THE IMPLEMENTATION OF PROBLEM BASED LEARNING (PBL) MODEL INTEGRATED WITH STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TO INCREASE STUDENTS OUTCOMES IN LEARNING BUFFER SOLUTION AT SENIOR HIGH SCHOOL CLASS XI ACADEMIC YEAR 2014/2015.
THE IMPLEMENTATION OF PROBLEM BASED LEARNING (PBL)
MODEL INTEGRATED WITH STUDENT TEAM ACHIEVEMENT
DIVISION (STAD) TO INCREASE STUDENT’S OUTCOMES
IN LEARNING BUFFER SOLUTION AT SENIOR HIGH
SCHOOL CLASS XI ACADEMIC YEAR 2014/2015
By:
Intan Permata Sari
Reg. Number: 4113332001
Bilingual Chemistry Education Program
A THESIS
Submitted to Fulfill Requirement for Getting the Degree of
Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCES
STATES UNIVERSITY OF MEDAN
MEDAN
2015
Title of Thesis
: The Implementation of Problem Based Learning (PBL)
Model Integrated with Student Team Achievement
Division (STAD) to Increase Student’s Outcomes in
Learning Buffer solution at Senior High School Class
XI Academic Year 2014/2015
Name
: Intan Permata Sari
ID
: 4113332001
Study Program
: Bilingual Chemistry Education 2011
Department
: Chemistry
Approved by:
Thesis Supervisor,
Dr. Iis Siti Jahro, M.Si
NIP. 19651015 199203 2 003
Acknowledged by:
Head of Chemistry Department
Coordinator of Bilingual Program
Agus Kembaren, S.Si., M.Si
NIP.19680814 199403 1 004
Prof. Dr.rer.nat Binari Manurung, M.Si
NIP.19640404 198903 1 006
FMIPA UNIMED
Dean,
Prof. Drs. Motlan, M.Sc., Ph.D
NIP. 19590805 198601 1 001
Graduation Date
: June, 17th 2015
iv
PREFACE
Firstly, writer said thankfullness to Allah SWT that give rahmat and
hidayah so writer can finished this thesis. This thesis submitted to fulfill the
require ment for getting degree of sarjana pendidikan with title is “The
Implementation of Problem Based Learning (PBL) Model Integrated with Student
Team Achievement Division (STAD) to Increase Student’s Outcomes in Learning
Buffer Solution at Senior High School Class XI Academic Year 2014/2015”.
In this oppurtunity, the writer would ypu like to express the thanks and
great appreciation to Dr. Iis Siti Jahro, M.Si as my thesis supervisor for her
valuable time spent in giving guidance, advices, motivation and suggestion during
completing this thesis. The writer also thanks to Prof. Albinus Silalahi, M.S., Drs.
Eddyanto, Ph.D., and Dra. Ani Sutiani., as reviewer conselor for this thesis that
giving me advices, suggestion, guidance and constructive comments for this thesis
completeness.
The writer also say thanks to Prof. Motlan, M.Sc., as the Dean of
Mathematics and Natural Science Faculty, State University of Medan,
Prof.Dr.Rer.nat Binari Manurung, M.Si., as the coordinator of Bilingual
Department, Dr. Iis Siti Jahro, M.Si., and Mr. Syamsudin as administrator of
Bilingual Office for their advices and other necessary administrative business.
The great thanks are also given to Jamalum Purba, M.Si., as my academic
supervisor for his guidance during my academic process in this University. The
writer also say thank to Prof. Dr. Retno Dwi Suyanti, M.Si as the instrument’s
validator in this research.
The author appreciation also given to Principal of SMA Negeri I Rantau
Selatan, M. Yahya, S.Pd, M.Si., and also Yusmaniar, S.Pd as the chemistry
teacher and all teachers who give me chance to do research there.
A deepest love, appreciation and thanks also goes to my parents, Sarono,
SKM and Sri Agustini, also my sister Ratih Putri Susanti and Tri Widya Astuti,
my little brother Satrio Nugroho also my aunty Yusniar and family for their
motivation, prayers, and financial support to me during my university lecture
v
process. Thanks also give to my boyfriend M. Ardiansyah Hsb, ST that alwaya
become inspiration, motivation and strength during this process.
Special thank are given to all my classmate in Bilingual Chemistry
Education 2011 that always gives me the best moment in my education process,
especially for Yuni, Fatma, Juliani, Liesa, Cholida and Desy for their kindness
from first semester and spending time with me and in many times of our
unoccupied time. Also big thanks to Hasma, Arif, Agung, Dedi, Yulius, Wulan,
Ridha as my close friend and Raffi, Difa Fayyedh, Daffa, Reza, as my student’s
for their time when i got bored. And thank you so much for my student in SMA
Negeri I Plus Matauli Pandan and my friend in Vita and Habsyah kost when I was
PPL in Pandan.
Writer realize that this thesis is still not being perfect yet. Therefore, writer
hopes the suggestion and critic from the reader for perfection this thesis. Perhaps
this thesis can be useful and give many function and knowledge to the reader
especially about subject matter which is researched in this thesis.
