MINI RESEARCH

COURSE: STRATEGY TECHING

AND LEARNING

S1 EDUCATION

NAME Of STUDENT : AULIA SYAFRIYANTI ID : 4161121003

JOHANA THERESIA SINAGA ID : 4161121012

MARSHAL ADRIANUS PANGGABEAN ID : 4161121013

NUR AINI ID : 4163322004

TUMPAL LEONARDO H SINURAT ID : 4163121018

LECTURE : Prof. Dr. Mara Bangun Harahap, M.Si

COURSE : STRATEGY TEACHING AND LEARNING

PHYSICS DEPARTEMENT

FACULTY OF MATHEMATICS AND SCIENCES

STATE UNIVERSITY OF MEDAN

2017

MEDAN, November 2017

 Excecutive Summary

Teaching and learning process is a dynamic interaction between educators who carry
out teaching tasks with students who carry out learning activities. The process of interaction
is very important in the continuity of teaching and learning process, because in the process
of teaching and learning educators convey a message in the form of knowledge, skills,
attitudes and ethics to the learners through the process of interaction.
Learning activities are often associated with teaching, even between learning and
teaching combined into learning and often also referred to as teaching and learning.
Studying on the part of the students is a basic claim even can be said to be the psychological
basis that allows pedagogical and didactic activities to proceed as expected. So the teacher
must understand what the essence of learning is, what can influence the learning activities,
and how the learning process takes place. So that teachers are able to plan and organize
the process of learning and teaching in the classroom.
Based on the above, it is necessary knowledge of the learning process. Every
individual has a different way of learning. These individual differences should be considered
in the teaching strategy so that every student can fully develop and master the learning
materials thoroughly. As we know that in the learning process can not be separated from
various difficulties. But this is a challenge for any teacher who wants his job truly as a
profession.
Development of learning tools is a series of processes or activities undertaken to
produce learning devices based on existing development theories. the steps that must be
taken in determining the learning strategy is related to the approach of teaching and learning
that is considered the most appropriate and effective to achieve the target. How does the
teacher perceive something the problem, concept, understanding, and theory that will be
used in solving a case, will greatly affect the outcome.
Then how is the importance of developing the learning strategy in influencing the
development of student's potential, the various methods arranged in the learning strategy
aims to provide clear and definitive knowledge about the learning, so as to determine what
aspects should be determined before starting the learning should be well prepared, so that
the learning process smoothly and can achieve the educational goals that have been set.
Discussion is one communication talking to one another, sharing ideas and opinions.
Discussion methods encourage students to dialogue and exchange opinions, with the aim
that students can be encouraged to participate optimally, without any rules that are too
harsh, but still must follow the agreed ethics. In this learning with the method of discussion,
the more opportunities for the students to be actively involved in learning even though the
teacher is still the main control. But every method of learning that is given there are certainly
advantages and disadvantages, so that teachers must understand the various methods of
learning so that teachers can choose and use the appropriate methods in accordance with
the material and learning objectives. Learning method used is expected to improve the ability
of learners in the process of thinking and expressing opinions.
 FOREWORD

First of all, let us say praise and gratitude the presence of GOD Almighty God
Almighty, for His grace and the gift of the Mini Research Tasks can be done on time. We
would like to thank the lecturers Sir Prof. Dr. Mara Bangun Harahap, M.Si for their support
and directives, so I got knowledge about this task.

Mini Research purpose of the Report is in addition to fulfilling the tasks assigned also
to gain knowledge about the course of Strategy Teaching and Learning. We realize that
there are still many shortcomings in this paper, for that we expect criticism and positive
advice from fellow students and teachers for the betterment of the Day to come.

Hopefully Mini Research is helpful in the development of our personal character,

especially for the readers.

