THE EFFECT OF CHARACTER EDUCATION IMPLEMENTATION IN STUDENTS RESPONSIBILITY AND PROBLEM SOLVING COMPETENY OF LIGHT USING PROBLEM SOLVING STRATEGY AT JUNIOR HIGH SCHOOL.
THE EFFECT OF CHARACTER EDUCATION IMPLEMENTATION IN
STUDENTS RESPONSIBILITY AND PROBLEM SOLVING
COMPETENY OF LIGHT USING PROBLEM SOLVING
STRATEGY AT JUNIOR HIGH SCHOOL
By:
Sartika Ramadhani Nst
408121090
Physics Bilingual Education Study Program
THESIS
Submitted to fulfill the requirement for the degree of
Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2012
ResearchTitle : The Effect of Character Education Implementation in
StudentsResponsibilityand Problem SoMng Competency
of Light Using Problem Solving Strategr at Junior High
School
Name
: Sartika RamadhaniNst
ID Number
: 408121090
Study Program : PhysicsBilingual Education
Department
: Physics
NIP : 19640610198803l 0l7
Acknowledge by :
PhysicsDepartment
IIeader,
Bilinguat Program
Prof. Dr. Herbert Sipahutar, M. Sc.
r{IP. 19610626
l987r0 l 001
\IY
'79c*
icl
$:'i
M.Sc.,Ph.D.
I 001
Date of Greduati,on : Julv 23rd.2012
PREFACE
Syukur Alhamdulillah, praise and thanks to Allah SWT the Lord of hosts,
the Almighty who has given his grace and blessing to writer so that this thesis can
be done. Shalawat and Salam to Rasulullah Muhammad SAW, hopefully His
Syafaat will be abundant in days later. This thesis which is titled “The Effect of
Character Education Implementation in Students Responsibility and Problem
Solving Competency of Light Using Problem Solving Strategy at Junior High
School ” is arranged to acquire the degree of “Sarjana Pendidikan”, Faculty of
Mathematics and Natural Sciences State University of Medan.
In this occasion, let me say thanks to Mr. Dr. Ridwan Abdullah Sani, M.Si
as thesis supervisor who has guided and given suggestion to writer from the
beginning until the end of writing this research. Thanks also to Mr. Prof. Drs.
Motlan, M.Sc, Ph.D, Mr. Drs. Makmur Sirait, M.Si, and Mrs. Dra. Derlina, M.Si
who have given critic and suggestion to writer from the planning of research until
finishing of thesis writing. Thanks also to Mr. Drs. Sehat Simatupang, M.Si as
academic supervisor who had guided and motivated the writer during the lecture,
Mr. Prof. Drs. Motlan Sirait, M.Sc., Ph.D as the dean of FMIPA Unimed.
Thanks also for all Mr. and Mrs. lecturer and staff employee of Physics
FMIPA State University of Medan who have encourage the writer during the
lecture. Thanks also to principal of SMP Swasta Muhammadiyah 1 Medan Mr.
Paiman S.Pd and also to Physics teacher Mr. Sarwono Hadi S, S.Pd who have
helped and guided the writer during this research was taken place and also to Mr.
And Mrs. Teacher and staff employee who have provided the oppurtunity and aid
during this research was taken place.
Gratefully and specially to : Dear my lovely mother Saminah Sinaga, S.Pd
and my lovely father Abdul Manaf Nst, who have educated me and provides
motivation, praying and love, for my brother Marwansyah Putra Nst ST, for my
young brother Muhammad Rifaldi Nst and for all my family who have supported
me.
To all of my friends in Physics Department FMIPA UNIMED, especially
to 2008 students of Physics Bilingual 2008: Arini, Boby, Febri, Nawi, Alfan,
Majid, Risdo, Luqman, Azwar, Zia, Laila, Laurent, Ruth, Ester, Wita, and Nurul
who have provided spirit, motivation, and aid to the writer.
Writer realizes that there is still deficiencies in this research, that is why,
writer expect constructivism’s advice and suggestion in order to make this thesis
is useful for all of us.
Medan,
Writer
July 2012
Sartika Ramadhani Nst
Reg. Num. 408121090
iii
THE EFFECT OF CHARACTER EDUCATION IMPLEMENTATION IN
STUDENTS RESPONSIBILITY AND PROBLEM SOLVING COMPETENCY
OF LIGHT USING PROBLEM SOLVING STRATEGY AT JUNIOR HIGH
SCHOOL
Sartika Ramadhani Nst (408121090)
ABSTRACT
The objectives of this research were: (1) knowing the effect of character
education implementation in improving students responsibility using problem solving
strategy, (2) knowing the effect of character education implementation in improving
student’s problem solving competency, and (3) knowing the interaction between
students responsibility and problem solving competency.
The research method was quasi experimental. The population were two
hundred and fifty (250) students grade VIII semester II SMP Swasta Muhammadiyah
1 Medan and 68 students became sample of this research. The sample divided into
two classes, experimental and control class. Sample divided into two classes,
experimental and control classes. The treatment given was the implementation of
character education in class VIII-Unggul use problem solving strategies, and without
the implementation of character education in classes VIII-A. Data obtained by direct
observation for the students responsibility and test of problem-solving competency to
the students after learning that the treatment given. Data analysis technique used is
the chi-square.
These results indicate that: (1) implementation of character education give
effect to improve the students responsibility, obtained X2count = 12.43 > X2table (α =
0.01) = 9.21. It can also be seen from the improvement students responsibility from
the average normalized gain obtained experimental class at 0.33 with medium
category while the control class -1.55 obtained a low category. (2) students are given
the implementation of character education scored better problem-solving competency
than students who do not implement character education, obtained X2count = 24.67 >
X2table (α = 0.01) = 9.21. It can be also seen an improvement problem-solving
competency of the average normalized gain of experimental class is 0.50 that
includes the medium category while the control class is 0.25 that including the low
category. (3) There is no interaction between the students responsibility with
problem-solving competency, obtained X2count = 0 < X2table (α = 0.01) = 13.3.
iv
THE EFFECT OF CHARACTER EDUCATION IMPLEMENTATION IN
STUDENTS RESPONSIBILITY AND PROBLEM SOLVING COMPETENCY
OF LIGHT USING PROBLEM SOLVING STRATEGY AT JUNIOR HIGH
SCHOOL
Sartika Ramadhani Nst (408121090)
ABSTRACT
Tujuan dari penelitian ini adalah: (1) mengetahui pengaruh penerapan
pendidikan karakter dalam peningkatan tanggung jawab siswa menggunakan strategi
problem solving, (2) mengetahui pengaruh penerapan pendidikan karakter dalam
peningkatan kemampuan siswa memecahkan masalah, dan (3) mengetahui hubungan
antara tanggung jawab siswa dan kemampuan memecahkan masalah.
Metode dalam penelitian adalah quasi experiment. Populasi sebanyak 250
siswa kelas VIII semester II SMP Swasta Muhammadiyah 1 Medan dan 68 siswa
sebagai sampel dalam penelitian. Sampel dibagi dalam dua kelas, experiment dan
control kelas. Perlakuan yang diberikan adalah penerapan pendidikan karakter di
kelas VIII-Unggul menggunakan strategi problem solving, dan tanpa penerapan
pendidikan karakter di kelas VIII-A. Data diperoleh melalui observasi langsung untuk
tanggung jawab siswa dan tes kemampuan memecahkan masalah setelah perlakuan
pembelajaran yang diberikan. Teknik analisis data yang digunakan adalah chi-square.
