THE EFFECT OF PROBLEM BASED LEARNING MODEL ON CRITICAL THINKING ABILITY OF STUDENTS IN DYNAMIC FLUID CLASS XI MIA SMA NEGERI 2 BALIGE ACADEMIC YEAR 2014/ 2015.
THE EFFECT OF PROBLEM BASED LEARNING MODEL ON
CRITICAL THINKING ABILITY OF STUDENTS IN
DYNAMIC FLUID CLASS XI MIA SMA
NEGERI 2 BALIGE ACADEMIC
YEAR 2014/2015
By:
Afriany Vitaloka
ID Number. 4113121003
Bilingual Physics Education Study Program
THESIS
Submitted to Acquire Eligible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
iv
PREFACE
The authors say the praise and gratitude to Jesus Christ, for all the graces
and blessings that provide health and wisdom to the author that this study can be
completed properly in accordance with the planned time.
Thesis entitled “The effect of Problem Based Learning Model on Critical
Thinking Ability of Students in Dynamic Fluid Class XI MIA SMA Negeri 2
Balige Academic Year 2014/ 2015”, prepared to obtain a Bachelor’s degree
Physics Education, Faculty of Mathematics and Natural Science State University
of Medan.
Thank you so much to Dr. Ridwan Abdullah Sani, M.Si as thesis
supervisors who has provided guidance and suggestion to the author since the
beginning of the study until the completion of this thesis writing. Thanks also to
Drs. Abdul Hakim, M.Si; Prof. Dr. Sahyar, MS., M.M; Drs. Pintor Simamora,
M.Si, who have provided suggestions from the research plan to complete the
preparation of this thesis. Thanks also to Prof. Drs. Motlan, M.Sc., Ph.D as Dean
of FMIPA and Prof. Dr. rer. nat. Binari Manurung, M.Si as Coordinator of
Bilingual Program and Alkhafi Maas Siregar as Head of Physics Department and
also the entire Lecturer and Staff in Physics Department FMIPA UNIMED who
helped the author. Appreciation were also presented to Headmaster and all teacher
in SMA Negeri 2 Balige especially for Parlindungan sihombing, S.Si who have
helped during this research.
Special Gratefully to my beloved father Togi Siburian, S.Pd and beloved
mother Nelly Sihombing for grow me up and educate me in this life and also my
brothers Superdy Siburian, Bonar Rayvaldo Siburian and Vito Yolanda Siburian,
and all family who have prayed and gave me encouragement to complete my
study. I also would like to thanks to all my friends in Bilingual Physics Class 2011
Theresa, Agnes, Elmina, Nancy, Uncle Jonni, Vini, Yohana, Evi, Mia, Iis, Kristin,
Lia, Tresia, Nurul, Mustofa, Tyan, Partogi, Putri, Zehan, Meilita, Yenni, and
iv
Guruh who have helped, prayed and gave supported to author. And all my friends
at PPLT 2014 in SMA N2 Balige especially for Trendsetter Room and all of
students SMA N2 Balige 23rd Gen Invictusion, XI MIA 4-5, Nebula Class and
Fatsco Class. I also would to thanks to Kak Fitri, Kak Dahlia, Soli, Tika, Ruth,
Evi, Pia and Sefti who have helped and gave supported to author. I also would
like to thanks to my best friends Que Sera-Sera and Cristopher Pangihutan
Napitupulu, S.E for every pray and support to the author. And all whom I can’t
tell one by one here, who helped and gave supported during my study.
The author has endeavored to as to much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, than the authors welcome any suggestion and constructive criticism
from readers for this thesis perfectly. The authors hope the contents of this thesis
would be useful in enriching the repertoire of knowledge.
Medan, June 23rd 2015
Author,
Afriany Vitaloka
iii
THE EFFECT OF PROBLEM BASED LEARNING MODEL ON
CRITICAL THINKING ABILITY OF STUDENTS IN
DYNAMIC FLUID CLASS XI MIA SMA
NEGERI 2 BALIGE ACADEMIC
YEAR 2014/2015
AFRIANY VITALOKA (4113121003)
ABSTRACT
The objectives of this research are: Analyzing how critical thinking ability
of students that learn using Problem Based Learning and Direct Instructional
Model in dynamic fluid and Analyzing is it critical thinking ability of students
that learn using problem based learning model is better than direct instructional
model in dynamic fluid in SMA Negeri 2 Balige Class XI MIA Academic Year
2014/ 2015. The type of research was Quasi-experiment with the population is all
of students in plus class XI MIA in even semester in SMA Negeri 2 Balige which
consists of 3 classes. Sample of this research was obtained by technique cluster
random sampling. The sample is XI MIA 1 as the experimental class taught by
Problem Based Learning Model and XI MIA 3 as the control class taught by
Direct Instructional Model. The research instrument has 6 questions in essay type,
the instruments tested validated. In this research obtained the average value of
post test in experimental higher than control class. In hypothesis testing t count >
t table at significant level α = 0.05. So, can be concluded that the critical thinking
ability of students in experimental class better than in control class. Ha was
accepted or has effect of Problem Based Learning Model on Critical Thinking
Ability of Students in Dynamic Fluid Class XI MIA SMA Negeri 2 Balige
Academic Year 2014/ 2015.
