IMPLEMENTING PROBLEM BASED LEARNING INTEGRATED WITH COOPERATIVE LEARNING TEAMS GAMES TOURNAMENT IN IMPROVING STUDENTS ACHIEVEMENT IN TEACHING COLLOIDAL SYSTEM.
IMPLEMENTING PROBLEM BASED LEARNING INTEGRATED WITH
COOPERATIVE LEARNING TEAMS GAMES TOURNAMENT
IN IMPROVING STUDENTS’ ACHIEVEMENT IN
TEACHING COLLOIDAL SYSTEM
By:
Anggun Chrisanty Pardosi
Reg. Number 4113131005
Bilingual Chemistry Education Study Program
THESIS
Submitted to Fulfill the Requirement for Getting Degree of
Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
iv
ACKNOWLEDGEMENT
First of all, I praise and gratitude to the Almighty God, Jesus Christ, for all
the graces and blessings that provide health and wisdom to me for finishing this
thesis well.
The title of this thesis is “Implementing Problem Based Learning
Integrated with Cooperative Learning Teams Games Tournament in Improving
Students’ Achievement in Teaching Colloidal System“. This research was done in
SMA N 15 Medan in academic year 2014/2015. Therefore, the thesis is one of the
prerequisite to get degree of Sarjana Pendidikan in Educational Department of
Chemistry, Faculty of Mathematics and Natural Sciences, State University of
Medan.
In this opportunity, I would like to express my greatest thanks to:
1. Dr. Wesly Hutabarat, M.Sc as my thesis supervisor, thanks for his valuable
time to spent in giving guidance comments and advices during the process of
completing this thesis.
2. Prof. Albinus Silalahi, M.S, Dr. Zainuddin Muchtar, M.Si, and Dr. Marham
Sitorus, M.Si as my reviewer counselor for their advices, suggestions,
guidance and constructive comments in the process of completing this thesis.
3. Thanks also conveyed to Dra. Ani Sutiani, M.Si, as my Academic Supervisor
who always guided me during the lecture and along with Mr. and Mrs. Staff
and Lecturers in Educational Chemistry Department especially in Bilingual
Study Program of FMIPA UNIMED who have helped me.
4. My gratitude also presented to Mr. Drs. Darwin Siregar, M.Pd, as school
principal of SMA N 15 Medan and K. Lumbanbatu, S.Pd, M.Pd as vice of
school principal who gave permission for conducting the research in the
school and also for all teacher and students in SMA N 15 Medan, especially
for Bu Swinda Ningsih, S.Pd as a chemistry teacher who has given much
support and guidance for me as long as the research is conducted.
5. Special gratitude to the best ever parents in my life, my beloved father
Alm.Poltak Pardosi and my beloved mother Linda B.U Sihombing who
v
always caring, raising and educating me with love and affection. Thanks for
the praying, motivation and sacrifices for me, so I can complete my first
degree in Sarjana Pendidikan (S.Pd/S-1) in this State University of Medan.
6. My thanks also for my beloved sister and brothers, Leliana Pardosi, Evan
Josua Pardosi and Polindo Asimon Pardosi, and my beloved friends, Henri
Sianturi, who always giving love, support, motivation, and laugh until the
completion of this thesis, I love u all.
7. For my friends in Teaching Experience Program (PPL) who always be my
part, Rhone, Jori, Lanita, Debi, Yohannes, Evan, Vera, Ratih, Saras, Rani,
Apriani, Teresa, and Vini. Thanks for our friendship and everything that we
passed together.
8. Special thanks to my best friend, Angela and Yolanda, thanks for unlimited
time in our togetherness, laugh, and experience that make me more confidence
and brave in my life. Thanks for that friendship.
9. The CESP’11 class the most crazy and enjoyable class ever, full of ambition
but full of fun, Ricky, Bayu, Haposan, Jori, Angeline, Angela, Yolanda,
Rhone, Lanita, Cholida, Debby, Desi, Evina, Fatma, Hesti, Intan, Juliani,
Juwita, Liesa, Mariani, Nova, Poppy, Riris, Rusdi, Ruth, Sinta, Siti, and Yuni.
Thanks for this 4 years guys and let’s go to the next ambition.
I hope this thesis would be useful for the researcher who wants to make
the further study about the learning model which is suitable for learning colloidal
system, especially for students in Chemistry Department. I have been doing the
maximal effort in the completion of this thesis, but I realize there are many
weaknesses in terms of both content and grammar, there for suggestion, and
comments are needed for further improvement of this thesis.
