THE EFFECT OF PROJECT BASED LEARNING MODEL ON STUDENTS LEARNING ACHIEVEMENT OF FLUID TOPIC IN CLASS XI SMA N 1 MATAULI PANDANACADEMIC YEAR 2013/2014.
THE EFFECT OF PROJECT BASED LEARNING MODEL ON
STUDENT’S ACHIEVEMENT OF FLUID TOPIC
IN CLASS XI SMA N 1 MATAULI PANDAN
ACADEMIC YEAR 2013/2014
By:
Christine Magdalena Br. Siregar
4103322008
Physics Bilingual Education Study Program
THESIS
Submitted to Acquire Eligible
Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
PREFACE
The authors say the praise and gratitude to God Almighty, 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 Project Based Learning Model on Student’s
Achievement of Fluid Topic in Class XI SMA N 1 Matauli Pandan Academic Year
2013/2014", prepared to obtain a Bachelor's degree Physical Education, Faculty of
Mathematics and Natural Science in State University of Medan.
On this occasion the authors like to thank Prof. Drs. Motlan, M.Sc., Ph.D,
as Thesis Supervisor who has provided guidance and suggestions to the author since
the beginning of the study until the completion of this thesis writing. Thanks also
to Prof. Dr. Nurdin Bukit, M.Si ; Dr. Ridwan Abd. Sani, M.Si ; Drs. Abdul Hakim
S., M.si, who have provided suggestions from the research plan to complete the
preparation of this thesis. Thanks also presented to Alkhafi Maas Siregar, M.Si, as
the Academic Supervisor and also the entire Lecturer and Staff in Physics
Department FMIPA UNIMED who have helped the author. Appreciation were also
presented to Headmaster and all teacher in SMA 1 Matauli Pandan especially for
Mr. Sumarno who have helped during this research. I would like to thank you
especially to my beloved daddy (+) – who just follow a half of my life in this
university - , beloved mother Ellys Br. Simanjuntak – who is strugle too much to
make me get a title of Bachelor’s Degree although just self strugle – and also my
brother Boy Osvaldo Siregar, my sister Theresia Siregar, and all family who have
prayed and gave me encouragement to complete my study in Unimed. I also would
like to thanks to all my friend in Bilingual Physics Class 2010, Feggi Yuandini,
Fitria Andriani, Indra N Siahaan, James Wilson Simanungkalit, Jeneva Samosir,
Jovan Sitinjak, Kartika, Nur Azizah Pulungan, Riando Sidauruk, Rindy Wardhani,
Rikcy Almeda, Rofi Anggriani, and my best friends Uli Dofa Sirait and Evi
Kamelia Simanjuntak who have helped, prayed and gave supported to author. I
also would like to thanks to Mak Bengges Group, Abangda Joy Sinaga, Abangda
Andi Lumban Gaol, Abangda Heber Sagala, Abangda Mula Sirait, Abangda Nesron
Solin, Abangda Soritua Panggabean, Abangda Boston Silaban, Kakanda Remi
Napitupulu, Kakanda Susi Tambunan, who have helped, prayed and gave supported
to author. I also would like to thanks to my besties Indah Sipahutar and Rian Sirait
for every pray and support. And also thank you for PPRI girls, Zenet Sinaga, Elka
Ginting, Kak Liana Sitompul. Also thank you to all of External Volunteer of
“Telkomsel Mengajar untuk Indonesia” Program for every support and pray. I also
would like to thanks to my friend from IPPKR-M (Ikatan Pemuda Pemudi Kristen
Rantauprapat-Medan) and GMKI FMIPA UNIMED. And all whom I can’t tell one
by one here, who have helped and gave suppported during my study.
The author has endeavored to as much as possible in completing this thesis,
but the author is aware there are many drawbacks in terms of both content and
grammar, then the authors welcome any suggestions and constructive criticism
from readers for this thesis perfectly. The author hope the contents of this thesis
would be useful in enriching the repertoire of knowledge.
