THE COMPARISON OF CONCEPTUAL UNDERSTANDING ABILITY OF STUDENTS USING CRATIVE PROBLEM SOLVING (CPS) APPROACH AND PROBLEM BASED LEARNING (PBL) APPROACH ON QUARDRILATERAL TOPIC IN VII GRADE AT SMP MUHAMMADIYAH 1 MEDAN.

THE COMPARISON OF CONCEPTUAL UNDERSTANDING ABILITY OF STUDENTS USING CREATIVE PROBLEM SOLVING (CPS)

APPROACH AND PROBLEM BASED LEARNING (PBL) APPROACH ON QUADRILATERAL TOPIC IN VII

GRADE AT SMP MUHAMMADIYAH 1 MEDAN

By:

SITI RAHMADANI NIM 408 111 098

MATHEMATICS EDUCATION STUDY PROGRAM

THESIS

Submitted to fulfill the requirement for the degree of Sarjana Pendidikan

MATHEMATICS DEPARTMENT

MATHEMATIC AND SCIENCE FACULTY

STATE UNIVERSITY OF MEDAN

MEDAN

Title : The Comparison of Conceptual Understanding Ability of Students Using Creative Problem Solving (CPS) Approach and Problem Based Learning (PBL) Approach on Quadrilateral Topic in VII Grade at SMP Muhammadiyah 1 Medan

Name : Siti Rahmadani Reg. Number : 408 111 098

Study Program : Mathematics Education Department : Mathematics

iv

FOREWORD

Thanks to Allah SWT, because with the help and the guidance, this thesis can finish well. This thesis has a title about “The Comparison of Conceptual Understanding Ability of Students Using Creative Problem Solving (CPS) Approach and problem Based Learning (PBL) Approach on Quadrilateral Topic in VII Grade at SMP Muhammadiyah 1 Medan”. This Thesis objective is to fulfill one of many conditions to get a college degree of Faculty of Mathematics and Science of State University of Medan.

In this chance, I want to say a big thank you to Prof. Dr. Ibnu Hajar M.Si as the Rector of State University of Medan and his entire assistant, Prof. Dr. Motlan Sirait, M.Sc Ph.D as the dean of Faculty of Mathematics and Science of State University of Medan and all of his assistant, Prof.Dr. Mukhtar, M.Pd as the header of Mathematics Faculty, Drs. Syafari, M.Pd as the header of Mathematics Education Department and Drs. Yasifati Hia M.Si as secretary of Mathematics Faculty.

I said thanks to Drs. Parapat Gultom MSIE.,Ph.D as my supervisior because he already and always give an advice, suggestion to make this Thesis perfect, to Prof. Dr.P. Siagian M.Pd, to Dr.E.Elvis Napitupulu and Mrs. Faiz Ahyaningsih S.Si, M.Si as the corrector which give an useful advice from the planning until the arrangement this Thesis. To Dr. W. Rajagukguk M.Pd as the academics instructor and all the instructor of Mathematics and Science Faculty of Medan. To Prof. Herbert Sipahutar, M.S.,M.Sc. as a coordinator of Bilingual Program.

And especially, I want to thank you to my beloved parents, my father and mother because their always give the motivation and always pray to me, to my brother Abdul Khaliq, to my Aunt, Nasiah S.Pd, and to M. Luthfi Fauzi as my brother, thank you for all of your help.

I say thank you to Mr. Paiman Sumardi S.Pd as The Headmaster of SMP Muhammadiyah 1 Medan and Mr. Samidi Yasma S.Ag, M.Pd. as the Mathematics

Teacher which always help during my research and all of staff in SMP Muhammadiyah 1 Medan .

I say thank you too my friend, Efrida Fitri, Yanti Rambe, Eva Puspita Sari, Emil Hani, Farah Diba, Siti Rafiah Rangkuti, Fatimah Nuriani Lubis, Misna Fitriani, and all of my friends at the Mathematics Bilingual Class 2008 which help during the studying at the State University of Medan until I finished this thesis.