Hasil penelitian menunjukkan bahwa: (1) penerapan pendidikan karakter
memberikan pengaruh untuk peningkatan tanggung jawab siswa, diperoleh X2hitung =
12.43 > X2tabel (α = 0.01) = 9.21. Hal ini dapat dilihat dari peningkatan tanggung
jawab siswa bahwa rata-rata gain ternormalisasi diperoleh kelas experiment 0.33
dengan kategori medium sementara kelas control -1.55 dengan kategori rendah. (2)
siswa yang diberikan penerapan pendidikan karakter memperoleh skor kemampuan
memecahkan masalah lebih baik dibandingkan siswa yang tidak diterapkan
pendidikan karakter, diperoleh X2hitung = 24.67 > X2tabel (α = 0.01) = 9.21. Hal ini
dapat dilihat dari peningkatan kemampuan memecahkan masalah diperoleh rata-rata
gain ternormalisasi kelas experiment adalah 0.50 dengan kategori medium
sementara kelas control 0.25 termasuk kategori rendah. (3) Tidak ada hubungan
antara tanggung jawab siswa dengan kemampuan memecahkan masalah, diperoleh
X2hitung = 0 < X2tabel(α = 0.01) = 13.3
vi
CONTENT
Legitimation Sheet
Page
i
Biography
ii
Abstract
iii
Preface
iv
Content
vi
List of Figure
x
List of Table
xi
List of Appendix
xiii
CHAPTER I INTRODUCTION
1
1.1.
Background
1
1.2.
Problem Identification
7
1.3.
Problem Limitation
7
1.4.
Problem Formulation
8
1.5.
Research Objective
8
1.6.
Research Benefit
9
CHAPTER II REVIEW REFERENCES
10
2.1.
Theoretical Framework
10
2.1.1.
Integration of Character Education
10
2.1.1.1 Definition of Character Education
10
2.1.1.2. Dimension of Character Education
11
2.1.1.3 Stages of Character Education
14
2.1.1.4. Integration of Character Education
16
2.1.1.5 Integration of Character Education
in Learning Science
19
2.1.1.6 Character Assessment
20
2.1.2.
21
Problem Solving Strategy with Discussion Method
2.1.2.1 Problem Solving Strategy
21
vii
2.1.2.2 Problem Solving with Discussion Method
24
2.1.2.3 Problem Solving Competency
25
2.1.3
Integrating Character Education with Problem Solving
Strategy with Discussion Method
26
2.1.3.1 Integration of Character Education by Problem Solving
Strategy with Discussion Method
26
2.1.3.2. Improvement of Responsibility Value in Teaching
Problem Solving Strategy
27
2.1.3.3. Problem Solving Strategy in Science Lesson on Matter Physics
29
2.1.4.
30
Matter
2.1.4.1. Light
30
2.1.4.2. Optical Instruments
32
2.2.
Conceptual Framework
34
2.3.
Research Hypothesis
36
CHAPTER III RESEARCH METHOD
38
3.1.
Location and Time of Research
38
3.1.1.
Research Location
38
3.1.2.
Time of Research
38
3.2.
Population and Sample of Research
38
3.2.1
Population
38
3.2.2
Sample
38
3.3.
Research Design
38
3.4.
Research Variable
39
3.4.1.
Independent Variable
39
3.4.2.
Dependent Variable
40
3.5
Research Procedure
42
3.6
Research Instrument
43
3.6.1.
Responsibility Test
43
3.6.2.
Observation
43
3.6.3
Test Problem Solving Competency
43
viii
3.7.
Data Collection Techniques
44
3.8.
Data Processing Techniques
44
3.8.1.
Data of Students Responsibility
44
3.8.1.1. Responsibility Test and Teacher Observation
44
3.8.1.2. Observation
48
3.8.2.
Test Score Data for Student’s Problem
Solving Competency
49
3.9.
Data Analyzing Technique
52
3.9.1.
Data Proportion Test
52
3.9.2.
Test Hypothesis
55
CHAPTER IV RESULT OF RESEARCH AND DISCUSSION
56
4.1.
Research Implementation
56
4.1.1.
Implementation of Character Education
56
4.1.1.1. Responsibility Test
57
4.1.1.2. Problem Solving Competency
58
4.2.
Research Result and Discussion
58
4.2.1.
Data Analyzing of Responsibility Test Result
58
4.2.1.1. Result of Students Responsibility that Implemented Character
Education
58
4.2.1.2. Result of Students Responsibility without Implemented Character
4.2.2.
Education
60
Data Analyzing of Problem Solving Competency Test
61
4.2.2.1. Result of Problem Solving Competency that Implemented
Character Education
61
4.2.2.2. Result of Problem Solving Competency without Implemented
4.2.3.
Character Education
62
Observation Result
64
4.2.3.1. Observation Result for Experiment Class
65
4.2.3.2. Observation Result for Control Class
68
4.2.4.
70
Hypothesis Test
ix
4.2.4.1. The Effect of Implementation of Character Education for
Improvement Students Responsibility Using Problem Solving
Strategy
70
4.2.4.2. The Effect of Implementation of Character Education for
Improvement Problem Solving Competency Using Problem
Solving Strategy
71
4.2.4.3. Interaction between Students Responsibility and Problem
4.3.
Solving Competency
72
Discussion
73
CHAPTER V CONCLUSION AND SUGGESTION
77
5.1.
Conclusion
77
5.2.
Recommendation
78
REFERENCES
79
x
LIST OF FIGURE
Page
Figure 2.1.
Good Character Component
Figure 2.2.
The incident ray and the reflected ray are in
the same plane of travel
Figure 2.3.
13
31
Light bends toward the normal as it moves
from air to glass and bends away from the
normal as it moves from glass to air
Figure 2.4.
32
The human eye is complex and has many
components that must work together
33
Figure 2.5.
The objective lens and the eyepiece of microscope
34
Figure 3.6.
Research Procedure Design
42
Figure 4.1
Diagram of Improvement of Students Responsibility
in Experiment Class
Figure 4.2
Diagram of Improvement of Students Responsibility
in Control Class
Figure 4.3
63
Diagram of Improvement of based on Observation
Result in Experiment Class
Figure 4.6
62
Diagram of Improvement of Problem Solving
Competency in Control Class
Figure 4.5
61
Diagram of Improvement of Problem Solving
Competency in Experiment Class
Figure 4.4
59
66
Diagram of Improvement of based on Observation
Result in Control Class
69
xiii
APPENDIX LIST
Page
Appendix 1. Lesson Plan by Integrating Character Education
and Cooperative Problem Solving
81
Appendix 2. Lesson Plan by Integrating Character Education
and Cooperative Problem Solving
87
Appendix 3. Lesson Plan by Integrating Character Education
and Cooperative Problem Solving
95
Appendix 4. Lesson Plan by Integrating Character Education
and Cooperative Problem Solving
103
Appendix 5. Problem Solving I
111
Appendix 6. Problem Solving II
114
Appendix 7. Problem Solving III
117
Appendix 8.
