more knowledge.

Bandung,July 2014

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v Ahmad Zimamui Umam, 2014

ACKNOWLEDGEMENT

The completion of this research paper is not spared from the help of various parties in so many ways to the author, therefore in this occasion the author would like to express deepest thank you and highest appreciation to the following:

1. Dr. Harry Firman, M.Pd as my supervisor who always motivates me and gives me the best suggestion to improve my research paper. Thank you for everything that you taught and guide me to became a long life learner. 2. Mrs. Rika Rafikah Agustin, M.Pd as my supervisor who always support

me to finish my research paper. Thank you for the kindness and patience in guiding the author to finish his research paper.

3. Dr. Diana Rochintaniawati, M.Ed as Head of Study Program of International Program on Science Education thank you for your motivation and guide me during writing research paper. Thank you for all advices and spirits that you always give to me.

4. DarulHikam International School family. Mrs. Niknik as principal, thank you for the permission to implement the research. Mrs. Binar, thank you for the guidance and motivation during the teaching practice program. And also for all teachers and staff, thank you for the help and support. My students in Secondary 1 A and 1 B, thank you for being such a great students and thank you for the experience, knowledge, cooperation, spirit and pray.

5. My beloved family. My sisters, AlfiNurHidayati and Fanny FairuzLubbiyah, thank you for the support, it meant a lot for me. My Mom and Dad who always be there for me. Thank you for the support, patience and pray. I am very thankful to have you all, I dedicated my research paper to my beloved Mom and Dad, IbuSitiMunawati and BapakMustamiin.

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6. My guidance partner, TitaYartini. Thank you for being such a great partner during finishing the research paper, and also thank you for the spirit, support and help.

7. My classmates of IPSE batch 2010 who always support and remind me to finish the research paper, Rifqi, Reza, Belgha, Rizal, Ryad, Tita, Novi, Frili, Dineu, Atikah, Nurul, Silmi, Owe, Adinda, Ajeng, Shinna, Ifa, Syara, Mahri, and Sadakat.

8. My best friend, DaniNurArifin. Thank you for always support me to be a better person. And also Ahmad FauziMulyana and Dimas Mutiar, thank you for the support during finishing the research paper. You all remind me that a friend will never let their friend feel alone.May Allah bless our friendship.

The author also place on record, my sense of gratitude to one and all who directly or indirectly, have lent their helping and in this research paper accomplishment. May all helps and kindness that have been given will be rewarded more by Allah SWT.

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CHAPTER I INTRODUCTION A. Background

It isa common problem from middle school students that school is boring and that they cannot relate to nor understand the material that is presented to them each day in class(King, 2009). Students are neither passionate nor motivated to learn in class. This problem can be both challenge and opportunity for teacher to deliver the material in alternative way by engaging the students to learn in class. Students’ engagement can be done by providing several activities which lead them to have experience and connect them immediately to the knowledge.

On the other hand, education system should also contribute towards the development of creativity (Osborn, 1992 in Zampetakis). Creativity is an important aspect in life, because humans’ life is always faced with challenges which need creative idea to overcome those challenges. By developing creativity, students are hoped to be able to solve the problems given. Similarly, Munandar (1992) stated that person who has high level of creativity will show possible answers of a problem. Besides, creativity also makes students become brave to express their idea.

According to government regulation number 17 years 2010 regarding Management and Operation of Education aims to build a foundation for the development of potential student to become human who: faith and fear of God Almighty, noble and sublime personality; knowledgeable, skilled, critical, creative, and innovative; healthy, independent, and confident; tolerant, sensitive social, democratic and accountable. Here, it is clearly stated that one of education aim is to develop students’ creativity.

Unfortunately, the learning process in schools hasn’t facilitated students to do activity and develop their creativity.According to some research on students’ creativity, it is found that students’ creativity is still low. One of causes is because the teacher didn’t provide learning process which can develop students’ creativity. One of research done by Fortuna (2013) showed

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that students’ creativity improve after given an activity in form of project to the students. The research result stated that by doing project, students are able to develop their creativity. Similarly, Rogers in Munandar (2009) stated that this encouragement is the primary motivation for creativity when individuals form new relationships with the environment in an attempt to be him fully. Here, motivation can be provide by the teacher through several ways. One way to provide activity is by engaging the students in a project which will lead them to have experience and connect them immediately to the knowledge.

