CHAPTER 1

INTRODUCTION
1.1.Background
Physics study untill now become a difficult lesson for most student to obtain good
learning achievement in the class.The law of students learning achievement is caused by
various factor,one of them is because students are less interested in physicsmost students in
class X claimed that they followed lessons of physics only as an obligation.Although there
are some students who are able to understand formulas in physics ,but it is still difficult for
them to implement these formulas in daily life,so they think that physics is not needed to
solve various problems in daily life.It can be concluded that most students are not motivated
in learning physics.Teacher who teach are usually using conventional model, where students
in the compulsory to understand formulas without explaining to studends of physics concepts
contained therein and its relationship with other subject

matter taught in classroom.In

addition,use of media in learning is also very minimal,so students become very limited
activity.
Education holds the important role to produce Indonesian human
resources,like as individu or as society.Entering the 21st century,the Indonesia human
resources condition was uncompetitive.According to the Human Development Report 2003
version UNDP,the rank of HDI (Human Development Index)] or the quality of human
resources in Indonesia is in the rank of 112,than Filipina is in the rank of 85,Thailand in the
rank 74,Malaysia in the rank of 58,Brunei in the rank of 31,South Korea inthe rank of 30 and
Singapore was ranked 28. Given this reality means that there must be addressed within the
Indonesian human resource.One affects of the low human resource factor is education.The
education system in Indonesia is considered not capable of producing human resources ready
to compete with universe.So there should be reforms in education.
Physics is the branch of Natural Science with studies natural phenomena and
interaction therein.Physics subjects not only features the ability to memorize the formulas
given,but also creatives in actualisation to solve the physics prolem in daily life.It is
emphasized to improve the competence of students to think critically and systematically in
understanding physics concepts,so students gain a true understanding of the physics.But the
factof

the

authors

experience

when

implementing

PPLT at

SMA Negeri

Lintongnihuta,physics subject considered difficult and boring subject because many

calculations intertwined among subjects with each other so that it resulted in less interest in
studying physics and student learning outcomes lower.
Based on the observation was done in SMA Negeri 2 Lintongnihuta known that the
students physics achievement at class X unsatisfactory.From the data known that the daily
examination results at SMA Negeri 2 Lintongnihuta scoring just average of 6.50 for science
subjects,this value is below the KKM(Minimum mastery criteria ) was set at 7.00 ( Source:
List Daily test scores SMA Negeri 2 Lintongnihuta).
Factors that affecting low student learning achievementsare teachers rarely use fun
methods or models of learning and less variety.Teacher just explain in front of class and
students only listening and take a notes, learning just focuses to physics equations and
calculations than explain the basic concepts,the relationship of physics with daily life,and the
physics problem in daily life,so that student consider that physics is the hardest lesson and so
difficult to understand.
Problem based learning model is one of the innovative learning model that can
provide an active learning conditions for students.Problem-based learning is a learning model
that engages students to solve a problem through the stages of scientific methods so that
students can learn knowledge related to these problems and also have the skills to solve
problems.Prolem-based learning model is also a learning model based on problems that
require authentic investigations that need the real solution from the real problem.
Some research relating to the use of Problem Based Instruction method has already been
done,among others;by Festiyed 1,Ermawati(2008),where their research showed that by using
PBL in learning can provide and increase in activity and students learning achievement,this
thing can seen from average value of student learning achievement which have increased
from 5.7 in cycle I to 6.09 in cycle II.There is also an increase in value of the lowest in cycle
I was 4,in cycle II,the lowest value obtained 5.Most students scores have increase,initially
they received score of 5 and 6 in cycle I,to 6 and 7 in cycle II.Research conducted by them is
class room action research using cycle model.They also suggested that experiment of this
study is more extensive, so as to ascertain how far this PBL method can increaseactivity and
student learning outcomes.

The result of this research were obtained by using the method of quasi-experimental
(Quasi Experiment ). Advice given by him in his research are as follows : (1) setting the table
on the PBL model should be quite comportable to use a group of five to six people and do not
hinder the mobility of teachers,(2) the number of groups is not to much,(3) required further
research concernig the application of the PBL model,so as to obtain more consistent result.
In a previous study the step of problem based learning model has been done well
suitable with the model,but researchs still have obstacles that can make less then the
maximum results.These constraints are limited number of researchers in allocating time when
students submit their discussion that not all groups can present the result of their
discussion.Less experience of researcher in managing class so that the noisy conditions of
students causing research to be less efficient.
Based on description above,will be conducted research with title Comparison of
Student Learning Outcomes Using Problem Based Learning Model and Conventional
Method in Topic Dynamic Electricity of class X SMA Negeri 2 Lintongnihuta Academic
Year 2015/2016.
1.2.Problems Identification
Based on description of background above,problem can be identified as follows:
1.Learning model that is often used is Conventional
2.Lack of students involvement in teaching and learning activitis
3.The low of student learning outcomes in Physics
4.Students not actively in learning process
1.3.Problems Limitation
Problem that developed in this paper should be limited to provide a clear description
of the problems that will be reviewed .In accordance by problem identification,problems
limitation of this paper as follows:
1.The model applied in this research is Problem Base Learning model
2.Subject matter is Heat and Temperature