Medan, June 2014
Author,
Christine Magdalena Br. Siregar
THE EFFECT OF PROJECT BASED LEARNING MODEL ON
STUDENT’S LEARNING ACHIEVEMENT OF FLUID
TOPIC IN CLASS XI SMA N 1 MATAULI PANDAN
ACADEMIC YEAR 2013/2014
CHRISTINE MAGDALENA BR. SIREGAR ( 4103322008 )
ABSTRACT
The objectives of this research are: (1) To know if there is the influence of Project
based Learning model to students learning achievement in Fluid topic in SMA N 1
Matauli Pandan Class XI Academic Year 2013/2014. (2) To determine the
differences of student’s achievement in the subject matter Fluid using Project based
Learning Model and Conventional Learning in Class XI SMA N 1 Matauli Pandan,
Academic Year 2013/2014. The type of research was quasi experiment with the
population all of student in class XI of Science Program even semester in SMA N
1 Matauli Pandan which consits of 7 classes. Sample of this research was obtained
by technique cluster random sampling. The sample is XI IPA 3 as the experiment
class and XI IPA 4 as the control class. Experiment class taught by Project Based
Learning model and control class taught by conventional learning. The research
instrument has 10 questions in multiple choice forms with 5 options, the instrument
tested validated. In this research obtained the mean of pre-test in experiment class
is 28 and in control class is 26.4. After that do the treatment in experiment class
taught by Project Based Learning model and in control class taught by conventional
learning, and then done the post-test. The mean of post-test in experiment class is
78.8 and in control class was 69.6. In hypothesis testing tcount > ttable that was 3.07
> 1.67 at significant level α = 0.05 and dk = 48. So, can be concluded that the
student’s learning outcomes in experiment class better than in control class. Ha was
accepted or has effect of Project Based Learning Model on Student’s Achievement
of Fluid Topic in Class XI SMA N 1 Matauli Pandan Academic Year 2013/2014.
Key word: Project Based Learning, Student’s Achievement
TABLE OF CONTENTS
Ratification Sheet
i
Biography
ii
Abstract
iii
Preface
iv
Table of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INRODUCTION
1.1
Background
1
1.2
Problems Identification
3
1.3
Problems Formulation
4
1.4
Problems Limitation
4
1.5
Research Objective
5
1.6
Benefits of Research
5
CHAPTER II LITERATURE REVIEW
2.1. Definition of Learning
6
2.2. Learning Purpose
7
2.3. Learning Activities
8
2.4. Learning Achievement
9
2.5. The Essence of Learning Physics
10
2.6. Conventional Learning
12
2.7. Project Based Learning
13
2.8. Teaching Material
17
2.9. Conceptual Framework
24
2.10. Research hypothesis
25
CHAPTER III RESEARCH METHOD
3.1
Location and Time Reseacrh
26
3.1.1
Research Location
26
3.1.2
Research Time
26
3.2
Population and Sample
26
3.2.1
Population
26
3.2.2
Sample
26
3.3
Research Variables
26
3.4
Type and Research Design
27
3.5
Research Procedure
28
3.6
Reasearch Instrument
29
3.6.1
Learning Outcomes
29
3.6.2
Activity
30
3.7
Validity test
31
3.8
Data Analysis Techniques
32
3.8.1
Determining the value of the average
32
3.8.2
Determining the value of standard deviation
32
3.8.3
Normality Test
32
3.8.4
Homogenity Test
33
3.8.5
Hypothesis Test
33
CHAPTER IV. RESEARCH RESULT AND DISCUSSION
4.1 Research Result
37
4.1.1 Pre-Test Score of Student
37
4.1.2 Post Test Score of Student
38
4.1.3 Student’s Cognitive Ability based on Bloom’s Taxonomy
39
4.2 Data Analysis
40
4.2.1 Normality Test
40
4.2.2 Homogeneity test
41
4.2.3 Hypothesis Test
41
4.3 Obsevation
42
4.4 Discussion
46
4.5 Research Findings
50
CHAPTER V. CONSLUSION AND SUGGESTION
5.1 Conclusion
52
5.2 Suggestion
52
REFERENCES
53
APPENDIX
55
LIST OF TABLE
Table 2.1
Table 3.1
Density of Substances
The design of the research
18
27
Table 3.2
Specification of learning outcomes
30
Table 3.3
Descriptor Guideline of Activity Assesment
30
Table 3.4
Activity Assesment
31
Table 4.1
Pretest Score and Post Test Score in Experiment
37
Class and Control Class
Table 4.2
Studet’s cognitive ability in pretest
39
Table 4.3
Student’s Cognitive ability in Post test
39
Table 4.4
Normality test
40
Table 4.5
Homogeneity Test
41
Table 4.6
Hypothesis test
41
Table 4.7
Pre Test Value, Activity Value, and Post Test Value
41
Table 4.8
Grouping of pretest value, activity, and post test value
41
Table 4.9
Recapitulation of students activity observation
41
LIST OF FIGURE
Figure 2.1 Four vessel with different shapes contain the same liquid with
the same height have the same hydrostatic pressure at each
base of the vessel
19
Figure 2.2 A U-shaped Tube Contains Oil and Water
20
Figure 2.3 Sinking Body
21
Figure 2.4
Suspending Body
22
Figure 2.5
Floating Body
23
Figure 3.1
Flowchart research
29
Figure 4.1
Bar Chart of Pre test value data in
38
Experiment Class and Control Class.