I try to finish this thesis but I aware, there are many disadvantage from content and a language. So I hope an advice and critic to make this thesis more perfect than before. And at last I hope this Thesis have a big profit and benefit to the development of learning activities.

Medan, Juli 2012 Writer

Siti Rahmadani Nim. 408 111 098

iii

THE COMPARISON OF CONCEPTUAL UNDERSTANDING ABILITY OF STUDENTS USING CREATIVE PROBLEM SOLVING (CPS)

APPROACH AND PROBLEM BASED LEARNING (PBL) APPROACH ON QUADRILATERAL TOPIC IN VII

GRADE AT SMP MUHAMMADIYAH 1 MEDAN

Siti Rahmadani (NIM 408 111 098)

ABSTRACT

Type of this research is experiment research and has done at SMP Muhammadiyah 1 Medan which aims to know the improving of students’ conceptual understanding ability that taught by CPS approach and PBL approach

at quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan academic year 2011/2012.

Population in this research is all of students in VII grade of SMP Muhammadiyah 1 Medan academic year 2011/2012 that consist of four classes whereas it only took 50 students as a sample and divided by two classes. One class is first experiment class consist of 25 students have taught by CPS approach and the other is second experiment class consist of 25 students have taught by PBL approach. Instrument have used in this research is essay test consist of six questions and which has been validation tested

Result of research and hypothesis test is concluded, CPS approach can improve conceptual understanding ability of students in mathematics at

quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan academic year 2011/2012. This case proved from result of hypothesis test where tcalculation=18.92

> ttable=1.71. And PBL approach also can improve conceptual understanding

ability of students in mathematics at quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan SMP Muhammadiyah 1 Medan academic year 2011/2012. This case proved from result of hypothesis test where tcalculation=17.96

> ttable =1.71.

From result of research is also conclude The improving of students’

conceptual understanding ability in mathematics using creative problem solving (CPS) is better than problem based-learning (PBL) at quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan academic year 2011/2012. This case proved from result of hypothesis test where tcalculation=3.764 > ttable=2.012.

Base on improving of students’ conceptual understanding ability both of class so suggest to mathematics’ teacher can apply CPS and PBL approach in learning process, although in this research, CPS approach is better than PBL approach. But still consider advantage and disadvantage of that learning approach.

vi

Contents

Page

Validation Sheet i

Biography ii

Abstract iii

Foreword iv

Contents vi

List of Figure viii

List of Table ix

Appendixes x

CHAPTER I INTRODUCTION

1.1 Background of the Research 1.2 Identification of Problem 1.3 Scope of Problem

1.4 Research Question

1.5 Objective of the Research 1.6 Benefit of The Research 1.7 Operational Definition

1 1 5 5 5 6 6 7

CHAPTER II LITERATURE REVIEW

2.1 Mathematics Understanding Concepts 2.2 Creative Problem Solving (CPS)

2.2.1 Advantages and Disadvantages of Creative Problem Solving (CPS) approach

2.2.2 Steps of Creative Problem Solving (CPS) 2.3 Problem Based Learning (PBL)

2.3.1 Advantages and Disadvantages Problem Based Learning (PBL) Approach

2.3.2 Schema of Problem Based Learning Process 2.3.3 Steps of Problem Based Learning (PBL) 2.4 Quadrilaterals 8 8 11 15 16 17 19 20 20 21