Problem Solving IV
120
Appendix 9
Specification Table of Problem Solving Competency
124
Appendix 10 Posttest Problem Solving Competency
134
Appendix 11 Lattice of Problem Solving Competency
140
Appendix 12 Responsibility Test
144
Appendix 13 Description Responsibility Valued in Problem Solving
147
Appendix 14 Lattice of Students Responsibility
148
Appendix 15 Moral Story 1
152
Appendix 16. Moral Story 2
153
Appendix 17 Observation Result for Experiment Class
154
Appendix 18 Observation Result for Control Class
157
Appendix 19 Distribution of Item for Test I of Students Responsibility
(Experiment Class)
160
Appendix 20 Distribution of Item for Test I of Students Responsibility
(Control Class)
162
Appendix 21 Distribution of Item for Test II of Students Responsibility
(Experiment Class)
164
xiv
Appendix 22 Distribution of Item for Test II of Students Responsibility
(Control Class)
166
Appendix 23 Distribution of Item Pretest Problem Solving Competency
(Experiment Class)
168
Appendix 24 Distribution of Item Pretest Problem Solving Competency
(Control Class)
170
Appendix 25 Distribution of Item Posttest Problem Solving Competency
(Experiment Class)
172
Appendix 26 Distribution of Item Posttest Problem Solving Competency
(Control Class)
174
Appendix 27 Gain of Students Responsibility for Experiment Class
176
Appendix 28 Gain of Students Responsibility for Control Class
178
Appendix 29 Gain of Problem Solving Competency for Experiment Class
180
Appendix 30 Gain of Problem Solving Competency for Control Class
182
Appendix 31 Distribution of Frequency for Final Result of Students
Responsibility And Problem Solving Competency
184
Appendix 32 Hypothesis Test
188
Appendix 33 Observation Result in Experiment Class before Research
190
Appendix 34 Observation Result in Experiment Class in Learning
192
Appendix 35 Observation Result in Control Class before Research
194
Appendix 36 Observation Result in Experiment Class before Research
196
Appendix 37 Table of Percentage Problem Solving Competency for Step I 200
Appendix 38 Table of Percentage Problem Solving Competency for Step II 201
Appendix 39 Table of Percentage Problem Solving Competency for Step III 202
Appendix 40 Table of Percentage Problem Solving Competency for Step IV 203
Appendix 41 Documentation
205
1
CHAPTER I
INTRODUCTION
1.1 Background
In improving the quality of Indonesia Human Resources has been realized in
some of Indonesia's mission is contained in the Garis-Garis Besar Haluan Negara
(GBHN) are realizing the national education system and a democratic climate and
quality in order to strengthen noble, creative, innovative, insightful nationality,
intelligent, healthy, disciplined and responsible, skilled and master science and
technology in order to develop Indonesia's human quality looks very much. This is in
line with UU No.20 of 2003 on Sistem Pendidikan Nasional (Sisdiknas) which serves
to develop skills and form the character and civilization of the nation's dignity. With
reference to the vision and mission of the Indonesian people as well as the functions
and purposes of National Education, as mentioned above, the Ministry of
National Education since 2010 to develop a character education at all levels of
education. Given the importance of character, then the educational institution has a
responsibility to incorporate them through the learning process.
Investment value in the context of the character formation of students have
performed in the subjects of religious education, civic, and Indonesian. But the
investment value is still considered less successful. This is evidenced by the many
actions that are still showing a decline in morale among others, increased
promiscuity, escalating violence teenagers, crimes against friends, the habit of
cheating, drug abuse, and destruction of property of others. Unsuccessful investment
in education has resulted in value for learners who are not in character such as
honesty, responsibility, discipline even affection, for example the current real state
officials have taken many corrupt practices that harm the State so that creating a
public lie that hard to accept people they do not even have a little escape to another
country and do not want to be responsible for his actions. In the classroom, students
are cheated when the test even in doing the tasks assigned by the teacher. They do not
want to try it first according to his ability and not a few of them do not do the work
2
completely. Fighting between students that may cause damage to public facilities and
infrastructure. Many road users do not obey traffic rules and the difficulty of applying
queuing culture. This is a result of the lack of character values of honesty,
responsibility and discipline ingrained in Indonesian society. It has become a social
problem still cannot be solved completely until now..
Many people think that this condition allegedly originated from what is
produced by the world of education. Demoralized occur because the learning process
tends to teach moral education and character and limited to text and less prepares
students to address and deal with the contradictory and real life education that most
contributed to this situation. non In the context of formal education in school, one of
the causes for education in Indonesia is more focused on intellectual or cognitive
development, while the soft skills aspect or non academic as the main element of
character education has not been considered in an optimal and even tended to be
ignored.
According to Sudarminta (in Zubaedi, 2011:3), which should strengthen
educational practice aspects of character or virtue so far only able to produce a
variety of human attitudes and behavior contrary to what is taught. For example how
Pancasila Moral Education (PMP) and religion in the past is the subject of two types
of values, which were not successfully instill moral values and humanism into the
center of consciousness of students. Based on the results of research Afiya (in
Zubaedi, 2011:3), the material taught religious education includes moral teaching
materials, tend to focus on the enrichment of knowledge (cognitive), whereas the
formation of attitudes (affective), and habituation (psychomotor) are minimal.
Teaching of religious education is dominated by the transfer of science and religion
are more textual recitation, so making it less touching aspects of social life on the
teachings of tolerance in society and the nation. In other words, other aspects that
exist in students, the affective aspect of moral virtue and received less attention.
Therefore, beginning in 2010 Ministry of National Education has sought an integrated
character education innovation is done in an integrated character education
3
into all subjects
including physics subjects and integrated into all levels of
education, especially Junior High School. The reason in the age to adolescence is a
critical period of moral development, especially when individuals move from a
relatively homogeneous primary school to secondary school where they are faced
with the contradiction between the moral concepts that they have received with what
they experience outside the family and neighbors so as to continue their education to
a higher level learners who already have a moral provision brought into a better
human being. Therefore, character education in school as long as it needs to be
studied and sought alternative solutions, and needs to be developed in more
operational operations so that more easily implemented in schools. Based on these
explanations can be concluded that character education can be realized through the
teaching of science at the Junior High School. Zubaedi (2011:273) state that:
“Pendidikan karakter pada dasarnya melekat pada setiap mata pelajaran karena
setiap mata pelajaran pada dasarnya memiliki nilai-nilai karakter yang harus dilalui
dan dicapai siswa. In the development of character values to students can be done
through the Science subjects According Sumaji et al, as cited by Sofyan Sauri (in
Zubaedi, 2011:292), science contains a lot of the value of life. Science in this process
is a learning process and take the meaning to life and the world around us. Many
important values of life that can be learned from science, to give consequences to
educators to be able to develop a science as one of the media in shaping students'
personal. In this case, students can be invited to examine and learn the values that are
useful in science in society.
Character development can also be done in physics, which is one branch of
Natural Science subjects. In Peraturan Menteri Pendidikan Nasional (Permendiknas)
No.23/2006 when examined in depth, each formulation of Graduate Competency
Standards an implicit or explicit contained substance of the character. The substance
of value/ character is in Graduated Competency Standards (Standar Kompetensi
Lulusan) Junior High School students that faith and piety, justice, responsibility,
discipline, nationalistic, mutual cooperation, persistent, creative and caring. Then the
4
distribution of investment value of each character in the science subjects in particular
are curiosity, logical thinking, critical, creative, and innovative, honest, healthy
lifestyle, confidence, respect for diversity, discipline, self-reliant, responsible, caring
environment, and love science. Therefore, in discussing of physics matter, a teacher
can develop one of the characters are as real physical matter is directed to develop
students' role in understanding the natural phenomenon from the viewpoint of
theoretical physics, to explore various sources of information and analyze it to
improve that understanding.
Implementation process of learning science, especially physics subjects is one
of the less desirable class of students. Because many students who feel less able to
advance in studying the physics and feel that physics is a difficult and boring subject.
As a result, the students learn physics is relatively low. In addition to individual
factors such students, the teaching of physics that are presented are also less attractive
that affect students' low motivation in learning physics. Physics is the science that is
interesting, especially supported by the development of Science and Technology
(Science and Technology) is rapidly increasing and current developments in physics
put into one of the most important subjects. Therefore, to create learning interesting
and meaningful physics educators need to combine the character development in
teaching.
In an effort to implement character education in all subjects, educational
institutions need to produce teachers who can understand how the concept of
character education. This is because the real task of educators is not just transferring
knowledge or information but also to educate students to be a person of character and
morality. Therefore, educators must be able to make words and behavior of their
students in the class to be either embedded in the end be of good character education
later. Educator is a role model for students and has a very large role in shaping
students' character. Educators role as forming of for young people based on UU
Guru dan Dosen UU No. 14 Tahun 2005, teacher is defined as professional educators,
with the primary task of educating, teaching, guiding, directing, training, and evaluate
5
students on early childhood education, formal education, primary education and
secondary education.