Medan,
July 2015
Author
Anggun Chrisanty Pardosi
IDN. 4113131005
vi
CONTENT LIST
Approval Sheet
Biography
Abstract
Acknowledgment
Content List
List of Figure
List of Table
List of Appendix
Page
i
ii
iii
iv
vi
ix
x
xi
1.1
CHAPTER I INTRODUCTION
Background
1
1.2
Identification of Problem
4
1.3
The Scope of Problem
5
1.4
The Problem
5
1.5
Research Objective
5
1.6
Research Benefit
6
1.7
Operational Definition
6
CHAPTER II LITERATURE REVIEW
2.1
Overview of the Study
8
2.1.1
Definition of Learning
8
2.1.2
Learning Activity
8
2.1.3
Student Achievement
10
2.2
Learning Model
12
2.2.1
The Characteristics of Learning Model
13
2.3
Problem Based Learning (PBL)
13
2.3.1
The Characteristics of PBL
14
2.3.2
Syntax for Problem Based Learning
15
2.3.3
Advantages and Disadvantages of PBL
16
2.3.3.1
Advantages of PBL
16
2.3.3.2
Disadvantages of PBL
16
vii
2.4
Cooperative Learning
17
2.4.1
The Characteristics of Cooperative Learning
18
2.4.2
Implementation Cooperative Learning
19
2.4.3
Cooperative Learning; Teams Games Tournament (TGT)
20
2.4.4
The Characteristic of TGT
21
2.4.5
Syntax of TGT
22
2.4.6
Advantages and Disadvantages of TGT
23
2.4.6.1
Advantages of TGT
23
2.4.6.2
Disadvantages of TGT
23
2.4.7
Type of Score and Value in Cooperative Learning TGT
23
2.5
24
2.6
PBL Integrated Cooperative Learning Teams Games
Tournament
Conceptual Framework
25
2.7
Hypothesis
26
CHAPTER III METHODOLOGY OF RESEARCH
3.1
Location and Time Research
27
3.2
Research Population and Sample
27
3.2.1
Research Population
27
3.2.2
Research Sample
27
3.3
Research Variables
28
3.4
Research Type and Design
28
3.4.1
Research Type
28
3.4.2
Research Design
28
3.5
Research Procedure
29
3.6
Research Instrument
32
3.6.1
Lesson Analysis
32
3.7
Technique of Research Instrument Analysis
34
3.7.1
Validity Test
34
3.7.2
Reliability Test
34
3.7.3
Difficulty Level Test
35
3.7.4
Discrimination Index Test
36
viii
3.8
Technique of Data Analysis
37
3.8.1
Normality Test
37
3.8.2
Homogeneity Test
37
3.8.3
Normalized Gain
38
3.8.4
Hypothesis Testing
38
CHAPTER IV RESULT AND DISCUSSION
4.1
Research Result
40
4.2
Analysis of Research Instrument
40
4.2.1
Validity Test
41
4.2.2
Reliability Test
41
4.2.3
Difficulty Level Test
42
4.2.4
Discrimination Index
42
4.3
Data Description of Research Result
44
4.4
Data Analysis
45
4.4.1
The Observation Sheet of Lesson Analysis
45
4.4.2
Normality Test of Data
47
4.4.3
Homogeneity Test of Data
48
4.5
Student’s Achievement
49
4.5.1
Student’s Achievement before Teaching Treatment
49
4.5.2
Student’s Achievement after Teaching Treatment
50
4.5.3
Normalized Gain (Increasing of Student’s Achievement)
53
4.6
Hypothesis Testing
54
4.7
Discussion
55
CHAPTER V CONCLUSION AND SUGGESTION
5.1
Conclusion
58
5.2
Suggestion
58
REFERENCE
59
x
LIST OF TABLE
Page
Table 2.1
Syntax of Problem Based Learning
15
Table 2.2
Syntax in Cooperative Learning
19
Table 2.3
Syntax of TGT
22
Table 2.4
Syntax of PBL integrated TGT
25
Table 3.1
Research Design
29
Table 3.2
Observation Sheet of Lesson Study
33
Table 4.1
Description of Sample Research
40
Table 4.2
Result of Difficulty Level and Discrimination Index of
43
Validity Item
Table 4.3
Data of Research Result
44
Table 4.4
Normality Test of Students’ Achievement
48
Table 4.5
Homogeneity Test of Students’ Achievement
49
Table 4.6
Data of Students’ Achievement in Pretest
50
Table 4.7
Data of Students’ Achievement in Posttest
50
Table 4.8
Average Value of Normality Gain
53
Table 4.9
Hypothesis Testing Result
55
ix
LIST OF FIGURE
Page
Figure 2.1
Categories of Variables Impacting Student Academic
11
Achievement
Figure 3.1
Overview of research planning of PBL integrated with
31
TGT to improve students’ achievement senior high school
students in colloidal system topic.
Figure 4.1
Students’ Value in 1st Experimental Class
51
Figure 4.2
Students’ Value in 2nd Experimental Class
51
Figure 4.3
Increasing of Students’ Achievement (gain) in 1st
52
Experimental Class
Figure 4.4
The Increasing of Students’ Achievement (gain) in 2nd
Experimental Class
52
xi
LIST OF APPENDIX
Page
Appendix 1
Learning Material
62
Appendix 2
Syllabus
68
Appendix 3
Lesson Plan
70
Appendix 4
Student Worksheet
88
Appendix 5
Analysis of Instrument Test (Before Validation)
105
Appendix 6
Instrument Specification (Before Validation)
114
Appendix 7
Instrument Test (Before Validation)
115
Appendix 8
Answer Key of Instrument Test (Before Validation)
121
Appendix 9
Games Questions
122
Appendix 10
Instrument Specification (Valid)
126
Appendix 11
Instrument Test (Valid)
127
Appendix 12
Answer Key of Instrument Test (Valid)
130
Appendix 13
Observation Sheet of Lesson Analysis
131
Appendix 14
Validity Test Table
132
Appendix 15
Calculation of Validity Test
133
Appendix 16
Reliability Test Table
138
Appendix 17
Calculation of Reliability Test
140
Appendix 18
Difficulty Level Table
142
Appendix 19
Difficulty Level of Instrument Test
144
Appendix 20
Discrimination Index Table
146
Appendix 21
Calculation of Discrimination Index
147
Appendix 22
Observation Result of Lesson Analysis
150
Appendix 23
Percentage of Improved Learning Outcomes (Gain)
154
Appendix 24
Normality Test
159
Appendix 25
Homogeneity Test
162
Appendix 26
Hypothesis Testing
164
Appendix 27
Games Scoring
166
Appendix 28
Documentation of Research
170
1
CHAPTER I
INTRODUCTION
1.1
Background
Education is a fundamental human right and essential for the exercise of
all other human rights (UNESCO, 2014). Through education, a wide variety of
knowledge can be transferred to achieve quality and useful life. The best quality
of education will develop knowledge, intelligence, skill, creativity, ability in
solving problems and controls an emotional, attitude, and character. A central
point of education is teaching people to think, then able to solve problems that
faced.