Medan, June 17th, 2015
The writer,
Intan Permata Sari
NIM. 411 333 2001
LIST OF CONTENTS
Legalization Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
List of Contents
vi
List of Figures
x
List of Tables
xi
List of Appendix
xii
CHAPTER I INTRODUCTION
1
1.1. Research background
1
1.2. Problem Identification
5
1.3. Scope of Research
5
1.4. Problem Formulation
5
1.5. Research Objectives
6
1.6. Research Benefits
6
1.7. Operational definitions
7
CHAPTER II LITERATURE STUDY
8
2.1. Learning
8
2.2. Learning Outcomes
9
2.3. Learning Model
11
2.4. PBL
11
2.4.1. The Characteristics of PBL Model
12
2.4.2. The Stages in the PBL Model
13
2.4.3. The Advantages of PBL Model
13
2.4.4. The Disadvantages of PBL Model
14
2.5. STAD
14
2.5.1. The Stages in the STAD
15
2.5.2. The Advantages of STAD
16
2.5.3. The Disadvantages of STAD
16
2.6. The Implementation of PBL Model Integrated with STAD
16
2.7. Character Education
17
2.7.1. Active Character
18
2.7.2. Teamwork Character
19
2.8. Conceptual Framework
20
2.9. Research Hypothesis
21
CHAPTER III RESEARCH METHODS
22
3.1. Location and Time of Research
22
3.2. Population and Sample
22
3.3. Research Variable and Instrument
22
3.3.1. Research Variable
22
3.3.2. Research Instrument
22
3.3.2.1. Test Instrument
23
3.3.2.2. Observation Sheet of Student’s Character
23
3.3.3. The Instrumet’s Trial
26
3.3.3.1. Validity of Item Test
26
3.3.3.2. The Difficulty Level
26
3.3.3.3. Discriminating Power
27
3.3.3.4. Reliability Test
28
3.4. Type and Research Design
28
3.4.1. Type of Research
28
3.4.2. Research Procedure
28
3.4.3. Design of Research
30
3.5 Technique Data Analysis
31
3.6. Data Analysis
31
3.6.1 The Normality Test
31
3.6.2. The Homogeneity Test
31
3.6.3. Normalized Gain
31
3.7. The Calculation of Student’s Character
32
3.8. Hypothesis Testing
32
CHAPTER IV RESULT AND DISCUSSION
33
4.1. The Description of School Sample
33
4.2. The Instrument’s Analysis
33
4.2.1. The Observation’s Sheet of Student’s Character
33
4.2.2. The Validity of Evaluation Test
34
4.2.3. Reliability of Evaluation Test
35
4.2.4. Difficulty level of Evaluation Test
35
4.2.5. Discriminating Power of Evaluation Test
36
4.3. The Data of Research Result
38
4.3.1. The Result of Pretest and Posttest
38
4.3.2. The Result of Development of Student’s Active and Teamwork
Character by Observation Sheet
39
4.4 The Analysis Data
39
4.4.1. Normality Test
39
4.4.1.1. The Normality Test of Student’s Achievement
40
4.4.1.2. The Normality Test of Student’s Active and Teamwork Character
40
4.4.2. The Homogeneity Test
41
4.4.2.1. The Homogeneity Test of Student’s Achievement
41
4.4.2.2. The Homogeneity Test of Student’s Active and Teamwork
Character
41
4.5. Student’s Achievement
42
4.5.1. Student’s Achievement before Teaching Treatment
42
4.5.2. Student’s Achievement after Teaching Treatment
42
4.5.3. The Analysis of Question Based on Posttest Result
45
4.5.4. Gain (increasing of Student’s Achievement)
46
4.6. Student’s Character
47
4.6.1. The Development of Student’s Active Character
47
4.6.2. The Development of Student’s Teamwork Character
48
4.7. Hypothesis Testing
48
4.7.1. Hypothesis Testing for Cognitive Aspect
49
4.7.2. Hypothesis Testing for Affective Aspect
49
4.7.2.1. Active Character
50
4.7.2.2. Teamwork Character
50
4.7.3. Hypothesis Testing for Correlation between Student’s Active and
Teamwork Character with Student’s Achievement
51
4.8. Relation between Student’s Active and Teamwork Character with
Student’s Achievement
52
4.9. Discussion
54
CHAPTER V CONCLUTION AND SUGGESTION
58
5.1. Conclution
58
5.2. Suggestion
58
REFERENCES
59
LIST OF TABLES
Table 2.1
The stages of PBL model
13
Table 2.2
The stages of STAD
15
Table 2.3
The stages of PBL model integrated with STAD
17
Table 3.1
The specification of test instrument
23
Table 3.2
The specification of observation sheet of active character
24
Table 3.3
The specification of observation sheet of teamwork character
25
Table 3.4
Research Design
29
Table 4.1
Description of class that used as sample
33
Table 4.2
Validity of Evaluation test
34
Table 4.3
Difficulty level
36
Table 4.4
Discriminating power
37
Table 4.5
Summary of instrument test
38
Table 4.6
Data of pretest and posttest
39
Table 4.7
Normality test of student’s achievement
40
Table 4.8
Normality test of student’s active and teamwork character
40
Table 4.9
Homogeneity test of student’s achievement
41
Table 4.10 Homogeneity test of student’s active and teamwork character
41
Table 4.11 Data of student’s achievment before teaching treatment
42
Table 4.12 Data of student’s achievment after teaching treatment
42
Table 4.13 Average value of normalized gain
45
Table 4.14 The analysis of question based on posttest result
46
Table 4.15 The summary of student’s active character
48
Table 4.16 The summary of student’s teamwork character
48
Table 4.17 Hypothesis testing for cognitive aspect
49
Table 4.18 Hypothesis testing for active character
50
Table 4.19 Hypothesis testing for teamwork character
51
Table 4.20 Hypothesis testing for correlation
52
Table 4.21 The relation between active and teamwork character with
53
student achievement in experimental class I
LIST OF FIGURES
Figure 2.1 Six level of thinking in cognitive domain
9
Figure 3.1 Flowchart of the research
30
Figure 4.1 The student’s achievement in experimental class I
43
Figure 4.2 Increasing student’s achievement (gain) in experimental class
43
I
Figure 4.3 The student’s achievement in experimental class II
44
Figure 4.4 Increasing student’s achievement (gain) in experimental class
44
II
vi
LIST OF APPENDIX
Appendix 1
Syllaby
63
Appendix 2
Lesson plan
68
Appendix 3
Apperception and motivation
103
Appendix 4
Problem for experimental class I
105
Appendix 5
Learning material
107
Appendix 6
The observation sheet of student’s active character
112
Appendix 7
The observation sheet of student’s teamwork character
114
Appendix 8
Table of specification based on indicator before validated
116
Appendix 9
Table of validity item test
124
Appendix 10 Reliability of instrument test
139
Appendix 11 Table of difiiculty level
141
Appendix 12 Table of discriminating power
144
Appendix 13 Instrument test (after validation)
147
Appendix 14 The observation data of student’s active character in 154
experimental class I
Appendix 15 The development of student’s active character in 157
experimental class I
Appendix 16 The observation data of student’s active character in 158
experimental class II
Appendix 17 The development of student’s active character in 161
experimental class II
Appendix 18 The observation data of student’s teamwork character in 162
experimental class I
Appendix 19 The development of student’s teamwork character in 165
experimental class I
Appendix 20 The observation data of student’s teamwork character in 166
experimental class II
Appendix 21 The development of student’s teamwork character in 169
experimental class II
Appendix 22 Gain of pretest-posttest in experimental class I
170
vii
Appendix 23 Gain of pretest-posttest in experimental class II
172
Appendix 24 Normality test
174
Appendix 25 Homogeneity test
179
Appendix 26 Hypothesis testing
182
Appendix 27 The relationship of student’s character with student’s 188
achievement in experimental class I
Appendix 28 The relationship of student’s character with student’s 189
achievement in experimental class II
Appendix 29 Documentation
190
CHAPTER I
INTRODUCTION
1.1.