The success of character education in each subject one of which is influenced
by the precision of a master in creating conditions and an attractive learning
environment such as the selection of models, strategies, approaches and even the
method of learning. Therefore, a teacher to be able to do their job in educating
students of characters required to understand and have adequate skills in developing
effective learning model, creative and fun. Based on Panduan Pendidikan Karakter di
SMP , the implementation of character education is integrated in the learning process
take place from the planning, implementation, and evaluation of learning in all
subjects. Among the principles to be adopted in the learning plan, carry out the
learning process, and evaluation of the learning principles of Contextual Teaching
and Learning which has been introduced to teachers, including school teachers
throughout Indonesia since 2002. The principles are the Constructivism, Questioning,
Inquiry, Learning Community, Modeling, Reflection, and Authentic Assessment.
However, in this study, researchers selected as the basic principles of learning theory
Constructivism to integrate character education.
Problem solving is a form of learning strategies based on understanding
constructivism. Berkowitz and Bier (in Sani, 2011:3), argued that the practice is
necessary in forming the character of the problem solving, empathy, social skills,
conflict resolution, reconciliation efforts, and life skills. Problem solving is a strategy
of teaching where students are given problems, then asked to solve. The purpose of
problem-solving model is to instill in the students how to think systematically and
logically in a problem solve problems. This will grow if there is a pattern of
interactive learning which emphasizes communications direction that will put a lot of
students as a variable that is indirectly provided the students how to solve problems in
life and able to be responsible for settlement of these problems. One of the
6
advantages of solving problems that learning can help students to develop new
knowledge and it is responsible for the learning they do Sanjaya (2009: 220).
Problem solving is a very important part in learning physics (Heller, Keith &
Anderson, 1991:627) in J. Phys for problem solving can help students to process
information that already exists in the minds of students and help students to construct
knowledge he already has. Quite appropriate problem solving strategies in integrating
the character of learning because, according to Zubaedi (2011:240), there are some
skills that are necessary for someone to practice the values that are shared so that
constructive and moral behavior in society. One of these skills are the skills to resolve
conflicts. This is in accordance with problem solving strategies to teach students the
steps in solving problems both subject matter and the problems of life. In order to run
a problem solving strategy in performing well, we need a method of learning that can
support the implementation of problem solving strategies. Researchers are trying to
use the method of discussion, because the method of discussion to foster cooperation
within the students to work together to solve problems to be faced. Discussion
method is implemented so that all students can attempt to apply and solve problems
and communicate physics. Because, learning to use a problem solving approach is to
be student centered. Discussions with other friends of the newly learned concepts will
make them to understand more deeply challenged. They express concepts and ideas
with each other their own, listening to the idea of another friend, is argumentative,
rational debate their different ideas. Of the debate, those who have no true idea, can
improve the idea by taking the idea of another friend who is true, whereas if their
ideas are correct, they become more convinced of the truth of the idea. Problem
solving with discussion method provides the opportunity for students to take more
responsibility for the success of the group and the results of solving problems that
have been discussed.
7
Problem Solving strategy are consistent and can assist in the formation of a
character value that should be developed by a teacher to educators, especially
secondary educators.
Based on the above, then the author will conduct a study in experimental
research, entitled "The Effect of Character Education Implementation in Students
Responsibility and Problem Solving Competency of Light Using Problem Solving
Strategy at Junior High School” .
1.2 Problems Identification
In accordance with the background of the issues described above, identified
several problems:
1. Low character of the students responsibility in school
2. Fighting between students are increasing
3. Attitude of cheating is increase and become a habit
4. Discipline is decreasing
5. Implementation of character learning matter is not optimal
6. In general, teachers does not integrate character education in learning
physics
7. Activities students are less in Teaching and Learning Activities
8. Lack of students' skills in solving a problem, especially problems in
learning Science
1.3 Problem Limitations
Due to limitation of time and ability to conduct holistic research, all of the
issues identified must be reduced, investigators need to limit the problem to be
studied in order to analyze the results of this research can be done more in and
directed.
8
Research issues to be tested are:
1. How to implement of character education in science teaching in order to
improve student responsibility at Junior High School?
2. What is the effect of integration of character education using Problem
Solving strategy to student competency in problem solving?
1.4 Problem Formulation
Based on the description of the limit problem, the problem in this research can
be formulated as follows:
1.
How does the character responsibility of Junior High School Class VIII
students after following teaching and learning with character education
implementation in Problem Solving strategy?
2.
Is there any effect of character education implementation in Problem
Solving strategy in improving of students responsibility at Class VIII
Junior High School?
3. Is there any effect of character education implementation using Problem
Solving strategy to Junior High School Class VIII student competency in
problem solving?
4.
Is there any interaction between students responsibility and problem
solving competency?
1.5 Research Objectives
The purpose of the implementation of this research are as follows:
1. Knowing the improvement of students responsibility and problem solving
competency at Junior High School Class VIII by implementing character
education in Problem Solving strategy.
2. Knowing the effect of character education implementation in Problem
Solving strategy in improving of students responsibility at class VIII Junior
High School.
9
3. Knowing the effect of character education implementation using Problem
Solving strategy to Junior High School Class VIII student problem solving
competency.
4. Knowing the interaction between students responsibility and problem
solving competency
1.6 Research Benefits
Expected benefits in this research are:
1. As a handle material for researchers in carrying out their teaching
duties in the future.
2. As input to the teachers / prospective teachers that Problem Solving
learning strategy can be an alternative option to develop the character
of students
3. For additional reference material, for researchers interested in
undertaking further research on character improvement in learning
process
77
CHAPTER V
CONCLUSION AND SUGGESTION
1.1 Conclusion
Based on the results obtained from the data analysis and hypothesis testing, it can
be summarized as follows:
1. Implementation of character education give effect to the improvement of
student responsibility. The average normalized gain the experimental
class that is implemented character education using problem solving strategies
is 0.33 in the medium category can be concluded that the responsibility of
students has increased. The average normalized gain control the class that
uses a learning problem solving strategies without implementing character
education is -1.55 with a low category can be concluded that there was no
increase in student responsibility. Then, from the results of statistical analysis
to test the hypothesis using the chi-square = 12.43 and obtained X2count =
12.43 and X2table = 9.21, because X2count > X2table then there is the effect of
the implementation of character education to improve student responsibility.
2. Implementation of character education give effect to the improvement
competency of students to solve problems. The average normalized gain
the experimental class that is implemented character education using problem
solving strategies is 0.50 in the medium category can be concluded that the
ability of students to solve problems has improved The average normalized
gain control the class that uses a learning problem solving strategies
without implementing character education is 0.25 with a low category can be
concluded that an increase but not significant. Then, from the results of
statistical analysis to test the hypothesis using the chi-square = 24.67 and
obtained X2count = 24.67, because X2count > X2table then there is the effect of
the implementation of character education to improve problem-solving
competency.
78
3. There is no interaction between the students responsibility with problemsolving competency. From the results of statistical analysis to test the
hypothesis using the chi-square, and obtained X2count = 0 dan X2table = 13.3,
because X2count < X2table then there is no interaction between the students
responsibility with problem-solving competency.
4. Based on research results, the students responsibility that implementated
character education is quite high. However, students problem solving
competency is still relatively low. While the students are given learning
problem solving strategies without implementation of character education is
not improve for responsibility, as well as the problem solving competency that
are still relatively low.
1.2 Suggestion
This research is still far from perfect research. Based on the research results
that have conducted, researcher gives the following recommendations:
1. For researchers who want to conduct further research to implement character
education should be more focused on direct observations to obtain more
accurate data because if obtained from a test only gives a picture of students
and may provide the best answer to each test item.