According to UNESCO in World Data on Education (2010), “Although
student outcomes have been improving, Indonesian student rank still low in
international standardized test. The results for Indonesia showed that about 54%
of graduates of ninth grade had not achieved a level of basic competency”. The
government has made a lot of effort to increase education qualities in Indonesia
through the development of curriculum, education facility and infrastructure, also
the quantity and the quality of educators in order to prepare human resources
being independent, critical thought, and qualified. Wiyarsi and Partana (2009)
justified by stating the three main issues that focus in education renewal, they are
the renewal of a curriculum, increasing the learning quality and effectiveness
learning methods. The present of professional teacher in schools will increase the
quality of education in Indonesia because teacher has the main role in learning
process. Teachers through their teaching devise a way to make their students
develop positive attitudes towards science and science related disciplines.
Chemistry is one of a branch of knowledge which has a great influence
on the development of science and technology. Chemistry in high school requires
special acquisition, in order to get a better result, (Wijayati et.al, 2008), but the
fact chemistry in school does not generate satisfactory outcome yet. Generally,
chemistry learning has a purpose to study fact and arrange the theory that can
explain it. Thus, presentation of chemistry material in the process of learning need
2
to be made with attractive and excited so that students understand the concept
independently. Learning chemistry in school is less precise if only pay attention
on final result (learning outcomes) without considering the process that takes
place in every learning process. It happens due to the lack of variation of teaching
models that are used by teachers in high school makes the role of students in
learning process is still passive, most of learning is still dominated by the teacher
(teacher-centered), which make the learning process very monotonous and boring.
According to Silitonga and Situmorang (2011), educational experience
was often faced by chemistry teachers in high school, most students assume that
chemistry as difficult subjects, that’s why they have felt less able to learn it and
scary for them. As result of hard feel the chemistry become less attractive to most
of students, that is the cause low in learning outcomes. In fact, that usually occurs
in school, teachers tend to teach chemistry by direct instructional, asking student
to read learning material, and remembering chemistry concepts. This condition
causes the chemistry learning will not interest and dislike by student then it can be
concluded their learning outcome become low.
Colloidal system is one of an interesting topic in chemistry which most of
materials are concepts that needed to be understood. Colloidal system is in around
us, so by using scientific approach to the environment, student can get deep
understanding. In colloidal system topic will be learned the kinds of colloid,
properties of colloid, differences of suspension, colloid, and real solution,
application of colloid in daily life, and also how to make colloid. Generally,
colloidal system is abstract and has many concepts, so must be applied with varied
example in daily life.
Based on preliminary observations conducted in SMA Negeri 15 Medan,
showed learning outcomes of students in chemistry is still low. The percentage
of students who get value higher than KKM about 72 is only 30%. The same
result also got from observation during the researcher running the PPL
(Experience Field Program) showed that student’s achievement in chemistry topic
still lower than KKM (75). This condition shows they get chemistry outcome did
not satisfactory yet.
3
In order to increase student’s outcomes and get interesting in chemistry,
students are demanded really understand and active during teaching and learning
process. This condition can be made by teachers. Using a suitable learning model,
student can be directed to be active during lessons. Learning model is a ways that
helps and supports teacher and student in teaching-learning. The present of
learning model in class is useful because it can change the class conditions
become interesting and fun for both teachers and students. In this research, the
researcher develop strategy in learning by integrate two leaning model they are
Problem Based Learning model with Cooperative Learning type Teams Games
Tournament.
Problem Based Learning (PBL) is an instructional method where relevant
problems are introduced at the beginning of learning to be solved by collaboration
(interaction) with their group to be done to build an understanding to each
member. PBL is used to provide the context and motivation for the learning that
follows. It is always active and encourages the practice of information –
gathering, reasoning and problem-solving skills, interpersonal and team working
skills, as well as the acquisition of content knowledge, in the process of working
out the problem in collaborative groups. The research in using PBL has been done
by Khairatun (2014), showed there was a difference in student learning outcomes
using model PBL in experimental class (81,24%) better than control class taught
using lecturer method (60,72%) furthermore, Sri Rahmania (2014) examined the
influence of PBL using molymod made of plasticine towards improving senior
high school student's achievement in the hydrocarbon topic, from the results of
this research showed improvement in student achievement by 82% in the
experimental class.
Teams Games Tournament (TGT) is one type of cooperative learning
which emphasizes the cooperation between members of the group to achieve the
learning objectives. The interesting thing from the TGT and which distinguishes it
from other types of cooperative learning is the tournament. In the tournament, the
same academic ability of students who will be competing to get the highest score
in the tournament table. Therefore, every student has the same opportunity to be
4
the best in the tournament table. This will certainly motivate the students to learn
that also affect student achievement. (Nuril, 2009). Isjoni (2011) argues that TGT
is one type of cooperative learning that puts students in groups study consisting of
5 to 6 students who have ability, gender, and ethnicity or a different race. The
teacher presents material, and students work in their groups. The research using
TGT has been done by Wiwit et.al (2012) concluded there was significant effect
of media use animation in the application of cooperative learning model TGT to
chemistry student learning outcomes. In addition, Luluk Fajri et.al (2012) in their
research to improve process and learning outcomes of chemistry in colloidal
system topic through cooperative learning type of TGT give positive result.
