PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM QUIZ DENGAN MEDIA PETA KONSEP TERHADAP HASIL BELAJAR KIMIA SMA PADA POKOK BAHASAN REAKSI REDOKSI.
EFFECT OF PROBLEM BASED LEARNING USING MOLYMOD MADE
OF PLASTICINE TOWARDS IMPROVING SENIOR HIGH SCHOOL
STUDENTS’ ACHIEVEMENT IN THE HYDROCARBON TOPIC
By:
Sri Rahmania
Reg. Number 4103332027
Bilingual Chemistry Education Program
THESIS
Submitted to Fulfill The Requirement for Getting the Degree of
SarjanaPendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2014
i
ii
BIOGRAPHY
Sri Rahmania was born on January 16th, 1993 in Medan, Nort Sumatera.
Her mother’s name is Rahbiah S.Pi and her father’s name is Muhammad Ramli.
The writer is the first child of three children. In 1998 the writer entered the
Elementary School of SDN 11 Belawan and move to SDN 065004 Terjun in 2000
and graduated in 2004. In 2004 the writer continued his study to Junior High
School of SMP Negeri 20 Medan and graduated in 2007. In 2007 the writer
continued his study to Senior High School of SMA Negeri 16 Medan and
graduated in 2010. In 2010 the writer was accepted in Chemistry Department,
programmed of study Bilingual Chemistry Education, Faculty of Mathematics and
Natural Sciences, State University of Medan. During the time of course, the writer
followed some extracurricular activities e.g. FORSIMKA and KAMMI and ever
been as Assistant Laboratory of Analytical Chemistry.
iv
ACKNOWLEDGEMENT
Alhamdulillahirobbil’alamin-a very huge thanks to Allah for all the graces
and blessings and give me health to me for finishing this thesis well.
The title of this thesis is “Effect of Problem-Based Learning Using
Molymod Made of Plasticine Towards Improving Senior High School Students’
Achievement in Hydrocarbon Topic”. This research is done in SMA Negeri 16
Medan. Therefore, this thesis writing is one of the prerequisite to get the degree of
Sarjana Pendidikan in Chemistry Department, Faculty of Mathematics and
Science, State University of Medan.
In this opportunity, me as the writer would like to express my greatest
thanks to Drs. Wesly Hutabarat, M.Sc as my thesis supervisor, thanks for his
valuable time spent in giving guidance comment and advice during the process of
completing this thesis from the beginning of proposal seminar, conducting the
research, processing the data of research result and thesis session. The gratitude
are also expressed to Prof. Dr. Albinus Silalahi, M.S, Drs Jamalum Purba, M.Si,
and Dr. Zainuddin Muhtar, M.Si as my reviewer counselor for their advice,
suggestion, guidance, and constructive comment in the process of completing this
thesis.
Thanks also to all of staff and lecture in Chemistry Department and
Bilingual Chemistry Education Study Program at FMIPA UNIMED who have
helped me especially to Prof. Dr. Suharta, M..Si (Alm) and Dr. Iis Siti Jahro, M.Si
as my academic supervisor. The gratitude also presented to Dra. Hj. Sri Irawati,
M.Pd as principle of SMA Negeri 16 Medan who give permission for conducting
the research in school and also for all teacher and students in SMA N 16 Medan,
especially Mrs. R. Pardede, S.Pd., M.Si as chemistry teacher who has given much
support and guidance for me as long as the research is conducted.
The special gratitude is belonging to my beloved father Muhammad Ramli
and my beautiful lovely mother Rahbiah S.Pi who will never get tired of praying
and struggling for the success of my study every day and also to both of my
beloved little brother (M. Rahmatullah Amin and M. Rizqi Fadhillah Akbar) for
v
their love, support, prayer, and comment, also the motivation to the writer for
finishing the study in UNIMED.
Special thanks also to my best friends, Nurul Wahidah Nasution and Ervi
Luthfi Sheila Wanni Lubis for your time to accompany me during the research.
My best friends Santhy Ardelina Violita Br Pinem, Fredika M.S. Gultom and Ika
Ulansari for the support. All of my friends in Bilingual Chemistry 2010, thanks
for the togetherness in this 4 years and the support for me to finish my thesis.
Thanks to my partner, Sinitta Ella Siregar, that always accompany and give many
support for me. I must be remember every moment when we struggle to finish this
thesis together. Thanks also for the support, pray and motivation to my beloved
sister that bind with me because of Allah, Yuni Muslimah Sari, Sis Shofia Ummi,
Sis Suci Muslihani, Erma Suryani, Sabda, and all whose name cannot be
mentioned one by one, thanks for everything.
The writer hopes this thesis would be useful for the researcher who wants
to make the further study about the learning model which is suitable for learning
hydrocarbon, especially for the students in chemistry department. The writer
realizes that this thesis is still far from perfections, therefore suggestions,
comments, and constructive criticism from readers are needed for further
improvement of this thesis.
Medan,
Writer,
Sri Rahmania
Reg. No. 4103332027
iii
EFFECT OF PROBLEM BASED LEARNING USING MOLYMOD MADE
OF PLASTICINE TOWARDS IMPROVING SENIOR HIGH SCHOOL
STUDENTS’ ACHIEVEMENT IN THE HYDROCARBON TOPIC
Sri Rahmania (Reg. No. 410 333 2027)
ABSTRACT
Effect of problem based learning using molymod made of plasticine
towards improving senior high school students’ achievement in hydrocarbon topic
was conducted to know the significant differences students’ achievement in
experimental class in SMA Negeri 16 Medan and control class that taught with
direct instruction model. The population of this research are all of X grade of
SMA in Science class and the sample is SMA Negeri 16 Medan. The sample were
divided into two class based on purposive sampling technique. One was called
experimental class that is grade X IPA 4 and control class grade X IPA 3. The
kind of this research is experimental research.