3.Students that observe are high school students grade X in SMA Negeri 2 Lintongnihuta
Academic year 2015/2016
1.4.Problem Formulation
Based on the problems limitation which describe above,hence the problems
formulation in this research are;
1.How the student learning achievement after applied Problem Base Learning model?
2.How the student learning achievement after applied Conventional Learning?
3.Is the students learning outcomes by using Problem Base Learning model greater than
Conventional learning?
1.5.Research Objectives
The goals of this research is:
1.To know the student learning achievement after applied Problem Base Learning.
2.To know the student learning achievement after applied Conventional Learning model.
3.To know if there are differences in student learning achievement using Problem Base
Learnig model with Conventional Learning model.
1.6.Research Benefits
The expected benefits of this research are:
1.Adding the experience of researchs in improving students learning outcomes based Problem
Base Learning model that can be used in the future.
2.Opening teacher thinking conception in developing teaching and learning model on using
Problem Base Learning.

CHAPTER II
LITERATURE REVIEW
2.1. Theoritical Framework

2.1.1. Learning Defenition

Learning is an activity of the process, and an element that is fundamental to every level of
education. In the whole process of education, learning is an activity that most basic and
important in the overall educational process.
Learning is the process or the work done for each individual to obtain a change in behavior in
the form of knowledge, skills and attitudes and values as a positive experience to get some
impression of the material that has been studied. The learning activities be done at school, at
home, and in other places such as in a museum, in the laboratory, in the jungle and anywhere.
Learn the actions and behavior of the student complex. As the action then learn only
experienced by the students themselves and will determine the occurrence or non-occurrence
of the learning process.
According to Vernon S. Gerlach & Donald P. Ely in his book teaching and the Media-A
Systematic Approach (1971) in Arsyad (2011: 3) suggests that "learning is a change in
behavior, while the behavior is an action that can be observed. In other words, the behavior is
an action that can be observed or outcomes resulting from action or some actions that can be
observed

".

Meanwhile, According to Gagne in Whandi (2007) learning is defined as "a process by which
an organism changes its behavior as a result of an experience". Slameto (2003: 5) states study
is "a process attempts person to obtain a new behavior changes as a whole, as a result of his
own experience in the interaction with the environment".

Further Abdillah (2002) in Aunurrahman (2010: 35) concluded that "learning is a

conscious effort made by individuals in a change in behavior through training and experience
concerning aspects of cognitive, affective, and psychomotor to obtain certain goals" ,
It can be concluded Learning is a change in behavior in individuals who learn.
Change is not only related to the addition of science, but also in the form of skills, skills,
attitudes, understanding, self-esteem, interest, character, self-adjustment. Thus, it can be said
that learning is a series of events that lead to the development of body and soul of the human
person completely.
2.1.2. Learning Activity

In learning much needed existence of the activity, due to the absence of activity
learning process may not be going well. In the process of learning activities should involve
all aspects of learners, both physical and spiritual so that changes in behavior can be changed
quickly,accurately, easily and correctly,both related to cognitive affective and psychomotor (
Nana Hanafi, 2010: 23).
Learning activity is an activity that is both physically and mentally. In the process of studying
both activity must be related. Furthermore Piaget explained in the book of Sardiman that if a
child is thinking without doing anything, it means that the child does not think (Sardiman,
2011: 100)
School is one of the learning centers.Thus the school is to develop the activity
arena.Many types of activities that can be done at school.Student activity is not enough to just
listen and record as prevalentin traditional schools.Paul B. Diedrich cited( in Nanang
Hanafiah and Cucu suhana 2010:24) states, learning activities are divided into eight groups,as
follows:
1.Visual activities,which includes,for example reading, viewing pictures, experiments, demon
strations, exhibits, observe others work or play.

2. Oral activities, which suggests a fact or principle, linking an occurrence, ask questions,
give advice, 3. Listening activities, such as listening to the presentation of the material, listen
to a conversation or a discussion group, or listening to the radio.
4. Writing activities, ie write stories, write reports, check out the essay, materials copy, create
an outline or summary, and do tests and completed questionnaires.
5. Drawing activities, ie drawing, create graphs, charts, maps and patterns.
6. Motor activities, ie conduct experiments, choose tools, carrying out exhibitions, model
making, organizing games, as well as dancing and gardening.
7. Mental activities, ie contemplate, remember, solve problems, analyze the factors, see
connections, and make decisions.
8. Emotional activities, ie interest, differentiate, brave, calm, feeling tired and nervous.