Cooperative learning and PBL are common methodologies used in
response to challenges posed by today’s educational outcomes. Colloidal system
will be suitable taught by PBL integrated with TGT according to each advantage
of models. In TGT model, students work together in a small group to accomplish
a shared learning goal and to maximize learning and this condition will develop
their creativity and being active in class (Helmi et.al. 2008), and in PBL, besides
promoting the construction of knowledge, it also contributes to the development
of skills and attitudes deemed important for learning and practice chemistry.
Based on research conducted by Sri Handayani Siregar (2014) obtained the result
of application integrated model of PBL and Guided Inquiry and with computer
media and Direct Instruction can improve learning outcomes and different
compared to direct significant interaction indicated by significant value 0,036.
Based on the discussion above, the researcher would like to investigate the
case of “Implementing Problem Based Learning Integrated with Cooperative
Learning Teams Games Tournament in Improving Students’ Achievement in
Teaching Colloidal System”.
1.2
Identification of Problem
Based on the backgrounds that have been presented above, some
problems are identified as follows: 1) Whether chemistry teachers do not
implement learning methods beside conventional method? 2) Do students
5
consider that chemistry is less attractive and difficult to understand? 3) Is the
learning process through problem based learning integrated with cooperative
learning teams games tournament can be categorized as an innovation of learning
process through direct instruction model for teaching chemistry? 4) Lack of
variation of teaching models makes it difficult for student to study.
1.3
The Scope of Problem
Problems that can be researched based on the background above too
large. In order to make directive study in this research, then some things that
identified as the scope of problems as follows:
1. This study is limited to find out the effect using Problem Based Learning
Model integrated with Cooperative Learning Teams Games Tournament in
improving student’s achievement in teaching Colloidal System.
2. The student’s achievement would be obtained through evaluation test
(pretest and posttest).
1.4
The Problem
The problems can be stated as follows:
1. Is the student’s achievement taught by Problem Based Learning Model
integrated with Cooperative Learning Teams Games Tournament higher
than taught by Problem Based Learning Model in teaching Colloidal
System?
2. How many percents are increasing of student achievement taught by
Problem Based Learning Model integrated with Cooperative Learning
Teams Games Tournament?
1.5
Research Objective
The objectives of this research are to look for,
1. Significant difference between student’s achievements taught by Problem
Based Learning Model integrated with Cooperative Learning Teams
6
Games Tournament and Problem Based Learning in teaching Colloidal
System.
2. Increase percentage of student’s achievement taught by Problem Based
Learning Model integrated with Cooperative Learning Teams Games
Tournament.
1.6
Research Benefit
This research is expected to provide benefits, especially for chemistry
teachers, students and also for the other researchers concerning with learning
through Problem Based Learning Model integrated with Cooperative Learning
Teams Games Tournament to improve student’s
achievement in Colloidal
System. The expected benefits of this research are generally described as follows:
1. Getting learning model that suitable and effective on teaching of concept
in chemistry to increase students’ achievement.
2. As input for chemistry teacher to make chemistry subject become
interesting and active learning thus increase students’ achievement.
3. Improving student motivation to learn and understand about colloidal
system through attractive learning model.
4. To provide inputs for next researchers who want to do similar research.
1.7
Operational Definition
To avoid confusion, then some of the terms in this study need to be
defined like as,
1. Problem Based Learning (PBL) is an instructional method where relevant
problems are introduced at the beginning of teaching and used to provide
context and motivation for learning later. It is always active and usually
(but not necessarily) collaborative or cooperative using above definitions,
(Michael, 2004).
2. Cooperative learning; Teams Games Tournament (TGT) is a model of
learning by forming small groups in class consist of 3-5 students who
heterogeneous in terms of academic, gender, race or ethnicity. TGT
7
cooperative learning consists of five main components, namely: a
presentation in class, team (group), games, tournament, and team
recognition (awards groups) (van Wyk, 2011).
3. Student’s achievement is learning outcome which achieved by student
after he makes change in learning. Learning outcomes are used as a
measure of success in learning, usually from final test. In the Webster’s
New International Dictionary reveals about the achievements are:
“Achievement test is a standardized test for measuring skill or
knowledge by person in one more lines of work a study” (Webster’s New
International Dictionary in Haryanto, 2010).
4. Colloids (Greek, kolia means glue) are dispersion systems which consist
of tiny particles of one substance called dispersed phase in another phase
called dispersing medium (Sudarmo, 2013).
58
CHAPTER V
CONCLUSION AND SUGGESTION
5.1
Conclusion
Base on the research that has been conducted, it can be concluded as follow:
1. The student’s achievement that taught by problem based learning model integrated
with cooperative learning teams games tournament is significant higher than the
student’s achievement that taught by problem based learning model in teaching
colloidal system.
2. There are significant differences of students’ achievement that taught by problem
based learning model integrated with cooperative learning teams games tournament
compare to problem based learning model. The improvement percentage of students’
achievement is 23%.
5.2
Suggestion
From the result of the research, there are some suggestion must be raised:
1. For chemistry teacher, problem based learning model integrated with cooperative
learning teams games tournament could be performed in the learning activities
because these model can improve students’ achievement in chemistry, especially in
colloidal system.
2. For chemistry teacher could be develop the integration of problem based learning
model with another suitable learning model to improve students’ achievement and
activeness in chemistry subject matter.
3. For researcher who wants to do same research, problem based learning model
integrated with cooperative learning teams games tournament is expected to be more
careful in set time for each stage of learning and can create activities that do not take
much time, because this model requires a lot of time.
59
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Kimia, Jurnal Inovasi Pendidikan Kimia, 2(2).
Wiwit, Hermansyah, A., and Putra, D.D., (2012), Penerapan Model Pembelajaran
Kooperatif Tipe TGT dengan dan tanpa Penggunaan Media Animasi terhadap
Hasil Belajar Kimia Siswa SMA N 9 Kota Bengkulu, Jurnal Exacta,10(1).