Instrument that is used is validated multiple choice questions as much as
21 questions and 20 of them were chose as instrument test for pretest and postest.
The result of instrument test standardization realibility is 0.913. First, pretest was
given to experimental class and control class. In experimental class was taught by
problem based learning using molymod made of plasticine and in control class
was taught by direct instruction model using molymod made of plasticine. The
last, post test was given to each class. Before the hyphothesis test, the data were
tested by normality test by using Chi Square test and homogenity test by using F
test. Test result that proved that the sample is distributed normally and homogen.
Based on the result it was obtained the average of pretest score 33.049
with standard deviation 7.24 and the postest score 87.93 with standard deviation
6.52. In the control class was obtained the average of pretest score 33.049 with
standard deviation 7.15 and postest score 69.27 with standard deviation 9.05. The
hypothesis is tested by using t-test and obtained tcount for the postest is 10.71 and ttest result normalized gain is 11.02 while ttable =1.473 at significance level t0.05 and
df =80, therefore it is proved that tcount > ttable, so Ha is accepted. It proved there are
significant difference of students’ achievement taught by problem based learning
using molymod made of plasticine which are higher than direct conventional
model. Increasing of students’ achievement was calculated by using normalized
gain and the percentage gain in experimental class are 82% and percentages gain
in control class are 53%.
vi
LIST OF CONTENT
Page
Ratification Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
List of Content
vi
List of Figure
x
List of Table
xi
List of Appendix
xii
CHAPTER I INTRODUCTION
1.1 Background
1
1.2 Problem Identification
5
1.3 The Scope of Problems
5
1.4 The Problem of the Research
5
1.5 Research Objectives
6
1.6 Research Significance
6
1.7 Operational defenition
6
CHAPTER II LITERATURE REVIEW
2.1 Overview of the study
8
2.1.1. Defenition of Learning
8
2.1.2. Teaching Strategies and Learning Activities
9
2.1.3. Student Achievement
11
2.1.4. Factors that influence the Student’s Achievement
11
2.1.5. Chemistry Learning
13
2.2 Problem Based Learning Model
14
2.2.1. Advantages and Disadvantages of Problem Based Learning
16
vii
2.3. Direct Instructional
2.3.1. Advantages and Disadvantages of Direct Instruction
2.4. Learning Media
17
20
20
2.4.1. Understanding the Learning Media
20
2.4.2. Functions and Benefits of Learning Media
21
2.4.3. Principle of Media Use
22
2.4.4. Molecular Model (Molymod)
22
2.4.5. Plasticine
23
2.5. Description of Study Materials
23
2.5.1. Hydrocarbon
23
2.5.2. The Unique of Carbon Atom
24
2.5.3. Types of hydrocarbon
24
2.5.3.1. Alkanes
25
2.5.3.2. Alkenes
27
2.5.3.3. Alkynes
28
2.5.4. Isomer of Hydrocarbon
29
2.5.5. Chemical Reaction of Hydrocarbon Compounds
31
2.5.5.1. Alkanes
31
2.5.5.2. Chemical reaction of alkanes and alkynes
33
2.6. Conceptual Framework
35
2.7. Hypothesis
36
CHAPTER III RESEARCH METHOD
3.1 Overview of the Research
37
3.2. Research Location and Research Object
38
3.3 Population and Sample of the Research
39
3.4 Research Variable and Instruments
39
3.4.1 Research Variable
39
3.4.2. Research Instrument
40
3.5 Research Type and Procedure
40
viii
3.5.1. Research Type
40
3.5.2. Research Procedures
40
3.6 Technique Data Collectiom
42
3.6.1Validity of Test
43
3.6.2 Reliability of Test
44
3.6.3 Power of Difference Test
45
3.6.4 Level of Difficulty Test
45
3.7 Data Analysis
46
3.7.1 Normality Test
46
3.7.2 Homogeneity Test
46
3.7.3 Normalized Gain
3.7.4 Hypothesis Testing
47
47
3.8 Research Time Table
48
CHAPTER IV RESULT AND DISCUSSION
4.1 Research Result
50
4.1.1. Data Analysis of Research Instrument
50
4.1.1.1 Validity of Test
50
4.1.1.2 Reability
50
4.1.1.3 Difficulty Index
51
4.1.1.4 Discrimination Index
51
4.2. Description data of Research Result
51
4.3. Data Analysis of Research Result
52
4.3.1. Normality Test of Data
53
4.3.2. Homogenity Test
54
4.3.3. Normalized Gain
54
4.3.4. Hypothesis Testing
56
4.4. Research Findings
56
4.5. Discussion
57
ix
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion
60
5.2. Suggestion
60
REFERENCES
61
APPENDIX
64
xi
LIST OF TABLE
Page
Table 2.1 Bloom’s Taxonomy Verb
12
Table 2.2 Syntax in Problem Based Learning
15
Table 2.2 Five Phase of Direct Instruction (DI)
18
Table 2.3 The Name from Molecular Formula of Alkane
25
Table 2.4 The Name from Molecular Formula of Alkyl
26
Table 3.1 The Design of Research
42
Table 3.2 Reseach Time Table
49
Table 4.1 Result of Average Pretest and Postest from Sample Class
52
Table 4.2 Normality Test of Research Data
54
Table 4.3 Homogenity Test
55
Table 4.4 Hyphotesis Test for Gain
56
x
LIST OF FIGURE
Page
Figure 3.1 The overview of research planning to senior high school
students, effect of problem based learning combined
with molymod made of plasticine towards improving senior
high school student’s achievement in the hydrocarbon topic
38
1
CHAPTER I
INTRODUCTION
1.1.Background
Learning is a working process which is done by someone to gain a new
change of behavior completely as the result of experience itself in interaction with the
environment. Teaching is a professional activity that requires high level skills. Today
more teachers are required as manager for teaching and learning process that perform
four different tasks, they are planning, organizing, directing and evaluating because
students’ success is measured based upon achievement of competence of teaching and
learning established since beginning of the learning activities. It means teacher’s role
is very important in learning process. The teachers act as facilitators, mediators and
counselors.