Key word: Problem Based Learning, Critical thinking ability.
vi
CONTENTS
Page
Ratification Sheet
i
Biography
ii
Abstract
iii
Preface
iv
Table of Contents
vi
List of Tables
ix
List of Figures
x
List of Appendixes
xi
CHAPTER I INTRODUCTION
1.1 Background
1
1.2 Identification of Problem
4
1.3 Limitation of Problem
4
1.4 Problem Formulation
5
1.5 Research Objective
5
1.6 Benefit of Research
5
CHAPTER II LITERATURE REVIEW
2.1 Theoretical Framework
2.1.1 Definition of Learning
7
2.1.2 Learning Model
7
2.1.3 Problem Based Learning Model
2.1.3.1 Definition of Problem Based Learning Model
8
2.1.3.2 Syntax of Problem Based Learning Model
9
2.1.3.3 Characteristics of Problem Based Learning Model
9
2.1.3.4 Benefit of Problem Based Learning Model
11
2.1.4 Direct Instruction Model
2.2 Critical Thinking Skill
12
vii
2.2.1 Definition of Critical Thinking
14
2.2.2 Holistic assessment of Critical Thinking
20
2.2.3 Critical Thinking Rubrics
21
2.3 Subject Matter
22
2.4 Journal and Article Explanation
30
2.4 Conceptual Framework
32
2.5 Hypothesis
34
CHAPTER III RESEARCH METODOLOGY
3.1 Location and Time Research
35
3.2 Population and Samples of Research
35
3.3 Research Variable
35
3.4 Operational Definition
35
3.5 Method and Design of Research
3.5.1 Research Method
36
3.5.2 Research Design
36
3.6 Research Procedure
37
3.7 Research Instrument
39
3.8 Validity Test
41
3.9 Data Analysis Technique
41
3.10 Normality Test
42
3.11 Homogeneity Test
42
3.12 Hypothesis Test
3.12.1 Pretest ability test
43
3.12.2 Posttest ability test
44
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1 Research Result
4.1.1 Pretest Score of Students
48
4.1.2 Post test Score of Students
49
4.2 Data Analysis
viii
4.2.1 Normality Test
50
4.2.2 Homogeneity Test
50
4.2.3 Hypothesis Test
51
4.3 Discussion
53
4.4. Research Findings
66
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion
67
5.2 Suggestion
68
REFERENCE
69
APPENDIX
ix
LIST OF TABLE
Table 2.1
Syntax Problem Based Learning Model
9
Table 2.2
Syntax of Direct Instruction Model
13
Table 2.3
Indicator of Critical Thinking Skills according to Angelo
15
Table 2.4
Indicator of Critical Thinking Skills according to Ennis
18
Table 2.5
Critical Thinking Rubric
21
Table 2.5
Journal and Article Explanation
30
Table 3.1
Design of the Research
37
Table 3.2
Grille test of Critical thinking ability
39
Table 3.3
Categories of Critical thinking level
40
Table 4.1
Statistic Pretest and Post test Score
46
Table 4.2
Avarage Value for Each Indicator of Critical Thinking
46
Table 4.3
Statistic Pretest in Experimental and Control Class
48
Table 4.4
Statistic Post Test in Experimental and Control Class
49
Table 4.5
Normality test of Experiment and Control class
50
Table 4.6
Homogeneity Test of Pretest Data
50
Table 4.7
t-Test Summary
51
Table 4.8
Grouping of Pretest and Post test value of critical thinking
ability of students in Experimental Class
Table 4.9
51
Grouping of Pretest and Post test value of critical thinking
ability of students in Control Class
52
xi
APENDIX LIST
Appendix 1
Lesson Plan for Experiment class
70
Appendix 2
Worksheet
84
Appendix 3
Lesson Plan for Control class
91
Appendix 4
Discussion
103
Appendix 5
Essay Test Question
105
Appendix 6
Answering of Essay Test Question
107
Appendix 7
Instrument of Content Validation
112
Appendix 8
Data Pretest and Post test Experiment and Control Class
115
Appendix 9
Gain of Critical Thinking Ability of Experiment and
Control Class
119
Appendix 10 Procedure of Statistic Calculation
121
Appendix 11 Documentation of Research
133
Appendix 12 List of critical value for Liliefors
137
Appendix 13 List of area under normal curve 0 to z
138
Appendix 14 List of percentile value for distribution t
139
Appendix 11 List of percentile value for distribution F
140
CHAPTER I
INTRODUCTION
1.1. Background
Physics is one of the branches of Natural Sciences, which is a science that
studies the phenomena of nature and interaction in it. Physics is one of the
important lessons for students. It is listed in the function and purpose of physics
subject in high school that the subjects of physics are: (Depdiknas, 2006)
i) Resting beauty and order of nature to increase confidence in God
Almighty, ii) Fostering scientific attitude which include; honest and
objective about the data, open to accept an opinion based on specific
evidence, critical of the scientific statement, and can cooperate with
others, iii) Give the experience to be able to propose and test
hypotheses through experiments; designing and assembling instrument
experiments, collect, process, and interpret data, prepare reports, and
communicate the results of an experiment in writing and orally, iv)
Develop the ability to think analytically inductive and deductive using
the concepts and principles of physics to explain natural events and
resolve the problem well both qualitatively and quantitatively, v)
Knowing the knowledge, concepts and principles of physics, as well
as having the knowledge, skills and scientific attitude.