Research Background
The quality of a nation is determined by the quality of national education
itself. Currently, the quality of education in Indonesia is still low. Evidenced by
the date of Education for All Global Monitoring Report 2011 that released by the
United Nation Education scientific and Culture Organization (UNESCO)
annually, Indonesia occupy 69th rank in education among 127 countries. (Azhar,
2014). Another fact indicates the low quality of Indonesia’s education based on
the results of follow TIMSS (Trends in International Mathematics and Science
Study) in 1999 involving thousands of Indonesian students to get an overview of
the capabilities of Indonesian students. In TIMSS 1999, Indonesia achievement is
less satisfactory. In science Indonesia occupy 32nd rank out of 38 countries. In
TIMSS 2003, Indonesia occupies 37th rank out of 46 countries. Also in 2007
Indonesia occupies 35th rank out of 49 countries.
In this regard, Indonesia
achievement is below Brunei Darussalam and Singapore as neighboring states.
(Litbang Kemdikbud, 2011).
The low quality of education in Indonesia is generally caused by the
effectiveness and teaching effeciency, standardization of education, poor quality
of infrastructure, less of teachers' welfare, low student achievement, less of equal
opportunity of education, less of relevance of education to the needs, the high cost
of education. (Dwiwahyuni, 2011). For prospective teachers, the main centers of
attention to improving the quality of education independently are low student
learning outcomes and learning effectiveness. The most important things is
teachers should pay attention to the characteristics of the material to be taught and
then choose the appropriate learning models that can improve learning
effectiveness and student learning outcome.
In senior high school, the chemistry is considered as a difficult subject
even creepy. Chemistry is also regarded as an abstract lesson, filled with confused
concepts and difficult matter (Ibraheem, 2011). Not surprisingly, most students
1
2
are not interested to learn. Generally, students give up even before studying
chemistry. Less interesting of the students has direct impact on student learning
outcome. As proof when I was in school where PPLT implemented, most students
learning outcomes below minimum completeness criteria (KKM). The KKM in
Senior High School 1 Matauli Pandan is 77. From 236 students of class XI, in first
daily examination only 96 students (40,67%) can achieve KKM and in mid
semester examination about 105 students (44.49%) can achieve KKM. In other
words, the percentage of students who can achieve KKM is not more than 50%.
Another school, in Senior High School I Rantau Selatan, the KKM is equal to 70.
Based on interviews with teachers of chemistry in there, the number of student
can achieve KKM is about 35% out of 280 students in class XI science.
From observation in Senior High School I Rantau Selatan, low student’s
achievement related to how the teachers present lessons. Teachers have less
variation in presenting the subject matter. Learning activities always begin with
greetings, apperception, material explanations, exercises and giving home
assignments. Everything is done by teachers without involving students directly.
Sometimes teachers also provide media in learning activities, but students just
listen to it. Learning activities like that make student become passive, less
interaction and collaboration with other students. Supposedly, the teacher is
demand for creative in implementing a learning model that allows students to
active, interact and collaborate with each other and also can achieve the goal as
expected. The learning model should effective appropriate with the subject being
taught in improving student achievement (Purtadi, 2012).
One of model learning that allow student become more active is Problem
Based Learning (PBL). In PBL, guided by teacher students develop critical
thinking, problem solving and collaborative skills as they identify problem,
formulate hypotheses, conduct data seaches, perform experiment, formulate
solution and determine the best of solution to the problems (Surif, et.all, 2013).
PBL is model which centers on student, develops active learning, problem solving
skills and field knowledge, and is based on understanding and problem solving. In
3
the classroom where using PBL is used, students take much more responsibility
for their own learning progressively (Akinoglu and Tando, 2006).
PBL also can improve student achievement is higher than the individual
learning (Dewi, 2013). It is also proved by research that was conducted by Jefri
(2013), obtained percentage of student learning outcomes improvement is 79.7%
using the model PBL on the subject of colloids. Research conducted by Batubara
(2013), the percentage of student learning outcomes improvement is 51.781% on
the subject of the reaction rate using the model PBL. And a recent study by Fitri
(2014) obtained the percentage of student learning outcomes improvement using
PBL on the subject of the redox reaction is 75.12%.
Nowadays, teachers only measure learning outcomes in cognitive aspect.
Cognitive is not the only object of assessment of learning outcomes. Actually,
teachers is not only measure learning outcomes in cognitive aspect but affective is
too. The reason is our national education has objectives to develop the potential of
students to be the faithful human to the God, have a certain character, healthy,
bookish, capable, creative, autonomous, and being the democratic and
responsibilty
citizen
(Deputi
Menteri
Sekretaris
Negara
Bidang
Perundangundangan, 2003). It show the quality of character education is very
important to be improved.
Beside active, teamwork character includes to character that belong to the
student. It’s important to measure it to know the development of student’s
affective. So the result of learning outcome involve cognitive and affective. To
improve teamwork character, teachers must be able to create an atmosphere of
cooperative learning. In the cooperative learning classroom, student work together
to attain group goals that cannot be obtained by working alone. In this classroom
structure, student discuss the subject matter, help one another learn, and provide
encouragement for members og the group (Johnson, Johnson & Holubec, 1986).
Cooperative learning is a solution to increase teamwork character among
students in learning activities. One example of cooperative learning is the STAD.
STAD is one of the many strategies in cooperative learning, which helps promote
collaboration and self-regulating learning skills. The reason for the selection of
4
STAD is good interaction among students, improve positive attitude toward the
subject, better self-esteem, interpersonal skills Increased (Khan, 2011). Expected
with the implementation of STAD not only improve student’s achievement in
cognitive but also student teamwork character.
STAD also can increase student achievement. Based on the previous
research STAD can increase student learning outcome. Result of research
Pradiyanti (2013) prove the effectiveness of STAD. The pretest of cognitive
learning result is 41 and the post test is 86. This mean STAD gives a positive
effect on learning activity. Using the STAD had researched by Hakimitriyuza
(2014) she said that resulted student achievement was improved where the
percentage of increasing student achievement about 79% by implementing STAD.