The other responsibility of the class teacher is to help students attain
maximum achievement in their learning tasks. Several competences are expected of
the teacher in order to achieve this goal. One of the competencies is teachers’ ability
using appropriate instruction strategies. Chemistry as branch of science is highly
important in modern societies because of its requirements as a prerequisite to the
study of many other science oriented courses. It thus appears that for a nation to
develop science and technology, teaching and learning chemistry needs to improve. It
is therefore that performances in chemistry and in science generally should be of high
grades. (Aluko, 2008:32)
Chemistry is one of the most important subjects to be understood by students
that has an important role in the development of technology and everyday life.
Chemistry itself is composed of many materials and concepts that are interconnected
with each other. But apparently the result of observation of students' understanding in
chemistry topics is still low, it seen from the results of interviews and observations
during the researcher running the PPL (Experience Field Program) in SMA N 2
2
Kisaran and the observation in SMA N 16 Medan which will be the aim of
researcher.
The student considers that chemistry is hard to understand, complicated, too
much rote, a lot of material, dull and uninterested. From that, seen that a gap between
teachers and students, the teacher as a teacher only to deliver the material without
seeing aspects of the students, such as interest, understanding, difficulty, and so forth.
And from the students, they see the teacher as an addition to the burden for them,
even as the enemy. Of course students do not have a strong interest and motivation to
learn the material being taught, so do not be surprised if they have low achievement
of chores and daily tests. According to Bandura (1988) in Bobby De Porter (1999)
"The Beliefs of someone about his/her ability was very influential on the ability
itself."
That condition above demands hard work from various parties, especially the
teachers as educators who deal directly with students. Teachers are required in
designing creative learning process, the selection of learning resources, media and
learning methods that appropriate to the topic being taught. This is supported by
Sagala (2003) that "Teachers should be able to maintain student interest in learning,
steady their motivation and lead the process of learning occurs naturally follow from
the experience. So that teachers have to be wise and creative in determining the
appropriate model for learning, so that learning process can take place effectively and
efficiently ". Thus the thing that we often encounter in which the students as a
generation of country feel very tired, not interested, and under estimate in chemical
class can be overcome.
There are several attempts through the use of planned instruction strategies
and models to improve the status of chemistry teaching and learning achievements.
One of them teachers should be known to teach the learning material by used method
combined with media compatible. The teachers need to be more creative and
innovative in teaching, especially in learning chemistry topic. (Oemar Hamalik,
2008). Without creativity and innovation it is just make decreases of students’ interest
3
inquired for the material being taught and understand it. It means, teacher should keep
student’s interest and motivate to learn in different ways of teaching, using varies
teaching method combined with teaching media or another learning method in
improving students achievements and motivations.
Meanwhile, Some schools in Indonesia will start to use curriculum 2013
which is the teaching and learning that suggested by Indonesia government just
according three kinds of teaching and learning method. They are problem based
learning, project based learning and discovery. Since the education of character in
curriculum 2013 aims to increase the quality of learning process and result that leads
to the forming of student’s good behavior and morality completely, integrated and
balanced which suitable with the standard competences of graduation at any
educational institution. Through the implementation of curriculum 2013 that based on
competence and character with thematic and contextual approach is expected students
are able increase and use their knowledge independently, assessed, internalization and
personalization the character value and morality so that manifest to daily
life.(Mulyasa, 2013)
Gallagher et al (1995) said that PBL is able and need to include experiment as
a tool to solve problem. Problem based learning has been used by experts in
chemistry learning and its derivations such as biochemistry by Dods (1996), learning
complex chemical synthesize of natural products by Cannon and Krow (1998), Yu
Ying (2003) in electrochemistry learning and Liu Yu (2004) in analytical chemistry
learning. (Ngalimun, 2014)
According to Ward (2002) and Stepien (1993) Problem Based Learning (PBL)
is one of innovative learning that able to give active learning condition to students.
PBL is one of learning model that involve students to solve a problem through some
steps of scientific method so that students can learn the knowledge that relate with the
problem and at the same time, have skill to solve the problem. Then Fogarty (1997)
stated that PBL is an instruction approach by making confrontation to the students
4
with simple problem, formed ill-structured, or open ended through stimulation in
learning. (Ngalimun, 2014)
In model problem based learning can use learning media as helping tools in
learning and teaching process. Through learning media, teacher can give subject
matter which is abstract become concrete so that it is easy to be understand by
students and able to vanish verbalism. (Wina Sanjaya: 2009)
Hydrocarbon is one of the ranges of chemical studied in organic chemistry. It
is one of main subject that important to learn because the concepts in hydrocarbon
topic will still be used as a basic to learn the next matter that is petroleum and have
related with organic chemistry in third class of high school second semester.
Therefore, it needs an easy way, interesting and effective to deliver hydrocarbon topic
by involving students using appropriate methods and media. (Fadhilah, 2013)
Hydrocarbon which is abstract can be understood easily if this matter is explained
through media. One of the media that can be used to make students easily to
comprehend for abstract concept is a molecular model or molymod.