Wiyarsi, A., and Partana, C.F., (2009), Penerapan Pembelajaran Berbasis Projek
pada Perkuliahan Pendidikan Kimia untuk Meningkatkan Kemandirian dan
Pertasi Belajar Mahasiswa. Jurnal Paedagogia FKIP UNS, 12(1).
Wood, K., (2011), Education the Basics, Routledge, New York.
Van Wyk, M.M. (2011) The Effect of Teams-Games-Tournaments on
Achievement, Retention, and Attitudes of Economics Education Students.
Journal Social Science. 26(3); 183-193.
COOPERATIVE LEARNING TEAMS GAMES TOURNAMENT
IN IMPROVING STUDENTS’ ACHIEVEMENT IN
TEACHING COLLOIDAL SYSTEM
By:
Anggun Chrisanty Pardosi
Reg. Number 4113131005
Bilingual Chemistry Education Study Program
THESIS
Submitted to Fulfill the Requirement for Getting Degree of
Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
iv
ACKNOWLEDGEMENT
First of all, I praise and gratitude to the Almighty God, Jesus Christ, for all
the graces and blessings that provide health and wisdom to me for finishing this
thesis well.
The title of this thesis is “Implementing Problem Based Learning
Integrated with Cooperative Learning Teams Games Tournament in Improving
Students’ Achievement in Teaching Colloidal System“. This research was done in
SMA N 15 Medan in academic year 2014/2015. Therefore, the thesis is one of the
prerequisite to get degree of Sarjana Pendidikan in Educational Department of
Chemistry, Faculty of Mathematics and Natural Sciences, State University of
Medan.
In this opportunity, I would like to express my greatest thanks to:
1. Dr. Wesly Hutabarat, M.Sc as my thesis supervisor, thanks for his valuable
time to spent in giving guidance comments and advices during the process of
completing this thesis.
2. Prof. Albinus Silalahi, M.S, Dr. Zainuddin Muchtar, M.Si, and Dr. Marham
Sitorus, M.Si as my reviewer counselor for their advices, suggestions,
guidance and constructive comments in the process of completing this thesis.
3. Thanks also conveyed to Dra. Ani Sutiani, M.Si, as my Academic Supervisor
who always guided me during the lecture and along with Mr. and Mrs. Staff
and Lecturers in Educational Chemistry Department especially in Bilingual
Study Program of FMIPA UNIMED who have helped me.
4. My gratitude also presented to Mr. Drs. Darwin Siregar, M.Pd, as school
principal of SMA N 15 Medan and K. Lumbanbatu, S.Pd, M.Pd as vice of
school principal who gave permission for conducting the research in the
school and also for all teacher and students in SMA N 15 Medan, especially
for Bu Swinda Ningsih, S.Pd as a chemistry teacher who has given much
support and guidance for me as long as the research is conducted.
5. Special gratitude to the best ever parents in my life, my beloved father
Alm.Poltak Pardosi and my beloved mother Linda B.U Sihombing who
v
always caring, raising and educating me with love and affection. Thanks for
the praying, motivation and sacrifices for me, so I can complete my first
degree in Sarjana Pendidikan (S.Pd/S-1) in this State University of Medan.
6. My thanks also for my beloved sister and brothers, Leliana Pardosi, Evan
Josua Pardosi and Polindo Asimon Pardosi, and my beloved friends, Henri
Sianturi, who always giving love, support, motivation, and laugh until the
completion of this thesis, I love u all.
7. For my friends in Teaching Experience Program (PPL) who always be my
part, Rhone, Jori, Lanita, Debi, Yohannes, Evan, Vera, Ratih, Saras, Rani,
Apriani, Teresa, and Vini. Thanks for our friendship and everything that we
passed together.
8. Special thanks to my best friend, Angela and Yolanda, thanks for unlimited
time in our togetherness, laugh, and experience that make me more confidence
and brave in my life. Thanks for that friendship.
9. The CESP’11 class the most crazy and enjoyable class ever, full of ambition
but full of fun, Ricky, Bayu, Haposan, Jori, Angeline, Angela, Yolanda,
Rhone, Lanita, Cholida, Debby, Desi, Evina, Fatma, Hesti, Intan, Juliani,
Juwita, Liesa, Mariani, Nova, Poppy, Riris, Rusdi, Ruth, Sinta, Siti, and Yuni.
Thanks for this 4 years guys and let’s go to the next ambition.
I hope this thesis would be useful for the researcher who wants to make
the further study about the learning model which is suitable for learning colloidal
system, especially for students in Chemistry Department. I have been doing the
maximal effort in the completion of this thesis, but I realize there are many
weaknesses in terms of both content and grammar, there for suggestion, and
comments are needed for further improvement of this thesis.