Projectbased learning is the instructional strategy of empowering learners topursue content knowledge on theirown and demonstrate their new understandings through a variety of presentation modes. Effective project-based learning has the following characteristics: leads students to investigate important ideas and questions, is framed around an inquiry process, is differentiated according to student needs and interests, is driven by student independent production and presentation rather than teacher deliver the information, requires the use of creative thinking, critical thinking, and information skill to investigate, draw conclusions about, and create content, connects to real world and authentic problem issues. The skill set for project-based learning is diverse includes science and technological literacy and group process skills. Throughout the process students will engage in and develop proficiency in these types of skills: comprehension skills, research and writing skills, questioning skills, group processes/ collaborative learning skills, sequencing and chronology skills, skills with resources such as maps and globes, skills with presentation tools such as charts and graphs, analysis skills, communication skills, problem solving and critical thinking skills, task and self-management skills (King et.al., 2009).However, the skill set which is needed to be mastered by students already listed in every instructional curriculum and some adaptation should be considered.

Considering the phenomenon above, the researcher aimed to a research related to students’ understanding and creativity. This research is focused on the implementation of project-based learning on global warming concept based on Curriculum 2013 and Cambridge Curriculum. This research will

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analyze two variables that are students’ understanding and students’ creativity. Developing from those variables this research will also investigate students’ respond toward implementation of project based learning.

B. Research Problems

According to the background which has already stated, the problem of this research is “How is the effect of project based learning on students’ understanding and creativity in learning global warming?”

C. Research Question

Based on the statement of problem, it can be described into several research questions as follow:

1. How is the effect of project based learning on students’ understanding in learning global warming?

2. How is the effect of project based learning on students’ creativity in learning global warming?

3. Whatis students’ respond toward implementation of project based learning?

D. Research Objective

According to the problem that has been proposed the aim of this research is to investigate the effect of project based learning on students’ understanding and creativity in learning global warming, furthermore this research is conducted to obtain some other information and arranged as follows:

1. To investigate the improvement of students’ understanding through the implementation of project based learning

2. To investigate students’ creativity through their project based learning product

3. To investigate students’ respond toward implementation of project-based learning in global warming concept

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E. Limitation of Problems

To avoid widening of problem on this research, then the research will be limited for the following things:

1. The stage of project-based learning which is used in this research is based on Aaron Adair and Bao Lei research in 2012.

2. The students understanding measured is the cognitive achievement based on Bloom’s Taxonomy (C1-C6) and four different knowledge dimension (factual, conceptual, procedural, and metacognitive)

3. The project in this project-based learning is to make product of poster that represent global warming concept

4. The students’ creativity is measured based on the product that they create

F. Significant of Research

This research is important to be conducted because it is expected to provide some benefits to various sides including:

1. For students: Project-based learning will give new learning experience, the implementation of Project-based learning is expected to improve students’ understanding and creativity.

2. For teacher: Project-based learning can be used as innovative way to deliver concept in learning process, furthermore in curriculum 2013 project-based learning is suggested to be implemented.

3. For other researcher who has same focus study, it is expected to give reference for further study.

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CHAPTER III

RESEARCH METHODOLOGY A. Research Method and Design

1. Research Method

The research method was used in this research wascombination of pre experimental and descriptive based on Fraenkel (2007).This research only uses one group research without any classroom control (Arikunto, 2010). Determination of the research method is considered by the sampling technique which is not taken randomly and by analyzing the interrelationship within the variables. Those variables are project-based learning as independent variable and student’s understanding and creativity as dependent variables.

2. Research Design

The design which is used in this research is one group pretest and posttest design. The design is convergent parallel design where the quantitative and qualitative data are collected simultaneously (Creswell, 2012). The quantitative data is obtained to explain the students’ understanding. Meanwhile the qualitative data is obtained to explain students’ creativity. In this research design, there is a test to know students’ prior knowledge or pretest (O1), treatment of project-based learning in teaching learning process (X), and after the concept given the treatment of the final posttest will be conducted (O2). Qualitative data collection is also obtained before and after treatment by measuring students’ creativity through creativity rubric.

Table 3.1 The one group pretest and post-test Pretest Treatment Posttest

O1 X O2

(Arikunto, 2010) Note:

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B. Research Subject

The research was conducted in Darul Hikam International School Bandung which applied Curriculum 2013 and Cambridge Curriculum in the learning process.

Population of this research was all of students’ cognitive abilities and creativity skill that belongs to all secondary one level students in the school. The sample is all of cognitive abilities and creativity skill on global warming chapter in one class. The sampling technique of this research is purposive sampling, the consideration of the sample is based on the preliminary test where the class has lower result of achievement and creative skill compare to another class.