Molymod is a tool to illustrate the shape of a molecule. It usually made of
plastic in form of balls that connected by a bars. The balls are as atom of an element
meanwhile the bars is as the bonding of the elements. The balls have different color
to difference the types of atom and the position of atom which one is as central and
which one is as bonding atom. Molymod can overhaul according to the shape of the
molecule that is desired. Molymod has been proved that able to increase the students’
comprehension to the concept which related with molecule. (Septiani, 2009)
In fact, the prices of molymod which is able to make students more
comprehend in hydrocarbon topic is not cheap and difficult to buy because it doesn’t
sell commercially in shop or book store. Plasticine as one of media can be used to
submitte molymod. Beside the prices are cheaper than the real molymod, it is easy to
buy and get because it sells commercially. According Well Mina (2012) Plasticine is
clay that is used to by children to play and can be used repeatedly because it will not
5
be solidify. Plasticine is inclused to clay and it usually sell in store toy with is
colorful and easy to form. (Rochayah, 2012)
Based on the discussion above, the researcher would like to investigate the
“Effect of Problem Based Learning Using Molymod Made of Plasticine Towards
Improving Senior High School Students’ Achievement in The Hydrocarbon
Topic.
1.2. Problem Identification:
Based on the background above, there are many problems identified:
1. The teaching and learning process in chemistry especially in hydrocarbon
topic does not grow any enthusiasm of students.
2. Generally teachers do not use problem based learning model in teaching and
learning process of chemistry topic
3. Generally teacher do not used molymod made of plasticine in teaching and
learning process
4. How the improving of student’s achievement using problem based learning
combined molymod made of plasticine and without problem based learning.
1.3. The Scope of Problems
In this study, the problem is limited to scope:
1. Effect of problem based learning using molymod made of plasticine towards
improving senior high school student’s achievement in hydrocarbon topic
2. Improving
students
achievement
of
hydrocarbon
concepts
acquired
individually through pre test and post test.
1.4. The Problem of the research
Based on the identification of problems and limitation described above which
a research problem in this study are:
6
Based on the identification of problems and limitation described above which
a research problem in this study are:
1. Is the student's achievement taught by using problem based learning model
higher than direct instruction which both use molymod made of plasticine in
hydrocarbon topic?
1.5. Research Objectives
Based on the problem statement above, the objective in this research are :
1. Knowing the students’ achievement which is taught by using problem based
learning model higher than direct instruction which both of them using
molymod made of plasticine in the hydrocarbon topic.
1.6. Research Significance
The significances of this research are:
1. Improving the students achievement taught hydrocarbon material
2. The results are expected used by the teachers as information or literature to
improve teaching methods combined with molymod made of plasticine media
in chemistry learning.
3. As a reference for the researcher to apply the appropriate learning strategy in
teaching and learning activities in schools, especially by using problem based
learning combined molymod made of plasticine media and as a reference for
the further research.
1.7. Operational Definition
1. Problem Based Learning
Problem Based Learning (PBL) is one of innovative learning that able to give
active learning condition to students. PBL is one of learning model that
involve students to solve a problem through some steps of scientific method
7
so that students can learn the knowledge that relate with the problem and at
the same time, have skill to solve the problem.(Ngalimun, 2014)
2. Molymod Media
Molymod is a tools to illustrate the shape of a molecules. It usually made of
plastic in form of balls that connected by a bars. The balls are as atom of an
element meanwhile the bars is as the bonding of the elements. The balls have
different color to difference the types of atom and the position of atom which
one is as central and which one is as bonding atom. Molymod can overhaul
according to the shape of the molecule that is desired. Molymod has been
proved that able to increase the students’ comprehension to the concept which
related with molecule. (Septiani, 2009)
3. Plasticine
According Well Mina (2012) Plasticine is clay that is used to by children to
play and can be used repeatedly because it will not be solidify. Plasticine is
include to clay and it usually sell in store toy with is colorful and easy to
form. (Rochayah, 2012)
4. Hydrocarbon
Hydrocarbon is one of the ranges of chemical studied in organic chemistry. It
is one of main subject that important to learn because the concepts in
hydrocarbon topic will still be used as a basic to learn the next matter that is
petroleum and have related with organic chemistry in third class of high
school second semester. Therefore, it needs an easy way, interesting and
effective to deliver hydrocarbon topic by involving students using appropriate
methods and media.(Fadhilah, 2013)
60
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on result research and data collection, can be concluded that:
1. The student’s achievement that taught by problem based learning using molymod
made of plasticine is significant higher than direct instruction using molymod
made of plasticine in topic Hydrocarbon.
2. Based on the calculation, average normalized gain achievement of students
taught by problem based learning using molymod made of plasticine in the
hydrocarbon topic is 82%. Average normalized gain achievement of students
taught by direct instruction using molymod made of plasticine is 53%. It showed
there was percent difference of students’ achievement between experiment class
and control class as much as 29%.
2. Suggestion
Based on discussion of research result and conclusion above, writer give
suggestions as below:
1. For teachers is expected to apply problem based learning using molymod made
of plasticine in teaching and learning process, to increase students' interest,
motivation and self confidence in learning, so that chemistry be a fun lesson
especially in hydrocarbon topic.
2. In the selection of learning approaches and teaching model, teachers should
notice the factor of student and the material that will be delivered.
3. For the further researcher who wants to observe more about problem based
learning using molymod made of plasticine, to be more concerned about the
weaknesses in this study to get better results.
61
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Susilowati, Endang., (2009), Theory And Application oof Chemistry I, Tiga
Serangkai, Solo.
Suyanti, Retno Dwi., (2010), Strategi pembelajaran Kimia, Graha Ilmu, Yogyakarta.