2. Before teachers instill character values in student through the learning process,
teachers should understand the nature of character education and good attitude
in front of the students in the learning process.
3. Research should not be done in a relatively short time, to obtain satisfactory
results, and more optimal.
STUDENTS RESPONSIBILITY AND PROBLEM SOLVING
COMPETENY OF LIGHT USING PROBLEM SOLVING
STRATEGY AT JUNIOR HIGH SCHOOL
By:
Sartika Ramadhani Nst
408121090
Physics Bilingual Education Study Program
THESIS
Submitted to fulfill the requirement for the degree of
Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2012
ResearchTitle : The Effect of Character Education Implementation in
StudentsResponsibilityand Problem SoMng Competency
of Light Using Problem Solving Strategr at Junior High
School
Name
: Sartika RamadhaniNst
ID Number
: 408121090
Study Program : PhysicsBilingual Education
Department
: Physics
NIP : 19640610198803l 0l7
Acknowledge by :
PhysicsDepartment
IIeader,
Bilinguat Program
Prof. Dr. Herbert Sipahutar, M. Sc.
r{IP. 19610626
l987r0 l 001
\IY
'79c*
icl
$:'i
M.Sc.,Ph.D.
I 001
Date of Greduati,on : Julv 23rd.2012
PREFACE
Syukur Alhamdulillah, praise and thanks to Allah SWT the Lord of hosts,
the Almighty who has given his grace and blessing to writer so that this thesis can
be done. Shalawat and Salam to Rasulullah Muhammad SAW, hopefully His
Syafaat will be abundant in days later. This thesis which is titled “The Effect of
Character Education Implementation in Students Responsibility and Problem
Solving Competency of Light Using Problem Solving Strategy at Junior High
School ” is arranged to acquire the degree of “Sarjana Pendidikan”, Faculty of
Mathematics and Natural Sciences State University of Medan.
In this occasion, let me say thanks to Mr. Dr. Ridwan Abdullah Sani, M.Si
as thesis supervisor who has guided and given suggestion to writer from the
beginning until the end of writing this research. Thanks also to Mr. Prof. Drs.
Motlan, M.Sc, Ph.D, Mr. Drs. Makmur Sirait, M.Si, and Mrs. Dra. Derlina, M.Si
who have given critic and suggestion to writer from the planning of research until
finishing of thesis writing. Thanks also to Mr. Drs. Sehat Simatupang, M.Si as
academic supervisor who had guided and motivated the writer during the lecture,
Mr. Prof. Drs. Motlan Sirait, M.Sc., Ph.D as the dean of FMIPA Unimed.
Thanks also for all Mr. and Mrs. lecturer and staff employee of Physics
FMIPA State University of Medan who have encourage the writer during the
lecture. Thanks also to principal of SMP Swasta Muhammadiyah 1 Medan Mr.
Paiman S.Pd and also to Physics teacher Mr. Sarwono Hadi S, S.Pd who have
helped and guided the writer during this research was taken place and also to Mr.
And Mrs. Teacher and staff employee who have provided the oppurtunity and aid
during this research was taken place.
Gratefully and specially to : Dear my lovely mother Saminah Sinaga, S.Pd
and my lovely father Abdul Manaf Nst, who have educated me and provides
motivation, praying and love, for my brother Marwansyah Putra Nst ST, for my
young brother Muhammad Rifaldi Nst and for all my family who have supported
me.
To all of my friends in Physics Department FMIPA UNIMED, especially
to 2008 students of Physics Bilingual 2008: Arini, Boby, Febri, Nawi, Alfan,
Majid, Risdo, Luqman, Azwar, Zia, Laila, Laurent, Ruth, Ester, Wita, and Nurul
who have provided spirit, motivation, and aid to the writer.
Writer realizes that there is still deficiencies in this research, that is why,
writer expect constructivism’s advice and suggestion in order to make this thesis
is useful for all of us.
Medan,
Writer
July 2012
Sartika Ramadhani Nst
Reg. Num. 408121090
iii
THE EFFECT OF CHARACTER EDUCATION IMPLEMENTATION IN
STUDENTS RESPONSIBILITY AND PROBLEM SOLVING COMPETENCY
OF LIGHT USING PROBLEM SOLVING STRATEGY AT JUNIOR HIGH
SCHOOL
Sartika Ramadhani Nst (408121090)
ABSTRACT
The objectives of this research were: (1) knowing the effect of character
education implementation in improving students responsibility using problem solving
strategy, (2) knowing the effect of character education implementation in improving
student’s problem solving competency, and (3) knowing the interaction between
students responsibility and problem solving competency.
The research method was quasi experimental. The population were two
hundred and fifty (250) students grade VIII semester II SMP Swasta Muhammadiyah
1 Medan and 68 students became sample of this research. The sample divided into
two classes, experimental and control class. Sample divided into two classes,
experimental and control classes. The treatment given was the implementation of
character education in class VIII-Unggul use problem solving strategies, and without
the implementation of character education in classes VIII-A. Data obtained by direct
observation for the students responsibility and test of problem-solving competency to
the students after learning that the treatment given. Data analysis technique used is
the chi-square.
These results indicate that: (1) implementation of character education give
effect to improve the students responsibility, obtained X2count = 12.43 > X2table (α =
0.01) = 9.21. It can also be seen from the improvement students responsibility from
the average normalized gain obtained experimental class at 0.33 with medium
category while the control class -1.55 obtained a low category. (2) students are given
the implementation of character education scored better problem-solving competency
than students who do not implement character education, obtained X2count = 24.67 >
X2table (α = 0.01) = 9.21. It can be also seen an improvement problem-solving
competency of the average normalized gain of experimental class is 0.50 that
includes the medium category while the control class is 0.25 that including the low
category. (3) There is no interaction between the students responsibility with
problem-solving competency, obtained X2count = 0 < X2table (α = 0.01) = 13.3.
iv
THE EFFECT OF CHARACTER EDUCATION IMPLEMENTATION IN
STUDENTS RESPONSIBILITY AND PROBLEM SOLVING COMPETENCY
OF LIGHT USING PROBLEM SOLVING STRATEGY AT JUNIOR HIGH
SCHOOL
Sartika Ramadhani Nst (408121090)
ABSTRACT
Tujuan dari penelitian ini adalah: (1) mengetahui pengaruh penerapan
pendidikan karakter dalam peningkatan tanggung jawab siswa menggunakan strategi
problem solving, (2) mengetahui pengaruh penerapan pendidikan karakter dalam
peningkatan kemampuan siswa memecahkan masalah, dan (3) mengetahui hubungan
antara tanggung jawab siswa dan kemampuan memecahkan masalah.
Metode dalam penelitian adalah quasi experiment. Populasi sebanyak 250
siswa kelas VIII semester II SMP Swasta Muhammadiyah 1 Medan dan 68 siswa
sebagai sampel dalam penelitian. Sampel dibagi dalam dua kelas, experiment dan
control kelas. Perlakuan yang diberikan adalah penerapan pendidikan karakter di
kelas VIII-Unggul menggunakan strategi problem solving, dan tanpa penerapan
pendidikan karakter di kelas VIII-A. Data diperoleh melalui observasi langsung untuk
tanggung jawab siswa dan tes kemampuan memecahkan masalah setelah perlakuan
pembelajaran yang diberikan. Teknik analisis data yang digunakan adalah chi-square.