Medan,
July 2015
Author
Anggun Chrisanty Pardosi
IDN. 4113131005
vi
CONTENT LIST
Approval Sheet
Biography
Abstract
Acknowledgment
Content List
List of Figure
List of Table
List of Appendix
Page
i
ii
iii
iv
vi
ix
x
xi
1.1
CHAPTER I INTRODUCTION
Background
1
1.2
Identification of Problem
4
1.3
The Scope of Problem
5
1.4
The Problem
5
1.5
Research Objective
5
1.6
Research Benefit
6
1.7
Operational Definition
6
CHAPTER II LITERATURE REVIEW
2.1
Overview of the Study
8
2.1.1
Definition of Learning
8
2.1.2
Learning Activity
8
2.1.3
Student Achievement
10
2.2
Learning Model
12
2.2.1
The Characteristics of Learning Model
13
2.3
Problem Based Learning (PBL)
13
2.3.1
The Characteristics of PBL
14
2.3.2
Syntax for Problem Based Learning
15
2.3.3
Advantages and Disadvantages of PBL
16
2.3.3.1
Advantages of PBL
16
2.3.3.2
Disadvantages of PBL
16
vii
2.4
Cooperative Learning
17
2.4.1
The Characteristics of Cooperative Learning
18
2.4.2
Implementation Cooperative Learning
19
2.4.3
Cooperative Learning; Teams Games Tournament (TGT)
20
2.4.4
The Characteristic of TGT
21
2.4.5
Syntax of TGT
22
2.4.6
Advantages and Disadvantages of TGT
23
2.4.6.1
Advantages of TGT
23
2.4.6.2
Disadvantages of TGT
23
2.4.7
Type of Score and Value in Cooperative Learning TGT
23
2.5
24
2.6
PBL Integrated Cooperative Learning Teams Games
Tournament
Conceptual Framework
25
2.7
Hypothesis
26
CHAPTER III METHODOLOGY OF RESEARCH
3.1
Location and Time Research
27
3.2
Research Population and Sample
27
3.2.1
Research Population
27
3.2.2
Research Sample
27
3.3
Research Variables
28
3.4
Research Type and Design
28
3.4.1
Research Type
28
3.4.2
Research Design
28
3.5
Research Procedure
29
3.6
Research Instrument
32
3.6.1
Lesson Analysis
32
3.7
Technique of Research Instrument Analysis
34
3.7.1
Validity Test
34
3.7.2
Reliability Test
34
3.7.3
Difficulty Level Test
35
3.7.4
Discrimination Index Test
36
viii
3.8
Technique of Data Analysis
37
3.8.1
Normality Test
37
3.8.2
Homogeneity Test
37
3.8.3
Normalized Gain
38
3.8.4
Hypothesis Testing
38
CHAPTER IV RESULT AND DISCUSSION
4.1
Research Result
40
4.2
Analysis of Research Instrument
40
4.2.1
Validity Test
41
4.2.2
Reliability Test
41
4.2.3
Difficulty Level Test
42
4.2.4
Discrimination Index
42
4.3
Data Description of Research Result
44
4.4
Data Analysis
45
4.4.1
The Observation Sheet of Lesson Analysis
45
4.4.2
Normality Test of Data
47
4.4.3
Homogeneity Test of Data
48
4.5
Student’s Achievement
49
4.5.1
Student’s Achievement before Teaching Treatment
49
4.5.2
Student’s Achievement after Teaching Treatment
50
4.5.3
Normalized Gain (Increasing of Student’s Achievement)
53
4.6
Hypothesis Testing
54
4.7
Discussion
55
CHAPTER V CONCLUSION AND SUGGESTION
5.1
Conclusion
58
5.2
Suggestion
58
REFERENCE
59
x
LIST OF TABLE
Page
Table 2.1
Syntax of Problem Based Learning
15
Table 2.2
Syntax in Cooperative Learning
19
Table 2.3
Syntax of TGT
22
Table 2.4
Syntax of PBL integrated TGT
25
Table 3.1
Research Design
29
Table 3.2
Observation Sheet of Lesson Study
33
Table 4.1
Description of Sample Research
40
Table 4.2
Result of Difficulty Level and Discrimination Index of
43
Validity Item
Table 4.3
Data of Research Result
44
Table 4.4
Normality Test of Students’ Achievement
48
Table 4.5
Homogeneity Test of Students’ Achievement
49
Table 4.6
Data of Students’ Achievement in Pretest
50
Table 4.7
Data of Students’ Achievement in Posttest
50
Table 4.8
Average Value of Normality Gain
53
Table 4.9
Hypothesis Testing Result
55
ix
LIST OF FIGURE
Page
Figure 2.1
Categories of Variables Impacting Student Academic
11
Achievement
Figure 3.1
Overview of research planning of PBL integrated with
31
TGT to improve students’ achievement senior high school
students in colloidal system topic.
Figure 4.1
Students’ Value in 1st Experimental Class
51
Figure 4.2
Students’ Value in 2nd Experimental Class
51
Figure 4.3
Increasing of Students’ Achievement (gain) in 1st
52
Experimental Class
Figure 4.4
The Increasing of Students’ Achievement (gain) in 2nd
Experimental Class
52
xi
LIST OF APPENDIX
Page
Appendix 1
Learning Material
62
Appendix 2
Syllabus
68
Appendix 3
Lesson Plan
70
Appendix 4
Student Worksheet
88
Appendix 5
Analysis of Instrument Test (Before Validation)
105
Appendix 6
Instrument Specification (Before Validation)
114
Appendix 7
Instrument Test (Before Validation)
115
Appendix 8
Answer Key of Instrument Test (Before Validation)
121
Appendix 9
Games Questions
122
Appendix 10
Instrument Specification (Valid)
126
Appendix 11
Instrument Test (Valid)
127
Appendix 12
Answer Key of Instrument Test (Valid)
130
Appendix 13
Observation Sheet of Lesson Analysis
131
Appendix 14
Validity Test Table
132
Appendix 15
Calculation of Validity Test
133
Appendix 16
Reliability Test Table
138
Appendix 17
Calculation of Reliability Test
140
Appendix 18
Difficulty Level Table
142
Appendix 19
Difficulty Level of Instrument Test
144
Appendix 20
Discrimination Index Table
146
Appendix 21
Calculation of Discrimination Index
147
Appendix 22
Observation Result of Lesson Analysis
150
Appendix 23
Percentage of Improved Learning Outcomes (Gain)
154
Appendix 24
Normality Test
159
Appendix 25
Homogeneity Test
162
Appendix 26
Hypothesis Testing
164
Appendix 27
Games Scoring
166
Appendix 28
Documentation of Research
170
1
CHAPTER I
INTRODUCTION
1.1
Background
Education is a fundamental human right and essential for the exercise of
all other human rights (UNESCO, 2014). Through education, a wide variety of
knowledge can be transferred to achieve quality and useful life. The best quality
of education will develop knowledge, intelligence, skill, creativity, ability in
solving problems and controls an emotional, attitude, and character. A central
point of education is teaching people to think, then able to solve problems that
faced.