Viana,
M.,(2012),Cara
Membuat
Molymod,
http://www.meidiviana.blogspot.com/2012/10/cara-membuat-molymod.html
Ward, J.D. and Lee, C.L.,(2002),A Review of Problem Based Learning, Journal of
Family and Consumer Science Education 20(1): 16-26
Wina,
S.,
(2010),
Strategi
Pembelajaran
Pendidikan,Kencana, Jakarta
Berorientasi
Standar
Proses
OF PLASTICINE TOWARDS IMPROVING SENIOR HIGH SCHOOL
STUDENTS’ ACHIEVEMENT IN THE HYDROCARBON TOPIC
By:
Sri Rahmania
Reg. Number 4103332027
Bilingual Chemistry Education Program
THESIS
Submitted to Fulfill The Requirement for Getting the Degree of
SarjanaPendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2014
i
ii
BIOGRAPHY
Sri Rahmania was born on January 16th, 1993 in Medan, Nort Sumatera.
Her mother’s name is Rahbiah S.Pi and her father’s name is Muhammad Ramli.
The writer is the first child of three children. In 1998 the writer entered the
Elementary School of SDN 11 Belawan and move to SDN 065004 Terjun in 2000
and graduated in 2004. In 2004 the writer continued his study to Junior High
School of SMP Negeri 20 Medan and graduated in 2007. In 2007 the writer
continued his study to Senior High School of SMA Negeri 16 Medan and
graduated in 2010. In 2010 the writer was accepted in Chemistry Department,
programmed of study Bilingual Chemistry Education, Faculty of Mathematics and
Natural Sciences, State University of Medan. During the time of course, the writer
followed some extracurricular activities e.g. FORSIMKA and KAMMI and ever
been as Assistant Laboratory of Analytical Chemistry.
iv
ACKNOWLEDGEMENT
Alhamdulillahirobbil’alamin-a very huge thanks to Allah for all the graces
and blessings and give me health to me for finishing this thesis well.
The title of this thesis is “Effect of Problem-Based Learning Using
Molymod Made of Plasticine Towards Improving Senior High School Students’
Achievement in Hydrocarbon Topic”. This research is done in SMA Negeri 16
Medan. Therefore, this thesis writing is one of the prerequisite to get the degree of
Sarjana Pendidikan in Chemistry Department, Faculty of Mathematics and
Science, State University of Medan.
In this opportunity, me as the writer would like to express my greatest
thanks to Drs. Wesly Hutabarat, M.Sc as my thesis supervisor, thanks for his
valuable time spent in giving guidance comment and advice during the process of
completing this thesis from the beginning of proposal seminar, conducting the
research, processing the data of research result and thesis session. The gratitude
are also expressed to Prof. Dr. Albinus Silalahi, M.S, Drs Jamalum Purba, M.Si,
and Dr. Zainuddin Muhtar, M.Si as my reviewer counselor for their advice,
suggestion, guidance, and constructive comment in the process of completing this
thesis.
Thanks also to all of staff and lecture in Chemistry Department and
Bilingual Chemistry Education Study Program at FMIPA UNIMED who have
helped me especially to Prof. Dr. Suharta, M..Si (Alm) and Dr. Iis Siti Jahro, M.Si
as my academic supervisor. The gratitude also presented to Dra. Hj. Sri Irawati,
M.Pd as principle of SMA Negeri 16 Medan who give permission for conducting
the research in school and also for all teacher and students in SMA N 16 Medan,
especially Mrs. R. Pardede, S.Pd., M.Si as chemistry teacher who has given much
support and guidance for me as long as the research is conducted.
The special gratitude is belonging to my beloved father Muhammad Ramli
and my beautiful lovely mother Rahbiah S.Pi who will never get tired of praying
and struggling for the success of my study every day and also to both of my
beloved little brother (M. Rahmatullah Amin and M. Rizqi Fadhillah Akbar) for
v
their love, support, prayer, and comment, also the motivation to the writer for
finishing the study in UNIMED.
Special thanks also to my best friends, Nurul Wahidah Nasution and Ervi
Luthfi Sheila Wanni Lubis for your time to accompany me during the research.
My best friends Santhy Ardelina Violita Br Pinem, Fredika M.S. Gultom and Ika
Ulansari for the support. All of my friends in Bilingual Chemistry 2010, thanks
for the togetherness in this 4 years and the support for me to finish my thesis.
Thanks to my partner, Sinitta Ella Siregar, that always accompany and give many
support for me. I must be remember every moment when we struggle to finish this
thesis together. Thanks also for the support, pray and motivation to my beloved
sister that bind with me because of Allah, Yuni Muslimah Sari, Sis Shofia Ummi,
Sis Suci Muslihani, Erma Suryani, Sabda, and all whose name cannot be
mentioned one by one, thanks for everything.
The writer hopes this thesis would be useful for the researcher who wants
to make the further study about the learning model which is suitable for learning
hydrocarbon, especially for the students in chemistry department. The writer
realizes that this thesis is still far from perfections, therefore suggestions,
comments, and constructive criticism from readers are needed for further
improvement of this thesis.
Medan,
Writer,
Sri Rahmania
Reg. No. 4103332027
iii
EFFECT OF PROBLEM BASED LEARNING USING MOLYMOD MADE
OF PLASTICINE TOWARDS IMPROVING SENIOR HIGH SCHOOL
STUDENTS’ ACHIEVEMENT IN THE HYDROCARBON TOPIC
Sri Rahmania (Reg. No. 410 333 2027)
ABSTRACT
Effect of problem based learning using molymod made of plasticine
towards improving senior high school students’ achievement in hydrocarbon topic
was conducted to know the significant differences students’ achievement in
experimental class in SMA Negeri 16 Medan and control class that taught with
direct instruction model. The population of this research are all of X grade of
SMA in Science class and the sample is SMA Negeri 16 Medan. The sample were
divided into two class based on purposive sampling technique. One was called
experimental class that is grade X IPA 4 and control class grade X IPA 3. The
kind of this research is experimental research.