Medan, November 20th 2017

Team
 Table Of Contents
Excecutive Summary ................................................................................................................................... 2
FOREWORD ................................................................................................................................................... 4
CHAPTER I ...................................................................................................................................................... 6
PRELIMINARY ................................................................................................................................................ 6
1.1 Background Problem ................................................................................................................... 6
1.2 Identification of Problem ............................................................................................................ 7
1.3 Limitation Problem ....................................................................................................................... 7
1.4 Formulation Problem ................................................................................................................... 7
1.5 Purpose Survey ............................................................................................................................. 7
1.5 Benefit Survey ............................................................................................................................... 8
CHAPTER II .................................................................................................................................................... 9
THEORITICAL ................................................................................................................................................ 9
A. Theoretical Review ....................................................................................................................... 9
B. Observed Concept............................................................................................................................. 10
C. Framework Of Thinking.................................................................................................................... 11
CHAPTER III ................................................................................................................................................. 12
METHODOLOGY SURVEY ........................................................................................................................ 12
A. Place and Time of Research ........................................................................................................ 12
B. Subject Research ........................................................................................................................ 12
C. Data Collection Technique ....................................................................................................... 12
D. Instrument Survey ...................................................................................................................... 13
E. Data Analysis Technique .............................................................................................................. 13
CHAPTER IV ................................................................................................................................................. 14
RESULT And DISSCUSSION .................................................................................................................... 14
A. Results Of Research .................................................................................................................. 14
B. Disscussion.................................................................................................................................. 16
CHAPTER V .................................................................................................................................................. 17
CLOSING ....................................................................................................................................................... 17
A. Conclusion ................................................................................................................................... 17
B. Suggestion ................................................................................................................................... 17
REFERENCE................................................................................................................................................. 18
 CHAPTER I

PRELIMINARY

1.1 Background Problem

Education is a business or activity that is run intentionally, regularly and planned with
the intent to change or develop the desired behavior. School as a formal institution is a
means to achieve the educational objectives. Through school, students learn various things.
In formal education, learning shows a positive change so that in the final stages will be new
skills, skills and knowledge. The learning process is reflected in the optimal learning
outcomes. But in order to achieve satisfactory results required learning process.

Learning activities in schools have been implemented from traditional learning to

modern learning. This change can change the way the view of the students as the object
becomes a subject in the learning process. The ability to solve students' expected physics
learning problems includes competence and intelligence patterns, learning not only
preparing for the future, but also how to create the future.

The fact that happens to the present in every learning is often found problems
experienced by students at the time of learning so that this will affect the ability of problem
solving students' physics lessons. Low ability of problem solving of physics of student
because in process of physics teacher learning generally too concentrate on formula and
how it works. Teachers are centers of activity, while students during learning activities tend
to be passive.

Generally learning is done in a one-way form. Teachers have more lectures in front of
students while more students listening activities. In general, teachers rarely give students
the inspiration to be creative and do not train them to live independently. Teaching lessons
are less challenging to think. As a result students do not like the lesson.

One alternative in the ability of problem solving physics is to implement Problem Based
Learning (PBL) strategy in the ability of problem solving physics. In the PBL learning model
is started by the problem. This can be generated by students or teachers, then students
deepen their knowledge of what they already know and what they need to know to solve the
problem. Students can choose issues that are considered interesting to solve so they are
encouraged to play an active role in learning. The purpose of problem-based learning is to
require teachers to provide motivation and encouragement to students to solve problems in
learning and argued about the problems in the learning.

Based on the above background, the researchers are interested in Creating an

engineering idea entitled "Efforts to Improve Problem Based Learning Model on Problem-
solving Ability in Physics Subject Class XI SMK 2 Medan".

1.2 Identification of Problem

1. The minimum value of grade XI SMK N 2 field on physics subject
2. The low interest of students to the subject of physics

1.3 Limitation Problem

Improving Problem Based Learning model on problem solving ability on Physics
subject in Class XI SMK N 2 Medan.