C. Operational Definition

In order to conduct the research in accordance with the expected aims and avoid misunderstanding, operational definitions need to be elaborated as follows:

1. Project-based learning is an instructional model to empower and attract students’ motivation. In learning activities, students are able to demonstrate their understanding through a variety of presentation modes. This learning model is categorized as hands-on learning with five stages of syntax (assign collaborative working groups, present a real-world problem that pupils can connect, set the parameters for completing the project, teacher consultation input/feedback, final project shared with larger group).

2. Students’ understanding that is mentioned in this research is something that can be achieved and shown from students’ cognitive knowledge on global warming concept after having learning experience through project-based learning, students’ understanding is measured by objective test through pretest and post-test.

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3. Creativity is one of thinking process which generates possibility and perspectives in overcoming something. Students’ creativity in this research is measured through their project based learning product that use rubric as an instrument.

D. Research Instrument

The research instrument which is used to collect the data in this research consist of:

1. Objective test in a form of multiple choice questionis is used to measure students’ understanding before and after treated project-based learning in chapter of global warming.

2. Students’ creativity is measured based on creativity rubric on Creative Product Analysis Matrix (CPAM)

3. Questionnaire form is used to analyze the students’ respond towards implementation of project-based learning model in global warming chapter.

E. Instrument Development

The instruments development started by analyzing the curriculum applied at the involved school. The researcher later on formulates the objective test to be used as an instrument of pretest and posttest. The objective test consist of 40 multiple choice question (Appendix A.1)

Before being implemented, the instrument passed several steps. First, the instrument needs to be judged by some experts in related field. Second, the instrument which is not appropriate should be revised. Third, the revised instrument should be tried out on another class which has the same level of research sample. Based on the test results, the instrument questions was analyzed with the following requirements:

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1. Instrument Objective Test Requirements a. Validity

Validity that is used in this research is a content validity. Content validity has a relation with quality of the instrument.The instrument can be concluded as valid or invalid if the measuring instrument is able to measure what should be measured. In this research, the instruments are validating by some experts in related field.

b. Reliability

Reliability test is a measurement which stated about consistence of the measurement tools that is used. Arikunto (2010: 86) stated that reliability tends to a definition about trusted instrument which is used as collecting data tools because of that instrument has already good. The reliability of the test is measured by SPSS 20 program.

c. Discriminating power

Analysis discriminating power means the ability of question to distinguish between high achiever and low achiever students (Arikunto S., 2012 : 226). The questions which can be answered correctly by both low achiever and high achiever students are not good questions. Otherwise, the questions which can not be answered by both high and low achiever are also not good because it has no discriminating power.

The formula which use to analyze discriminating power based on Arikunto (2012) as follow:

Dp =

J_A

-

J_B

=PA-PB

D = Discriminating power JA = Amount of high achiever JB = Amount of low achiever

BA= Amount of high achiever who answers question with the right answer

BB= Amount of low achiever who answers question with the right answer

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PA = Proportion of high achiever who answers question with the right answer

PB = Proportion of low achiever who answers question with the right answer

To determine whether the discrimination index is good or not, it can be checked in the Table 3.2.

Table 3.2The Classification of Discriminating Power D Classification

0,00 – 0,20 Poor 0,21 – 0,40 Satisfactory 0,41 – 0,70 Good 0,71 – 1,00 Excellent

( Arikunto, 2012: 232)

d. Level of difficulty

Level of difficulty here means level of difficulty of the student's ability to answer questions, but it is not from the perspective of a teacher. Good questions are the question which is not too easy or too difficult to be answered (Arikunto S., 2012: 222). The questions which are too easy will not stimulate the students to try harder to solve it, while too difficult questions will make the students give up and lose heart (Arikunto S., 2012) . The proportion of three categories based on the normal curve. Means that, most of the problems are in the medium category, some are included into the category of easy and difficult with balanced proportions.

The formula which used in this research to determine the level of difficulty of the problems is:

P =

P = Difficulty level

B = Number of students who answer correctly N= Total number of students

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The smaller index obtained, the more difficult questions. Otherwise, the greater index gained, the easier of question The difficulty index criteria is showninTable 3.3 below:

Table 3.3Level of Difficulty

Value Criteria

0 – 0,29 Difficult 0,30- 0,69 Middle 0,70 - 1,00 Easy

(Arikunto, 2010: 210)

F. Research Plot

The research plot consisted of 3 stages, that are preparation stage, implementation stage, and analysis & conslusion stage. The research scheme can be seen on the Figure 3.1

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Figure 3.1 Diagram of Research Plot Preliminary study/need analysis