Instrument that is used is validated multiple choice questions as much as
21 questions and 20 of them were chose as instrument test for pretest and postest.
The result of instrument test standardization realibility is 0.913. First, pretest was
given to experimental class and control class. In experimental class was taught by
problem based learning using molymod made of plasticine and in control class
was taught by direct instruction model using molymod made of plasticine. The
last, post test was given to each class. Before the hyphothesis test, the data were
tested by normality test by using Chi Square test and homogenity test by using F
test. Test result that proved that the sample is distributed normally and homogen.
Based on the result it was obtained the average of pretest score 33.049
with standard deviation 7.24 and the postest score 87.93 with standard deviation
6.52. In the control class was obtained the average of pretest score 33.049 with
standard deviation 7.15 and postest score 69.27 with standard deviation 9.05. The
hypothesis is tested by using t-test and obtained tcount for the postest is 10.71 and ttest result normalized gain is 11.02 while ttable =1.473 at significance level t0.05 and
df =80, therefore it is proved that tcount > ttable, so Ha is accepted. It proved there are
significant difference of students’ achievement taught by problem based learning
using molymod made of plasticine which are higher than direct conventional
model. Increasing of students’ achievement was calculated by using normalized
gain and the percentage gain in experimental class are 82% and percentages gain
in control class are 53%.
vi
LIST OF CONTENT
Page
Ratification Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
List of Content
vi
List of Figure
x
List of Table
xi
List of Appendix
xii
CHAPTER I INTRODUCTION
1.1 Background
1
1.2 Problem Identification
5
1.3 The Scope of Problems
5
1.4 The Problem of the Research
5
1.5 Research Objectives
6
1.6 Research Significance
6
1.7 Operational defenition
6
CHAPTER II LITERATURE REVIEW
2.1 Overview of the study
8
2.1.1. Defenition of Learning
8
2.1.2. Teaching Strategies and Learning Activities
9
2.1.3. Student Achievement
11
2.1.4. Factors that influence the Student’s Achievement
11
2.1.5. Chemistry Learning
13
2.2 Problem Based Learning Model
14
2.2.1. Advantages and Disadvantages of Problem Based Learning
16
vii
2.3. Direct Instructional
2.3.1. Advantages and Disadvantages of Direct Instruction
2.4. Learning Media
17
20
20
2.4.1. Understanding the Learning Media
20
2.4.2. Functions and Benefits of Learning Media
21
2.4.3. Principle of Media Use
22
2.4.4. Molecular Model (Molymod)
22
2.4.5. Plasticine
23
2.5. Description of Study Materials
23
2.5.1. Hydrocarbon
23
2.5.2. The Unique of Carbon Atom
24
2.5.3. Types of hydrocarbon
24
2.5.3.1. Alkanes
25
2.5.3.2. Alkenes
27
2.5.3.3. Alkynes
28
2.5.4. Isomer of Hydrocarbon
29
2.5.5. Chemical Reaction of Hydrocarbon Compounds
31
2.5.5.1. Alkanes
31
2.5.5.2. Chemical reaction of alkanes and alkynes
33
2.6. Conceptual Framework
35
2.7. Hypothesis
36
CHAPTER III RESEARCH METHOD
3.1 Overview of the Research
37
3.2. Research Location and Research Object
38
3.3 Population and Sample of the Research
39
3.4 Research Variable and Instruments
39
3.4.1 Research Variable
39
3.4.2. Research Instrument
40
3.5 Research Type and Procedure
40
viii
3.5.1. Research Type
40
3.5.2. Research Procedures
40
3.6 Technique Data Collectiom
42
3.6.1Validity of Test
43
3.6.2 Reliability of Test
44
3.6.3 Power of Difference Test
45
3.6.4 Level of Difficulty Test
45
3.7 Data Analysis
46
3.7.1 Normality Test
46
3.7.2 Homogeneity Test
46
3.7.3 Normalized Gain
3.7.4 Hypothesis Testing
47
47
3.8 Research Time Table
48
CHAPTER IV RESULT AND DISCUSSION
4.1 Research Result
50
4.1.1. Data Analysis of Research Instrument
50
4.1.1.1 Validity of Test
50
4.1.1.2 Reability
50
4.1.1.3 Difficulty Index
51
4.1.1.4 Discrimination Index
51
4.2. Description data of Research Result
51
4.3. Data Analysis of Research Result
52
4.3.1. Normality Test of Data
53
4.3.2. Homogenity Test
54
4.3.3. Normalized Gain
54
4.3.4. Hypothesis Testing
56
4.4. Research Findings
56
4.5. Discussion
57
ix
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion
60
5.2. Suggestion
60
REFERENCES
61
APPENDIX
64
xi
LIST OF TABLE
Page
Table 2.1 Bloom’s Taxonomy Verb
12
Table 2.2 Syntax in Problem Based Learning
15
Table 2.2 Five Phase of Direct Instruction (DI)
18
Table 2.3 The Name from Molecular Formula of Alkane
25
Table 2.4 The Name from Molecular Formula of Alkyl
26
Table 3.1 The Design of Research
42
Table 3.2 Reseach Time Table
49
Table 4.1 Result of Average Pretest and Postest from Sample Class
52
Table 4.2 Normality Test of Research Data
54
Table 4.3 Homogenity Test
55
Table 4.4 Hyphotesis Test for Gain
56
x
LIST OF FIGURE
Page
Figure 3.1 The overview of research planning to senior high school
students, effect of problem based learning combined
with molymod made of plasticine towards improving senior
high school student’s achievement in the hydrocarbon topic
38
1
CHAPTER I
INTRODUCTION
1.1.Background
Learning is a working process which is done by someone to gain a new
change of behavior completely as the result of experience itself in interaction with the
environment. Teaching is a professional activity that requires high level skills. Today
more teachers are required as manager for teaching and learning process that perform
four different tasks, they are planning, organizing, directing and evaluating because
students’ success is measured based upon achievement of competence of teaching and
learning established since beginning of the learning activities. It means teacher’s role
is very important in learning process. The teachers act as facilitators, mediators and
counselors.