Figure. 4.2 Diagram Post test value data in Experiment Class
38
and Control Class
Figure 4.3
Chart of Sudent’s cognitive ability in Pretest
39
Figure 4.4
Chart of Sudent’s cognitive ability in Post test
40
Figure 4.5
Chart of pretest value, activity, and post test value category
44
Figure 4.6
The graph between pretest value, activity value, and post test
value of students in experiment class which arrange based on
the lowest activity value to the greater activity value
Figure 4.7
47
The graph of the relation between pre test value, activity
value, and post test value in experiment class based on the
lowest pretest value to the greater one
Figure 4.8
Graph of relation between pretest value, activity, and post
test value in experiment class based on group pretest value
average
48
LIST OF APPENDIX
Appendix 1 Lesson Plan (1)
55
Appendix 2 Lesson Plan (2)
72
Appendix 3 Lesson Plan (3)
87
Appendix 4 Student Worksheet 1
100
Appendix 5 Student Worksheet 2
102
Appendix 6 Student Worksheet 3
103
Appendix 7 Test Prediction
104
Appendix 8 Learning Achievement test
109
Appendix 9 Key Answer of Test
112
Appendix 10 Pre-Test and Post-Test Data in Experiment Class
113
Appendix 11 Pre-Test and Post-Test Data in Control Class
114
Appendix 12 Calculation of Average Score and Deviation Standard
of Pre-Test and Post-Test in Experiment Class
115
Appendix 13 Normality Test
118
Appendix 14 Homogeneity Test Data
122
Appendix 15 Hypothesis Test
124
Appendix 16 Research documentation
127
CHAPTER I
INTRODUCTION
1.1.
Background
Education is one of the factors to support the progress of a country.
Therefore, to improve the quality of education in Indonesia has issued Government
Regulation no. 19 Year 2005 on National Education Standards, and perfected
Curriculum of Education Unit Level Curriculum (KTSP) to Curriculum 2013.
Based on this condition, perharps that the students have a good learning
achievement. But the fact, it isn’t same with the expectation. As the observation
result at SMA N 1 Matauli Pandan, the learning achivement especially in Physics
is not maximum yet.
Learning is a process of interaction between the learner and his
environment so that there is a change toward better behavior. According Djahiri (in
Siregar, 2012) the main principle in the learning process is the involvement of the
whole or most of the potential student (physical and nonphysical) and the meaning
for themselves and their lives today and in the future (life skills).
Learning Physics in general is still oriented towards the teacher. Students
tend to accept what is described by the teacher without having to know the meaning
of the lesson. Students also tend to memorize the definition and formula, the
learning approach is less associated with natural phenomena, everyday life, and
technological developments. This causes students passive and less motivated in
learning, students assume that physics is difficult and boring, they learn physics
because physics is a compulsory subject, so students have difficulty learning and
lead to a low learning achievement of Physics.
The emphasis should be relevant to physics daily life learning, so that the
physics obtained will be useful, and will have an important role for students to apply
in everyday life. Next will be an impact in creating quality human resources.
Therefore, to awaken students' enthusiasm for learning physics, required learning
strategies, such as Project Based Learning models.
1
2
One of the problems facing our education is lack of learning problem,
where the learning process, students are not encouraged to develop critical thinking
skills. As stated Yusoff bin Harun in the Project-based Learning Handbook:
“The old-school models of passively learning facts and reciting them out of context
is no longer sufficient to prepare students to survive in today's world”
The learning process in the classroom is directed to the child's ability to
memorize information, the brain is forced to recall and hoard a variety of
information without being required to understand the information that is
remembered to connect with everyday life. As a result, students are theoretically
smart but poor application (Retno, 2008). Based on the observation result, teacher
rarely to practice on the laboratory. The advice at the laboratory is not complete yet.
In other side, students would refer to do experiment than hearing teacher’s
description as usual (54.3%).
Learning physics laden with concepts, from simple concepts to more
complex concepts and abstract, so it requires a correct understanding of the basic
concepts in physics. One of the goals of learning physics in high school is "the
students can understand the concepts of physics and its relevance and application
to solve problems in everyday life and technology" (Depdiknas, 2004).
Project Based Learning (PBL) model is one of the innovations in learning
that can be used as PBL aims to train students in critical thinking, creative, rational
and improve understanding of the material being taught and give real experience to
students. According to Buck Institude for Education (BIE) (in Ngalimun, 2012) that
PBL is a learning model that focuses on the concepts and principles of the main
(central) of a discipline, involving students in problem-solving activities and other
meaningful tasks , giving students the opportunity to work autonomously to
construct their own learning and ultimately produce valuable and realistic student
work. In addition, through the model PBL, students are expected to develop
knowledge through participation in the learning process. In this learning process
with active student learning (student-centered) build knowledge while the teacher
acts as a facilitator and motivator (Ngalimun, 2012).