2.1.3. Learning Achievement

Learning is an activity that process, and is an element that is very fundamental in any
organization of the type and level of education. Mean that the success or failure of achieving t
he goal of education was highly dependent the learning process experienced by students, both
when he was in school and in the home or family environment itself.
Winkel (1996: 162) says that "learning achievement is a proof learning success or abil
ity students inactivities learning according to the quality achieved".
Learning achievement can be measured by the assessment. Assessment or evaluation
at essentially the consideration or price or value based certain criteria (Nana Sudjana, 2009:
111).
Based on the above opinion can be concluded that the learning achievement is the lear
ning outcomes that have been achieved through the measurement and assessment of the mast
ery of knowledge and skills obtained by the students through the process learning expressed i
n symbols,numbers, letters or codes.
To determine the learning achievement can be measured by the assessment. With
such assessment is a process of give or determine the value of the certain objects based on a
certain criteria (Nana Sudjana, 2010: 3)
Benjamin Bloom (Nana Sudjana, 2010: 22) describes the learning achievement
achieved

by

students

can

be

grouped

into

three

areas

aspects,

ie:

1) cognitive sphere with respect to the results of intellectual learning that consists of
six aspects, namely the knowledge or memory, comprehension, application, analysis,
synthesis and evaluation.
2) affective sphere with regard to the attitude which consists of five aspects, namely
acceptance,

response

or

reaction,

assessment,

organization

and

internalization.

3) psychomotor sphere with respect to the results of learning skills and ability to act. There
are six aspects of the psychomotor domains, namely (a) reflex, (b) the basic movement skills,
(c) perceptual abilities, (d) the harmony or accuracy, (e) the movement of complex skills and
(f) the expressive movement.
2.1.4. Learning Model

The learning model is a plan or a pattern that is used as a guide in planning for
learning in the classroom. Learning model refers to the learning approach that will be used,
including the purposes of teaching, the stages in the learning activities, learning environment
and classroom management (Arends in Trianto, 2010: 51). Meanwhile, according to Joyce &
Weil (1971) in Mulyani Sumantri, et al (1999: 42) learning model is a conceptual framework
that describes a systematic procedure in organizing learning experiences to achieve learning
goals specific, and has a function as a guideline for the designers of learning and teachers in
planning and implementing learning activities.
Based on the two opinions above, it can be concluded that the learning model is a conceptual
framework that describes a systematic procedure for organizing a learning experience to
achieve specific learning objectives, and functions as a guide for instructional planner and
teachers in designing and implementing the learning process.
According Trianto (2010: 53) function of learning model as a guide for planner educators and
teachers in implementing the learning. To choose this model is strongly influenced by the
properties of the material to be taught, and also influenced by the objectives to be achieved in
the teaching as well as the level of ability of learners. In addition to that, each learning model
also has stages (syntax) do students with the guidance of teachers. Between one syntax with
the other syntax also have differences. These differences, including the opening and closing
of learning different between one another. Therefore, teachers need to master and can apply
various teaching skills, to be able to achieve the learning objectives and diverse learning
environment that characterizes today's school. According Kardi and Nur in Trianto (2011:
142) term learning model has a broader meaning than the strategies, methods, or procedures.
The learning model has four special characteristics that are not owned by the strategy,
methods, or procedures. Special traits learning model are: (1) Rational logical theoretical
prepared by the creators or developers, (2) Rationale of what and how students learn
(learning objectives to be achieved), (3) The behavior of teaching necessary so that the model
can be implemented successfully, (4) The learning environment necessary for learning
objectives that can be achieved.
The following is an example of the learning model : (1) Examples Non Examples,(2) Picture
And Picture,(3) Numbered Heads Together,(4) Cooperative Script,(5) Jigsaw,(6) Problem
Based Introduction

2.2. Problem Based Learning Model

2.2.1. Defenition and Characteristic of Problem Based Learning Model
Problem Based Learning (PBL) is a learning model that can help students to improve skills
needed in the global era. Problem Based Learning (PBL) was developed for the first time by
Prof. Howard Barrows around 1970 in study medical science at McMaster University in
Canada (Amir, 2009). This learning model presents a real problem for students as early
learning

later

resolved

through

investigation

and

applied

use a problem-solving approach.

Some definitions of Problem Based Learning (PBL):
1. According to Duch (1995), Problem Based Learning (PBL) is a learning model that
challenges students to "learn how to learn", work in groups to find solutions to realworld problems. This problem used to bind the students curiosity in learning the
intended
2. According to Arends (Trianto, 2007), Problem Based Learning (PBL) is a learning
approach where students are exposed to authentic problems (real) so hopefully they
can construct his own knowledge, to develop high-level skills and inquiry, the
3.

student's independence, and improving confidence

According to Glazer (2001), suggests Problem Based Learning (PBL) is a teaching
strategy where students actively confronted with complex problems in real situations.
From the explanation of the meaning of Problem Based Learning (PBL) can
be concluded that PBL is a learning model that exposes students to real-world
problems to start learning and is one of the innovative learning model that can provide
active learning conditions for students. Problem Based Learning (PBL) is the
development of the curriculum and the learning process.
In the curriculum, designed problems requires students gain important
knowledge, making them adept in solving the problem, and it has its own learning
strategies and skills to participate in the team. The learning process uses a systemic
approach to solving problems or challenges are needed in everyday life.
Model Problem Based Learning (PBL) is characterized by the use of real-life
problems as something that must be learned. With the model PBL students are
expected to gain more skills than knowledge memorized. Starting from the problemsolving skills, critical thinking skills, ability to work in groups, interpersonal and

communication skills, as well as search and information processing skills. Savery,