Literature review (all variables Analyzing science

content standard of secondary school

Research Proposal (Designing Instrument)

Questionnaire Rubrics

Pretest/Pot-test

Instrument validation

Revision

Valid

Research Implementation:

Project-Based Learning on Global Warming Chapter

Collect research data

Process and analyze data

Result and conclusion

Report the result

Preparation Stage

Implemenatation Stage

Analysis and Conclusion Stage

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G. Research Procedure

In order to arrange the sequence of research systematically, the procedure of research is arranged based on the syntax of project-based learning implemented. There are three stages of procedure consists ofpreparation stage, implementation stage,and analysis and conclusion stage. Those three stages will be explained as follows:

1. Preparation stage

In this stage, the researcher conduct several steps that support the research, there are:

a. Formulate problem that will be investigated b. Determine the focus of variable research

c. Conduct literature review of projectbased learning, students’ understanding, students’ creativity, and curriculum

d. Arrange the research proposal which is presented in proposal seminar

e. Revise of research proposal after having suggestions and critics from lecturers.

f. Arrange the research instrument and being judged by expert or lecturer. g. Revised of research instrument after having suggestions.

h. Try out of research instrument

i. Revised of research instrument based on instrument try out analysis result 2. Implementation Stage

This stage explains the step of how research will be implemented, it consists of:

a. Determination of experimental class

b. To get initial condition of students, pretest will be given to the sample class c. Processing pretest result.

d. Conduct research activity by implementingprojectbased learning model in experimental class with following scenarios:

1) First meeting, there are two stages of projectbased learning that are applied. The stages areassign collaborative working group and present

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a real-world problem that pupils can connect. In the beginningof class, teacher inform that in the end of the chapter students should make a project in a group related with the photo and video shown. Teacher assign collaborative learning group which consist of low and high achiever students. After the students gathered in their own group then the learning continued to the next syntax.

In present a real-world problem that pupils can connectsyntax, teacher asks students related to global warming phenomenon that happens in the world. Students’ answer is written down on the board so that all students can see. In the end of class, teacher determines the theme of each group. Teacher give homework to each group to bring an article related to their theme.

2) In second meeting, the set parameters for completing the project and teacher feedback/consultation stages are implemented. In the beginning of class, teacher explains several criteria related to the project completion. In teacher feedback/consultation stage, each group is asked to report their project progress and share their difficulties in completing the project.

3) In the last meeting, the project shared with the larger group is implemented. Each group is asked to present their final project in front of class. The other groups give feedback in form of question and additional information related to the concept that is being presented. The teacher has a role to guide the students’ discussion, on the other hand teacher also minimizing the misconception that might happen during the discussion. In the end, the teacher concludes the whole learning and clarifies all the concepts.

e. Give post-test in the sample class to recognize the improvement of achievement in the sample class.

f. Give questionnaire to know the student’s response towards implementation

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3. Analysis and Conclusion Stages

This is the final stage of research design, the step that will be conducted in this stage will be explained as the following steps:

a. Analyze the result of the whole research from based on the instrument result. b. Discuss and conclude for the data analysis result.

c. Arrange the report of the research

H. Data Collection Technique

In this research there are three different data which are collected, those data has different instrument to measure. The data collection techniques are explained as follow:

1. Data of Students’ Understanding

The students’ understanding is the quantitative data of this research. This data will be collected through objective test in form of multiple choice questions consist of 40 questions. The result will be collected then analyzed using the normalized gain formula.

Table 3.4Test Item Specification Indicator Test Item

1) Remembering 1, 2, 4, 6, 18, 24, 32, 35 2) Understanding 3, 5, 8, 9, 12, 14, 15, 19, 22, 25, 26, 27, 29, 30, 31,

33, 36, 37, 38, 40 3) Apply 11, 13, 16, 21, 23 4) Analyze 10, 17, 20, 28, 39

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2. Data of Students’ Creativity

The students’ creativity is the qualitative data of this research. It is obtained through measurement of students’ product using Creative Product Analysis Matrix (CPAM) rubric. The rubric will have some indicators that

show the percentage of students’ creativity. The CPAM blue print is shown in

Table 3.5 as follows:

Table 3.5Rubric to Measure Students’ Creativity (Blue Print)

Creativity

Dimension Indicator

Measured Aspect

Score

Note

1 2 3

1 Novelty

Original Theme Product Design Surprising Theme Product Design

Germinal Product

Design

3 Resolution

Valuable Product Design Logic Product Design Useful Product Design 3 Elaboration and Synthesis Organist Product Design Elegant Product Design Complex Purpose and Product Design Understandable Product Design

Artistic Presentation

Adapted from Basemer and Treffinger

The data obtained from research instrument, then is analyzed by convert it to percentage. The percentage is interpreted using Purwanto index to determine its creativity level.