According to Anggraini (2014) in her thesis, the mean of student’s chemistry
achievement that taught by cooperative learning STAD type multimedia based on
computer is 86, 67%.
The researcher chooses the buffer solution as learning material. Buffer
solution is studied in even semester of class XI. The material of the buffer
solution contains many complex concepts and calculation that require problemsolving process. Many students struggle to learn it, especially if taught by direct
instruction. Selection of model of learning appropriate with the characteristic of
material is important to overcome the problem faced by students. PBL model
integrated with STAD is appropriate when applied to this material. This model
engages students to solve problems through the stages of scientific methods so
that students can learn the knowledge related to the problem and can increase
student activity and teamwork character.
Based on the background described, researcher interest to do the research
by integrating the PBL with STAD. Previous studies distinguish between the
model PBL and STAD although both have the objectives to increase student
achievement. Research carried out by integrating PBL and STAD expected can
improve student learning outcomes, include achievement in cognitive, student
activity and teamwork character of students in the learning process with the title:
"The Implementation of Problem Based Learning (PBL) Model Integrated
5
with Student Team Achievement Division (STAD) to Increase Student’s
Outcomes in Learning Buffer Solution at Senior High School Class XI
Academic Year 2014/2015".
1.2.
Problem Identification
Based on the background described above, then obtained that:
1.
Why the quality of education in Indonesia stiil low?
2.
As a prospective teacher what is a major concern to improve the quality of
education?
3.
Why is the student’s achievement in learning chemistry still low?
4.
Less variation in implementation of model of learning that appropriate
with learning material characteristic
5.
How to increase student’s achievement in learning chemistry?
6.
Why the teacher only measure cognitive aspect as student achievement?
1.3.
Scope of Research
To focus on the problem, so the scope of this research are:
1.
The teaching models were PBL integrated with STAD in experimental
class I and STAD in experimental class II
2.
The subject taught in this research was chemistry on buffer solution topic
3.
In this research learning outcome to be measured including student’s
achievement and student’s active and teamwork character
4.
The research object was student Class XI in Senior High School I Rantau
Selatan
1.4.
Problem Formulation
Based on the background described above, then the problem can be
formulated as follows:
1.
Is the student’s achievement that taught by PBL model integrated with
STAD significant higher than taught by STAD?
6
2.
Is the student’s active character that taught by PBL model integrated with
STAD significant higher than taught by STAD?
3.
Is the student’s teamwork character that taught by PBL model integrated
with STAD significant higher than taught by STAD?
4.
Is there significant correlation between student’s active and teamwork
character with student’s achievement?
1.5.
Research Objective
The research objectives are:
1.
To investigate whether the student’s achievement that taught by PBL
model integrated with STAD is significant higher than taught by STAD
2.
To investigate whether the student’s active character that taught by PBL
model integrated with STAD is significant higher than taught by STAD
3.
To investigate whether the student’s teamwork character that taught by
PBL model integrated with STAD is significant higher than taught by
STAD
4.
To investigate the significant correlation between student’s active and
teamwork character with student’s achievement
1.6.
Reserach Benefit
This study is expected to provide benefits, especially for chemistry teachers,
students and also for the other researcher about how to improve learning through
implementation of PBL model integrated with STAD to improve student’s
learning outcome in buffer solution. The expected benefits of this research are
generally described as follows:
1.
For chemistry teacher, give alternative learning model to improve student
learning outcome and develop student’s activity and teamwork character in
learning process
2.
For student, give chance to have different experience in learning due to
implementation PBL model integrated with STAD,
so can increase
7
understanding and showed by higher student’s learning outcome. Student
can optimalized student’s active and teamwork character.
3.
For researcher, give new experience when apply PBL model integrated
with STAD in learning process. In addition, the result of the study are
expected to be a reference for firther research.
1.7.
Operational Definition
There are some operational definition in this research “The Implementation
of PBL Model Integrated with STAD in Learning Buffer Solution Senior High
School I Rantau Selatan Class XI Academic Year 2014/2015". Those are:
1.
PBL model is series of learning activities that emphasize to the process of
solving problem scientifically (Sanjaya, 2008).
2.
STAD is the simplest cooperative learning model is developed by Robert
slavin at all from John Hopkins University (Lie, 2008).
3.
Buffer solution is a topic in XI grade at even semester discuss about
composition of buffer solution, working principle of buffer solution, pH
calculation in buffer solution and the function of buffer solution.
4.
Learning outcome is a change in behavior as a result of learning in a
broader sense includes the areas of cognitive, affective and psychomotor
(Sudjana, 2005).
5.
Active character is used as an indicator of the desire or motivation of
students to learn (Hakim, 2014).
6.
Teamwork is an effort in people or a group of human to reach one or some
purposes (Baron, 2000).
CHAPTER V
CONCLUTION AND SUGGESTION
5.1.
Conclution
After conducting the research and analyzing the data, there are some conclutions
that gotten, they are:
1.
The student’s achievement that taught by PBL model integrated with STAD
is significant higher than taught by STAD
2.
The active character that taught by PBL model integrated with STAD is
significant higher than that taught by STAD
3.
The teamwork character that taught by PBL model integrated with STAD is
significant higher than taught by STAD
4.
There is significant correlation between student’s active and teamwork
character with student’s achievement
5.2.
Suggestion
From the result of the research, there are some suggestion must be raised:
1.
It is suggested for chemistry teacher to use PBL model integrated with
STAD in learning buffer solution to increase student’s achievement in
learning process especially for students who have medium to high initial
knowledge about buffer solution.
2.
It is suggested for chemistry teacher to use PBL model integrated with
STAD in learning buffer solution to increase student’s active character in
learning process.
3.
It is suggested for chemistry teacher to use PBL model integrated with
STAD in learning buffer solution to increase student’s teamwork character in
learning process.
58
58
59
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Ahmad, Z. A., (2012), Perencanaan Pembelajaran, Pedayogja, Yogyakarta.
Anggraini, A., (2014), The Implementation Of Cooperative Learning STAD
Type With Multimedia Based On Computer To Foster Teamwork And
Inrease Student’s Achievement In Redox Reaction Topic, Terhadap Hasil
Belajar Siswa Kelas XI SMA Pada Materi Struktur Atom, Skripsi, FMIPA,
Universitas Negeri Medan.