From the explanation above, it is clear that the implementation of the physics
subjects in high school is to develop and train students to master the knowledge,
concepts and principles of physics, has scientific skills and critical thinking skills.
One problem facing our education is the weakness of learning process.
Student didn’t encouraged to develop their thinking ability in learning process.
Learning process in class toward to the ability of students to memories the
information; Student’s brain forced to remembering and be piled up on the
information without demand to understanding the information to relate it to daily
life. Finally, when students graduate from school, they clever as theoretically, but
poor the application (Sanjaya, 2006: 1). According to data reported by TIMMS
(Trends International Mathematics and Science Study) Indonesian student
achievement in Southeast Asia is very low. The results of TIMSS 2011, ranked
Indonesian children occupied position 40 of the 42 countries for science
achievement. On average science achievement scores in a row 406, still
1
2
significantly below the international average score. This shows that the output of
education in Indonesia has not reached the maximum results, where it also shows
that not maximal students' understanding of the concepts being taught.
Application of the learning process in Indonesia is less encouraging the
achievement of critical thinking skills. Learning process in the classroom directed
to the student's ability to memorize information. Though the critical thinking skill
is one of the authorized capital or intellectual capital is very important for
everyone and is a fundamental part of human maturity. Therefore, the
development of critical thinking skills become very important for students at
every level of education. Two factors cause the development of critical thinking
abilities decrease is curriculum is generally designed with a target of extensive
material so that teachers more focus on completion of teaching materials and lack
of understanding of the learning method that can improve critical thinking
abilities.
According to Richard Paul (Fisher, 2001: 7), Critical thinking is that mode
of thinking–about any subject, content, or problem–in which the thinker improves
the quality of his or her thinking by skillfully analyzing, assessing, and
reconstructing it. Critical thinking is self–directed, self–disciplined, self–
monitored, and self–corrective thinking. It presupposes assent to rigorous
standards of excellence and mindful command of their use. It entails effective
communication and problem-solving abilities, as well as a commitment to
overcome our native egocentrism and sociocentrism. The process of critical
thinking skills is inseparable from the understanding student’s concept. To be able
to think critically, students should have an understanding of a particular concept
so that a good understanding of the concepts will support students' critical
thinking abilities. Learning that stimulate critical thinking skill will increase the
learning outcomes of students like understanding the matter or concept mastery.
Therefore some efforts do to develop critical thinking or using critical thinking
learning to develop learning outcome. Learning outcome and this skill is related
one to others.
3
Based on observations by the author in SMA Negeri 2 Balige when
Integrated Field Experience Program, when teaching and learning process,
teachers were more frequent use of direct teaching models with explaining the
subject matter, followed by giving examples that relate to the material, giving
exercises and the latter giving the task to the students continued to work at home
so that students learn physics oriented with practical formulas for directly solving
the physics problems and less attention to the concepts of physics that exist in the
problem. Learning models like this if it persists continuously can cause the
perceived student learning less challenging and seem boring. Potential, creativity
and ability that exist in every student also will not grow optimally in particular the
ability to encourage students to think critically in understanding the phenomena of
nature, or the application of the physics lesson.
One of the solutions to develop the critical thinking abilities of student is
by using problem based learning model. Problem based learning model is a model
of learning that is relevant to the physics lesson. In principle of Problem based
learning model, students themselves who are actively searching for answers to the
problems set by the teacher. In this case the teacher more as a mediator and
facilitator to assist students in constructing their knowledge effectively. Problembased learning model is believed to be potentially empower critical thinking
abilities. Students are given the challenge of the real-life problems associated with
physical material presented. So that students are more aware of the concept of
physics that deals with everyday life.
Model of problem-based learning is an instructional model that presents a
contextual problem that stimulate learners to learn. Learners who learn to solve a
problem then they will apply their knowledge or trying to find the necessary
knowledge. Learning can be more meaningful and can be expanded when learners
are dealing with a situation in which the concept is applied and PBL models can
also improve the ability of critical thinking, fosters initiative learners in work,
internal motivation to learn. The success learning based on solving problem have
high transfer value, and have retention level it means student have long term
memory. So that benefit of learning outcomes that be reached by learning based
4
on problem is higher than learning by conventional learning process. Learning
based on problem courage student to the optimal learning activities, effort to
knowing the solution of the problem, learning like that enable student reach high
understanding to what student learn. Beside it, learning process emphasize to the
scientific thinking principle, critical and analytical thinking (Sumiati & Asra,
2013: 57).