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3. Data of Students’ Response

Students’ respond data collection is used to determine students’ response toward project based learning implementation in global warming chapter.The data obtained from the questionnaire is a supportive data, and it is processed by a percentage calculation. The blue print of students’ response questionnaire is shown in Table 3.6 as follows:

Table 3.6Table of Students’ Response Questionnaire

Indicators Category and Number

Students’ response toward team work ability as a group

Positive statement: 1, 3 Negative statement: 2, 4 Students’ response toward project

based learning implementation in global warming chapter

Positive Statement: 5, 7, 9 Negative Statement: 6, 8, 10 Students’ response in creative

thinking skill on global warming chapter

Positive Statement: 11, 13, 15 Negative Statement: 12, 14, 16 Students’ response toward making

a poster as final product of project

Positive Statement: 17, 19 Negative Statement: 18, 20

I. Instrument Analysis Result

1. Recapitulation of Students’ Understanding Instrument

The instrument for measuring students’ understanding is an objective test

in a form of 40multiple choice. The instrument should be tested in terms of validity, reliability, discriminating power, and difficulty level as explained before. The test was given to 20 students which have learned about the chapter that is learned for the research. The summary of test item analysis is shown in Table 3.7 as follows:

Test item recapitulation:

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Table 3.7 Recapitulation of Test Item for Students’ Understanding Question

Number

Discriminating Power

Difficulty

Level Validity Status

1 Very poor Very easy Validated Revised 2 Very good Medium Validated Used 3 Poor Very easy Validated Revised 4 Fair Medium Validated Used 5 Poor Easy Validated Revised 6 Very good Medium Validated Used 7 Poor Easy Validated Revised 8 Good Easy Validated Used 9 Poor Very easy Validated Revised 10 Fair Medium Validated Used 11 Poor Medium Validated Revised 12 Poor Very difficult Validated Revised 13 Very good Easy Validated Used 14 Good Medium Validated Used 15 Poor Very difficult Validated Revised 16 Fair Easy Validated Used 17 Good Easy Validated Used 18 Very good Medium Validated Used 19 Very poor Very easy Validated Revised 20 Very poor Difficult Validated Revised 21 Fair Very easy Validated Used 22 Very poor Very difficult Validated Revised 23 Very poor Easy Validated Revised 24 Very good Medium Validated Used 25 Poor Difficult Validated Revised 26 Poor Very easy Validated Revised 27 Very poor Very difficult Validated Revised

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28 Very poor Very difficult Validated Revised

Question Number

Discriminating Power

Difficulty

Level Validity Status

29 Very poor Very difficult Validated Revised 30 Very good Easy Validated Used 31 Very poor Medium Validated Revised 32 Very good Easy Validated Used 33 Fair Medium Validated Used 34 Fair Easy Validated Used 35 Fair Easy Validated Used 36 Fair Medium Validated Used 37 Very good Medium Validated Used 38 Fair Medium Validated Used 39 Good Easy Validated Used 40 Good Easy Validated Used

2. Instrument Non-Test Requirements

a. Rubric of Creative Product Analysis Matrix

Rubric of Creative Product Analysis Matrix is used to measure students’ creativity of project based learning product. The poster is assessed into some criteria which is available in the rubrics. The observermeasure students’ creativity based on their product. The observer gave the checklist on the rubric if the obsever found the sub indicator appearinstudents’ creative product.

b. Questionnaire

Questionnaire is used to know the response of the students towards the implementation of project based learning model in global warmingchapter during the lesson. This data obtained from students’ answer from questions given in the end of the lesson.

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Ahmad Zimamui Umam, 2014 J. Processing Data

Data obtained from both quantitative data and qualitative. Quantitative data obtained from the pretest and data of students' understanding (post-test), while the qualitative data obtained from the students’ creativity rubric and questionnaire. Explanation of data processing techniques are obtained as follows:

1. Quantitative Data Analysis

Quantitative data analysis is done by Microsoft excel calculation, in order to determine the score of pretest and posttest. The process of calculating data is explained as follow:

a) Scoring of Test Item

The first step to process data is scoring the test item. The test item is provided in the 40 number of questions. All of the score is processed using Microsoft excel.

b) Calculation of Gain Score and Normalized Gain

After get the data of the test item score, the data is processed through gain score and normalize score. According to Hake, gain score is obtained from the differences between pretest and posttest. It is assumed as the effect of the treatment itself. And normalized gain test itself is to determine the categories of student’s achievement improvement.