Hasil penelitian menunjukkan bahwa: (1) penerapan pendidikan karakter
memberikan pengaruh untuk peningkatan tanggung jawab siswa, diperoleh X2hitung =
12.43 > X2tabel (α = 0.01) = 9.21. Hal ini dapat dilihat dari peningkatan tanggung
jawab siswa bahwa rata-rata gain ternormalisasi diperoleh kelas experiment 0.33
dengan kategori medium sementara kelas control -1.55 dengan kategori rendah. (2)
siswa yang diberikan penerapan pendidikan karakter memperoleh skor kemampuan
memecahkan masalah lebih baik dibandingkan siswa yang tidak diterapkan
pendidikan karakter, diperoleh X2hitung = 24.67 > X2tabel (α = 0.01) = 9.21. Hal ini
dapat dilihat dari peningkatan kemampuan memecahkan masalah diperoleh rata-rata
gain ternormalisasi kelas experiment adalah 0.50 dengan kategori medium
sementara kelas control 0.25 termasuk kategori rendah. (3) Tidak ada hubungan
antara tanggung jawab siswa dengan kemampuan memecahkan masalah, diperoleh
X2hitung = 0 < X2tabel(α = 0.01) = 13.3
vi
CONTENT
Legitimation Sheet
Page
i
Biography
ii
Abstract
iii
Preface
iv
Content
vi
List of Figure
x
List of Table
xi
List of Appendix
xiii
CHAPTER I INTRODUCTION
1
1.1.
Background
1
1.2.
Problem Identification
7
1.3.
Problem Limitation
7
1.4.
Problem Formulation
8
1.5.
Research Objective
8
1.6.
Research Benefit
9
CHAPTER II REVIEW REFERENCES
10
2.1.
Theoretical Framework
10
2.1.1.
Integration of Character Education
10
2.1.1.1 Definition of Character Education
10
2.1.1.2. Dimension of Character Education
11
2.1.1.3 Stages of Character Education
14
2.1.1.4. Integration of Character Education
16
2.1.1.5 Integration of Character Education
in Learning Science
19
2.1.1.6 Character Assessment
20
2.1.2.
21
Problem Solving Strategy with Discussion Method
2.1.2.1 Problem Solving Strategy
21
vii
2.1.2.2 Problem Solving with Discussion Method
24
2.1.2.3 Problem Solving Competency
25
2.1.3
Integrating Character Education with Problem Solving
Strategy with Discussion Method
26
2.1.3.1 Integration of Character Education by Problem Solving
Strategy with Discussion Method
26
2.1.3.2. Improvement of Responsibility Value in Teaching
Problem Solving Strategy
27
2.1.3.3. Problem Solving Strategy in Science Lesson on Matter Physics
29
2.1.4.
30
Matter
2.1.4.1. Light
30
2.1.4.2. Optical Instruments
32
2.2.
Conceptual Framework
34
2.3.
Research Hypothesis
36
CHAPTER III RESEARCH METHOD
38
3.1.
Location and Time of Research
38
3.1.1.
Research Location
38
3.1.2.
Time of Research
38
3.2.
Population and Sample of Research
38
3.2.1
Population
38
3.2.2
Sample
38
3.3.
Research Design
38
3.4.
Research Variable
39
3.4.1.
Independent Variable
39
3.4.2.
Dependent Variable
40
3.5
Research Procedure
42
3.6
Research Instrument
43
3.6.1.
Responsibility Test
43
3.6.2.
Observation
43
3.6.3
Test Problem Solving Competency
43
viii
3.7.
Data Collection Techniques
44
3.8.
Data Processing Techniques
44
3.8.1.
Data of Students Responsibility
44
3.8.1.1. Responsibility Test and Teacher Observation
44
3.8.1.2. Observation
48
3.8.2.
Test Score Data for Student’s Problem
Solving Competency
49
3.9.
Data Analyzing Technique
52
3.9.1.
Data Proportion Test
52
3.9.2.
Test Hypothesis
55
CHAPTER IV RESULT OF RESEARCH AND DISCUSSION
56
4.1.
Research Implementation
56
4.1.1.
Implementation of Character Education
56
4.1.1.1. Responsibility Test
57
4.1.1.2. Problem Solving Competency
58
4.2.
Research Result and Discussion
58
4.2.1.
Data Analyzing of Responsibility Test Result
58
4.2.1.1. Result of Students Responsibility that Implemented Character
Education
58
4.2.1.2. Result of Students Responsibility without Implemented Character
4.2.2.
Education
60
Data Analyzing of Problem Solving Competency Test
61
4.2.2.1. Result of Problem Solving Competency that Implemented
Character Education
61
4.2.2.2. Result of Problem Solving Competency without Implemented
4.2.3.
Character Education
62
Observation Result
64
4.2.3.1. Observation Result for Experiment Class
65
4.2.3.2. Observation Result for Control Class
68
4.2.4.
70
Hypothesis Test
ix
4.2.4.1. The Effect of Implementation of Character Education for
Improvement Students Responsibility Using Problem Solving
Strategy
70
4.2.4.2. The Effect of Implementation of Character Education for
Improvement Problem Solving Competency Using Problem
Solving Strategy
71
4.2.4.3. Interaction between Students Responsibility and Problem
4.3.
Solving Competency
72
Discussion
73
CHAPTER V CONCLUSION AND SUGGESTION
77
5.1.
Conclusion
77
5.2.
Recommendation
78
REFERENCES
79
x
LIST OF FIGURE
Page
Figure 2.1.
Good Character Component
Figure 2.2.
The incident ray and the reflected ray are in
the same plane of travel
Figure 2.3.
13
31
Light bends toward the normal as it moves
from air to glass and bends away from the
normal as it moves from glass to air
Figure 2.4.
32
The human eye is complex and has many
components that must work together
33
Figure 2.5.
The objective lens and the eyepiece of microscope
34
Figure 3.6.
Research Procedure Design
42
Figure 4.1
Diagram of Improvement of Students Responsibility
in Experiment Class
Figure 4.2
Diagram of Improvement of Students Responsibility
in Control Class
Figure 4.3
63
Diagram of Improvement of based on Observation
Result in Experiment Class
Figure 4.6
62
Diagram of Improvement of Problem Solving
Competency in Control Class
Figure 4.5
61
Diagram of Improvement of Problem Solving
Competency in Experiment Class
Figure 4.4
59
66
Diagram of Improvement of based on Observation
Result in Control Class
69
xiii
APPENDIX LIST
Page
Appendix 1. Lesson Plan by Integrating Character Education
and Cooperative Problem Solving
81
Appendix 2. Lesson Plan by Integrating Character Education
and Cooperative Problem Solving
87
Appendix 3. Lesson Plan by Integrating Character Education
and Cooperative Problem Solving
95
Appendix 4. Lesson Plan by Integrating Character Education
and Cooperative Problem Solving
103
Appendix 5. Problem Solving I
111
Appendix 6. Problem Solving II
114
Appendix 7. Problem Solving III
117
Appendix 8.