vii

2.4.1 Rectangles 2.4.2 Squares

2.5 Relevance Research 2.6 Conceptual Framework 2.7 Research Hypothesis

21 22 22 23 26

CHAPTER III RESERCH METHOD

3.1 Place and Research Time

3.2 Population and Research Sample 3.2.1 Population Sample

3.2.2 Research Sample 3.3 Type of Research 3.4 Variable of Research

3.5 Method and research Design 3.6 Research Steps

3.6.1 Schema of Research Procedures 3.7 Data Collection Techniques 3.7.1 Research Instrument

3.7.1.1 Instrument Test

3.7.2 Validity of Instrument test 3.7.3 Reliability of Instrument test 3.8 Data Analysis Techniques 3.8.1 Normality Test

3.8.2 Homogeneity Test

3.8.3 Score Gain Data Analysis 3.8.4 Research ‘s Hypothesis Test

27 27 27 27 27 28 28 28 29 31 31 31 32 32 34 35 36 36 37 37

CHAPTER IV RESULTS AND DISCUSSION

4.1 Description of Results

4.1.1 Value of Pre Test in First Experiment and Second Experiment 4.1.2 Value of Post Test in First Experiment and Second Experiment 4.1.3 Gain of First and Second Experiment Class

41 41 41 42 42

viii

4.2 Analysis of Research Result 4.2.1 Normality Test

4.2.2 Homogeneity test 4.2.3 Hypothesis test

4.3 Discussion of Research Result

44 43 46 47 48

CHAPTER V CONCLUSSION AND SUGGESTION

5.1 Conclusion 5.2 Suggestion

52 52 52

REFERENCES 54

x

LIST OF TABLE

Table 2.1 Comparison of Instrumental Understanding and Relational Understanding

Page 10

Table 2.2 The Osborne-Parnes Creative Problem Solving Process 13 Table 2.3 Teacher’s Role in CPS Approach 16 Table 2.4 Teacher’s Role in PBL Approach 20 Table 3.1 Students’ Amount Particularly 27 Table 3.2 Research Design 29 Table 3.3 Coefficient of Pearson Moment Correlation 34 Table 4.1 Pre test Data First and second experiment Class 41 Table 4.2 Post test Data in Class of First Experiment and Class of

Second Experiment

42

Table 4.3 Gain of First and Second Experiment Classes 42 Table 4.4 Data Summary of Normality Test 44 Table 4.5 Data of Homogeneity Test 46 Table 4.6 The Result of Hypothesis Testing 48

1

CHAPTER I INTRODUCTION

1.1Background of the Research

Mathematics provides a powerful means for understanding and analyzing the world. Mathematic help people to insight and give idea about the world in systematic ways with describing and representing quantities, shapes, space, and patterns. Some of these mathematical systems become a fundamental part of

people’s life. For example, counting systems and methods of measurement which

they may not recognize the complexity of the ideas underpinning them. (Christoper,T. 2009:21) In fact, the mathematical ideas are suitable for everyone and every grade to reveal a surprising intricacy and complexity when they are examined in depth.

Mathematics called as a queen of science. It means mathematics is a main key of other sciences. Mathematics is also basic sciences that have a main action in developmental of science and technology. Therefore, dominated and made technologies in the future needed mastery of mathematics early. Mathematics is one of subject matter that should be given to students in every level of education.

The same thing is expressed in the content of standards for primary education and secondary mathematics units in Minister of Educational Number 22 Year 2006 May 23rd 2006 about manual standards (Gumilar, 2010) has stated that mathematics subject matter should be given to all students begin at primary education to equip students with the logical ability, analytical ability, systematical ability, critical ability and creative ability as well as cooperate ability.

The function of mathematics is as a tool, paradigm, and science or knowledge (Kilpatrick,J. 1998:79). Mathematics is learned by formal education has an important role for students as knowledge equipped to make their paradigm. By learning mathematic expected that: 1) students can calculate and does the other calculate 2) students have pre requirement to study the others 3) calculation

2

became more simply and practice 4) students expected become a diligent, critic, logic and be a responsible person in solving a problem (Ruseffendi, 2006 : 208 ).