According to Hake (1998) here is the formula to get the gain score:

G = S

f -

S

i Description:

G = Gain score Sf = Post test score Si = Pre test score

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The effectiveness of project-based learning model in increasing students’ understanding of global warming conceptis seen from the result of the normalized gain that achieved by students during the learning process. For the calculation of the normalized gain value and its classification uses equations (Hake, 1998) as follows:

Normalized gain of each student <g> will be determined by this formula:

Where,

<g> = Normalized gain G = Actual gain

Gmax = Maximum gain possible Sf = Post test score

Si = Pre test score

Average of normalized gain (<g>) which is formulated as:

Description:

<g> = Normalized gain <G> = Actual gain

<G>max= Maximum gain possible <Sf> = Average of post-test score <Si> = Average of pretest score

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Ahmad Zimamui Umam, 2014

The value of Normalized gain which already got can be interpreted using Table 3.8 as follow:

Table 3.8 Interpretation Table

Value Classification

<g> ≥ 0,7 High

0,7 ><g> ≥ 0,3 Medium

<g>< 0,3 Low

(Hake, 1998) c) Normality and Homogeneity test

Using of parametric statistic has a deal with assumption that each variable in this research that will be analyzed form a normal distribution. If, the data is abnormal, the homogenity varians test can not be done or the parametric technique can not be used.Meanwhile if the data is normal and homogen, the parametric technique can be used. Normality test is to know whether the sample comes from population that has normal distribution or not. In this research, Normality test uses statistic test from SPSS 20,

Kolmogorov-Smirnov with significancy level (α) is 0,05. When significance value > 0,05,

H0 will be accepted and H0 will be rejected or denied if significance value < 0,05 (Sarwono, 2013 ). The hypotheses are:

H0 : Sample comes from population that has normal distribution. H1: Sample comes from population that has not normal distribution.

The homogeneity test is also uses statistic test from SPSS 20, with significancy level (α) is 0,05. When significance value ≥0,05, the data is considered as homogen (Sarwono, 2012).

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d) One Sample T-test

One sample T-test was done to determine whether the class had achieved the standard score after the implementation of project based learning represented by the Posttest Score. T-test requires data which is normal and homogen. In SPSS 20, the test is used One Sample T-Test. If the level of significancy (sig) ≤ 0.05 H0 is rejected. If the level of significancy (sig)> 0.05 H0 is retained. In testing the similarity means is used two-tailes hypotheses, the hypotheses is determined as bellow:

H0 : Students’ mastery concept score in learning global warming concept has

achieved the school standard of 75 .

H1 : Students’ mastery concept score in learning global warming concept less

than school standard (<75)

2. Qualitative Data Analysis

The qualitative data is obtained from both creativity rubrics offinal product and questionnaire. The rubricsassess the poster as the final product. The analysis of rubrics is conducted by converting the raw score into percentage form. Further, the result of percentage can be classified into several categories.

The technique of converting score into precentage is used formula as follows:

NP =

� x 100%

Note:

NP = percentage R = raw score SM = maximum score

(Purwanto, 2008:102) The interpretation of score percentage of students’ creativity is categorized into certain criteria according to Purwanto (2008) as shown in Table 3.9 as follows:

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Ahmad Zimamui Umam, 2014

Tabel 3.9 Percentage Interpretation

Percentage (%) Criteria

86-100 Very good

76-85 Good

60-75 Enough

55-59 Lack

<54 Very lack 100% All of them

The other data that is analyzed qualitatively is from questionnaire result. The qualitative analysis describes the real situation of the research result and also the result of students’ respond in learning global warmingby using project-based learning model.

Processing is done by calculating Likert scale, it is calculated into score and then converted into percentage, the percentage of answers observer to then be evaluated for the next lesson. The scoring guideline is shown in the Table 3.10 as follows:

Table 3.10 Scoring Guideline of Students’ Response Strongly

Agree

Slightly Agree

Slightly Disagree

Strongly Disagree Positive

Statement 4 3 2 1

Negative

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The percentage of each likert scale in each indicator determines the students’ respond toward project based learning implementation.