Problem Solving IV
120
Appendix 9
Specification Table of Problem Solving Competency
124
Appendix 10 Posttest Problem Solving Competency
134
Appendix 11 Lattice of Problem Solving Competency
140
Appendix 12 Responsibility Test
144
Appendix 13 Description Responsibility Valued in Problem Solving
147
Appendix 14 Lattice of Students Responsibility
148
Appendix 15 Moral Story 1
152
Appendix 16. Moral Story 2
153
Appendix 17 Observation Result for Experiment Class
154
Appendix 18 Observation Result for Control Class
157
Appendix 19 Distribution of Item for Test I of Students Responsibility
(Experiment Class)
160
Appendix 20 Distribution of Item for Test I of Students Responsibility
(Control Class)
162
Appendix 21 Distribution of Item for Test II of Students Responsibility
(Experiment Class)
164
xiv
Appendix 22 Distribution of Item for Test II of Students Responsibility
(Control Class)
166
Appendix 23 Distribution of Item Pretest Problem Solving Competency
(Experiment Class)
168
Appendix 24 Distribution of Item Pretest Problem Solving Competency
(Control Class)
170
Appendix 25 Distribution of Item Posttest Problem Solving Competency
(Experiment Class)
172
Appendix 26 Distribution of Item Posttest Problem Solving Competency
(Control Class)
174
Appendix 27 Gain of Students Responsibility for Experiment Class
176
Appendix 28 Gain of Students Responsibility for Control Class
178
Appendix 29 Gain of Problem Solving Competency for Experiment Class
180
Appendix 30 Gain of Problem Solving Competency for Control Class
182
Appendix 31 Distribution of Frequency for Final Result of Students
Responsibility And Problem Solving Competency
184
Appendix 32 Hypothesis Test
188
Appendix 33 Observation Result in Experiment Class before Research
190
Appendix 34 Observation Result in Experiment Class in Learning
192
Appendix 35 Observation Result in Control Class before Research
194
Appendix 36 Observation Result in Experiment Class before Research
196
Appendix 37 Table of Percentage Problem Solving Competency for Step I 200
Appendix 38 Table of Percentage Problem Solving Competency for Step II 201
Appendix 39 Table of Percentage Problem Solving Competency for Step III 202
Appendix 40 Table of Percentage Problem Solving Competency for Step IV 203
Appendix 41 Documentation
205
1
CHAPTER I
INTRODUCTION
1.1 Background
In improving the quality of Indonesia Human Resources has been realized in
some of Indonesia's mission is contained in the Garis-Garis Besar Haluan Negara
(GBHN) are realizing the national education system and a democratic climate and
quality in order to strengthen noble, creative, innovative, insightful nationality,
intelligent, healthy, disciplined and responsible, skilled and master science and
technology in order to develop Indonesia's human quality looks very much. This is in
line with UU No.20 of 2003 on Sistem Pendidikan Nasional (Sisdiknas) which serves
to develop skills and form the character and civilization of the nation's dignity. With
reference to the vision and mission of the Indonesian people as well as the functions
and purposes of National Education, as mentioned above, the Ministry of
National Education since 2010 to develop a character education at all levels of
education. Given the importance of character, then the educational institution has a
responsibility to incorporate them through the learning process.
Investment value in the context of the character formation of students have
performed in the subjects of religious education, civic, and Indonesian. But the
investment value is still considered less successful. This is evidenced by the many
actions that are still showing a decline in morale among others, increased
promiscuity, escalating violence teenagers, crimes against friends, the habit of
cheating, drug abuse, and destruction of property of others. Unsuccessful investment
in education has resulted in value for learners who are not in character such as
honesty, responsibility, discipline even affection, for example the current real state
officials have taken many corrupt practices that harm the State so that creating a
public lie that hard to accept people they do not even have a little escape to another
country and do not want to be responsible for his actions. In the classroom, students
are cheated when the test even in doing the tasks assigned by the teacher. They do not
want to try it first according to his ability and not a few of them do not do the work
2
completely. Fighting between students that may cause damage to public facilities and
infrastructure. Many road users do not obey traffic rules and the difficulty of applying
queuing culture. This is a result of the lack of character values of honesty,
responsibility and discipline ingrained in Indonesian society. It has become a social
problem still cannot be solved completely until now..
Many people think that this condition allegedly originated from what is
produced by the world of education. Demoralized occur because the learning process
tends to teach moral education and character and limited to text and less prepares
students to address and deal with the contradictory and real life education that most
contributed to this situation. non In the context of formal education in school, one of
the causes for education in Indonesia is more focused on intellectual or cognitive
development, while the soft skills aspect or non academic as the main element of
character education has not been considered in an optimal and even tended to be
ignored.
According to Sudarminta (in Zubaedi, 2011:3), which should strengthen
educational practice aspects of character or virtue so far only able to produce a
variety of human attitudes and behavior contrary to what is taught. For example how
Pancasila Moral Education (PMP) and religion in the past is the subject of two types
of values, which were not successfully instill moral values and humanism into the
center of consciousness of students. Based on the results of research Afiya (in
Zubaedi, 2011:3), the material taught religious education includes moral teaching
materials, tend to focus on the enrichment of knowledge (cognitive), whereas the
formation of attitudes (affective), and habituation (psychomotor) are minimal.
Teaching of religious education is dominated by the transfer of science and religion
are more textual recitation, so making it less touching aspects of social life on the
teachings of tolerance in society and the nation. In other words, other aspects that
exist in students, the affective aspect of moral virtue and received less attention.
Therefore, beginning in 2010 Ministry of National Education has sought an integrated
character education innovation is done in an integrated character education
3
into all subjects
including physics subjects and integrated into all levels of
education, especially Junior High School. The reason in the age to adolescence is a
critical period of moral development, especially when individuals move from a
relatively homogeneous primary school to secondary school where they are faced
with the contradiction between the moral concepts that they have received with what
they experience outside the family and neighbors so as to continue their education to
a higher level learners who already have a moral provision brought into a better
human being. Therefore, character education in school as long as it needs to be
studied and sought alternative solutions, and needs to be developed in more
operational operations so that more easily implemented in schools. Based on these
explanations can be concluded that character education can be realized through the
teaching of science at the Junior High School. Zubaedi (2011:273) state that:
“Pendidikan karakter pada dasarnya melekat pada setiap mata pelajaran karena
setiap mata pelajaran pada dasarnya memiliki nilai-nilai karakter yang harus dilalui
dan dicapai siswa. In the development of character values to students can be done
through the Science subjects According Sumaji et al, as cited by Sofyan Sauri (in
Zubaedi, 2011:292), science contains a lot of the value of life. Science in this process
is a learning process and take the meaning to life and the world around us. Many
important values of life that can be learned from science, to give consequences to
educators to be able to develop a science as one of the media in shaping students'
personal. In this case, students can be invited to examine and learn the values that are
useful in science in society.
Character development can also be done in physics, which is one branch of
Natural Science subjects. In Peraturan Menteri Pendidikan Nasional (Permendiknas)
No.23/2006 when examined in depth, each formulation of Graduate Competency
Standards an implicit or explicit contained substance of the character. The substance
of value/ character is in Graduated Competency Standards (Standar Kompetensi
Lulusan) Junior High School students that faith and piety, justice, responsibility,
discipline, nationalistic, mutual cooperation, persistent, creative and caring. Then the
4
distribution of investment value of each character in the science subjects in particular
are curiosity, logical thinking, critical, creative, and innovative, honest, healthy
lifestyle, confidence, respect for diversity, discipline, self-reliant, responsible, caring
environment, and love science. Therefore, in discussing of physics matter, a teacher
can develop one of the characters are as real physical matter is directed to develop
students' role in understanding the natural phenomenon from the viewpoint of
theoretical physics, to explore various sources of information and analyze it to
improve that understanding.
Implementation process of learning science, especially physics subjects is one
of the less desirable class of students. Because many students who feel less able to
advance in studying the physics and feel that physics is a difficult and boring subject.
As a result, the students learn physics is relatively low. In addition to individual
factors such students, the teaching of physics that are presented are also less attractive
that affect students' low motivation in learning physics. Physics is the science that is
interesting, especially supported by the development of Science and Technology
(Science and Technology) is rapidly increasing and current developments in physics
put into one of the most important subjects. Therefore, to create learning interesting
and meaningful physics educators need to combine the character development in
teaching.
In an effort to implement character education in all subjects, educational
institutions need to produce teachers who can understand how the concept of
character education. This is because the real task of educators is not just transferring
knowledge or information but also to educate students to be a person of character and
morality. Therefore, educators must be able to make words and behavior of their
students in the class to be either embedded in the end be of good character education
later. Educator is a role model for students and has a very large role in shaping
students' character. Educators role as forming of for young people based on UU
Guru dan Dosen UU No. 14 Tahun 2005, teacher is defined as professional educators,
with the primary task of educating, teaching, guiding, directing, training, and evaluate
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students on early childhood education, formal education, primary education and
secondary education.