Fluid topic in accordance with the model of Project Based Learning (PBL)
as it is one material that is much discussed theory of physics. With the PBL models,
3
the term smart students theoretically but poor application can be avoided. This study
will be conducted in SMA N 1 Matauli Pandan. Based on observations made
average value of physics students is 50-60 with a minimum standard (KKM) 78.
And then, there is a problem that contextual to the citizen. Nowadays,
almost 8 hours per day we have no electricity. As we know that our life activity is
depend on electricity using such as for cooking, lighting, water pump, etc.
Especially for water pump, it’s an important things, because we need water for take
a bath, watering plant, cooking, clothes washing, dishes washing, etc. So, when
there is no electricity, there is no water. In this case, students have to find the
solution of this problem using project based learning.
By solving the contextual problem above using the PBL model expected
student able to understand the Fluid to the material well in order to improve student
learning outcomes physics. Research with respect to the influence of PBL to
increased learning outcomes in a variety of fields of study has been carried out by
Bellyna (2010), concluded the application of the PBL approach has significant
impact on learning outcomes of students in junior high school chemistry Brigjend
Katamso field on the subject of acid-base by 30, 69%. Further research conducted by
Rahmadiah (2011), concluded that the model of learning through PBL effect on
improving student learning outcomes by 51%. Recent research Anriani Devi (2012),
the results showed that PBL has an influence on improving student learning outcomes
of 22.8%.
Based on the description above, researchers interested in conducting
research in the physics department with the title, “The Effect of Project Based
Learning Model on Student’s Achievement of Fluid Topic in Class XI SMA N 1
Matauli Pandan Academic Year 2013/2014 “.
1.2. Problems Identification
Based on the background above, the problems identification of this research
are as follows:
1. Students just know the theory not the application
4
2. In learning process students less encouraged to develop critical thinking
skills
3. Study physics was saturating and boring
4. Low of student’s achievement for physics
5. Low of student’s understanding the concept
6. Learning model still not variated that used by teacher
7. The dominance of the teacher in the learning process, so students do not
have a chance to express their opinion.
1.3. Problem Formulation
The problem formulation of this research are:
1. Is there the influence of Project based Learning model to students learning
achievement in Fluid topic in SMA N 1 Matauli Pandan Class XI Academic
Year 2013/2014?
2. Does the student’s achievement in the Fluid subject using Project based
Learning Model higher than Conventional Learning in Class XI SMA N 1
Matauli Pandan Academic Year 2013/2014?
1.4. Problem Limitation
In order to keep this research become more focused and directed, the
researcher limit the problems as the following
1. Learning model used is a Project Based Learning Model on the experimental
class and Conventional Learning on the control class.
2. The material taught is Fluid.
3. Conducted to determine the influence of the Project Based Learning Model
on student learning outcomes.
5
1.5. Research Objectives
The research objective is as follows:
1. To know if there is the influence of Project based Learning model to
students learning achievement in Fluid topic in SMA N 1 Matauli Pandan
Class XI Academic Year 2013/2014
2. To determine the differences of student’s achievement in the subject matter
Fluid using Project based Learning Model and Conventional Learning in
Class XI SMA N 1 Matauli Pandan, Academic Year 2013/2014.
1.6 Research Benefits
The benefits of this research are:
1. As a ground for researchers in conducting research.
2. Adding the experience of researchers in improving student learning
outcomes based project based learning model.
3. Opening think conception of teachers in developing teaching and learning
model one uses project based learning model.
4. As consideration for other researchers to examine the same issue in a
different location and as an alternative information materials for physics
teachers in selecting models or learning methods.
5. As solution for the same case in society.
52
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on research result and data collection, can be concluded that:
1. Student’s learning outcomes in experiment class after taught by using
Project Based Learning Model was increase and has the mean score 78.8.
2. Student’s learning outcomes in control class after taught by using
Conventional Learning also increase and has the mean score 69.6.
3. Student’s learning outcomes in experiment class was greater than student’s
learning outcomes in control class. So, Project Based Learning Model has
the effect on student’s learning outcomes.
5.2 Suggestion
According to the data of student’s learning outcomes and the experience of
author when applying the Project Based Learning Model in class, so the author
gives suggestion as below:
1. The implementation of the learning model in this study still needs to be
improved to get the result as expected
2. Due to the weakness of researcher on teaching and learning activities as well
as descriptors of activity in this study it is suggested to pay more attention
to the implementation stages according to the model of Project Based
Learning activities and develop a better descriptor.