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(Problem Based Learning) dengan Media Peta Konsep untuk Meningkatkan
Hasil belajar Siswa pada Materi Pokok Laju Reaksi, Skripsi, FMIPA,
Universitas Negeri Medan.
Bilgin, I., Senocak, E., Mustafa, (2008), The Effect of Problem Based LearningInstruction on University Students Performance of Conceptual and
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Science & Technology Education, 5: 153 – 164.
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Pembelajaran Kimia Pokok Bahasan Sistem Koloid di SMA N 5 Surakarta
Tahun Pelajaran 2011/2012, Jurnal Pendidikan Kimia, 2:15-20.
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63
MODEL INTEGRATED WITH STUDENT TEAM ACHIEVEMENT
DIVISION (STAD) TO INCREASE STUDENT’S OUTCOMES
IN LEARNING BUFFER SOLUTION AT SENIOR HIGH
SCHOOL CLASS XI ACADEMIC YEAR 2014/2015
By:
Intan Permata Sari
Reg. Number: 4113332001
Bilingual Chemistry Education Program
A THESIS
Submitted to Fulfill Requirement for Getting the Degree of
Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCES
STATES UNIVERSITY OF MEDAN
MEDAN
2015
Title of Thesis
: The Implementation of Problem Based Learning (PBL)
Model Integrated with Student Team Achievement
Division (STAD) to Increase Student’s Outcomes in
Learning Buffer solution at Senior High School Class
XI Academic Year 2014/2015
Name
: Intan Permata Sari
ID
: 4113332001
Study Program
: Bilingual Chemistry Education 2011
Department
: Chemistry
Approved by:
Thesis Supervisor,
Dr. Iis Siti Jahro, M.Si
NIP. 19651015 199203 2 003
Acknowledged by:
Head of Chemistry Department
Coordinator of Bilingual Program
Agus Kembaren, S.Si., M.Si
NIP.19680814 199403 1 004
Prof. Dr.rer.nat Binari Manurung, M.Si
NIP.19640404 198903 1 006
FMIPA UNIMED
Dean,
Prof. Drs. Motlan, M.Sc., Ph.D
NIP. 19590805 198601 1 001
Graduation Date
: June, 17th 2015
iv
PREFACE
Firstly, writer said thankfullness to Allah SWT that give rahmat and
hidayah so writer can finished this thesis. This thesis submitted to fulfill the
require ment for getting degree of sarjana pendidikan with title is “The
Implementation of Problem Based Learning (PBL) Model Integrated with Student
Team Achievement Division (STAD) to Increase Student’s Outcomes in Learning
Buffer Solution at Senior High School Class XI Academic Year 2014/2015”.
In this oppurtunity, the writer would ypu like to express the thanks and
great appreciation to Dr. Iis Siti Jahro, M.Si as my thesis supervisor for her
valuable time spent in giving guidance, advices, motivation and suggestion during
completing this thesis. The writer also thanks to Prof. Albinus Silalahi, M.S., Drs.
Eddyanto, Ph.D., and Dra. Ani Sutiani., as reviewer conselor for this thesis that
giving me advices, suggestion, guidance and constructive comments for this thesis
completeness.
The writer also say thanks to Prof. Motlan, M.Sc., as the Dean of
Mathematics and Natural Science Faculty, State University of Medan,
Prof.Dr.Rer.nat Binari Manurung, M.Si., as the coordinator of Bilingual
Department, Dr. Iis Siti Jahro, M.Si., and Mr. Syamsudin as administrator of
Bilingual Office for their advices and other necessary administrative business.
The great thanks are also given to Jamalum Purba, M.Si., as my academic
supervisor for his guidance during my academic process in this University. The
writer also say thank to Prof. Dr. Retno Dwi Suyanti, M.Si as the instrument’s
validator in this research.
The author appreciation also given to Principal of SMA Negeri I Rantau
Selatan, M. Yahya, S.Pd, M.Si., and also Yusmaniar, S.Pd as the chemistry
teacher and all teachers who give me chance to do research there.
A deepest love, appreciation and thanks also goes to my parents, Sarono,
SKM and Sri Agustini, also my sister Ratih Putri Susanti and Tri Widya Astuti,
my little brother Satrio Nugroho also my aunty Yusniar and family for their
motivation, prayers, and financial support to me during my university lecture
v
process. Thanks also give to my boyfriend M. Ardiansyah Hsb, ST that alwaya
become inspiration, motivation and strength during this process.
Special thank are given to all my classmate in Bilingual Chemistry
Education 2011 that always gives me the best moment in my education process,
especially for Yuni, Fatma, Juliani, Liesa, Cholida and Desy for their kindness
from first semester and spending time with me and in many times of our
unoccupied time. Also big thanks to Hasma, Arif, Agung, Dedi, Yulius, Wulan,
Ridha as my close friend and Raffi, Difa Fayyedh, Daffa, Reza, as my student’s
for their time when i got bored. And thank you so much for my student in SMA
Negeri I Plus Matauli Pandan and my friend in Vita and Habsyah kost when I was
PPL in Pandan.
Writer realize that this thesis is still not being perfect yet. Therefore, writer
hopes the suggestion and critic from the reader for perfection this thesis. Perhaps
this thesis can be useful and give many function and knowledge to the reader
especially about subject matter which is researched in this thesis.