Based on the background described above, the researchers interested in
conducting research entitled " The Effect of Problem Based Learning Model on
Critical Thinking Ability of Students in Dynamic Fluid Class XI MIA at
SMA 2 Balige Academic Year 2014/2015 ".
1.2. Identification of Problem
Based on the background of the problems that have been mentioned above,
can be identified some problems related to physics, as follows:
1. Low critical thinking abilities of students in physics lesson
2. Students are accustomed to studying Physics with oriented practical formulas
in solving physics problems directly and less attention to the concepts of
physics that exist in the problem
3. Students assume Physics is a subject that is less challenging and seem boring
1.3. Limitation Problem
Problems that developed in this paper should be limited to be more
focused and provide a clear picture of the issues that will be reviewed. In
accordance with the identification of the problem, limit the problem in this paper
is as follows:
1. Learning model used is a Problem Based Learning Model in Experimental
class and Direct Instructional Model in Control Class.
2. Conducted to determine the effect of Problem Based Learning Model on
Critical Thinking Ability of students.
5
1.4. Problem Formulation
Based on the background, identify problems, and limitation issues, the
research problem can be formulation as follows:
1.
How student’s critical thinking ability that learn using problem based learning
model?
2.
How student’s critical thinking ability that learn using Direct instructional
model?
3.
Does the students critical thinking ability in Dynamic Fluid that learning by
problem based learning is better than direct instructional model in Class XI
MIA SMA Negeri 2 Balige Academic Year 2014/ 2015?
1.5. Research Objective
The objective of this research are:
1.
Analyzing how students' critical thinking ability that learn using problem
based learning model.
2.
Analyzing how student’s critical thinking ability that learn using Direct
instructional model.
3.
Analyzing is it critical thinking ability of students that learn using problem
based learning model is better than direct instructional model
1.6. Benefits of Research
The results of this study are expected to provide benefits to various parties,
including the:
1.
For Students, is expected to train students to develop thinking critically in the
learning process of Physics
2.
For Teachers, is expected to be an alternative model of learning and reference
in improving students' critical thinking abilities in the process of learning
physics.
3.
For Schools, expected as resources need to design the learning system with
the model of Problem Based Learning as an effort to improve students'
critical thinking abilities in Physics.
6
4.
Researches hereinafter, the expected results of this study can be used as a
reference or consideration for doing research on the same topic in the future.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on research result and data collection, can be concluded that:
1. Critical thinking ability of students in experimental class after taught by using
Problem Based Learning Model was increase and has average value 82.
2. Critical thinking ability of students in control class after taught by using
Direct Instructional Model also increase and has average value 76.
3. Increasing of Critical thinking ability of students that taught by using
Problem Based Learning Model is better than taught by Direct Instructional
model.
5.2 Suggestion
According to the data of critical thinking ability of students and the
experience of author when applying the Problem Based Learning Model in class,
so the author gives suggestion as below:
1. Learning with Problem Based Learning model requires considerable time
2. Teacher can make the Problem Based Learning Model as an alternative in
physics learning so as to improve students' critical thinking ability, so that
learning goals easily achieved.
67
REFERENCE
Achmad, A. 2007. Artikel Memahami Berpikir Kritis. Bandung; Could be access
on
http://journal.um.ac.id/index.php/pendidikandanpembelajaran/article/
viewArticle/2611.
Arends, R. I. 2012. Learning to Teach 9th Edition. New York: Mc. Graw Hill
Companies, Inc.
Arends, R. I & Ann K. 2012. Teaching for Student Learning Becoming an
Accomplished Teacher. New York: Taylor & Francis or Routledge’s
Collection.
Arikunto, S. 2006. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara
Bassham, G et all. 2011. Critical Thinking A student’s Introduction 4th Edition.
New York: Mc Graw-Hill Companies, Inc.
Budiningsih, A. 2012. Belajar dan Pembelajaran. Jakarta: PT. Rineka Cipta.
Cutnell, J.D, and Johnson. 2001. Physics 5th Edition. New Delhi: John Willey &
Sons.
Depdiknas. 2006. Could be access on http://wwwpojokfisikauniflor.blogspot.com
/2011/03/tujuan-mata-pelajaran-fisika-sma.html (Access on December 16,
2014).
Ennis, R. H. 1993. Critical Thinking Assessment Volume 32 Number 3 Summer
1993. The Ohio State University; Could be access on http://www.
criticalthinking.net/EnnisStreamConc1991%20LowRes.pdf.
Ennis, R. 1991. Critical Thinking: A streamlined Conception. University of
Illinois.
Fisher, A. 2001. Critical Thinking An Introduction. UK: Cambridge University
Press.
Hewitt, P. G. 2006. Conceptual Physics 10th Edition. City College of San
Fransisco: Pearson Addison-Wesley.
Kanginan, M. 2006. Fisika Untuk SMA Kelas XI. Jakarta: Erlangga.
