The document summarizes a study on the influence of problem-based learning (PBL) and worksheets on student achievement in learning about buffer solutions in chemistry. The study found that: 1) Students who learned about buffer solutions using PBL and worksheets performed better on post-tests compared to students who learned via conventional teaching methods. 2) PBL with worksheets was more effective at improving students' cognitive skills like application and analysis of buffer solution concepts. 3) Students in the PBL group achieved a 77.93% improvement in learning outcomes, higher than the 63.85% improvement of students in the conventional teaching group.

1. THE INFLUENCE OF PROBLEM BASED LEARNING (PBL)
MODEL WITH WORKSHEET TOWARD STUDENT’S
ACHIEVEMENT IMPROVEMENT ON TOPIC BUFFER
SOLUTION IN SENIOR HIGH SCHOOL
Mastiur Verawaty Silalahi
8146142023
Chemistry Education

2. MAIN POINTS
1. INTRODUCTION
2. RESEARCH METHODS
3. RESULT AND
DISSCUSSIO
4. CONCLUSION

3. Research Background
Education Teaching activities
in schools.
Many teacher in school
still use conventional
especially teach
chemistry subject.

4. Research Background
PBL Method Objectives of PBL
Method
Worksheet Media

5. Teachers difficult to select or specify the
appropriate learning materials in order to
help students achieve competency.
Reasons why teachers need to develop learning
material especially in topic buffer solution:
1. the availability of materials as demanded by the
curriculum,
2. Topic buffer solution have characteristic is
related to calculate,
3. Buffer solution is an abstract concept that is
difficult to understand student.

6. PROBLEM IDENTIFICATION
Student tend to be Passive the learning
process.
The learning strategy applied the teacher
in learning process of chemistry subject
don’t affective.
The Chemistry topic of buffer solution is
categories as a difficult subject matter
because many student don’t understand.

7. In school, teachers still use a teacher-
centered learning.
Problem Based Learning method
with worksheet can be used as
learning strategy on learning of
Buffer Solution in Senior High
School.
PROBLEM IDENTIFICATION

8. THE SCOUPE OF RESEARCH
Based on the Identification Problem
above, this study is limited only to see
student’s achievement in chemistry topic
of Buffer Solution is taught grade XI
Senior High School 3 Medan by using
Problem Based Learning method with
worksheet media .

9. PROBLEM STATEMENT
• Is the significant differences of
student’s achievement between that
learned by using the problem based
learning method with worksheet
media and conventional method in
buffer solution?

10. • How about cognitive aspect will be
improved by influence of problem
based learning with worksheet media
in buffer solution?
PROBLEM STATEMENT

11. RESEARCH OBJECTIVE
• To know the significant differences
of student’s achievement between
that learned by using the problem
based learning method with
worksheet media and conventional
method in buffer solution.

12. • To know about cognitive aspect will
be improved by influence of problem
based learning with worksheet media
in buffer solution.
RESEARCH OBJECTIVE

13. SIGNIFICANCE OF THE RESEARCH
• For educators ( teachers, headmaster, and
goverments) as improvement and
motivation especially chemistry teachers
and develop innovation in learning
strategy to get effective Learning strategy
in chemistry topic Buffer solution to
student achievement improvement.

14. SIGNIFICANCE OF THE RESEARCH
• For Students, to increase
understanding of chemistry concept,
particularly the subject of buffer
solution.
• For other Researcher , this result can
be a literature to make a further
research related to this study.

15. Research Hypothesis
• Ha1 : Learning outcomes of Study
chemistry using Problem Based
Learning Method and Worksheet
Media more than better learning
outcomes using the Conventional
Method.