1.4 Formulation Problem

1. What causes the value of physics subject in class XI SMK N 2 Medan standard?
2. What are the difficulties of students of class XI SMK N 2 Medan in physics lessons
using Problem Based Learning method

1.5 Purpose Survey

The purpose of the Idea The author of the project is to solve the problem "How to
improve the Problem Based Learning model on problem solving skills in Physics Class XI
SMK N 2 Medan."
a. Usefulness
Based on the objectives to be achieved, then the idea of engineering is expected to
be useful:
 For Master
As a material consideration, input materials for physics education teachers, especially
in creating the process of learning physics and can be used as an alternative to
choose or prepare a learning model that can solve the problem of physics.
  For Students
Implementation of this research will make students more active role, more skilled in
learning, and stimulate thinking ability in problem solving. So that students can get
results as expected in an effort to develop knowledge.
 For School
As an ingredient of giving alternative models of Teaching and Learning Process (PBM)
on the subject of physics in order to achieve the goal of entrepreneurial learning
optimally.
 For Researchers
As a matter of study about problem based learning model and its benefits directly in
improving student activity.

1.5 Benefit Survey

Problem Based Learning Model is an effort to involve students in doing the learning
process to find a solution in diagnosing a problem it faces. In the context of the students are
prepared to play a role in problem solvers by cooperation, inquiri and investigation.

Essentially the problem solving ability physics students are still low, because in physics
learning students only centered on the teacher so that students tend to passive. This should
be a model of learning to improve the ability of problem solving physics. One of the
alternative that can be applied in physics learning activity is through model problem based
learning.

This model can help students challenge their ability to solve physics problems as well
as provide satisfaction to discover new knowledge for students, improve students 'motivation
and learning activities, assist students in transferring students' knowledge to understand
real-world problems, helping students to develop new knowledge and be responsible in
learning which they do, and problem-based learning can encourage students to conduct
their own evaluation of both the results and the learning process.
 CHAPTER II

THEORITICAL
A. Theoretical Review
Ownership of problem solving skills helps students think analytically in making
decisions in everyday life and helps improve critical thinking skills in dealing with new
situations (Utari, 2014: 297).
1. Learning Model
Suprijono (2010: 45) that "the learning model is the basis of the learning practice of
the result of the reduction of educational psychology theory and learning theory
designed based on the analysis of the implementation of the curriculum and its
implications on the operational level in the classroom, besides the learning model can
also be interpreted as the pattern used for the preparation curriculum, organize
material, and give instructions to teachers in the classroom ".
2. Problem Based Learning Learning Model
Problem Based Learning was first introduced in the early 1970s at the
McArthur University of the Medical Faculty of Canada, as an attempt to find solutions
in diagnosis by making inquiries according to the situation (Rusman, 2012: 242).
Yamin (2013: 81) argues that: Problem Based Learning is offering students
problems to solve individually or in groups, this strategy essentially trains the
cognitive skills of learners accustomed to solving problems, drawing conclusions,
seeking information and making artifacts as their report . The objectives of problem-
based learning according to Trianto (2007: 94) are: "1) Help students develop thinking
skills and problem-solving skills, 2) Learning the role of authentic adults, 3) Become
independent learner".
B. Observed Concept
Tabel 2.1

Step by Step Problem Based Learning Models

Fase Teacher Activities

Fase 1 : Explain the learning objectives, the logistics required,

motivate the students to be actively involved in the selected
Orients students on issues
troubleshooting activity.

Fase 2 : Helps students restrict and organize learning tasks related

to problems encountered.
Organize students to learn

Fase 3 : Encourage students to collect appropriate information, carry

out experiments, and search for explanations and solutions.
Guiding individual and
group investigations

Fase 4 : Help students plan and prepare the appropriate work like
reports, videos, models, and help share tasks with friends
Develop and present the
work

Fase 5 : Helps students reflect on the investigation of the processes

used during the course of problem solving
Analyze and evaluate the
problem-solving process

Sumber : Ngalimun (2014:96)