STUDENT’S ACHIEVEMENT OF FLUID TOPIC
IN CLASS XI SMA N 1 MATAULI PANDAN
ACADEMIC YEAR 2013/2014
By:
Christine Magdalena Br. Siregar
4103322008
Physics Bilingual Education Study Program
THESIS
Submitted to Acquire Eligible
Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
PREFACE
The authors say the praise and gratitude to God Almighty, 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 Project Based Learning Model on Student’s
Achievement of Fluid Topic in Class XI SMA N 1 Matauli Pandan Academic Year
2013/2014", prepared to obtain a Bachelor's degree Physical Education, Faculty of
Mathematics and Natural Science in State University of Medan.
On this occasion the authors like to thank Prof. Drs. Motlan, M.Sc., Ph.D,
as Thesis Supervisor who has provided guidance and suggestions to the author since
the beginning of the study until the completion of this thesis writing. Thanks also
to Prof. Dr. Nurdin Bukit, M.Si ; Dr. Ridwan Abd. Sani, M.Si ; Drs. Abdul Hakim
S., M.si, who have provided suggestions from the research plan to complete the
preparation of this thesis. Thanks also presented to Alkhafi Maas Siregar, M.Si, as
the Academic Supervisor and also the entire Lecturer and Staff in Physics
Department FMIPA UNIMED who have helped the author. Appreciation were also
presented to Headmaster and all teacher in SMA 1 Matauli Pandan especially for
Mr. Sumarno who have helped during this research. I would like to thank you
especially to my beloved daddy (+) – who just follow a half of my life in this
university - , beloved mother Ellys Br. Simanjuntak – who is strugle too much to
make me get a title of Bachelor’s Degree although just self strugle – and also my
brother Boy Osvaldo Siregar, my sister Theresia Siregar, and all family who have
prayed and gave me encouragement to complete my study in Unimed. I also would
like to thanks to all my friend in Bilingual Physics Class 2010, Feggi Yuandini,
Fitria Andriani, Indra N Siahaan, James Wilson Simanungkalit, Jeneva Samosir,
Jovan Sitinjak, Kartika, Nur Azizah Pulungan, Riando Sidauruk, Rindy Wardhani,
Rikcy Almeda, Rofi Anggriani, and my best friends Uli Dofa Sirait and Evi
Kamelia Simanjuntak who have helped, prayed and gave supported to author. I
also would like to thanks to Mak Bengges Group, Abangda Joy Sinaga, Abangda
Andi Lumban Gaol, Abangda Heber Sagala, Abangda Mula Sirait, Abangda Nesron
Solin, Abangda Soritua Panggabean, Abangda Boston Silaban, Kakanda Remi
Napitupulu, Kakanda Susi Tambunan, who have helped, prayed and gave supported
to author. I also would like to thanks to my besties Indah Sipahutar and Rian Sirait
for every pray and support. And also thank you for PPRI girls, Zenet Sinaga, Elka
Ginting, Kak Liana Sitompul. Also thank you to all of External Volunteer of
“Telkomsel Mengajar untuk Indonesia” Program for every support and pray. I also
would like to thanks to my friend from IPPKR-M (Ikatan Pemuda Pemudi Kristen
Rantauprapat-Medan) and GMKI FMIPA UNIMED. And all whom I can’t tell one
by one here, who have helped and gave suppported during my study.
The author has endeavored to as much as possible in completing this thesis,
but the author is aware there are many drawbacks in terms of both content and
grammar, then the authors welcome any suggestions and constructive criticism
from readers for this thesis perfectly. The author hope the contents of this thesis
would be useful in enriching the repertoire of knowledge.