68
69
Masek, A & Sulaiman Y. 2011. The Effect of Problem Based Learning on Critical
Thinking Ability: A theoretical and Empirical Review Vol.2 No.1.
Malaysia: University of Tun Hussein Onn Malaysia.
Nazir, M. Z. 2010. Problem-Based Learning on Student’s Critical Thinking Skills
in Teaching Business Education in Malaysia: A Literature Review,
American Journal of Business Education Volume 3 Number 6. Malaysia:
University of Strathcylde UK.
Ngalimun. 2013. Strategi dan Model Pembelajaran. Jogjakarta: Aswaja
Pressindo.
Peirce, W. 2006. Designing Rubrics for Assessing Higher Order Thinking.
Columbia: Howard Community College; could be access in http://
academic.pgcc.edu/~wpeirce/MCCCTR/Designingrubricsassessingthinkin
g.html.
Prayoga, Z.N. 2013. Kemampuan berpikir kritis siswa pada pembelajaran materi
pengelolaan lingkungan dengan pendekatan keterampilan proses sains.
Skripsi. Semarang: Universitas Negeri Semarang.
Sanjaya, W. 2006. Strategi Pembelajaran Berorientasi Standar Proses
Pendidikan. Jakarta: Penerbit Kencana.
. 2009. Strategi Pembelajaran. Jakarta: Kencana Media Persada.
Slameto. (2010). Belajar dan Faktor-faktor yang mempengaruhinya. Jakarta:
Penerbit PT Rineka Cipta .
Sudjana. 2002. Metoda Statistika Edisi ke-6. Bandung: Penerbit Tarsito.
Sumiati , and Asra. 2013. Metode Pembelajaran. Bandung: CV Wacana Prima.
Tan, O. 2004. Enhancing Thinking through Problem-based Learning Approaches.
Singapore.
TIMSS. 2011. Could be access on http://timssandpirls.bc.edu/timss2011/
international-database.html (Access on December 15, 2014).
Trianto. 2010. Mendesain Model Pembelajaran Inovatif Progresif. Jakarta:
Kencana Prenada Media Group.
CRITICAL THINKING ABILITY OF STUDENTS IN
DYNAMIC FLUID CLASS XI MIA SMA
NEGERI 2 BALIGE ACADEMIC
YEAR 2014/2015
By:
Afriany Vitaloka
ID Number. 4113121003
Bilingual Physics Education Study Program
THESIS
Submitted to Acquire Eligible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
iv
PREFACE
The authors say the praise and gratitude to Jesus Christ, for all the graces
and blessings that provide health and wisdom to the author that this study can be
completed properly in accordance with the planned time.
Thesis entitled “The effect of Problem Based Learning Model on Critical
Thinking Ability of Students in Dynamic Fluid Class XI MIA SMA Negeri 2
Balige Academic Year 2014/ 2015”, prepared to obtain a Bachelor’s degree
Physics Education, Faculty of Mathematics and Natural Science State University
of Medan.
Thank you so much to Dr. Ridwan Abdullah Sani, M.Si as thesis
supervisors who has provided guidance and suggestion to the author since the
beginning of the study until the completion of this thesis writing. Thanks also to
Drs. Abdul Hakim, M.Si; Prof. Dr. Sahyar, MS., M.M; Drs. Pintor Simamora,
M.Si, who have provided suggestions from the research plan to complete the
preparation of this thesis. Thanks also to Prof. Drs. Motlan, M.Sc., Ph.D as Dean
of FMIPA and Prof. Dr. rer. nat. Binari Manurung, M.Si as Coordinator of
Bilingual Program and Alkhafi Maas Siregar as Head of Physics Department and
also the entire Lecturer and Staff in Physics Department FMIPA UNIMED who
helped the author. Appreciation were also presented to Headmaster and all teacher
in SMA Negeri 2 Balige especially for Parlindungan sihombing, S.Si who have
helped during this research.
Special Gratefully to my beloved father Togi Siburian, S.Pd and beloved
mother Nelly Sihombing for grow me up and educate me in this life and also my
brothers Superdy Siburian, Bonar Rayvaldo Siburian and Vito Yolanda Siburian,
and all family who have prayed and gave me encouragement to complete my
study. I also would like to thanks to all my friends in Bilingual Physics Class 2011
Theresa, Agnes, Elmina, Nancy, Uncle Jonni, Vini, Yohana, Evi, Mia, Iis, Kristin,
Lia, Tresia, Nurul, Mustofa, Tyan, Partogi, Putri, Zehan, Meilita, Yenni, and
iv
Guruh who have helped, prayed and gave supported to author. And all my friends
at PPLT 2014 in SMA N2 Balige especially for Trendsetter Room and all of
students SMA N2 Balige 23rd Gen Invictusion, XI MIA 4-5, Nebula Class and
Fatsco Class. I also would to thanks to Kak Fitri, Kak Dahlia, Soli, Tika, Ruth,
Evi, Pia and Sefti who have helped and gave supported to author. I also would
like to thanks to my best friends Que Sera-Sera and Cristopher Pangihutan
Napitupulu, S.E for every pray and support to the author. And all whom I can’t
tell one by one here, who helped and gave supported during my study.