The steps that will be done in problem based learning on the concept of observation
in problem solving are:

a. Students are given motivation by explaining the objectives of the material under
study and how students can provide samples of the material reviewed in everyday
life guided by the teacher. Examples of materials Identify the game of marbles,
where marbles are experiencing collisions with other marbles.
b. Students are made up of small groups of 4-5 people with instructions from
teachers. Then the students presented a problem relating to the material Identify
 the game problem marbles, where marbles are experiencing collisions with other
marbles. to be studied in groups.
c. The group is given an opportunity to discuss the problem given with the group,
Where in such situations students learn to identify what problem ?, What is known
in the problem? How to step in finding solutions in solving the problem ?. This
activity continues in teacher supervision.
d. After each group finds the solution right then the fastest group is the group who
presented the results first, presented by one representative of the group. while the
group did not present as a correction group and was entitled to ask questions to
the presentation group.
e. The teacher as a companion to justify the presentation submitted by the advanced
group. Teacher tells where the misplaced and less precise on the results he did.
f. Teachers and students conclude related materials Identify marbles games, where
marbles experience collisions with other marbles according to learning materials
simultaneously and are given an evaluation at the end of the lesson.
g. During the learning process the teacher assesses each student.

C. Framework Of Thinking
The framework of thinking in research in problem based learning to the concept of
observation in solving the problem is;

Type:

(X1) and (X2): Student Opinion (Z): Result of Problem Based Learning

(Y): Master's Opinion H1: Effect of teachers on X1 and X2

H2: Their influence on problem based learning

 CHAPTER III

METHODOLOGY SURVEY
A. Place and Time of Research
This research will be implemented in SMK N 2 Medan School which is
located at Jl. STM No. 12 A, Sitirejo II, Medan Amplas, Medan City, North
Sumatera. The reason the researchers chose this school because in the second
semester we have done the apprenticeship I course from the campus. Time of
study to be implemented for 2 (two) months.

B. Subject Research
Subjects in this study is a class XI student of SMK Negeri 2 Medan T. A 2016/2017
of 37 people consisting of all male students.

C. Data Collection Technique

This classroom action research is qualitative descriptive. Primary data sources are
researchers who perform actions and students who receive action, while the
secondary data in the form of documentation data. Data collection can be done with
observation and documentation techniques.
1. Observation
Techniques of data collection where the researchers conduct a direct
observation of the object under study. Observation method is a conscious effort to
collect data which is done systematically with standardized procedure, in this
research, observation is used to know the existence of behavior change of student
action behavior. Researchers conduct research with guidelines that have been
observed observation (Arikunto, 2005: 78).
2. Documentation
Documentation is a technique of collecting data by collecting and analyzing
documents both written documents, drawings and electronic documents. The
collected documents are selected according to the purpose and focus of the problem
(Sukmadinata, 2005: 35). In this research, documentation method is used to support
interview result and observation by researcher about student identification of class
XI such as student's name, many students, list of values by looking at
documentation in school and photo recording and about research process in SMA.
 D. Instrument Survey
Instrument research that we do is in the form of Questionnaire or questioner where;
A questionnaire is an information-gathering technique that enables the analysis of the
attitudes, beliefs, behaviors, and characteristics of some key people within the
organization that are biased by the proposed system or by the existing system.
Questionnaire is a technique of data collection by asking written questions to be
answered in writing also by respondents. Questionnaire is a collection of written
questions that are used to obtain information from respondents about themselves or
things that he knows. The purpose of spreading the questionnaire is to look for
complete information about a problem and respondents without worrying if
respondents give answers that are not in accordance with the reality in filling out a
list of questions. In addition, respondents know the specific information requested.

E. Data Analysis Technique

Data analysis techniques used in this study is a qualitative data analysis, which follows
the concept given Hiles andHuberman (Arikunto, 2011: 37). Activity in data analysis is data
collection, data reduction, data presentation, conclusion, and verification.
 CHAPTER IV

RESULT And DISSCUSSION

A. Results Of Research
1. The effect of problem solving instruction on physics achievement
At the beginning and end of the study, both strategy and control groups we
asked to respond to PAT to measure their physics achievement. Means and standard
deviations of pretest and posttest score were calculated. Independent samples t-test
were employed to compere the groups mean pretest and posttest score respectively.