Medan, June 2014
Author,
Christine Magdalena Br. Siregar
THE EFFECT OF PROJECT BASED LEARNING MODEL ON
STUDENT’S LEARNING ACHIEVEMENT OF FLUID
TOPIC IN CLASS XI SMA N 1 MATAULI PANDAN
ACADEMIC YEAR 2013/2014
CHRISTINE MAGDALENA BR. SIREGAR ( 4103322008 )
ABSTRACT
The objectives of this research are: (1) To know if there is the influence of Project
based Learning model to students learning achievement in Fluid topic in SMA N 1
Matauli Pandan Class XI Academic Year 2013/2014. (2) To determine the
differences of student’s achievement in the subject matter Fluid using Project based
Learning Model and Conventional Learning in Class XI SMA N 1 Matauli Pandan,
Academic Year 2013/2014. The type of research was quasi experiment with the
population all of student in class XI of Science Program even semester in SMA N
1 Matauli Pandan which consits of 7 classes. Sample of this research was obtained
by technique cluster random sampling. The sample is XI IPA 3 as the experiment
class and XI IPA 4 as the control class. Experiment class taught by Project Based
Learning model and control class taught by conventional learning. The research
instrument has 10 questions in multiple choice forms with 5 options, the instrument
tested validated. In this research obtained the mean of pre-test in experiment class
is 28 and in control class is 26.4. After that do the treatment in experiment class
taught by Project Based Learning model and in control class taught by conventional
learning, and then done the post-test. The mean of post-test in experiment class is
78.8 and in control class was 69.6. In hypothesis testing tcount > ttable that was 3.07
> 1.67 at significant level α = 0.05 and dk = 48. So, can be concluded that the
student’s learning outcomes in experiment class better than in control class. Ha was
accepted or has effect of Project Based Learning Model on Student’s Achievement
of Fluid Topic in Class XI SMA N 1 Matauli Pandan Academic Year 2013/2014.
Key word: Project Based Learning, Student’s Achievement
TABLE OF CONTENTS
Ratification Sheet
i
Biography
ii
Abstract
iii
Preface
iv
Table of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INRODUCTION
1.1
Background
1
1.2
Problems Identification
3
1.3
Problems Formulation
4
1.4
Problems Limitation
4
1.5
Research Objective
5
1.6
Benefits of Research
5
CHAPTER II LITERATURE REVIEW
2.1. Definition of Learning
6
2.2. Learning Purpose
7
2.3. Learning Activities
8
2.4. Learning Achievement
9
2.5. The Essence of Learning Physics
10
2.6. Conventional Learning
12
2.7. Project Based Learning
13
2.8. Teaching Material
17
2.9. Conceptual Framework
24
2.10. Research hypothesis
25
CHAPTER III RESEARCH METHOD
3.1
Location and Time Reseacrh
26
3.1.1
Research Location
26
3.1.2
Research Time
26
3.2
Population and Sample
26
3.2.1
Population
26
3.2.2
Sample
26
3.3
Research Variables
26
3.4
Type and Research Design
27
3.5
Research Procedure
28
3.6
Reasearch Instrument
29
3.6.1
Learning Outcomes
29
3.6.2
Activity
30
3.7
Validity test
31
3.8
Data Analysis Techniques
32
3.8.1
Determining the value of the average
32
3.8.2
Determining the value of standard deviation
32
3.8.3
Normality Test
32
3.8.4
Homogenity Test
33
3.8.5
Hypothesis Test
33
CHAPTER IV. RESEARCH RESULT AND DISCUSSION
4.1 Research Result
37
4.1.1 Pre-Test Score of Student
37
4.1.2 Post Test Score of Student
38
4.1.3 Student’s Cognitive Ability based on Bloom’s Taxonomy
39
4.2 Data Analysis
40
4.2.1 Normality Test
40
4.2.2 Homogeneity test
41
4.2.3 Hypothesis Test
41
4.3 Obsevation
42
4.4 Discussion
46
4.5 Research Findings
50
CHAPTER V. CONSLUSION AND SUGGESTION
5.1 Conclusion
52
5.2 Suggestion
52
REFERENCES
53
APPENDIX
55
LIST OF TABLE
Table 2.1
Table 3.1
Density of Substances
The design of the research
18
27
Table 3.2
Specification of learning outcomes
30
Table 3.3
Descriptor Guideline of Activity Assesment
30
Table 3.4
Activity Assesment
31
Table 4.1
Pretest Score and Post Test Score in Experiment
37
Class and Control Class
Table 4.2
Studet’s cognitive ability in pretest
39
Table 4.3
Student’s Cognitive ability in Post test
39
Table 4.4
Normality test
40
Table 4.5
Homogeneity Test
41
Table 4.6
Hypothesis test
41
Table 4.7
Pre Test Value, Activity Value, and Post Test Value
41
Table 4.8
Grouping of pretest value, activity, and post test value
41
Table 4.9
Recapitulation of students activity observation
41
LIST OF FIGURE
Figure 2.1 Four vessel with different shapes contain the same liquid with
the same height have the same hydrostatic pressure at each
base of the vessel
19
Figure 2.2 A U-shaped Tube Contains Oil and Water
20
Figure 2.3 Sinking Body
21
Figure 2.4
Suspending Body
22
Figure 2.5
Floating Body
23
Figure 3.1
Flowchart research
29
Figure 4.1
Bar Chart of Pre test value data in
38
Experiment Class and Control Class.