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59 Ahmad Zimamui Umam, 2014

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS A. Conclusions

Research of Project-Based Learning implementation has been conducted systematically, based on the research result it is obtained some conclusions as follows:

1. The implementation of project-based learning model on Global Warming chapter can improve students’ understanding, it can be noticed by processing the differences between pretest and post-test score which is gained by students that shows an improvement and obtain normalized gain as much as 0.61which include as medium category.

2. Project based learning model is capable to improve students’ creativity when is implemented on Global Warming chapter, it stated so because of the result

from students’ creativity before and after project based being

implementedshows an improvement from enough to good category. The improvement is indicated by the percentages of each creativity dimension after project based implementation as much as 76%, 84.3% and 77.3% which categorized as good.

3. _{The respond of students towards project based learning implementation}

shows positive respond in all indicators; teamwork ability, understanding trough project based learning, creativity, and respond to poster as final product. The highest score is obtained by poster as final product it means that most of students agree that poster is really appropriate to be created as final product of the project in learning global warming concept.

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B. Recommendations

Based on the findings of the research that has been conducted and concluded, there are several recommendations that necessary to be conveyed by the researchers, some of them are:

1. Project-based learning model can be implemented as an alternative teaching strategy for science teacher in providing activities to students to develop their creativity.

2. At assign collaborative working group, the teacher should determine the group members that consist of low and high achievement student. The teacher also should make sure that each group is working collaboratively. 3. Teacher should determine the time allocation for project to be finished. It

is very important to track the students so that the students can finish the project optimally.

4. At teacher consultation input/feedback stage, the teacher should make sure that each group has chance to have consultation, it is expected by having consultation the students can share their difficulty in completing the project.

5. At final project shared with larger group stage, teacher should make sure that the concept delivered by students are correct, therefore misunderstanding will not be happen.

6. To other researcher who also have the same interest to implement project-based learning model, it is recommended to develop the research wider in term of research variable and relating it with the recent problems.

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Ahmad Zimamui Umam, 2014

REFERENCES

Aboukinane, C. (2007). A Qualitative Study of Creative Thinking Using Experiential Learning in an Agricultural and Life Science Course. Texas A&M University

Adair, A. and Bao, L.. (2012). Project-Based Learning: Theory, Impact, and Effective Implementation. IPERC.ORG, 6-21.

Adams, K. (2005). The Sources of Innovation and Creativity. National Center on Education and the Economy for the New Commission on the Skills of the American Workforce

Amabile, T.M. (1982) Social Psychology of Creativity: A Consensual Assessment Technique. Journal of Personality and Social Psychology. Vol 43, pp. 997-1013

Anderson, L.W and Karthwohl, D. R. (2001). A Taxonomy for Learning, Teaching and

Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Addison Wesley

Longmam.Inc

Arikunto, S. (2010). Prosedur Penelitian. Jakarta: PT Rineka Cipta.

Arikunto, S. (2012). Dasar-dasar Evaluasi Pendidikan (Edisi 2). Bumi Aksara: Jakarta. Besemer, S. and Treffinger, D.J. (1981). Analysis of Creative Product: Review and Synthesis. Journal of Creative Behavior, Vol15, pp.158-178

Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., &Palincsar, A. (1991) Motivating project-based learning: Sustaining the doing, supporting the learning. Journal of Educational Psychologist.

Creswell, J. W. (2012). Educational Research; Planning, Conducting, and Evaluating Quantitative and Qualitative Research.Boston: Edward Brothers, Inc, 541.

Dahar, R. W. (2011). Teori-Teori Belajar & Pembelajaran. Jakarta: Penerbit Erlangga.

Fortuna, M. B. (2013). Kemampuan Berpikir Kreatif Siswa SMP pada Materi Dampak Kepadatan Penduduk Terhadap Lingkungan melalui Pembelajaran Berbasis Proyek. Final Paper S1 Pendidikan Biologi UPI: Unreleased.

Groenendijk, T.et. al. (2011). The effect of observational learning on students’ performance, processes, and motivation in two creative domains. Research Institute of Child Development and Education, University of Amsterdam, The Netherlands

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Hake, R. R. (1998). Interactive Engagement versus Traditional Methods : A six Thousand Students Survey of Mechanics Test Data for Introductory Physics Courses. Departement of Physics Indiana University. Bloomington: Indiana.

King, S. H.,et.al,. (2009). Project-Based Learning: Inspiring Middle School Students to Engage in Deep and Active Learning. NYC Department of Education. 7-10

Kementrian Pendidikan dan Kebudayaan. (2013). Kurikulum 2013 Kompetensi Dasar Sekolah Menengah Pertama (SMP)/Madrasah Tsanawiyah (MTs). Kementrian Pendidikan dan Kebudayaan

Krathwohl, D.R., Bloom,B.S. and Masia, B. B. (1964).Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company, Inc.