The author has endeavored to as to much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, than the authors welcome any suggestion and constructive criticism
from readers for this thesis perfectly. The authors hope the contents of this thesis
would be useful in enriching the repertoire of knowledge.
Medan, June 23rd 2015
Author,
Afriany Vitaloka
iii
THE EFFECT OF PROBLEM BASED LEARNING MODEL ON
CRITICAL THINKING ABILITY OF STUDENTS IN
DYNAMIC FLUID CLASS XI MIA SMA
NEGERI 2 BALIGE ACADEMIC
YEAR 2014/2015
AFRIANY VITALOKA (4113121003)
ABSTRACT
The objectives of this research are: Analyzing how critical thinking ability
of students that learn using Problem Based Learning and Direct Instructional
Model in dynamic fluid and Analyzing is it critical thinking ability of students
that learn using problem based learning model is better than direct instructional
model in dynamic fluid in SMA Negeri 2 Balige Class XI MIA Academic Year
2014/ 2015. The type of research was Quasi-experiment with the population is all
of students in plus class XI MIA in even semester in SMA Negeri 2 Balige which
consists of 3 classes. Sample of this research was obtained by technique cluster
random sampling. The sample is XI MIA 1 as the experimental class taught by
Problem Based Learning Model and XI MIA 3 as the control class taught by
Direct Instructional Model. The research instrument has 6 questions in essay type,
the instruments tested validated. In this research obtained the average value of
post test in experimental higher than control class. In hypothesis testing t count >
t table at significant level α = 0.05. So, can be concluded that the critical thinking
ability of students in experimental class better than in control class. Ha was
accepted or has effect of Problem Based Learning Model on Critical Thinking
Ability of Students in Dynamic Fluid Class XI MIA SMA Negeri 2 Balige
Academic Year 2014/ 2015.
Key word: Problem Based Learning, Critical thinking ability.
vi
CONTENTS
Page
Ratification Sheet
i
Biography
ii
Abstract
iii
Preface
iv
Table of Contents
vi
List of Tables
ix
List of Figures
x
List of Appendixes
xi
CHAPTER I INTRODUCTION
1.1 Background
1
1.2 Identification of Problem
4
1.3 Limitation of Problem
4
1.4 Problem Formulation
5
1.5 Research Objective
5
1.6 Benefit of Research
5
CHAPTER II LITERATURE REVIEW
2.1 Theoretical Framework
2.1.1 Definition of Learning
7
2.1.2 Learning Model
7
2.1.3 Problem Based Learning Model
2.1.3.1 Definition of Problem Based Learning Model
8
2.1.3.2 Syntax of Problem Based Learning Model
9
2.1.3.3 Characteristics of Problem Based Learning Model
9
2.1.3.4 Benefit of Problem Based Learning Model
11
2.1.4 Direct Instruction Model
2.2 Critical Thinking Skill
12
vii
2.2.1 Definition of Critical Thinking
14
2.2.2 Holistic assessment of Critical Thinking
20
2.2.3 Critical Thinking Rubrics
21
2.3 Subject Matter
22
2.4 Journal and Article Explanation
30
2.4 Conceptual Framework
32
2.5 Hypothesis
34
CHAPTER III RESEARCH METODOLOGY
3.1 Location and Time Research
35
3.2 Population and Samples of Research
35
3.3 Research Variable
35
3.4 Operational Definition
35
3.5 Method and Design of Research
3.5.1 Research Method
36
3.5.2 Research Design
36
3.6 Research Procedure
37
3.7 Research Instrument
39
3.8 Validity Test
41
3.9 Data Analysis Technique
41
3.10 Normality Test
42
3.11 Homogeneity Test
42
3.12 Hypothesis Test
3.12.1 Pretest ability test
43
3.12.2 Posttest ability test
44
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1 Research Result
4.1.1 Pretest Score of Students
48
4.1.2 Post test Score of Students
49
4.2 Data Analysis
viii
4.2.1 Normality Test
50
4.2.2 Homogeneity Test
50
4.2.3 Hypothesis Test
51
4.3 Discussion
53
4.4. Research Findings
66
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion
67
5.2 Suggestion
68
REFERENCE
69
APPENDIX
ix
LIST OF TABLE
Table 2.1
Syntax Problem Based Learning Model
9
Table 2.2
Syntax of Direct Instruction Model
13
Table 2.3
Indicator of Critical Thinking Skills according to Angelo
15
Table 2.4
Indicator of Critical Thinking Skills according to Ennis
18
Table 2.5
Critical Thinking Rubric
21
Table 2.5
Journal and Article Explanation
30
Table 3.1
Design of the Research
37
Table 3.2
Grille test of Critical thinking ability
39
Table 3.3
Categories of Critical thinking level
40
Table 4.1
Statistic Pretest and Post test Score
46
Table 4.2
Avarage Value for Each Indicator of Critical Thinking
46
Table 4.3
Statistic Pretest in Experimental and Control Class
48
Table 4.4
Statistic Post Test in Experimental and Control Class
49
Table 4.5
Normality test of Experiment and Control class
50
Table 4.6
Homogeneity Test of Pretest Data
50
Table 4.7
t-Test Summary
51
Table 4.8
Grouping of Pretest and Post test value of critical thinking
ability of students in Experimental Class
Table 4.9
51
Grouping of Pretest and Post test value of critical thinking
ability of students in Control Class
52
xi
APENDIX LIST
Appendix 1
Lesson Plan for Experiment class
70
Appendix 2
Worksheet
84
Appendix 3
Lesson Plan for Control class
91
Appendix 4
Discussion
103
Appendix 5
Essay Test Question
105
Appendix 6