According to UNESCO in World Data on Education (2010), “Although
student outcomes have been improving, Indonesian student rank still low in
international standardized test. The results for Indonesia showed that about 54%
of graduates of ninth grade had not achieved a level of basic competency”. The
government has made a lot of effort to increase education qualities in Indonesia
through the development of curriculum, education facility and infrastructure, also
the quantity and the quality of educators in order to prepare human resources
being independent, critical thought, and qualified. Wiyarsi and Partana (2009)
justified by stating the three main issues that focus in education renewal, they are
the renewal of a curriculum, increasing the learning quality and effectiveness
learning methods. The present of professional teacher in schools will increase the
quality of education in Indonesia because teacher has the main role in learning
process. Teachers through their teaching devise a way to make their students
develop positive attitudes towards science and science related disciplines.
Chemistry is one of a branch of knowledge which has a great influence
on the development of science and technology. Chemistry in high school requires
special acquisition, in order to get a better result, (Wijayati et.al, 2008), but the
fact chemistry in school does not generate satisfactory outcome yet. Generally,
chemistry learning has a purpose to study fact and arrange the theory that can
explain it. Thus, presentation of chemistry material in the process of learning need
2
to be made with attractive and excited so that students understand the concept
independently. Learning chemistry in school is less precise if only pay attention
on final result (learning outcomes) without considering the process that takes
place in every learning process. It happens due to the lack of variation of teaching
models that are used by teachers in high school makes the role of students in
learning process is still passive, most of learning is still dominated by the teacher
(teacher-centered), which make the learning process very monotonous and boring.
According to Silitonga and Situmorang (2011), educational experience
was often faced by chemistry teachers in high school, most students assume that
chemistry as difficult subjects, that’s why they have felt less able to learn it and
scary for them. As result of hard feel the chemistry become less attractive to most
of students, that is the cause low in learning outcomes. In fact, that usually occurs
in school, teachers tend to teach chemistry by direct instructional, asking student
to read learning material, and remembering chemistry concepts. This condition
causes the chemistry learning will not interest and dislike by student then it can be
concluded their learning outcome become low.
Colloidal system is one of an interesting topic in chemistry which most of
materials are concepts that needed to be understood. Colloidal system is in around
us, so by using scientific approach to the environment, student can get deep
understanding. In colloidal system topic will be learned the kinds of colloid,
properties of colloid, differences of suspension, colloid, and real solution,
application of colloid in daily life, and also how to make colloid. Generally,
colloidal system is abstract and has many concepts, so must be applied with varied
example in daily life.
Based on preliminary observations conducted in SMA Negeri 15 Medan,
showed learning outcomes of students in chemistry is still low. The percentage
of students who get value higher than KKM about 72 is only 30%. The same
result also got from observation during the researcher running the PPL
(Experience Field Program) showed that student’s achievement in chemistry topic
still lower than KKM (75). This condition shows they get chemistry outcome did
not satisfactory yet.
3
In order to increase student’s outcomes and get interesting in chemistry,
students are demanded really understand and active during teaching and learning
process. This condition can be made by teachers. Using a suitable learning model,
student can be directed to be active during lessons. Learning model is a ways that
helps and supports teacher and student in teaching-learning. The present of
learning model in class is useful because it can change the class conditions
become interesting and fun for both teachers and students. In this research, the
researcher develop strategy in learning by integrate two leaning model they are
Problem Based Learning model with Cooperative Learning type Teams Games
Tournament.
Problem Based Learning (PBL) is an instructional method where relevant
problems are introduced at the beginning of learning to be solved by collaboration
(interaction) with their group to be done to build an understanding to each
member. PBL is used to provide the context and motivation for the learning that
follows. It is always active and encourages the practice of information –
gathering, reasoning and problem-solving skills, interpersonal and team working
skills, as well as the acquisition of content knowledge, in the process of working
out the problem in collaborative groups. The research in using PBL has been done
by Khairatun (2014), showed there was a difference in student learning outcomes
using model PBL in experimental class (81,24%) better than control class taught
using lecturer method (60,72%) furthermore, Sri Rahmania (2014) examined the
influence of PBL using molymod made of plasticine towards improving senior
high school student's achievement in the hydrocarbon topic, from the results of
this research showed improvement in student achievement by 82% in the
experimental class.
Teams Games Tournament (TGT) is one type of cooperative learning
which emphasizes the cooperation between members of the group to achieve the
learning objectives. The interesting thing from the TGT and which distinguishes it
from other types of cooperative learning is the tournament. In the tournament, the
same academic ability of students who will be competing to get the highest score
in the tournament table. Therefore, every student has the same opportunity to be
4
the best in the tournament table. This will certainly motivate the students to learn
that also affect student achievement. (Nuril, 2009). Isjoni (2011) argues that TGT
is one type of cooperative learning that puts students in groups study consisting of
5 to 6 students who have ability, gender, and ethnicity or a different race. The
teacher presents material, and students work in their groups. The research using
TGT has been done by Wiwit et.al (2012) concluded there was significant effect
of media use animation in the application of cooperative learning model TGT to
chemistry student learning outcomes. In addition, Luluk Fajri et.al (2012) in their
research to improve process and learning outcomes of chemistry in colloidal
system topic through cooperative learning type of TGT give positive result.