The statement above tells how important mathematics in daily life. However, in real life students still and maybe always make assumption mathematics is difficult and less favorite. They do not realize the actual learning objectives to the future. Generally for children, mathematics is exact science constitute aversion lesson. Most of students said that mathematics is a difficult lesson to understand because base on their opinion formula and definition in mathematics too much. So that not a few students do not prepare the material will be studied before.

There are some problems which make mathematic is too difficult to understand for students: 1) conceptual understanding ability of students in mathematics is low 2) the student has low a logical mind to link one problem to other problems in mathematics way 3) learning approach is not enough to give chance for student to expand their self potential 4) student’s opinion always thinks mathematic is difficult (Yusefendi,2010).

Meanwhile, one of the basic ability should be reached in mathematics is conceptual understanding ability, that also one of aim in learning mathematics in the school. In KTSP manual (Depdiknas, 2006) is:

Siswa mampu memahami konsep matematika, menjelaskan keterkaitan antara konsep dan mengaplikasikan konsep atau algoritma secara luwes, akurat, efisien, dan tepat dalam pemecahan masalah.

From the statement above students must be able to understand mathematical concepts, explain the link between the concept and apply the concept or algorithm is flexible, accurate, efficient, and appropriately in problem solving.

In fact, students still haven’t good ability to understand concept of

mathematics. The other also showed if students have a mathematics problem that needed high thinking and logical reasoning, students feel difficult to do it. This is caused by students only learning mathematics in algorithm and calculation concept without emphasis in conceptual understanding, so the consequent of that students only able to solve routine problems. If students really understanding concept. However the type of question, students will be able to solve it.

3

Quadrilateral is one of the sub topics in mathematics that are closely related to daily life. This can facilitate student active to construct their own concept and also fun. It is not easy thing to realize students discover and construct their own concept of quadrilateral through experience, then concluded in a common formula. But if not done at all, there will be no change in learning practices that aim to enhance students' cognitive development, conceptual understanding and creativity. Thus required an effort to locate, establish and develop appropriate learning activity and accordance with the conditions of student learning, that is active, creative, effective and fun.

One of effort can be done to solve problem is selecting learning strategies, approach, model, or effective learning method to teach mathematics and expected mathematics concept can be understood by students is better. One of key in learning mathematical successfully is creativity and innovation of teacher in learning.

To improve students conceptual understanding in mathematics needed a learning that can explore a problem so it can show understanding reached from the problem. So students can explain relevance between concept and application of concept or algorithm in flexible, accurate efficient and precise. Two of many approaches in learning to improve conceptual understanding ability in mathematics are Creative Problem Solving (CPS) and Problem Based Learning (PBL).

Creative Problem Solving (CPS) is represent process dimensions in a natural, rather than in a contrived way, undergo a transformation from a prescriptive to a descriptive approach, become more flexible and responsive to task, contextual, personal, methodological and meta-cognitive consideration.CPS make the concept is more dynamic and interactive. In CPS, students become more skilled, a more dynamic approach becomes possible because they have internalized the procedures (Karen,L.2004._{http://www.uh.edu/).}

The main component of CPS is conceptual understanding which includes a systematic effort to define, construct, or formulate a concept from problem. That

4

can be seen by steps in CPS. The steps are clarification of the problem, brainstorming, evaluation/selection and implementation.

CPS offers a unique opportunity to bridge practical application with conceptual and theoretical problems.Creative Problem Solving (CPS) is a learning approach has concerned in conceptual understanding to train problem solving skills. Students are directed to use mathematics conceptual understanding to solve simple or complex problem. So that students are accustomed to communicate their ideas, critical thinking, systematic and logical thinking and interact with others. Not only memorize without thinking. In CPS, learning is not only memorized but

also experience. So that students’ conceptual ability in mathematics will increase.