The success of character education in each subject one of which is influenced
by the precision of a master in creating conditions and an attractive learning
environment such as the selection of models, strategies, approaches and even the
method of learning. Therefore, a teacher to be able to do their job in educating
students of characters required to understand and have adequate skills in developing
effective learning model, creative and fun. Based on Panduan Pendidikan Karakter di
SMP , the implementation of character education is integrated in the learning process
take place from the planning, implementation, and evaluation of learning in all
subjects. Among the principles to be adopted in the learning plan, carry out the
learning process, and evaluation of the learning principles of Contextual Teaching
and Learning which has been introduced to teachers, including school teachers
throughout Indonesia since 2002. The principles are the Constructivism, Questioning,
Inquiry, Learning Community, Modeling, Reflection, and Authentic Assessment.
However, in this study, researchers selected as the basic principles of learning theory
Constructivism to integrate character education.
Problem solving is a form of learning strategies based on understanding
constructivism. Berkowitz and Bier (in Sani, 2011:3), argued that the practice is
necessary in forming the character of the problem solving, empathy, social skills,
conflict resolution, reconciliation efforts, and life skills. Problem solving is a strategy
of teaching where students are given problems, then asked to solve. The purpose of
problem-solving model is to instill in the students how to think systematically and
logically in a problem solve problems. This will grow if there is a pattern of
interactive learning which emphasizes communications direction that will put a lot of
students as a variable that is indirectly provided the students how to solve problems in
life and able to be responsible for settlement of these problems. One of the
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advantages of solving problems that learning can help students to develop new
knowledge and it is responsible for the learning they do Sanjaya (2009: 220).
Problem solving is a very important part in learning physics (Heller, Keith &
Anderson, 1991:627) in J. Phys for problem solving can help students to process
information that already exists in the minds of students and help students to construct
knowledge he already has. Quite appropriate problem solving strategies in integrating
the character of learning because, according to Zubaedi (2011:240), there are some
skills that are necessary for someone to practice the values that are shared so that
constructive and moral behavior in society. One of these skills are the skills to resolve
conflicts. This is in accordance with problem solving strategies to teach students the
steps in solving problems both subject matter and the problems of life. In order to run
a problem solving strategy in performing well, we need a method of learning that can
support the implementation of problem solving strategies. Researchers are trying to
use the method of discussion, because the method of discussion to foster cooperation
within the students to work together to solve problems to be faced. Discussion
method is implemented so that all students can attempt to apply and solve problems
and communicate physics. Because, learning to use a problem solving approach is to
be student centered. Discussions with other friends of the newly learned concepts will
make them to understand more deeply challenged. They express concepts and ideas
with each other their own, listening to the idea of another friend, is argumentative,
rational debate their different ideas. Of the debate, those who have no true idea, can
improve the idea by taking the idea of another friend who is true, whereas if their
ideas are correct, they become more convinced of the truth of the idea. Problem
solving with discussion method provides the opportunity for students to take more
responsibility for the success of the group and the results of solving problems that
have been discussed.
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Problem Solving strategy are consistent and can assist in the formation of a
character value that should be developed by a teacher to educators, especially
secondary educators.
Based on the above, then the author will conduct a study in experimental
research, entitled "The Effect of Character Education Implementation in Students
Responsibility and Problem Solving Competency of Light Using Problem Solving
Strategy at Junior High School” .
1.2 Problems Identification
In accordance with the background of the issues described above, identified
several problems:
1. Low character of the students responsibility in school
2. Fighting between students are increasing
3. Attitude of cheating is increase and become a habit
4. Discipline is decreasing
5. Implementation of character learning matter is not optimal
6. In general, teachers does not integrate character education in learning
physics
7. Activities students are less in Teaching and Learning Activities
8. Lack of students' skills in solving a problem, especially problems in
learning Science
1.3 Problem Limitations
Due to limitation of time and ability to conduct holistic research, all of the
issues identified must be reduced, investigators need to limit the problem to be
studied in order to analyze the results of this research can be done more in and
directed.
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Research issues to be tested are:
1. How to implement of character education in science teaching in order to
improve student responsibility at Junior High School?
2. What is the effect of integration of character education using Problem
Solving strategy to student competency in problem solving?
1.4 Problem Formulation
Based on the description of the limit problem, the problem in this research can
be formulated as follows:
1.
How does the character responsibility of Junior High School Class VIII
students after following teaching and learning with character education
implementation in Problem Solving strategy?
2.
Is there any effect of character education implementation in Problem
Solving strategy in improving of students responsibility at Class VIII
Junior High School?
3. Is there any effect of character education implementation using Problem
Solving strategy to Junior High School Class VIII student competency in
problem solving?
4.
Is there any interaction between students responsibility and problem
solving competency?
1.5 Research Objectives
The purpose of the implementation of this research are as follows:
1. Knowing the improvement of students responsibility and problem solving
competency at Junior High School Class VIII by implementing character
education in Problem Solving strategy.
2. Knowing the effect of character education implementation in Problem
Solving strategy in improving of students responsibility at class VIII Junior
High School.
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3. Knowing the effect of character education implementation using Problem
Solving strategy to Junior High School Class VIII student problem solving
competency.
4. Knowing the interaction between students responsibility and problem
solving competency
1.6 Research Benefits
Expected benefits in this research are:
1. As a handle material for researchers in carrying out their teaching
duties in the future.
2. As input to the teachers / prospective teachers that Problem Solving
learning strategy can be an alternative option to develop the character
of students
3. For additional reference material, for researchers interested in
undertaking further research on character improvement in learning
process
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CHAPTER V
CONCLUSION AND SUGGESTION
1.1 Conclusion
Based on the results obtained from the data analysis and hypothesis testing, it can
be summarized as follows:
1. Implementation of character education give effect to the improvement of
student responsibility. The average normalized gain the experimental
class that is implemented character education using problem solving strategies
is 0.33 in the medium category can be concluded that the responsibility of
students has increased. The average normalized gain control the class that
uses a learning problem solving strategies without implementing character
education is -1.55 with a low category can be concluded that there was no
increase in student responsibility. Then, from the results of statistical analysis
to test the hypothesis using the chi-square = 12.43 and obtained X2count =
12.43 and X2table = 9.21, because X2count > X2table then there is the effect of
the implementation of character education to improve student responsibility.
2. Implementation of character education give effect to the improvement
competency of students to solve problems. The average normalized gain
the experimental class that is implemented character education using problem
solving strategies is 0.50 in the medium category can be concluded that the
ability of students to solve problems has improved The average normalized
gain control the class that uses a learning problem solving strategies
without implementing character education is 0.25 with a low category can be
concluded that an increase but not significant. Then, from the results of
statistical analysis to test the hypothesis using the chi-square = 24.67 and
obtained X2count = 24.67, because X2count > X2table then there is the effect of
the implementation of character education to improve problem-solving
competency.
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3. There is no interaction between the students responsibility with problemsolving competency. From the results of statistical analysis to test the
hypothesis using the chi-square, and obtained X2count = 0 dan X2table = 13.3,
because X2count < X2table then there is no interaction between the students
responsibility with problem-solving competency.
4. Based on research results, the students responsibility that implementated
character education is quite high. However, students problem solving
competency is still relatively low. While the students are given learning
problem solving strategies without implementation of character education is
not improve for responsibility, as well as the problem solving competency that
are still relatively low.
1.2 Suggestion
This research is still far from perfect research. Based on the research results
that have conducted, researcher gives the following recommendations:
1. For researchers who want to conduct further research to implement character
education should be more focused on direct observations to obtain more
accurate data because if obtained from a test only gives a picture of students
and may provide the best answer to each test item.
2. Before teachers instill character values in student through the learning process,
teachers should understand the nature of character education and good attitude
in front of the students in the learning process.
3. Research should not be done in a relatively short time, to obtain satisfactory
results, and more optimal.