Duffy, and Thomas (1995) suggested two things that should be used as guidelines in
presenting problems. First, the problem must be in accordance with the concepts and
principles that will be studied. Secondly, the problem presented is the real problem,
which means that the real problem exists in the daily life of students.
PBL learning more priority in the learning process, in which the duty of
teachers should focus on helping students achieve self-directed skills. Teachers in this
model act as renderer problems, questioner, hold dialogue, to help find the problem,
and providers of learning facilities. In addition, teachers provide support that can
enhance the inquiry and intellectual growth of students. This model can only happen
if the teacher can create a classroom environment that is open and guiding the
exchange of ideas.
The most important characteristic of PBL learning model that emerged at the
beginning of his problems pembelajarannya.Menurut Arends, various teaching
development based problems have given the teaching model has the following
characteristics:
a. Submission of question or problem
1. Authentic, the problem must be rooted in real-life world of students rather than
rooted in the principles of a particular discipline.
2. Obviously, the problem formulated clearly, in the sense of not causing new
problems for students at last complicate the completion of the student.
3. Easy to understand, that the given problem should be easy to understand and
adapted to students' level of development of students.
4. Comprehensive and appropriate learning objectives. Comprehensive means that the
problem must include the entire subject matter to be taught in accordance with the
time, space, and resources available.
5. Helpful, that is the matter useful for students as problem solvers and teachers as a
problem maker.
b. Focusing on linkages between disciplines
Asked problems should involve various disciplines.
c. The investigation authentic (real)
In an investigation of the student to analyze and formulate problems, develop and
predicting hypotheses, collect and analyze information, conduct experiments, make
conclusions, and represent the final outcome.
d. Produce products and show it off

Students are tasked preparing the learning outcomes in the form of work and
showcase their work.
e. collaborative
On this model, learning tasks such as problems are resolved jointly by the student.
As for some of the characteristics of PBL according to Tan (Amir, 2009) include:
a.Problem used as beginning of learning.
b. Usually, problems that used a real-world problems presented by hold
c. Problems usually requires a plural perspective. The solution requires students to use
and get the concept of some science that had previously been taught or cross science
to other fields.
d. Problems keep students challenged to get learning in the realm of new learning.
e. Is prioritizing self directed learning.
f. Utilizing a varied source of knowledge, not from one source only.
g. Learning collaborative, communicative and cooperative. Students work in groups,
interacting, teaching each other (peer teaching), and make a presentation.
2.2.2. Problem Based Learning Goals
Every learning activity will be end with learning achievement.Learning
achievement is the abilities of students after receiving their learning experience
(Sudjana,2009).Learning achievement is an overview of learning in following the
learning process at a level that attended.
Formulation of educational purpose in national education system,both
curricural purpose and intructional purpose,using the classification of Benjamin
Blooms

learning

outcomes

are

devided

into

three

domains

namely

cognitive,affective,and psychomotor domains.Cognitive domain relating with

thinking

skills,affective

domain

relating

with

feelings

ability,attitude

and

personality,while the physchomotor domain relating with motor skills issues that are
controlled by psychological maturity.
2.2.3. Syntax Problem Based Learning Model
The steps of problem based learning is following:
Table 2.1: Table of the syntax of PBL model

PHASES
Phase 1

TEACHER BEHAVIOR
Teachers explain the purpose of learning, explaining the

Orient students to the problem

necessary logistics,
filed a phenomenon or a demonstration or a story to
reproduce the problem, motivating students to engage in

Phase 2

problem solving activities.

The teacher divides the students into groups, helping

Organize students to study

students define and organize learning tasks-related

Phase 3

problems.
Teachers encourage learners to collect the required

Guiding individual and group information, carrying out experiments and investigations
investigation
Phase 4

to get an explanation and problem solving.

Teachers help students in planning and preparing the

Develop and present the results

report, documentation, or model, and help them share the

task with other

Phase 5
Analyze

and

evaluate

the Teachers help students for reflection or evaluate the

process and results of problem process and results of the investigation they were doing.
solving

2.2.4. Advantages and Disadventages of Problem Based Learning Model

Teaching based a problem is not designed to help teachers provide as much
information to the students. Teaching based problem developed to help students develop
thinking skills, problem solving, and intellectual skills; learn different adult roles through
their inclusion in a real experience or stimulation; and become autonomous and independent
learners(Ibrahim and Nur,2000:7; Trianto 2009:96)
In addition to the benefits, the teaching model based on the problems which have
advantages and disadvantages. Advantages of PBL as a learning model are: (1) Realistic to
student life; (2) The concept according to the needs of students; (3) Nurture nature of inqury
students; (4) Retention of concept so powerful; and (5) Nurture problem solving ability. In
addition to these advantages PBL also has some disadvantages, among others: (1) Preparation
of learning (tool, problem, concept) complex; (2) Difficulty in finding relevant problems; (3)
Often miss-conception; and (4) Consumption of Time, where these models need sufficient
time in the investigation process. So sometimes much time is consumed for the process.