Comparisons between strategy and control group for PAT pretest and posttest;

2. The effects of problem solving instruction on problem solving performance

In order to investigate whether or not there was a significant difference in the
problem solving performance between two group before and after the intervention ,
means and standard deviation pre and posttest score, for strategy and control groups
respectively. Thus both groups were equal on the aspect of problem solving
 performance before the intervention . on the other hand, the mean posttest score of
the strategy group.

3. The Effects Of Problem Solving Instruction On Strategy Use.

The pretest results for both groups indicated no significant differences in total
strategy use and sub-scales including understanding, planning, solving, checking and
evaluating. Thus two groups were equal in the aspects of strategy use before the
intervention.
B. Disscussion
The result of this study revealed that instruction of problem-solving strategies
was effective for enhancing physics achievement, problem solving performance and
strategy use,. The first result of the study is consistent with the findings of problem
solving instruction research in different subject matters at different grade level, from
secondary to school.
Being effective of the strategy instruction on increasing the students’
achievement on physics course supports various research findings which determine
that the strategy instruction increased the success in different education levels and
in different subject matters.
And being the instruction applied on the strategy group more effective than the
instruction applied on the control group is a natural result of the strategy instruction.
By means of the problem solving activies, active participating of the students to the
problem solving instructions was obtained. This study provides some evidences of
the effect of using problem solving instruction on students physics achievement,
problem solving performance and strategy use.
In comparison, explicit problem solving instruction was more effective in
developing all aforementioned characteristics than traditional instructions. Explicit
instruction fosters these student learning outcomes by engaging student actively in
solving problem and becoming aware of every phase in this complex process. On the
basis of findings, it is strongly recommended that physics instructors should use
explicit problem solving instruction in their lessons to develop students’ problem
solving performance and the related outcomes such as course achievement, further
research is needed in different educational settings to determine the effects of
strategy instruction on the effective learning outcomes.`
 CHAPTER V

CLOSING
A. Conclusion

From the results of the formulation of idea engineering The author concludes that:
1. The process of physics learning in fact that happens to the present often found
problems experienced by students at the time of learning, so this will affect the low
problem-solving skills in learning physics. This is because in the process of learning
physics teachers are generally too concentrated on the lecture method and
assignment problems. Teachers usually only explain the concept informatively in the
learning activities, giving examples of problems and questions or assignments. This
should have student problem-solving skills, as this ability can help students make
informed, thorough, systematic, logical and multifaceted decisions.
2. Model Problem Based Learning is an alternative to involve students in the learning
process, so that students find a solution in diagnosing a problem it faces. Teachers
provide opportunities for students to play a role in problem solving by collaboration,
inquiry and investigation. As for the purpose of doing this research, the researcher
hopes through model of Problem Based Learning as a new innovation so that
students can challenge their ability and give satisfaction to find new knowledge for
student, increase motivation and student learning activity, assist student in transfer
student knowledge to understand real world problem, helping students to develop
new knowledge and be responsible in their learning.

B. Suggestion
In the form of implementation so that this mini research efforts can be achieved both
teachers and learners should work together in Classroom Action Research (PTK) on
learning activities that occur in a class together. The action is given by the teacher or
the direction of the teacher conducted by students of SMK N 2 Medan class XI.
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Bilgen, Ibrahim, Senocak, Erdal, Sozbilir, Mustafa. 2008. Turkiye: Eurasia The Effects of
Problem-Based Learning Instruction on University Students Performance of Conceptual
and Quantitative Problem in Gas Consepts. Eurasia Journal of Mathematics, Science and
Technology Education. 5(2). 153-164.

Sukmadinata. 2005. Metode Penelitian. Bandung: Remaja Rosdakarya.

Hendro. 2010. Kewirausahaan Untuk SMK dan MAK. Jakarta: Erlangga.

Ngalimun. 2014. Strategi dan Model Pembelajaran. Yogyakarta: Aswaja Pressindo.

Suprijono, Agus. 2010. Cooperative Learning Teori dan Aplikasi Paikem. Jakarta: Raja
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Trianto.2009, dkk. Model Pembelajaran Terpadu. Surabaya: Prestasi Bumi Aksara

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