The other responsibility of the class teacher is to help students attain
maximum achievement in their learning tasks. Several competences are expected of
the teacher in order to achieve this goal. One of the competencies is teachers’ ability
using appropriate instruction strategies. Chemistry as branch of science is highly
important in modern societies because of its requirements as a prerequisite to the
study of many other science oriented courses. It thus appears that for a nation to
develop science and technology, teaching and learning chemistry needs to improve. It
is therefore that performances in chemistry and in science generally should be of high
grades. (Aluko, 2008:32)
Chemistry is one of the most important subjects to be understood by students
that has an important role in the development of technology and everyday life.
Chemistry itself is composed of many materials and concepts that are interconnected
with each other. But apparently the result of observation of students' understanding in
chemistry topics is still low, it seen from the results of interviews and observations
during the researcher running the PPL (Experience Field Program) in SMA N 2
2
Kisaran and the observation in SMA N 16 Medan which will be the aim of
researcher.
The student considers that chemistry is hard to understand, complicated, too
much rote, a lot of material, dull and uninterested. From that, seen that a gap between
teachers and students, the teacher as a teacher only to deliver the material without
seeing aspects of the students, such as interest, understanding, difficulty, and so forth.
And from the students, they see the teacher as an addition to the burden for them,
even as the enemy. Of course students do not have a strong interest and motivation to
learn the material being taught, so do not be surprised if they have low achievement
of chores and daily tests. According to Bandura (1988) in Bobby De Porter (1999)
"The Beliefs of someone about his/her ability was very influential on the ability
itself."
That condition above demands hard work from various parties, especially the
teachers as educators who deal directly with students. Teachers are required in
designing creative learning process, the selection of learning resources, media and
learning methods that appropriate to the topic being taught. This is supported by
Sagala (2003) that "Teachers should be able to maintain student interest in learning,
steady their motivation and lead the process of learning occurs naturally follow from
the experience. So that teachers have to be wise and creative in determining the
appropriate model for learning, so that learning process can take place effectively and
efficiently ". Thus the thing that we often encounter in which the students as a
generation of country feel very tired, not interested, and under estimate in chemical
class can be overcome.
There are several attempts through the use of planned instruction strategies
and models to improve the status of chemistry teaching and learning achievements.
One of them teachers should be known to teach the learning material by used method
combined with media compatible. The teachers need to be more creative and
innovative in teaching, especially in learning chemistry topic. (Oemar Hamalik,
2008). Without creativity and innovation it is just make decreases of students’ interest
3
inquired for the material being taught and understand it. It means, teacher should keep
student’s interest and motivate to learn in different ways of teaching, using varies
teaching method combined with teaching media or another learning method in
improving students achievements and motivations.
Meanwhile, Some schools in Indonesia will start to use curriculum 2013
which is the teaching and learning that suggested by Indonesia government just
according three kinds of teaching and learning method. They are problem based
learning, project based learning and discovery. Since the education of character in
curriculum 2013 aims to increase the quality of learning process and result that leads
to the forming of student’s good behavior and morality completely, integrated and
balanced which suitable with the standard competences of graduation at any
educational institution. Through the implementation of curriculum 2013 that based on
competence and character with thematic and contextual approach is expected students
are able increase and use their knowledge independently, assessed, internalization and
personalization the character value and morality so that manifest to daily
life.(Mulyasa, 2013)
Gallagher et al (1995) said that PBL is able and need to include experiment as
a tool to solve problem. Problem based learning has been used by experts in
chemistry learning and its derivations such as biochemistry by Dods (1996), learning
complex chemical synthesize of natural products by Cannon and Krow (1998), Yu
Ying (2003) in electrochemistry learning and Liu Yu (2004) in analytical chemistry
learning. (Ngalimun, 2014)
According to Ward (2002) and Stepien (1993) Problem Based Learning (PBL)
is one of innovative learning that able to give active learning condition to students.
PBL is one of learning model that involve students to solve a problem through some
steps of scientific method so that students can learn the knowledge that relate with the
problem and at the same time, have skill to solve the problem. Then Fogarty (1997)
stated that PBL is an instruction approach by making confrontation to the students
4
with simple problem, formed ill-structured, or open ended through stimulation in
learning. (Ngalimun, 2014)
In model problem based learning can use learning media as helping tools in
learning and teaching process. Through learning media, teacher can give subject
matter which is abstract become concrete so that it is easy to be understand by
students and able to vanish verbalism. (Wina Sanjaya: 2009)
Hydrocarbon is one of the ranges of chemical studied in organic chemistry. It
is one of main subject that important to learn because the concepts in hydrocarbon
topic will still be used as a basic to learn the next matter that is petroleum and have
related with organic chemistry in third class of high school second semester.