Cooperative learning and PBL are common methodologies used in
response to challenges posed by today’s educational outcomes. Colloidal system
will be suitable taught by PBL integrated with TGT according to each advantage
of models. In TGT model, students work together in a small group to accomplish
a shared learning goal and to maximize learning and this condition will develop
their creativity and being active in class (Helmi et.al. 2008), and in PBL, besides
promoting the construction of knowledge, it also contributes to the development
of skills and attitudes deemed important for learning and practice chemistry.
Based on research conducted by Sri Handayani Siregar (2014) obtained the result
of application integrated model of PBL and Guided Inquiry and with computer
media and Direct Instruction can improve learning outcomes and different
compared to direct significant interaction indicated by significant value 0,036.
Based on the discussion above, the researcher would like to investigate the
case of “Implementing Problem Based Learning Integrated with Cooperative
Learning Teams Games Tournament in Improving Students’ Achievement in
Teaching Colloidal System”.
1.2
Identification of Problem
Based on the backgrounds that have been presented above, some
problems are identified as follows: 1) Whether chemistry teachers do not
implement learning methods beside conventional method? 2) Do students
5
consider that chemistry is less attractive and difficult to understand? 3) Is the
learning process through problem based learning integrated with cooperative
learning teams games tournament can be categorized as an innovation of learning
process through direct instruction model for teaching chemistry? 4) Lack of
variation of teaching models makes it difficult for student to study.
1.3
The Scope of Problem
Problems that can be researched based on the background above too
large. In order to make directive study in this research, then some things that
identified as the scope of problems as follows:
1. This study is limited to find out the effect using Problem Based Learning
Model integrated with Cooperative Learning Teams Games Tournament in
improving student’s achievement in teaching Colloidal System.
2. The student’s achievement would be obtained through evaluation test
(pretest and posttest).
1.4
The Problem
The problems can be stated as follows:
1. Is the student’s achievement taught by Problem Based Learning Model
integrated with Cooperative Learning Teams Games Tournament higher
than taught by Problem Based Learning Model in teaching Colloidal
System?
2. How many percents are increasing of student achievement taught by
Problem Based Learning Model integrated with Cooperative Learning
Teams Games Tournament?
1.5
Research Objective
The objectives of this research are to look for,
1. Significant difference between student’s achievements taught by Problem
Based Learning Model integrated with Cooperative Learning Teams
6
Games Tournament and Problem Based Learning in teaching Colloidal
System.
2. Increase percentage of student’s achievement taught by Problem Based
Learning Model integrated with Cooperative Learning Teams Games
Tournament.
1.6
Research Benefit
This research is expected to provide benefits, especially for chemistry
teachers, students and also for the other researchers concerning with learning
through Problem Based Learning Model integrated with Cooperative Learning
Teams Games Tournament to improve student’s
achievement in Colloidal
System. The expected benefits of this research are generally described as follows:
1. Getting learning model that suitable and effective on teaching of concept
in chemistry to increase students’ achievement.
2. As input for chemistry teacher to make chemistry subject become
interesting and active learning thus increase students’ achievement.
3. Improving student motivation to learn and understand about colloidal
system through attractive learning model.
4. To provide inputs for next researchers who want to do similar research.
1.7
Operational Definition
To avoid confusion, then some of the terms in this study need to be
defined like as,
1. Problem Based Learning (PBL) is an instructional method where relevant
problems are introduced at the beginning of teaching and used to provide
context and motivation for learning later. It is always active and usually
(but not necessarily) collaborative or cooperative using above definitions,
(Michael, 2004).
2. Cooperative learning; Teams Games Tournament (TGT) is a model of
learning by forming small groups in class consist of 3-5 students who
heterogeneous in terms of academic, gender, race or ethnicity. TGT
7
cooperative learning consists of five main components, namely: a
presentation in class, team (group), games, tournament, and team
recognition (awards groups) (van Wyk, 2011).
3. Student’s achievement is learning outcome which achieved by student
after he makes change in learning. Learning outcomes are used as a
measure of success in learning, usually from final test. In the Webster’s
New International Dictionary reveals about the achievements are:
“Achievement test is a standardized test for measuring skill or
knowledge by person in one more lines of work a study” (Webster’s New
International Dictionary in Haryanto, 2010).
4. Colloids (Greek, kolia means glue) are dispersion systems which consist
of tiny particles of one substance called dispersed phase in another phase
called dispersing medium (Sudarmo, 2013).
58
CHAPTER V
CONCLUSION AND SUGGESTION
5.1
Conclusion
Base on the research that has been conducted, it can be concluded as follow:
1. The student’s achievement that taught by problem based learning model integrated
with cooperative learning teams games tournament is significant higher than the
student’s achievement that taught by problem based learning model in teaching
colloidal system.
2. There are significant differences of students’ achievement that taught by problem
based learning model integrated with cooperative learning teams games tournament
compare to problem based learning model. The improvement percentage of students’
achievement is 23%.
5.2
Suggestion
From the result of the research, there are some suggestion must be raised:
1. For chemistry teacher, problem based learning model integrated with cooperative
learning teams games tournament could be performed in the learning activities
because these model can improve students’ achievement in chemistry, especially in
colloidal system.
2. For chemistry teacher could be develop the integration of problem based learning
model with another suitable learning model to improve students’ achievement and
activeness in chemistry subject matter.
3. For researcher who wants to do same research, problem based learning model
integrated with cooperative learning teams games tournament is expected to be more
careful in set time for each stage of learning and can create activities that do not take
much time, because this model requires a lot of time.
59
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