Medan, June 17th, 2015
The writer,
Intan Permata Sari
NIM. 411 333 2001
LIST OF CONTENTS
Legalization Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
List of Contents
vi
List of Figures
x
List of Tables
xi
List of Appendix
xii
CHAPTER I INTRODUCTION
1
1.1. Research background
1
1.2. Problem Identification
5
1.3. Scope of Research
5
1.4. Problem Formulation
5
1.5. Research Objectives
6
1.6. Research Benefits
6
1.7. Operational definitions
7
CHAPTER II LITERATURE STUDY
8
2.1. Learning
8
2.2. Learning Outcomes
9
2.3. Learning Model
11
2.4. PBL
11
2.4.1. The Characteristics of PBL Model
12
2.4.2. The Stages in the PBL Model
13
2.4.3. The Advantages of PBL Model
13
2.4.4. The Disadvantages of PBL Model
14
2.5. STAD
14
2.5.1. The Stages in the STAD
15
2.5.2. The Advantages of STAD
16
2.5.3. The Disadvantages of STAD
16
2.6. The Implementation of PBL Model Integrated with STAD
16
2.7. Character Education
17
2.7.1. Active Character
18
2.7.2. Teamwork Character
19
2.8. Conceptual Framework
20
2.9. Research Hypothesis
21
CHAPTER III RESEARCH METHODS
22
3.1. Location and Time of Research
22
3.2. Population and Sample
22
3.3. Research Variable and Instrument
22
3.3.1. Research Variable
22
3.3.2. Research Instrument
22
3.3.2.1. Test Instrument
23
3.3.2.2. Observation Sheet of Student’s Character
23
3.3.3. The Instrumet’s Trial
26
3.3.3.1. Validity of Item Test
26
3.3.3.2. The Difficulty Level
26
3.3.3.3. Discriminating Power
27
3.3.3.4. Reliability Test
28
3.4. Type and Research Design
28
3.4.1. Type of Research
28
3.4.2. Research Procedure
28
3.4.3. Design of Research
30
3.5 Technique Data Analysis
31
3.6. Data Analysis
31
3.6.1 The Normality Test
31
3.6.2. The Homogeneity Test
31
3.6.3. Normalized Gain
31
3.7. The Calculation of Student’s Character
32
3.8. Hypothesis Testing
32
CHAPTER IV RESULT AND DISCUSSION
33
4.1. The Description of School Sample
33
4.2. The Instrument’s Analysis
33
4.2.1. The Observation’s Sheet of Student’s Character
33
4.2.2. The Validity of Evaluation Test
34
4.2.3. Reliability of Evaluation Test
35
4.2.4. Difficulty level of Evaluation Test
35
4.2.5. Discriminating Power of Evaluation Test
36
4.3. The Data of Research Result
38
4.3.1. The Result of Pretest and Posttest
38
4.3.2. The Result of Development of Student’s Active and Teamwork
Character by Observation Sheet
39
4.4 The Analysis Data
39
4.4.1. Normality Test
39
4.4.1.1. The Normality Test of Student’s Achievement
40
4.4.1.2. The Normality Test of Student’s Active and Teamwork Character
40
4.4.2. The Homogeneity Test
41
4.4.2.1. The Homogeneity Test of Student’s Achievement
41
4.4.2.2. The Homogeneity Test of Student’s Active and Teamwork
Character
41
4.5. Student’s Achievement
42
4.5.1. Student’s Achievement before Teaching Treatment
42
4.5.2. Student’s Achievement after Teaching Treatment
42
4.5.3. The Analysis of Question Based on Posttest Result
45
4.5.4. Gain (increasing of Student’s Achievement)
46
4.6. Student’s Character
47
4.6.1. The Development of Student’s Active Character
47
4.6.2. The Development of Student’s Teamwork Character
48
4.7. Hypothesis Testing
48
4.7.1. Hypothesis Testing for Cognitive Aspect
49
4.7.2. Hypothesis Testing for Affective Aspect
49
4.7.2.1. Active Character
50
4.7.2.2. Teamwork Character
50
4.7.3. Hypothesis Testing for Correlation between Student’s Active and
Teamwork Character with Student’s Achievement
51
4.8. Relation between Student’s Active and Teamwork Character with
Student’s Achievement
52
4.9. Discussion
54
CHAPTER V CONCLUTION AND SUGGESTION
58
5.1. Conclution
58
5.2. Suggestion
58
REFERENCES
59
LIST OF TABLES
Table 2.1
The stages of PBL model
13
Table 2.2
The stages of STAD
15
Table 2.3
The stages of PBL model integrated with STAD
17
Table 3.1
The specification of test instrument
23
Table 3.2
The specification of observation sheet of active character
24
Table 3.3
The specification of observation sheet of teamwork character
25
Table 3.4
Research Design
29
Table 4.1
Description of class that used as sample
33
Table 4.2
Validity of Evaluation test
34
Table 4.3
Difficulty level
36
Table 4.4
Discriminating power
37
Table 4.5
Summary of instrument test
38
Table 4.6
Data of pretest and posttest
39
Table 4.7
Normality test of student’s achievement
40
Table 4.8
Normality test of student’s active and teamwork character
40
Table 4.9
Homogeneity test of student’s achievement
41
Table 4.10 Homogeneity test of student’s active and teamwork character
41
Table 4.11 Data of student’s achievment before teaching treatment
42
Table 4.12 Data of student’s achievment after teaching treatment
42
Table 4.13 Average value of normalized gain
45
Table 4.14 The analysis of question based on posttest result
46
Table 4.15 The summary of student’s active character
48
Table 4.16 The summary of student’s teamwork character
48
Table 4.17 Hypothesis testing for cognitive aspect
49
Table 4.18 Hypothesis testing for active character
50
Table 4.19 Hypothesis testing for teamwork character
51
Table 4.20 Hypothesis testing for correlation
52
Table 4.21 The relation between active and teamwork character with
53
student achievement in experimental class I
LIST OF FIGURES
Figure 2.1 Six level of thinking in cognitive domain
9
Figure 3.1 Flowchart of the research
30
Figure 4.1 The student’s achievement in experimental class I
43
Figure 4.2 Increasing student’s achievement (gain) in experimental class
43
I
Figure 4.3 The student’s achievement in experimental class II
44
Figure 4.4 Increasing student’s achievement (gain) in experimental class
44
II
vi
LIST OF APPENDIX
Appendix 1
Syllaby
63
Appendix 2
Lesson plan
68
Appendix 3
Apperception and motivation
103
Appendix 4
Problem for experimental class I
105
Appendix 5
Learning material
107
Appendix 6
The observation sheet of student’s active character
112
Appendix 7
The observation sheet of student’s teamwork character
114
Appendix 8
Table of specification based on indicator before validated
116
Appendix 9
Table of validity item test
124
Appendix 10 Reliability of instrument test
139
Appendix 11 Table of difiiculty level
141
Appendix 12 Table of discriminating power
144
Appendix 13 Instrument test (after validation)
147
Appendix 14 The observation data of student’s active character in 154
experimental class I
Appendix 15 The development of student’s active character in 157
experimental class I
Appendix 16 The observation data of student’s active character in 158
experimental class II
Appendix 17 The development of student’s active character in 161
experimental class II
Appendix 18 The observation data of student’s teamwork character in 162
experimental class I
Appendix 19 The development of student’s teamwork character in 165
experimental class I
Appendix 20 The observation data of student’s teamwork character in 166
experimental class II
Appendix 21 The development of student’s teamwork character in 169
experimental class II
Appendix 22 Gain of pretest-posttest in experimental class I
170
vii
Appendix 23 Gain of pretest-posttest in experimental class II
172
Appendix 24 Normality test
174
Appendix 25 Homogeneity test
179
Appendix 26 Hypothesis testing
182
Appendix 27 The relationship of student’s character with student’s 188
achievement in experimental class I
Appendix 28 The relationship of student’s character with student’s 189
achievement in experimental class II
Appendix 29 Documentation
190
CHAPTER I
INTRODUCTION
1.1.