Problem-based learning (PBL) also has been advocated as an alternative, more progressive model to instruction and one that is premised on offering opportunities for exercising understanding, creativity and for its development (Tan, 2009:19). Problem-based learning is focused, experiential learning (minds-on, hands-on) organized around the investigation and resolution of messy, real-world problems (Torp, 2002: 15). PBL can be used holistically to cater to curiosity, inquiry, self-directed learning and collaborative learning. Such key ideas as design of problems, design of learning environments, coaching and facilitation techniques, implementation models and assessment in PBL are addressed (Tan, 2003:5).

PBL can make students have systematical idea from problem fact tomake connections through reflection; articulation and can develop cognitive connection.

So students’ conceptual understanding could be built systematically.

CPS and PBL approach provides authentic experiences that foster active learning, support knowledge construction, and naturally integrate in school learning and real life. Students are engaged problem solvers, identifying root of problem and conditions needed for a good solution, pursuing meaning and understanding, and becoming self-directed learners.

Characteristic of CPS and PBL refers to constructivism learning ideology, where learning is active process to develop its knowledge. By using CPS and PBL approach to improve conceptual understanding in mathematics,

5

students not only accept information from teacher, because in this case teacher as a motivator and facilitator to give instruction and make students get actively in learning process. Learning process begin from problem relate to concept of study.

Based on the explanation above, so researcher has interest to make research about “The Comparison of Conceptual Understanding Ability of Students Using Creative Problem Solving (CPS) Approach and problem Based Learning (PBL) Approach on Quadrilateral Topic in VII Grade at SMP Muhammadiyah 1 Medan”.

1.2Identification of Problems

Based on background above, the problems of this research is:

Students have low ability in mathematics’ conceptual understanding in

quadrilateral topic.

Students’ conceptual understanding in quadrilateral topic still in level of

instrumental understanding.

Learning quadrilateral still oriented to teacher.

Learning approach seldom applied by the teacher in the school.

1.3Scope of Problem

Based on identification of the problems above, the scope of problem in

this research is mathematics’ conceptual understanding ability of students. The

learning material of this research is quadrilaterals and the sub material is rectangles and squares on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012.

1.4Research Question

Based on the background and identification of problem above, the research questions are:

1. Is CPS approach can improve conceptual understanding ability of students in mathematics on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012?

6

2. Is PBL approach can improve conceptual understanding ability of students in mathematics on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012?

3. Is the difference of students’ conceptual understanding ability in mathematics using creative problem solving (CPS) better than problem based-learning (PBL) on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan

academic year 2011/2012?

1.5Objective of the Research

The objective of this research is:

1. To find out the improving of conceptual understanding ability of students in mathematics by creative problem solving (CPS) on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012.

2. To find out the improving of conceptual understanding ability of students in mathematics by problem based learning (PBL) on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012.

3. To find out the difference students’ conceptual understanding ability in mathematics using creative problem solving (CPS) is better than problem based-learning (PBL) on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012.

1.6Benefit of The Research

1. For students, as an effort to improve students’ conceptual understanding

ability in mathematics.

2. For teacher, input or suggestion of teacher to improve mathematics learning quality in school.

3. For institution, the learning equipment document can be useful as information at the university and then as a reference to another teacher in learning process in the school. It is also can be used as an information to the next research. 4. For researcher, as an input and science stock for researcher in learning

7

1.7Operational Definition

To avoid the difference understanding, there are some terminology that used and to make more easy to explain. So there are some terminologies:

1. Conceptual Understanding in mathematics is the students' skill in knowing, interpreting, and concluding a mathematical concept based on the formation of its own knowledge, not just memorize.

2. Creative Problem Solving (CPS) is learning approach has concerned in conceptual understanding to train problem solving skills, that followed by creativity reinforcement. CPS approaches have 4 phases, they are: (1) Clarification (2) Brainstorming (3) Evaluation and Selection (4) Implementation is applying the temporary solution of steps has been involved and doing in a large application as a strategic of problem solving.

3. Problem Based Learning (PBL) is an approach educational methodology that emphasizes real-world challenges, higher order thinking skills, interdisciplinary learning, independent learning, information-mining skills, and teamwork also communication skills.