2.3. Conventional Learning

According Djamarah (1996), conventional teaching methods are traditional learning
methods or also called lecture method, because this method has always been used as a means
of verbal communication between teachers and students in the learning process and learning.
In the teaching history of conventional method is marked with lectures, accompanied by an
explanation as well as the division of tasks and exercises.
Learning in the conventional method, the learners more listening to the teacher at the
front of the class and performing the task if the teacher provides practice questions to
students. Which is often used in conventional learning methods include lectures, question and
answer method, discussion method, a method of assignment.
Other methods are often used in conventional methods, among others, is expository.
This expository methods such as lectures, where learning activities centered on the teacher as
a conduit of information (teaching materials). He spoke at the beginning of the lesson,
describe the material and sample questions with questions and answers. Learners do not just
listen and take notes. Teachers joint learners practice completing exercises and the students
ask if not understand. Teachers can check out the work of the students individually, explain
again to students individually or classical.
2.4. Learning Achievement
One of the indicators is reached or not a learning process is to look at learning
outcomes achieved by students. Learning outcomes is a reflection of the level of success or
achievement of the objectives of the learning process has been implemented that at its peak
ends with an evaluation. Defined learning outcomes as a the final outcomes decision-making
about the intensity of the students during the learning process, learning is successful if the
level of students' knowledge increased from the previous results (Djamarah, 2000: 25).
Learning outcomes is A level of mastery

achieved by students in the learning

program, in accordance with the objectives set. According Dimyati and Mudjiono (2006: 3)
learning outcomes is the result of an interaction learning acts and teaching acts.
Sukmadinata (2007: 102) said the learning outcomes are realized or expansion of the
skills potential or capacity of a person. While thelearning outcomes, according Arikunto

(2001: 63) as a result has achieved after undergoing a process of learning by firstly conduct
an evaluation of the learning process is done.

Learning outcomes can be said to be complete if it has met the minimum

completeness criteria set by each subject teacher. Learning outcomes are often used in a very
broad sense that for various rules contained what has been achieved by the students, for
example daily tests, homework assignments, oral tests conducted during the lesson, the final
test quarterly and so on.
Many factors can affect learning outcomes. There are factors that can be changed
(such as teaching, the quality of the design, evaluation model, etc.), those factors must be
taken as it is (such as student background, salary, school environment, etc.) Suhardjono in
Arikunto (2006: 55).
2.5. Learning Material
2.5.1.Definition of Electric Current
Electric current is defined as the flow of electric charge through a conductor. These
currents move from high potential to low potential, from the positive pole to the negative
pole, from the anode to the cathode. This electric current direction opposite to the flow of
electrons. Electric charge can be transferred in case of potential difference. The potential
difference produced by a power source such as a battery or accumulator. Every power source
always has two poles, the positive pole (+) and negative pole (-).
Electric current is the amount of electrical charge which flows from a point of high
potential to the low potential point within one second. Events flow of electric current due to
the electrons move. Electric current can also be interpreted as the magnitude of the voltage
divided by the magnitude of the resistance.

Strong electric current is the flow velocity of electric charge. Thus, what is meant by a strong
electric current is the amount of electric charge through a conductor section of each unit of
time. When the amount of charge q through a conductor section in time t, then I strong
currents mathematically can be written as follows.

Explanation:
I: strong electric current (A)
q: electric charge (C)
t: time (s)

Based on these equations, it can be concluded that one coulomb is an electrical charge
through a point within a conductor with a fixed electric current one ampere flowing for one
second.
2.5.2. Measurement of Electric Current and Voltage
How to know the amount of electric current? Tools that can be used to determine the strong
electric current is ammeters. At the measurement of electric current, ammeters in series in an
electrical circuit so that a strong current flowing through the same ammeters with a strong
current flowing in the conductor.

How to set ammeters on the electrical circuit is as follows.

a.Ammeters positive terminal is connected to the positive pole voltage source
(battery).
b.Ammeters negative terminal connected to the negative pole voltage source (battery).
If the switch on the circuit is connected, then the incandescent lamps turns on and the
ammeter needle deviate from zero. Large deviation needle on the ammeter shows a strong
large current flows.
If the switch is opened, then incandescent lamp is off and the needle on ammeters
back to zeros. This means that there is no electric current flow in the circuit. Thus, it can be
concluded that an electrical current flows only in a closed circuit.
Measuring using a voltmeter different from using ammeters, if using a voltmeter,
installation is passed in parallel at both ends of the voltage difference to be searched. If you
will measure the voltage difference between the ends of the lamp you just set the limit
measure on tools and directly connect the two wires of a voltmeter to the ends of the lamp as
shown below:

2.5.3. Ohm's Law and Electric Barriers

In the beginning was explained that the cause of the presence of electrical current because the
electric potential difference. George Simon Ohm, who first discovered the relationship strong
electrical current flowing through a conductor that had barriers fixed to the potential
difference of the ends of the conductor. According to George Simon Ohm stated "The amount
of electric potential difference ends of the conductor that had barriers fixed proportional with
the strong electric current flowing through the conductor for the conductor temperature
constant".