Figure. 4.2 Diagram Post test value data in Experiment Class
38
and Control Class
Figure 4.3
Chart of Sudent’s cognitive ability in Pretest
39
Figure 4.4
Chart of Sudent’s cognitive ability in Post test
40
Figure 4.5
Chart of pretest value, activity, and post test value category
44
Figure 4.6
The graph between pretest value, activity value, and post test
value of students in experiment class which arrange based on
the lowest activity value to the greater activity value
Figure 4.7
47
The graph of the relation between pre test value, activity
value, and post test value in experiment class based on the
lowest pretest value to the greater one
Figure 4.8
Graph of relation between pretest value, activity, and post
test value in experiment class based on group pretest value
average
48
LIST OF APPENDIX
Appendix 1 Lesson Plan (1)
55
Appendix 2 Lesson Plan (2)
72
Appendix 3 Lesson Plan (3)
87
Appendix 4 Student Worksheet 1
100
Appendix 5 Student Worksheet 2
102
Appendix 6 Student Worksheet 3
103
Appendix 7 Test Prediction
104
Appendix 8 Learning Achievement test
109
Appendix 9 Key Answer of Test
112
Appendix 10 Pre-Test and Post-Test Data in Experiment Class
113
Appendix 11 Pre-Test and Post-Test Data in Control Class
114
Appendix 12 Calculation of Average Score and Deviation Standard
of Pre-Test and Post-Test in Experiment Class
115
Appendix 13 Normality Test
118
Appendix 14 Homogeneity Test Data
122
Appendix 15 Hypothesis Test
124
Appendix 16 Research documentation
127
CHAPTER I
INTRODUCTION
1.1.
Background
Education is one of the factors to support the progress of a country.
Therefore, to improve the quality of education in Indonesia has issued Government
Regulation no. 19 Year 2005 on National Education Standards, and perfected
Curriculum of Education Unit Level Curriculum (KTSP) to Curriculum 2013.
Based on this condition, perharps that the students have a good learning
achievement. But the fact, it isn’t same with the expectation. As the observation
result at SMA N 1 Matauli Pandan, the learning achivement especially in Physics
is not maximum yet.
Learning is a process of interaction between the learner and his
environment so that there is a change toward better behavior. According Djahiri (in
Siregar, 2012) the main principle in the learning process is the involvement of the
whole or most of the potential student (physical and nonphysical) and the meaning
for themselves and their lives today and in the future (life skills).
Learning Physics in general is still oriented towards the teacher. Students
tend to accept what is described by the teacher without having to know the meaning
of the lesson. Students also tend to memorize the definition and formula, the
learning approach is less associated with natural phenomena, everyday life, and
technological developments. This causes students passive and less motivated in
learning, students assume that physics is difficult and boring, they learn physics
because physics is a compulsory subject, so students have difficulty learning and
lead to a low learning achievement of Physics.
The emphasis should be relevant to physics daily life learning, so that the
physics obtained will be useful, and will have an important role for students to apply
in everyday life. Next will be an impact in creating quality human resources.
Therefore, to awaken students' enthusiasm for learning physics, required learning
strategies, such as Project Based Learning models.
1
2
One of the problems facing our education is lack of learning problem,
where the learning process, students are not encouraged to develop critical thinking
skills. As stated Yusoff bin Harun in the Project-based Learning Handbook:
“The old-school models of passively learning facts and reciting them out of context
is no longer sufficient to prepare students to survive in today's world”
The learning process in the classroom is directed to the child's ability to
memorize information, the brain is forced to recall and hoard a variety of
information without being required to understand the information that is
remembered to connect with everyday life. As a result, students are theoretically
smart but poor application (Retno, 2008). Based on the observation result, teacher
rarely to practice on the laboratory. The advice at the laboratory is not complete yet.
In other side, students would refer to do experiment than hearing teacher’s
description as usual (54.3%).
Learning physics laden with concepts, from simple concepts to more
complex concepts and abstract, so it requires a correct understanding of the basic
concepts in physics. One of the goals of learning physics in high school is "the
students can understand the concepts of physics and its relevance and application
to solve problems in everyday life and technology" (Depdiknas, 2004).
Project Based Learning (PBL) model is one of the innovations in learning
that can be used as PBL aims to train students in critical thinking, creative, rational
and improve understanding of the material being taught and give real experience to
students. According to Buck Institude for Education (BIE) (in Ngalimun, 2012) that
PBL is a learning model that focuses on the concepts and principles of the main
(central) of a discipline, involving students in problem-solving activities and other
meaningful tasks , giving students the opportunity to work autonomously to
construct their own learning and ultimately produce valuable and realistic student
work. In addition, through the model PBL, students are expected to develop
knowledge through participation in the learning process. In this learning process
with active student learning (student-centered) build knowledge while the teacher
acts as a facilitator and motivator (Ngalimun, 2012).