52

CHAPTER V

CONCLUSION AND SUGGESTION 1.1Conclusion

Base on result of research which had from data analysis had some conclusion, those are:

1. Conceptual Understanding in mathematics of students in quadrilateral topic has taught by CPS approach have mean 74.72 and average of gain 42.68. By testing hypothesis using t-testing, can be concluded that CPS approach can improve conceptual understanding ability of students in mathematics at

quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan academic year 2011/2012.

2. Conceptual Understanding in mathematics of students in quadrilateral topic has taught by PBL approach have mean 64.72 and average of gain 31.88. By testing hypothesis using t-testing, can be concluded that PBL approach can improve conceptual understanding ability of students in mathematics at

quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan academic year 2011/2012.

3. The improving of students’ conceptual understanding ability in mathematics using creative problem solving (CPS) is better than problem based-learning (PBL) at quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan

academic year 2011/2012.

1.2Suggestion

Base on result of this research so suggestion that can be given:

1. For mathematics teacher, can make CPS approach or PBL approach as two of many alternative to choose learning approach to improve conceptual understanding of students in mathematics.

2. For mathematics teacher, can make students become familiarize with daily problem so students can explore their conceptual understanding from problem and can develop their thinking so their conceptual understanding became in level of relational understanding.

53

3. For next researcher to do same research but in different learning material or in different grade so result of research can useful to improve education especially in mathematics education.

can be seen by steps in CPS. The steps are clarification of the problem, brainstorming, evaluation/selection and implementation.

CPS offers a unique opportunity to bridge practical application with conceptual and theoretical problems.Creative Problem Solving (CPS) is a learning approach has concerned in conceptual understanding to train problem solving skills. Students are directed to use mathematics conceptual understanding to solve simple or complex problem. So that students are accustomed to communicate their ideas, critical thinking, systematic and logical thinking and interact with others. Not only memorize without thinking. In CPS, learning is not only memorized but also experience. So that students’ conceptual ability in mathematics will increase.

Problem-based learning (PBL) also has been advocated as an alternative, more progressive model to instruction and one that is premised on offering opportunities for exercising understanding, creativity and for its development (Tan, 2009:19). Problem-based learning is focused, experiential learning (minds-on, hands-on) organized around the investigation and resolution of messy, real-world problems (Torp, 2002: 15). PBL can be used holistically to cater to curiosity, inquiry, self-directed learning and collaborative learning. Such key ideas as design of problems, design of learning environments, coaching and facilitation techniques, implementation models and assessment in PBL are addressed (Tan, 2003:5).

PBL can make students have systematical idea from problem fact tomake connections through reflection; articulation and can develop cognitive connection. So students’ conceptual understanding could be built systematically.

CPS and PBL approach provides authentic experiences that foster active learning, support knowledge construction, and naturally integrate in school learning and real life. Students are engaged problem solvers, identifying root of problem and conditions needed for a good solution, pursuing meaning and understanding, and becoming self-directed learners.

Characteristic of CPS and PBL refers to constructivism learning ideology, where learning is active process to develop its knowledge. By using CPS and PBL approach to improve conceptual understanding in mathematics,

students not only accept information from teacher, because in this case teacher as a motivator and facilitator to give instruction and make students get actively in learning process. Learning process begin from problem relate to concept of study.

Based on the explanation above, so researcher has interest to make research about “The Comparison of Conceptual Understanding Ability of Students Using Creative Problem Solving (CPS) Approach and problem Based Learning (PBL) Approach on Quadrilateral Topic in VII Grade at SMP Muhammadiyah 1 Medan”.

1.2Identification of Problems

Based on background above, the problems of this research is:

Students have low ability in mathematics’ conceptual understanding in quadrilateral topic.

Students’ conceptual understanding in quadrilateral topic still in level of instrumental understanding.