From further investigation using the conductive that had resistance R, was obtained:

2.6.Conceptual Framework

Physics is the branch of Natural Science which is a science that studies the
phenomena and natural phenomena in, empirical, logical, systematic and rational involving
the processing and scientific attitude.
The nature of learning physics is the process of changing the behavior of the students
in understanding the physics, thus leaving an impact on the improvement of cognitive ability,
affective, and psychomotor. With a true understanding of the concepts and principles of
physics and linking concepts of physics, it is expected that the student is able to solve many
problems of everyday life. Thus, students can discover, prove, realize and apply the concept
in everyday life. Therefore, in learning physics are emphasized not only the result, but the
process to get the results also preferred.
One of the weakness of the study undertaken by the teachers is the lack of effort to
develop students' ability to think. During this time learning model commonly applied is
focused teacher as resources in large numbers. So we need a model of learning so that
students have the ability to think and able to solve problems on their own, independent
learners and performing in real life.
In learning activities in the classroom, the learning method problem-based learning
can be used as a tool to approach the students with the surrounding environment because in
this learning method students are trained to look for problems that exist in the form of
working groups and they have to present the results of group discussion in the form of a
report.
On learning based on problem students are required to solve the problems presented
by digging as much information, then analyze and find solutions to existing problems.
Learning based problems orient students to the matter, multidisciplinary, requiring the
cooperation, and produce work.
2.7.Hypothesis
The hypothesis is a temporary answer to be tested through research. Based on the
formulation of the problem that has been presented, it can be arranged several hypotheses
related to the research problem, which is as follows:

Ho :

There is no difference of student learning achievement using problem based learning

model with conventional model on topic Dynamic electricity for class X SMA Negeri
2 Lintongnihuta.

Ha :

There is difference of student learning achievement using problem based learning

model with conventional model on topic Dynamic electricity for class X SMA Negeri
2 Lintongnihuta.

CHAPTER III
RESEARCH METHODOLOGY
3.1.Research Location and Research Time
3.1.1. Research Location
The research conducted in SMA N.2 Lintongnihuta grade X Semester II that were
active in the Academic Year 2015/2016.
3.1.1 Researh Time
The time of this research is adjusted suitable with the schedule allocated in teh senior
high school when the target materials of heat and temperature are being taught and at the
same time,the research is conducted without interfere the students and the teachers activity in
the selected school.
3.2.Research Population and Research Sample
3.2.1. Research Population
The populations on this reseach are all students in grade X of science program in
SMA Negeri 2 Lintongnihuta,that consist of 3 classes.
3.2.2. Research Sample
Sampling technique in this research use cluster random sampling.This technique
provide teh same chance for every part of population to be selected into sample.Randomly
selected sample and obtained two classes that used as experiment and control class. From the
result of ramdom selection,so X1 class choosed as experiment class and X3 as control class.

3.3 Research Variables

Research variabel is the point of concern of a research.The variabel in this research
are independent variable and dependent variable,namely:
Independent variable in this research is learning model of problem based learning (PBL) and
conventional model.
Dependent variables in this research is students learning achievement.
3.4 Method and Research Design
3.4.1 Method
The method use in this research is quqasi experiment.This experiment method use to
see the figure of achievement level.Experiment research method is teh most productive
experiment research because if the research applied well,so it can answer the main hypothesis
that link to causal relationship.
3.4.2 Research Design
This research will conducted two classes who give the different teratment to know the
students achievement used test for both of classes before and after give the treatment.The
design of research is follow:
Table 3.1 Reseach Design
Sample
Experiment
Control

Pre-Test
T1
T1

Treatment
X1
X2

Explanation:
T1

: Pre-Test

T2

: Post-Test

X1

: Problem Based Learning Model

X2

: Conventional Model

Post-Test
T2
T2

3.5 Research Procedure

The steps of this Research procedures follows:

Consult with Headmaster of SMA Negeri 2 Lintongnihuta to ask permission for

conducting research
Determine sample from population
Give Pre-Test for experiment and control class to know the student learning

achievement before give the treatment

Give Pre-Test data analysis called normality test,homogenity test,and test for

experiment and control class

Give treatment using problem based learning for experiment class and giving

treatment using conventional model for control class

Give Post-Test to know the student final ability for experiment and control class
Analize Post-Test data called normality test,homogenity test,test for experiment class
and control class.From hypothesis test knowed the comparasion of student learning
achievement by using problem based learning model and conventional model

Scheme of research design is shown as figure below:

Begin
Populatio
Sample

Experiment class

Control class

Pre-test

Normality and Homogeneity

Experiment class

Control class
Conventional
Learning

Problem Based
Learning

Post-test
Data Tabulation
Data Analysis
Conclusion
Finish

Figure 3.1.Scheme of Research Design

3.6.Research Instrument
3.6.1.Instrument of Students Learning Outcomes of Cognitive Domain
The insturment used in this study are evaluation test in the form of objective test (pretest and post-test).The evaluation test are arranged based on the topics being taught,in the
study have 15 question in multiple choice form with five obtions.The physics topic on
Dynamic electricity are including the ohm's law, electric current, voltage and power.The
question raised for each topic are distributed based on the grade,category,and difficulty level
of the subjects.
Before the instrument is used,the instrument is tested firstly.The data that will be
analyzed from the test result are difficulty level of questions items,the different index of
items, the validity of the items, and reliability of the instrument.
Table 3.2. The specification learning outcomes test (cognitive domain)
No

1
2
3
4

Material

Electric current
Voltage
Ohms Law
Power
Total

Cognitive
C C2 C3

C4

1
1

1
2

1
1
1
1
4

1
2
1
1
5

Amount
C5

C6
1

1
1
1
2

4
4
3
4
15

Explanation:
C1 :Remembering

C2 :Understanding

C4 :Analyzing

C5 :Evaluating

C3 :Applying
C6 :Creating

Assesment criteria for each question answered correctly with a score of 1,and each
question answered wrong with a score of 0.Furthermore,the total score of each student is
converted into a form value using the following formula:
Value =

score that got

maximum score

x 100

(3.1)
3.6.2.Instrument of Students Learning Outcomes at Affective Domain
The instrument use in thi study are observation by observer.The observation
instrument can see at the table

Table 3.3.Rubric of affective assessment

No
1

Indicator
Receiving

Responding

Descriptor
1.Listening to the teacher in focus

Scoring
1.descriptor shown

2.Follow the lesson goodly

2. descriptor shown

3.Obey the teacher instruction

1.Answering related to the question

3. descriptor shown
1. descriptor shown

2.Give/present the opinion or idea

2. descriptor shown

3.Report

the

discussion 3. descriptor shown

Valuing

/observation/experiment result
1.Complete an answer by giving the reason

Organization

2.Clarify something wrong

1.Follow the group discussion actively

2. descriptor shown
1. descriptor shown

2.Working together with groups member

2. descriptor shown

3.Collaborate with groups member

1.Say something brief and confidently

3 descriptor shown
1. descriptor shown

2.Responsibility toward task that given

2. descriptor shown

Characterization

1. descriptor shown

3.Respect the other people

3. descriptor shown

4.Show the good and polite attitude

4. descriptor shown

Assesment criteria for each description 1.Furthermore,the total score of each student
is converted into a form value using the following formula:
Value =

score that got

maximum score

x 100

(3.2)
To determine the criteria of students affective domain assessment,so use the
following criteria:
Table 3.4.Criteria Assessment of Students affective domain
Value in number
90-100
70-89
60-69
50-59
0-49

Explanation
Excellent
Good
Enough
Less
Poor

3.6.3.Instrument of Studentss Learning Outcomes at Psychomotor Domain

The instrument used in this study are observation by observer.The observation
instrument can see at the table
Table 3.5 Rubric of psychomotor assessment
No Indicator
1
Imitation

Manipulation

Descriptor
1.observe the teacher action

Scoring
1.descriptor shown

2.follow the teacher action

2. descriptor shown

3.imitate the teacher action

3. descriptor shown
1.do the assigment from the teacher based on 1.descriptor shown
the intruction

2.re-create something product that had been 2. descriptor shown

3

Precision

done about the lesson by follow the instruction

1.demonstrate their work without teachers help 1.descriptor shown
2.show their work result in front of class 2. descriptor shown
without teachers help

Articulation

1.solve the problem by doing an experiment

1.descriptor shown

Naturalizatio

1.setting an simple and eficient experiment

1.descriptor shown

Assessment criteria for each description is 1.Furthermore,the total score of each

student is converted into a form value using the following formula:
Value =

score that got

maximum score

x 100

(3.2)
To determine the criteria of students affe psychomotor domain assessment,so use the
following criteria:
Table 3.6.Criteria Assessment of Students psychomotor domain
Value in number
90-100
70-89
60-69
50-59
0-49

Explanation
Excellent
Good
Enough
Less
Poor

3.6.4.Insturment of Students Learning Activity

Students learning activity is aimed to observe all the students activity as long as
follow the teaching and learning process.
Table 3.7 Rubric of students learning activity assessment
No
1

Assessment aspect
Orient the problem

Descriptor
1.Show the problem not seriously

Scoring

2.Show the un exactly problem

2

Formula

3.Show the right problem seriously

the 1.Formulate the hypothesis unseriousl

hypothesis

y
2.Formulate the hypothesis

Identify the problem

3.Formulate the hypothesis completely

1.Identify the problem unseriously
2.Identify the problem

Analyzed the problem

3.Identify the problem completely

1.Analyzed the problem unseriously
2.Analyzed the problem but not compl
ete

Solve the problem

3.Analyzed the problem completely

1.Solve the problem but wrong
2.Solve the problem

Present the artifact

3.Solve the problem completely

1.Present the result but wrong
2.Present the result
3.Present the complete/correct result