Research Background
The quality of a nation is determined by the quality of national education
itself. Currently, the quality of education in Indonesia is still low. Evidenced by
the date of Education for All Global Monitoring Report 2011 that released by the
United Nation Education scientific and Culture Organization (UNESCO)
annually, Indonesia occupy 69th rank in education among 127 countries. (Azhar,
2014). Another fact indicates the low quality of Indonesia’s education based on
the results of follow TIMSS (Trends in International Mathematics and Science
Study) in 1999 involving thousands of Indonesian students to get an overview of
the capabilities of Indonesian students. In TIMSS 1999, Indonesia achievement is
less satisfactory. In science Indonesia occupy 32nd rank out of 38 countries. In
TIMSS 2003, Indonesia occupies 37th rank out of 46 countries. Also in 2007
Indonesia occupies 35th rank out of 49 countries.
In this regard, Indonesia
achievement is below Brunei Darussalam and Singapore as neighboring states.
(Litbang Kemdikbud, 2011).
The low quality of education in Indonesia is generally caused by the
effectiveness and teaching effeciency, standardization of education, poor quality
of infrastructure, less of teachers' welfare, low student achievement, less of equal
opportunity of education, less of relevance of education to the needs, the high cost
of education. (Dwiwahyuni, 2011). For prospective teachers, the main centers of
attention to improving the quality of education independently are low student
learning outcomes and learning effectiveness. The most important things is
teachers should pay attention to the characteristics of the material to be taught and
then choose the appropriate learning models that can improve learning
effectiveness and student learning outcome.
In senior high school, the chemistry is considered as a difficult subject
even creepy. Chemistry is also regarded as an abstract lesson, filled with confused
concepts and difficult matter (Ibraheem, 2011). Not surprisingly, most students
1
2
are not interested to learn. Generally, students give up even before studying
chemistry. Less interesting of the students has direct impact on student learning
outcome. As proof when I was in school where PPLT implemented, most students
learning outcomes below minimum completeness criteria (KKM). The KKM in
Senior High School 1 Matauli Pandan is 77. From 236 students of class XI, in first
daily examination only 96 students (40,67%) can achieve KKM and in mid
semester examination about 105 students (44.49%) can achieve KKM. In other
words, the percentage of students who can achieve KKM is not more than 50%.
Another school, in Senior High School I Rantau Selatan, the KKM is equal to 70.
Based on interviews with teachers of chemistry in there, the number of student
can achieve KKM is about 35% out of 280 students in class XI science.
From observation in Senior High School I Rantau Selatan, low student’s
achievement related to how the teachers present lessons. Teachers have less
variation in presenting the subject matter. Learning activities always begin with
greetings, apperception, material explanations, exercises and giving home
assignments. Everything is done by teachers without involving students directly.
Sometimes teachers also provide media in learning activities, but students just
listen to it. Learning activities like that make student become passive, less
interaction and collaboration with other students. Supposedly, the teacher is
demand for creative in implementing a learning model that allows students to
active, interact and collaborate with each other and also can achieve the goal as
expected. The learning model should effective appropriate with the subject being
taught in improving student achievement (Purtadi, 2012).
One of model learning that allow student become more active is Problem
Based Learning (PBL). In PBL, guided by teacher students develop critical
thinking, problem solving and collaborative skills as they identify problem,
formulate hypotheses, conduct data seaches, perform experiment, formulate
solution and determine the best of solution to the problems (Surif, et.all, 2013).
PBL is model which centers on student, develops active learning, problem solving
skills and field knowledge, and is based on understanding and problem solving. In
3
the classroom where using PBL is used, students take much more responsibility
for their own learning progressively (Akinoglu and Tando, 2006).
PBL also can improve student achievement is higher than the individual
learning (Dewi, 2013). It is also proved by research that was conducted by Jefri
(2013), obtained percentage of student learning outcomes improvement is 79.7%
using the model PBL on the subject of colloids. Research conducted by Batubara
(2013), the percentage of student learning outcomes improvement is 51.781% on
the subject of the reaction rate using the model PBL. And a recent study by Fitri
(2014) obtained the percentage of student learning outcomes improvement using
PBL on the subject of the redox reaction is 75.12%.
Nowadays, teachers only measure learning outcomes in cognitive aspect.
Cognitive is not the only object of assessment of learning outcomes. Actually,
teachers is not only measure learning outcomes in cognitive aspect but affective is
too. The reason is our national education has objectives to develop the potential of
students to be the faithful human to the God, have a certain character, healthy,
bookish, capable, creative, autonomous, and being the democratic and
responsibilty
citizen
(Deputi
Menteri
Sekretaris
Negara
Bidang
Perundangundangan, 2003). It show the quality of character education is very
important to be improved.
Beside active, teamwork character includes to character that belong to the
student. It’s important to measure it to know the development of student’s
affective. So the result of learning outcome involve cognitive and affective. To
improve teamwork character, teachers must be able to create an atmosphere of
cooperative learning. In the cooperative learning classroom, student work together
to attain group goals that cannot be obtained by working alone. In this classroom
structure, student discuss the subject matter, help one another learn, and provide
encouragement for members og the group (Johnson, Johnson & Holubec, 1986).
Cooperative learning is a solution to increase teamwork character among
students in learning activities. One example of cooperative learning is the STAD.
STAD is one of the many strategies in cooperative learning, which helps promote
collaboration and self-regulating learning skills. The reason for the selection of
4
STAD is good interaction among students, improve positive attitude toward the
subject, better self-esteem, interpersonal skills Increased (Khan, 2011). Expected
with the implementation of STAD not only improve student’s achievement in
cognitive but also student teamwork character.