Therefore, it needs an easy way, interesting and effective to deliver hydrocarbon topic
by involving students using appropriate methods and media. (Fadhilah, 2013)
Hydrocarbon which is abstract can be understood easily if this matter is explained
through media. One of the media that can be used to make students easily to
comprehend for abstract concept is a molecular model or molymod.
Molymod is a tool to illustrate the shape of a molecule. It usually made of
plastic in form of balls that connected by a bars. The balls are as atom of an element
meanwhile the bars is as the bonding of the elements. The balls have different color
to difference the types of atom and the position of atom which one is as central and
which one is as bonding atom. Molymod can overhaul according to the shape of the
molecule that is desired. Molymod has been proved that able to increase the students’
comprehension to the concept which related with molecule. (Septiani, 2009)
In fact, the prices of molymod which is able to make students more
comprehend in hydrocarbon topic is not cheap and difficult to buy because it doesn’t
sell commercially in shop or book store. Plasticine as one of media can be used to
submitte molymod. Beside the prices are cheaper than the real molymod, it is easy to
buy and get because it sells commercially. According Well Mina (2012) Plasticine is
clay that is used to by children to play and can be used repeatedly because it will not
5
be solidify. Plasticine is inclused to clay and it usually sell in store toy with is
colorful and easy to form. (Rochayah, 2012)
Based on the discussion above, the researcher would like to investigate the
“Effect of Problem Based Learning Using Molymod Made of Plasticine Towards
Improving Senior High School Students’ Achievement in The Hydrocarbon
Topic.
1.2. Problem Identification:
Based on the background above, there are many problems identified:
1. The teaching and learning process in chemistry especially in hydrocarbon
topic does not grow any enthusiasm of students.
2. Generally teachers do not use problem based learning model in teaching and
learning process of chemistry topic
3. Generally teacher do not used molymod made of plasticine in teaching and
learning process
4. How the improving of student’s achievement using problem based learning
combined molymod made of plasticine and without problem based learning.
1.3. The Scope of Problems
In this study, the problem is limited to scope:
1. Effect of problem based learning using molymod made of plasticine towards
improving senior high school student’s achievement in hydrocarbon topic
2. Improving
students
achievement
of
hydrocarbon
concepts
acquired
individually through pre test and post test.
1.4. The Problem of the research
Based on the identification of problems and limitation described above which
a research problem in this study are:
6
Based on the identification of problems and limitation described above which
a research problem in this study are:
1. Is the student's achievement taught by using problem based learning model
higher than direct instruction which both use molymod made of plasticine in
hydrocarbon topic?
1.5. Research Objectives
Based on the problem statement above, the objective in this research are :
1. Knowing the students’ achievement which is taught by using problem based
learning model higher than direct instruction which both of them using
molymod made of plasticine in the hydrocarbon topic.
1.6. Research Significance
The significances of this research are:
1. Improving the students achievement taught hydrocarbon material
2. The results are expected used by the teachers as information or literature to
improve teaching methods combined with molymod made of plasticine media
in chemistry learning.
3. As a reference for the researcher to apply the appropriate learning strategy in
teaching and learning activities in schools, especially by using problem based
learning combined molymod made of plasticine media and as a reference for
the further research.
1.7. Operational Definition
1. Problem Based Learning
Problem Based Learning (PBL) is one of innovative learning that able to give
active learning condition to students. PBL is one of learning model that
involve students to solve a problem through some steps of scientific method
7
so that students can learn the knowledge that relate with the problem and at
the same time, have skill to solve the problem.(Ngalimun, 2014)
2. Molymod Media
Molymod is a tools to illustrate the shape of a molecules. It usually made of
plastic in form of balls that connected by a bars. The balls are as atom of an
element meanwhile the bars is as the bonding of the elements. The balls have
different color to difference the types of atom and the position of atom which
one is as central and which one is as bonding atom. Molymod can overhaul
according to the shape of the molecule that is desired. Molymod has been
proved that able to increase the students’ comprehension to the concept which
related with molecule. (Septiani, 2009)
3. Plasticine
According Well Mina (2012) Plasticine is clay that is used to by children to
play and can be used repeatedly because it will not be solidify. Plasticine is
include to clay and it usually sell in store toy with is colorful and easy to
form. (Rochayah, 2012)
4. Hydrocarbon
Hydrocarbon is one of the ranges of chemical studied in organic chemistry. It
is one of main subject that important to learn because the concepts in
hydrocarbon topic will still be used as a basic to learn the next matter that is
petroleum and have related with organic chemistry in third class of high
school second semester. Therefore, it needs an easy way, interesting and
effective to deliver hydrocarbon topic by involving students using appropriate
methods and media.(Fadhilah, 2013)
60
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on result research and data collection, can be concluded that:
1. The student’s achievement that taught by problem based learning using molymod
made of plasticine is significant higher than direct instruction using molymod
made of plasticine in topic Hydrocarbon.
2. Based on the calculation, average normalized gain achievement of students
taught by problem based learning using molymod made of plasticine in the
hydrocarbon topic is 82%. Average normalized gain achievement of students
taught by direct instruction using molymod made of plasticine is 53%. It showed
there was percent difference of students’ achievement between experiment class
and control class as much as 29%.
2. Suggestion
Based on discussion of research result and conclusion above, writer give
suggestions as below:
1. For teachers is expected to apply problem based learning using molymod made
of plasticine in teaching and learning process, to increase students' interest,
motivation and self confidence in learning, so that chemistry be a fun lesson
especially in hydrocarbon topic.
2. In the selection of learning approaches and teaching model, teachers should
notice the factor of student and the material that will be delivered.
3. For the further researcher who wants to observe more about problem based
learning using molymod made of plasticine, to be more concerned about the
weaknesses in this study to get better results.
61
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