Fluid topic in accordance with the model of Project Based Learning (PBL)
as it is one material that is much discussed theory of physics. With the PBL models,
3
the term smart students theoretically but poor application can be avoided. This study
will be conducted in SMA N 1 Matauli Pandan. Based on observations made
average value of physics students is 50-60 with a minimum standard (KKM) 78.
And then, there is a problem that contextual to the citizen. Nowadays,
almost 8 hours per day we have no electricity. As we know that our life activity is
depend on electricity using such as for cooking, lighting, water pump, etc.
Especially for water pump, it’s an important things, because we need water for take
a bath, watering plant, cooking, clothes washing, dishes washing, etc. So, when
there is no electricity, there is no water. In this case, students have to find the
solution of this problem using project based learning.
By solving the contextual problem above using the PBL model expected
student able to understand the Fluid to the material well in order to improve student
learning outcomes physics. Research with respect to the influence of PBL to
increased learning outcomes in a variety of fields of study has been carried out by
Bellyna (2010), concluded the application of the PBL approach has significant
impact on learning outcomes of students in junior high school chemistry Brigjend
Katamso field on the subject of acid-base by 30, 69%. Further research conducted by
Rahmadiah (2011), concluded that the model of learning through PBL effect on
improving student learning outcomes by 51%. Recent research Anriani Devi (2012),
the results showed that PBL has an influence on improving student learning outcomes
of 22.8%.
Based on the description above, researchers interested in conducting
research in the physics department with the title, “The Effect of Project Based
Learning Model on Student’s Achievement of Fluid Topic in Class XI SMA N 1
Matauli Pandan Academic Year 2013/2014 “.
1.2. Problems Identification
Based on the background above, the problems identification of this research
are as follows:
1. Students just know the theory not the application
4
2. In learning process students less encouraged to develop critical thinking
skills
3. Study physics was saturating and boring
4. Low of student’s achievement for physics
5. Low of student’s understanding the concept
6. Learning model still not variated that used by teacher
7. The dominance of the teacher in the learning process, so students do not
have a chance to express their opinion.
1.3. Problem Formulation
The problem formulation of this research are:
1. Is there the influence of Project based Learning model to students learning
achievement in Fluid topic in SMA N 1 Matauli Pandan Class XI Academic
Year 2013/2014?
2. Does the student’s achievement in the Fluid subject using Project based
Learning Model higher than Conventional Learning in Class XI SMA N 1
Matauli Pandan Academic Year 2013/2014?
1.4. Problem Limitation
In order to keep this research become more focused and directed, the
researcher limit the problems as the following
1. Learning model used is a Project Based Learning Model on the experimental
class and Conventional Learning on the control class.
2. The material taught is Fluid.
3. Conducted to determine the influence of the Project Based Learning Model
on student learning outcomes.
5
1.5. Research Objectives
The research objective is as follows:
1. To know if there is the influence of Project based Learning model to
students learning achievement in Fluid topic in SMA N 1 Matauli Pandan
Class XI Academic Year 2013/2014
2. To determine the differences of student’s achievement in the subject matter
Fluid using Project based Learning Model and Conventional Learning in
Class XI SMA N 1 Matauli Pandan, Academic Year 2013/2014.
1.6 Research Benefits
The benefits of this research are:
1. As a ground for researchers in conducting research.
2. Adding the experience of researchers in improving student learning
outcomes based project based learning model.
3. Opening think conception of teachers in developing teaching and learning
model one uses project based learning model.
4. As consideration for other researchers to examine the same issue in a
different location and as an alternative information materials for physics
teachers in selecting models or learning methods.
5. As solution for the same case in society.
52
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on research result and data collection, can be concluded that:
1. Student’s learning outcomes in experiment class after taught by using
Project Based Learning Model was increase and has the mean score 78.8.
2. Student’s learning outcomes in control class after taught by using
Conventional Learning also increase and has the mean score 69.6.
3. Student’s learning outcomes in experiment class was greater than student’s
learning outcomes in control class. So, Project Based Learning Model has
the effect on student’s learning outcomes.
5.2 Suggestion
According to the data of student’s learning outcomes and the experience of
author when applying the Project Based Learning Model in class, so the author
gives suggestion as below:
1. The implementation of the learning model in this study still needs to be
improved to get the result as expected
2. Due to the weakness of researcher on teaching and learning activities as well
as descriptors of activity in this study it is suggested to pay more attention
to the implementation stages according to the model of Project Based
Learning activities and develop a better descriptor.