16. • Ha2 :The development of students‘
cognitive abilities while studying
chemistry with Problem Based
Learning Method and Worksheet
Media more than better learning
outcomes than students using the
conventional method.
Research Hypothesis

17. Overview of Research
• Research Location and Time
 SENIOR HIGH SCHOOL 3 MEDAN
 MARCH – APRIL 2013

18. Research Population and
Sample
Bilingual Chemistry Textbooks
Chemistry Teacher
Senior High School Students Grade XI

19. Research Design

20. OverviewofResearchProcedure

21. • The validity Item Test
• Difficult Level of Item Test
• Different Index of the Item Test
• The Reliability Test
Research Instrument

22. The Normality Test
The Homogeneity of Test
Normalized Gain
Hypothesis Testing
Technique of Data Analysis

23. RESULT AND DISSCUSSION
Table 2. The Result of Hypothesis Test
Sample Class Post Test Data
Normalized
Gain
Α Df Description
SMA NEGERI
3 MEDAN
Experiment
Class
tcount ttable tcount ttable
0.05 78
Ha is received and
Ho is rejected
Control Class 7.017
1.667
1
9.375
1.667
1

24. Table 3. The Improvement of Student’s
Achievement ( Normalized Gain)
Class
Percentage of Student’s
Achievement
Decription
Control Class 63.85% The improvement of student's
achievement that learned by problem
based learning model with Worksheet
media higher than conventional model
Experiment Class 77.93%

25. • Cognitive Aspect Improvement
Table 4. Comparison of Average Gain From the Level of Cognitive Aspect in Experimental
Class and Control Class
Average Gain From The Level of Cognitive Aspect
C1 C2 C3 C4
Control Experiment Control Experiment Control Experiment Control Experiment
0.70 0.78 0.72 0.71 0.49 0.85 0.74 0.84

26. Comparison The Average Gain From
The Level of Cognitive Aspect
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
C1 C2 C3 C4
Control Class
Experiment Class

27. • At the begining of the research, researcher tested the
student’s prior analysis by giving pre test questions about
buffer solution. Pre test result values showed that the
samples are in the same prior analysis about buffer
solution. The sample can be classified homogenize so the
learning treatment can be done.
• The learning treatment has done to control and experiment
classes. In the control class using conventional model and
experimental class using problem based learning model
with worksheet media. After the learning treatment has
done to control and experiment classes, the researcher
given them a post test to know the improvement of
student’s achievement conducted by various learning
strategy.

28. • The data that got during the research conducted, the average value
of pretest in control class is ( 42.37 ± 5.77 ) while normalized gain of
student’s achievement is ( 0.63 ± 0.077 ) and effectivity percentage
is 63.85% . The average value of pretest in experiment class is (
32.50 ± 6.69) while normalized gain of student’s achievement is (
0.78 ± 0.069 ) and effectivity percentage is 77.93%.
• Cognitive aspect growth is measured to know the cognitive aspect
that developed during the learning treatment in experiment class
that has the highest affectivity of learning treatment. The highest
effectivity is looked from the student’s achievement that got during
the learning process. The class that has hishest effectivity of
learning strategy is experiment class learned by using problem
based learning with worksheet media. with the effectivity is 77.93%
.
• From the result, got the highest cognitive aspect growth is
application (C3) with the average of question is 0.85 . Followed by
analysis (C4) with the average gain value of question is 0.84 ,
comprehension (C2) with the average normalized gain value is 0.71
and knowlegde (C1) with the average normalized gain value is 0.78.

29. CONCLUSION
Based on the research result that have been conducted researcher can
conclude that :
• There is significant differences of student’s achievement that learned by
using the problem based learning model with worksheet media higher
than conventional model in buffer solution.
• The Highest cognitive aspect growth is application (C3) with the average of
question is 0.85 . Followed by analysis (C4) with the average normalized
gain value of question is 0.84 , comprehension (C2) with the average
normalized gain value is 0.71 and knowlegde (C1) with the average
normalized gain value is 0.78.
• Based on the calculation normalized gain it could be seen that the
achievement improvement percentage of control class is 63.85% and
experiment class the achievement improvement percentage is 77.93%.
This case shown, there was distinguish student's achievement percentage
that learned by problem based learning model with Worksheet media
higher than conventional model.

30. Thank you