Answering of Essay Test Question
107
Appendix 7
Instrument of Content Validation
112
Appendix 8
Data Pretest and Post test Experiment and Control Class
115
Appendix 9
Gain of Critical Thinking Ability of Experiment and
Control Class
119
Appendix 10 Procedure of Statistic Calculation
121
Appendix 11 Documentation of Research
133
Appendix 12 List of critical value for Liliefors
137
Appendix 13 List of area under normal curve 0 to z
138
Appendix 14 List of percentile value for distribution t
139
Appendix 11 List of percentile value for distribution F
140
CHAPTER I
INTRODUCTION
1.1. Background
Physics is one of the branches of Natural Sciences, which is a science that
studies the phenomena of nature and interaction in it. Physics is one of the
important lessons for students. It is listed in the function and purpose of physics
subject in high school that the subjects of physics are: (Depdiknas, 2006)
i) Resting beauty and order of nature to increase confidence in God
Almighty, ii) Fostering scientific attitude which include; honest and
objective about the data, open to accept an opinion based on specific
evidence, critical of the scientific statement, and can cooperate with
others, iii) Give the experience to be able to propose and test
hypotheses through experiments; designing and assembling instrument
experiments, collect, process, and interpret data, prepare reports, and
communicate the results of an experiment in writing and orally, iv)
Develop the ability to think analytically inductive and deductive using
the concepts and principles of physics to explain natural events and
resolve the problem well both qualitatively and quantitatively, v)
Knowing the knowledge, concepts and principles of physics, as well
as having the knowledge, skills and scientific attitude.
From the explanation above, it is clear that the implementation of the physics
subjects in high school is to develop and train students to master the knowledge,
concepts and principles of physics, has scientific skills and critical thinking skills.
One problem facing our education is the weakness of learning process.
Student didn’t encouraged to develop their thinking ability in learning process.
Learning process in class toward to the ability of students to memories the
information; Student’s brain forced to remembering and be piled up on the
information without demand to understanding the information to relate it to daily
life. Finally, when students graduate from school, they clever as theoretically, but
poor the application (Sanjaya, 2006: 1). According to data reported by TIMMS
(Trends International Mathematics and Science Study) Indonesian student
achievement in Southeast Asia is very low. The results of TIMSS 2011, ranked
Indonesian children occupied position 40 of the 42 countries for science
achievement. On average science achievement scores in a row 406, still
1
2
significantly below the international average score. This shows that the output of
education in Indonesia has not reached the maximum results, where it also shows
that not maximal students' understanding of the concepts being taught.
Application of the learning process in Indonesia is less encouraging the
achievement of critical thinking skills. Learning process in the classroom directed
to the student's ability to memorize information. Though the critical thinking skill
is one of the authorized capital or intellectual capital is very important for
everyone and is a fundamental part of human maturity. Therefore, the
development of critical thinking skills become very important for students at
every level of education. Two factors cause the development of critical thinking
abilities decrease is curriculum is generally designed with a target of extensive
material so that teachers more focus on completion of teaching materials and lack
of understanding of the learning method that can improve critical thinking
abilities.
According to Richard Paul (Fisher, 2001: 7), Critical thinking is that mode
of thinking–about any subject, content, or problem–in which the thinker improves
the quality of his or her thinking by skillfully analyzing, assessing, and
reconstructing it. Critical thinking is self–directed, self–disciplined, self–
monitored, and self–corrective thinking. It presupposes assent to rigorous
standards of excellence and mindful command of their use. It entails effective
communication and problem-solving abilities, as well as a commitment to
overcome our native egocentrism and sociocentrism. The process of critical
thinking skills is inseparable from the understanding student’s concept. To be able
to think critically, students should have an understanding of a particular concept
so that a good understanding of the concepts will support students' critical
thinking abilities. Learning that stimulate critical thinking skill will increase the
learning outcomes of students like understanding the matter or concept mastery.
Therefore some efforts do to develop critical thinking or using critical thinking
learning to develop learning outcome. Learning outcome and this skill is related
one to others.