STAD also can increase student achievement. Based on the previous
research STAD can increase student learning outcome. Result of research
Pradiyanti (2013) prove the effectiveness of STAD. The pretest of cognitive
learning result is 41 and the post test is 86. This mean STAD gives a positive
effect on learning activity. Using the STAD had researched by Hakimitriyuza
(2014) she said that resulted student achievement was improved where the
percentage of increasing student achievement about 79% by implementing STAD.
According to Anggraini (2014) in her thesis, the mean of student’s chemistry
achievement that taught by cooperative learning STAD type multimedia based on
computer is 86, 67%.
The researcher chooses the buffer solution as learning material. Buffer
solution is studied in even semester of class XI. The material of the buffer
solution contains many complex concepts and calculation that require problemsolving process. Many students struggle to learn it, especially if taught by direct
instruction. Selection of model of learning appropriate with the characteristic of
material is important to overcome the problem faced by students. PBL model
integrated with STAD is appropriate when applied to this material. This model
engages students to solve problems through the stages of scientific methods so
that students can learn the knowledge related to the problem and can increase
student activity and teamwork character.
Based on the background described, researcher interest to do the research
by integrating the PBL with STAD. Previous studies distinguish between the
model PBL and STAD although both have the objectives to increase student
achievement. Research carried out by integrating PBL and STAD expected can
improve student learning outcomes, include achievement in cognitive, student
activity and teamwork character of students in the learning process with the title:
"The Implementation of Problem Based Learning (PBL) Model Integrated
5
with Student Team Achievement Division (STAD) to Increase Student’s
Outcomes in Learning Buffer Solution at Senior High School Class XI
Academic Year 2014/2015".
1.2.
Problem Identification
Based on the background described above, then obtained that:
1.
Why the quality of education in Indonesia stiil low?
2.
As a prospective teacher what is a major concern to improve the quality of
education?
3.
Why is the student’s achievement in learning chemistry still low?
4.
Less variation in implementation of model of learning that appropriate
with learning material characteristic
5.
How to increase student’s achievement in learning chemistry?
6.
Why the teacher only measure cognitive aspect as student achievement?
1.3.
Scope of Research
To focus on the problem, so the scope of this research are:
1.
The teaching models were PBL integrated with STAD in experimental
class I and STAD in experimental class II
2.
The subject taught in this research was chemistry on buffer solution topic
3.
In this research learning outcome to be measured including student’s
achievement and student’s active and teamwork character
4.
The research object was student Class XI in Senior High School I Rantau
Selatan
1.4.
Problem Formulation
Based on the background described above, then the problem can be
formulated as follows:
1.
Is the student’s achievement that taught by PBL model integrated with
STAD significant higher than taught by STAD?
6
2.
Is the student’s active character that taught by PBL model integrated with
STAD significant higher than taught by STAD?
3.
Is the student’s teamwork character that taught by PBL model integrated
with STAD significant higher than taught by STAD?
4.
Is there significant correlation between student’s active and teamwork
character with student’s achievement?
1.5.
Research Objective
The research objectives are:
1.
To investigate whether the student’s achievement that taught by PBL
model integrated with STAD is significant higher than taught by STAD
2.
To investigate whether the student’s active character that taught by PBL
model integrated with STAD is significant higher than taught by STAD
3.
To investigate whether the student’s teamwork character that taught by
PBL model integrated with STAD is significant higher than taught by
STAD
4.
To investigate the significant correlation between student’s active and
teamwork character with student’s achievement
1.6.
Reserach Benefit
This study is expected to provide benefits, especially for chemistry teachers,
students and also for the other researcher about how to improve learning through
implementation of PBL model integrated with STAD to improve student’s
learning outcome in buffer solution. The expected benefits of this research are
generally described as follows:
1.
For chemistry teacher, give alternative learning model to improve student
learning outcome and develop student’s activity and teamwork character in
learning process
2.
For student, give chance to have different experience in learning due to
implementation PBL model integrated with STAD,
so can increase
7
understanding and showed by higher student’s learning outcome. Student
can optimalized student’s active and teamwork character.
3.
For researcher, give new experience when apply PBL model integrated
with STAD in learning process. In addition, the result of the study are
expected to be a reference for firther research.
1.7.
Operational Definition
There are some operational definition in this research “The Implementation
of PBL Model Integrated with STAD in Learning Buffer Solution Senior High
School I Rantau Selatan Class XI Academic Year 2014/2015". Those are:
1.
PBL model is series of learning activities that emphasize to the process of
solving problem scientifically (Sanjaya, 2008).
2.
STAD is the simplest cooperative learning model is developed by Robert
slavin at all from John Hopkins University (Lie, 2008).
3.
Buffer solution is a topic in XI grade at even semester discuss about
composition of buffer solution, working principle of buffer solution, pH
calculation in buffer solution and the function of buffer solution.
4.
Learning outcome is a change in behavior as a result of learning in a
broader sense includes the areas of cognitive, affective and psychomotor
(Sudjana, 2005).
5.
Active character is used as an indicator of the desire or motivation of
students to learn (Hakim, 2014).
6.
Teamwork is an effort in people or a group of human to reach one or some
purposes (Baron, 2000).
CHAPTER V
CONCLUTION AND SUGGESTION
5.1.
Conclution
After conducting the research and analyzing the data, there are some conclutions
that gotten, they are:
1.
The student’s achievement that taught by PBL model integrated with STAD
is significant higher than taught by STAD
2.
The active character that taught by PBL model integrated with STAD is
significant higher than that taught by STAD
3.
The teamwork character that taught by PBL model integrated with STAD is
significant higher than taught by STAD
4.
There is significant correlation between student’s active and teamwork
character with student’s achievement
5.2.
Suggestion
From the result of the research, there are some suggestion must be raised:
1.
It is suggested for chemistry teacher to use PBL model integrated with
STAD in learning buffer solution to increase student’s achievement in
learning process especially for students who have medium to high initial
knowledge about buffer solution.
2.
It is suggested for chemistry teacher to use PBL model integrated with
STAD in learning buffer solution to increase student’s active character in
learning process.
3.
It is suggested for chemistry teacher to use PBL model integrated with
STAD in learning buffer solution to increase student’s teamwork character in
learning process.
58
58
59
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