Assessment criteria for each description is 1.Furthermore,the total score of each

student is converted into a form value using the following formula:
Value =

score that got

maximum score

x 100

(3.4)
To determine the criteria of students learning activity assessment,so use the
following criteria:
Table 3.8.Criteria Assessment of Students learning activity
Value in number
80-100
60-79
40-59
0-40

Explanation
Very active
Active
Active enough
Less

3.6.5.Validity Test
To determine the validity of the instruments used in the validity content.Content
validity of an instrument is show the suitability of the content to measure the topic that
had been taught.Content Validity is generally determined through expert judgment
(Sugiyono,2010).
3.7.Data Analysis Techques
The steps in the data analysis techniques are:
3.7.1.Determine Average Value
To determine the average of value of each sample group used the formula
X

Xi

(3.5)
Description :

= Mean of value

Xi = Amount of the value

n = Amount of sample(student)
3.7.2.Determine The Deviation Standard
To perform the standard deviation or standard deviation formula used is:
X 2

2
X

2
S =
n

Where:
S2 = Standard deviation
X = The number of the students
X2 = Sum of squares of each number

(3.6)

n = Number of test participants

3.7.3.Determine the Homogenity Test
To test the homogenity of the used formula (Sudjana,2005) :

F=

S 21
S 22

(3.7)
Where:
S 21 = Variance data biggest
2

S 2 = Smallest variance of data

The test criteria are received Ho: the data come from a homogeneous population cuont if
F<F table,where the Ftable obtained from the distribution list F with

= 0.01.Here is a real

level for testing.

3.7.4.Normality Test
Testing for normality by using the method Liliefors normality.The measures used in
the test are as follows(Sudjana,2005) :

From learning outcomes X1,X2,X3....Xn be a row number Z1,Z2,Z3,....Zn

Formula : Zi =

X iX
S

(3.8)

X
n

fixi

and S = n fi xi

With X =

For each raw number calculated odds F (Zi) = P(Z Zi) using normal distribution .
Then calculated proportion Z1,Z2,Z3,....Zn that are less then or equal to Zi.If the

(3.9)

proportion is expressed by S (Zi),

amount Z 1 , Z2 , Z 3 ,.... Z n which Zi
=
n
(3.10)

Then S (Zi)
Calculate the difference F(Zi)- S(Zi) taken absolute price
Taking the absolute value of the difference between the greatest and called Lo
Normality hypothesis accepted if the price Lo < L tabel for Liliefors test the real level
= 0,05 and otherwise will be rejected.

3.7.5.Hypothesis Test
Hipothesis test calculate with 2 kinds are t :
3.7.5.1.Pre-tes ability Test (two tail test)
T test is used to determine the similar ability student in both of groups sample.The
form of hypothesis will be test is :
Ho : 1 = 2 : Experiment class and control class have same similarity of ability
Ha : 1 2 : Experiment class and control class have not same similar ability
1 = the average value of the experimental class
2 = The average value of the control class
If research data have normal distribution and homogeny so to test of hypothesis use
different test with formula


X
1 X
t=

1 1
+
n1 n2

(3.11)
With S is combination of deviation standard can calculate with the formula according
to Sudjana (2005):

S2 =

( n11 ) S 21 +(n21)S22
n1+ n22

(3.12)
Where :
X 1 = The average value of learning outcomes in the experiment class
X 2 = The average value of learning outcomes in the control class

n1 = Total experiment class sample

n2 = Total control class sample
S2 = Varians two of class
T = value of t
With the criteria is:
H0 accept if t1-1/2 < t< t1-1/2 where t1-1/2 we get from t list with dk = n1 + n2-2 and
1
probability (1- 2

) . To another value of t H0 rejected .

Value of tcalculate compare with ttable get from t table list to = 0,05.If t1-1/2 < t< t1-1/2 on the
level 0.05 and independent degree dk = n 1 + n2 -2 ,so have the same initial ability of
student.

Ha accept if tcalculate > ttable (ttable get from distribution t list for = 0,05),it is mean have
not same initial ability of student.
3.7.5.2.Post-test Ability Test
T test two parts used to knowing the influence of problem based learning model on
students achievement.
The form of hypothesis will be test is:
H0 : 1 2 : Learning outcomes using problem based learning model less than conventional
learning.
Ha : 1> 2 : Learning outcomes using problem based learning model greater than
conventional learning.
If distribution normal data have the variance homogeny so the hypothesis in the
research use t test with the formula is : (Sudjana,2009)

X
1 X
t=

1 1
+
n1 n2

(3.13)
With :

( n11 ) S 21 +(n21)S22

S2 =

n1+ n22

(3.14)
With test criteria is :
H0 accept if tcalculate < t(1-) where t

(1-)

get from distribution table t with independent

degree (dk) = n1 + n2 -2 and the probability (1-) with = 0,05 for another value of t H 0 not
accept,so learning outcomes using problem based learning model greater than conventional
learnig.