3
Based on observations by the author in SMA Negeri 2 Balige when
Integrated Field Experience Program, when teaching and learning process,
teachers were more frequent use of direct teaching models with explaining the
subject matter, followed by giving examples that relate to the material, giving
exercises and the latter giving the task to the students continued to work at home
so that students learn physics oriented with practical formulas for directly solving
the physics problems and less attention to the concepts of physics that exist in the
problem. Learning models like this if it persists continuously can cause the
perceived student learning less challenging and seem boring. Potential, creativity
and ability that exist in every student also will not grow optimally in particular the
ability to encourage students to think critically in understanding the phenomena of
nature, or the application of the physics lesson.
One of the solutions to develop the critical thinking abilities of student is
by using problem based learning model. Problem based learning model is a model
of learning that is relevant to the physics lesson. In principle of Problem based
learning model, students themselves who are actively searching for answers to the
problems set by the teacher. In this case the teacher more as a mediator and
facilitator to assist students in constructing their knowledge effectively. Problembased learning model is believed to be potentially empower critical thinking
abilities. Students are given the challenge of the real-life problems associated with
physical material presented. So that students are more aware of the concept of
physics that deals with everyday life.
Model of problem-based learning is an instructional model that presents a
contextual problem that stimulate learners to learn. Learners who learn to solve a
problem then they will apply their knowledge or trying to find the necessary
knowledge. Learning can be more meaningful and can be expanded when learners
are dealing with a situation in which the concept is applied and PBL models can
also improve the ability of critical thinking, fosters initiative learners in work,
internal motivation to learn. The success learning based on solving problem have
high transfer value, and have retention level it means student have long term
memory. So that benefit of learning outcomes that be reached by learning based
4
on problem is higher than learning by conventional learning process. Learning
based on problem courage student to the optimal learning activities, effort to
knowing the solution of the problem, learning like that enable student reach high
understanding to what student learn. Beside it, learning process emphasize to the
scientific thinking principle, critical and analytical thinking (Sumiati & Asra,
2013: 57).
Based on the background described above, the researchers interested in
conducting research entitled " The Effect of Problem Based Learning Model on
Critical Thinking Ability of Students in Dynamic Fluid Class XI MIA at
SMA 2 Balige Academic Year 2014/2015 ".
1.2. Identification of Problem
Based on the background of the problems that have been mentioned above,
can be identified some problems related to physics, as follows:
1. Low critical thinking abilities of students in physics lesson
2. Students are accustomed to studying Physics with oriented practical formulas
in solving physics problems directly and less attention to the concepts of
physics that exist in the problem
3. Students assume Physics is a subject that is less challenging and seem boring
1.3. Limitation Problem
Problems that developed in this paper should be limited to be more
focused and provide a clear picture of the issues that will be reviewed. In
accordance with the identification of the problem, limit the problem in this paper
is as follows:
1. Learning model used is a Problem Based Learning Model in Experimental
class and Direct Instructional Model in Control Class.
2. Conducted to determine the effect of Problem Based Learning Model on
Critical Thinking Ability of students.
5
1.4. Problem Formulation
Based on the background, identify problems, and limitation issues, the
research problem can be formulation as follows:
1.
How student’s critical thinking ability that learn using problem based learning
model?
2.
How student’s critical thinking ability that learn using Direct instructional
model?
3.
Does the students critical thinking ability in Dynamic Fluid that learning by
problem based learning is better than direct instructional model in Class XI
MIA SMA Negeri 2 Balige Academic Year 2014/ 2015?
1.5. Research Objective
The objective of this research are:
1.
Analyzing how students' critical thinking ability that learn using problem
based learning model.
2.
Analyzing how student’s critical thinking ability that learn using Direct
instructional model.
3.
Analyzing is it critical thinking ability of students that learn using problem
based learning model is better than direct instructional model
1.6. Benefits of Research
The results of this study are expected to provide benefits to various parties,
including the:
1.
For Students, is expected to train students to develop thinking critically in the
learning process of Physics
2.
For Teachers, is expected to be an alternative model of learning and reference
in improving students' critical thinking abilities in the process of learning
physics.
3.
For Schools, expected as resources need to design the learning system with
the model of Problem Based Learning as an effort to improve students'
critical thinking abilities in Physics.
6
4.
Researches hereinafter, the expected results of this study can be used as a
reference or consideration for doing research on the same topic in the future.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on research result and data collection, can be concluded that:
1. Critical thinking ability of students in experimental class after taught by using
Problem Based Learning Model was increase and has average value 82.
2. Critical thinking ability of students in control class after taught by using
Direct Instructional Model also increase and has average value 76.
3. Increasing of Critical thinking ability of students that taught by using
Problem Based Learning Model is better than taught by Direct Instructional
model.
5.2 Suggestion
According to the data of critical thinking ability of students and the
experience of author when applying the Problem Based Learning Model in class,
so the author gives suggestion as below:
1. Learning with Problem Based Learning model requires considerable time
2. Teacher can make the Problem Based Learning Model as an alternative in
physics learning so as to improve students' critical thinking ability, so that
learning goals easily achieved.
67
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