Learning quadrilateral still oriented to teacher.

Learning approach seldom applied by the teacher in the school.

1.3Scope of Problem

Based on identification of the problems above, the scope of problem in this research is mathematics’ conceptual understanding ability of students. The learning material of this research is quadrilaterals and the sub material is rectangles and squares on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012.

1.4Research Question

Based on the background and identification of problem above, the research questions are:

1. Is CPS approach can improve conceptual understanding ability of students in mathematics on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012?

2. Is PBL approach can improve conceptual understanding ability of students in mathematics on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012?

3. Is the difference of students’ conceptual understanding ability in mathematics using creative problem solving (CPS) better than problem based-learning (PBL) on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012?

1.5Objective of the Research

The objective of this research is:

1. To find out the improving of conceptual understanding ability of students in mathematics by creative problem solving (CPS) on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012.

2. To find out the improving of conceptual understanding ability of students in mathematics by problem based learning (PBL) on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012.

3. To find out the difference students’ conceptual understanding ability in mathematics using creative problem solving (CPS) is better than problem based-learning (PBL) on quadrilateral topic in VII grade at SMP Muhammadiyah 1 Medan academic year 2011/2012.

1.6Benefit of The Research

1. For students, as an effort to improve students’ conceptual understanding ability in mathematics.

2. For teacher, input or suggestion of teacher to improve mathematics learning quality in school.

3. For institution, the learning equipment document can be useful as information at the university and then as a reference to another teacher in learning process in the school. It is also can be used as an information to the next research. 4. For researcher, as an input and science stock for researcher in learning

1.7Operational Definition

To avoid the difference understanding, there are some terminology that used and to make more easy to explain. So there are some terminologies:

1. Conceptual Understanding in mathematics is the students' skill in knowing, interpreting, and concluding a mathematical concept based on the formation of its own knowledge, not just memorize.

2. Creative Problem Solving (CPS) is learning approach has concerned in conceptual understanding to train problem solving skills, that followed by creativity reinforcement. CPS approaches have 4 phases, they are: (1) Clarification (2) Brainstorming (3) Evaluation and Selection (4) Implementation is applying the temporary solution of steps has been involved and doing in a large application as a strategic of problem solving.

3. Problem Based Learning (PBL) is an approach educational methodology that emphasizes real-world challenges, higher order thinking skills, interdisciplinary learning, independent learning, information-mining skills, and teamwork also communication skills.

CHAPTER V

CONCLUSION AND SUGGESTION 1.1Conclusion

Base on result of research which had from data analysis had some conclusion, those are:

1. Conceptual Understanding in mathematics of students in quadrilateral topic has taught by CPS approach have mean 74.72 and average of gain 42.68. By testing hypothesis using t-testing, can be concluded that CPS approach can improve conceptual understanding ability of students in mathematics at

quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan academic

year 2011/2012.

2. Conceptual Understanding in mathematics of students in quadrilateral topic has taught by PBL approach have mean 64.72 and average of gain 31.88. By testing hypothesis using t-testing, can be concluded that PBL approach can improve conceptual understanding ability of students in mathematics at

quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan academic

year 2011/2012.

3. The improving of students’ conceptual understanding ability in mathematics

using creative problem solving (CPS) is better than problem based-learning (PBL) at quadrilaterals’ topic in VII grade of SMP Muhammadiyah 1 Medan academic year 2011/2012.

1.2Suggestion

Base on result of this research so suggestion that can be given:

1. For mathematics teacher, can make CPS approach or PBL approach as two of many alternative to choose learning approach to improve conceptual understanding of students in mathematics.

2. For mathematics teacher, can make students become familiarize with daily problem so students can explore their conceptual understanding from problem and can develop their thinking so their conceptual understanding became in level of relational understanding.

3. For next researcher to do same research but in different learning material or in different grade so result of research can useful to improve education especially in mathematics education.