Lih-Juan ChanLin. (2008). Technology integration applied to project-based learning in science. Department of Library & Information Science, Fu-Jen Catholic University, Hsin-Chuang, Taiwan

Masitoh, I. (2011). Kemampuan Memecahkan Masalah dan Penguasaan Konsep Siswa Melalui Project Based Learning pada Materi Daur Ulang Limbah . Final Paper S1 Pendidikan Biologi UPI: Unreleased.

Munandar, U. (1992). Mengembangkan Bakat dan Kreativitas Anak Sekolah (Petunjuk bagi Para Guru dan Orang Tua). Jakarta: PT. Gramedia Widiasarana Indonesia

O’Neill, Geraldine and David Jennings. (2012). The Use of Posters for Assessment: A Guide for

Staff. Dublin: UCD Teaching and Learning

Purwanto, M.N. (2006). Prinsip-prinsip dan Teknik Evaluasi Pengajaran. Bandung: PT. Remaja Rosdakarya

Sarwono, J. (2012) Metode Riset Skripsi Pendekatan Kuantitatif Menggunakan Prosedur SPSS. Jakarta: PT. Elex Media Komputindo.

Sigelman, C. K and Rider E. A. (2006). Life-Span Human Development. Belmont, CA: Thomson Higher Education

Slavin, R. (2008). Cooperative Learning Theori, Riset, dan Praktik. Bandung: Nusa Media. Wahono et. al. (2013). Ilmu Pengetahuan Alam. Jakarta: Kementrian Pendidikan dan

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Zampetakis L. A. and Tsironis L. (2006). Creativity Development in Engineering Education: The Case of Mind Mapping. Technical University of Crete, Chania, Greece

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Ahmad Zimamui Umam, 2014

THE EFFECT OF PROJECT BASED LEARNING (PJBL) ON STUDENT UNDERSTANDING AND CREATIVITY IN LEARNING GLOBAL WARMING

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

The percentage of each likert scale in each indicator determines the students’ respond toward project based learning implementation.

(2)

Ahmad Zimamui Umam, 2014

THE EFFECT OF PROJECT BASED LEARNING (PJBL) ON STUDENT UNDERSTANDING AND CREATIVITY IN LEARNING GLOBAL WARMING

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS A. Conclusions

Research of Project-Based Learning implementation has been conducted systematically, based on the research result it is obtained some conclusions as follows:

2. Project based learning model is capable to improve students’ creativity when is implemented on Global Warming chapter, it stated so because of the result

from students’ creativity before and after project based being

3. _{The respond of students towards project based learning implementation} shows positive respond in all indicators; teamwork ability, understanding trough project based learning, creativity, and respond to poster as final product. The highest score is obtained by poster as final product it means that most of students agree that poster is really appropriate to be created as final product of the project in learning global warming concept.

(3)

Ahmad Zimamui Umam, 2014

THE EFFECT OF PROJECT BASED LEARNING (PJBL) ON STUDENT UNDERSTANDING AND CREATIVITY IN LEARNING GLOBAL WARMING

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu B. Recommendations

Based on the findings of the research that has been conducted and concluded, there are several recommendations that necessary to be conveyed by the researchers, some of them are:

1. Project-based learning model can be implemented as an alternative teaching strategy for science teacher in providing activities to students to develop their creativity.

is very important to track the students so that the students can finish the project optimally.

5. At final project shared with larger group stage, teacher should make sure that the concept delivered by students are correct, therefore misunderstanding will not be happen.

(4)

Ahmad Zimamui Umam, 2014

THE EFFECT OF PROJECT BASED LEARNING (PJBL) ON STUDENT UNDERSTANDING AND CREATIVITY IN LEARNING GLOBAL WARMING

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu REFERENCES

Aboukinane, C. (2007). A Qualitative Study of Creative Thinking Using Experiential Learning in an Agricultural and Life Science Course. Texas A&M University

Adair, A. and Bao, L.. (2012). Project-Based Learning: Theory, Impact, and Effective Implementation. IPERC.ORG, 6-21.

Adams, K. (2005). The Sources of Innovation and Creativity. National Center on Education and the Economy for the New Commission on the Skills of the American Workforce

Amabile, T.M. (1982) Social Psychology of Creativity: A Consensual Assessment Technique. Journal of Personality and Social Psychology. Vol 43, pp. 997-1013

Anderson, L.W and Karthwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Addison Wesley Longmam.Inc