Artikel ini dipresentasikan pada
International Confference
IMPROVING
INTEREST, ACTIVENESS, AND
STUDENT LEARNING OUTCOME USING PROBLEM BASED LEARNING MODEL
ABSTRACT
Problem Based Learning (PBL) requires an active
lecturer to facilitate the learning process, so that students can acquire
problem-solving strategies, and mediate the information search. PBL models
applied to students who studiedFinancial Derivative Instruments. The purpose of
this study was to determine whether interest, activeness and learning outcomes
can be increased after the implementation of the Problem Based Learning model. The
design of this study was classroom action research, conducted in two cycles
each consisting of one session. The type of data that is used in the form of
quantitative and qualitative data. The instrument used was the instrument of
observation and post-test sheet. The results obtained in the form of test
results (such as evaluation data of each end of the cycle) and non tests (in
the form of questionnaire data from charging interest in learning and
observational learning activeness). These results indicate the application of
problem based learning model can improve student interest, activeness and learning
outcome in studying Financial Derivative Instruments.
Key
words: Problem Based Learning, Learning interest,Learning activeness, Learning
Outcomes
1.
INTRODUCTION
Indonesia’s Derivative market
hasn’t evolve yet when compare with another country. This made the college
students doesn’t have an appropriate understanding about the course materials, about
product knowledge, mechanisms and activities in the derivatives market, types
and ways of working of each trader, as well as how pricing of derivative
products.
Bloom (1956) in Rifa'i and Anni
(2009: 86) delivered three areas of student learning: cognitive, affective and
psychomotor. Sinnott (1998) asserted that the university should meet the demands
of a changing world by approaching the task as one of enhancing postformal
thinking or adult reasoning skills in its students. Most college students lack logical
thinking skills and rely on inadequate thinking systems to address complex
problems and issues (Demetriou, Spanoudis, & Mouyi, 2011). The need to
improve cognitive skills has also been identified frombehavioral, cognitive and
emotional aspects of student performance (Kahu, 2013).
According Slameto (2010: 97), the
lecturer is in charge of encouraging, guiding and facilitating and leads student
to increased student interest in learning. The fact based on the preliminary observations
are:
1. The
process of teaching and learning in the classroom still focuses on lecturer as
the main source of knowledge
2. The students’
interest to learn Derivative instruments is still low.
3. Some
students expressed derivative is a difficult, confusing subject so their
participation is less than optimal.
The learning process begins with exploration
of a variety of real-world situations and problems to facilitate them in the
investigation. Exploration problem results will lead to student interest and
improve student learning activities.
2.
LITERATURE REVIEW
2.1. Interest,
Activeness And Learning Outcomes
To achieve good performance, not
only takes intelligence, but also a growing interest in student’s learning. Interest
is the relationship between self and something outside of ourselves"
(Suhartini, 2012), which will lead to a sense of attachment to something or
liveliness, without being told to do (Slameto, 2010:180), because of a
realization that a particular object is very unpopular and spawned high
attention to the individual to a particular object (Sudaryono, Margono and
Rahayu, 2012: 90). Therefore, the elements contained instudent’s interest, are:
(1) psychological symptoms; (2) concentration of attention, feelings and
thoughts on the subject; (3) the existence of a sense of excitement to the
object being targeted; and (4) the willingness or tendency oneself to undertake
activities to achieve objectives.
Effective learning process can
not be achieved when there is no liveliness, according Mulyono (2001: 26) in
Mulyana (2012). Meanwhile, according to a philosophical view of progressivism
in Rusman (2012: 384), "learning is not a process of receiving knowledge
of lecturers on students, but learning is an experience that was active,
mentally active either in the form of the activity of thinking, as well as
physically active in the form of practice and do directly (Juliantara:2010). Physical activities such as basic skills,
while the psychic activities such as integrated skills.
Sanjaya (2008) in Rusman (2012:
395-399) explains that the students' learning activeness of student involvement
can be observed while listening, discussion, role play, observations and
experiments, make things, prepare reports, and practices. Furthermore,
students' activeness criteria is devided into three aspects, the involvement of
students in lesson planning, learning and evaluation. The involvement of
students in the learning process, include: (1) Physical, mental and
intellectual activities; (2) experimental activities; (3) create a conducive
learning climate; (4) students involvement to find and utilize existing
learning resources; and (5) the existence of multidirectional interaction.
Characteristics of involvement of
students in learning evaluation, include: (1) evaluate their own learning
outcomes that have been carried out; (2) conducting a sort of tests and tasks,
both structured and independent assignments given lecturer; and (3) prepare a
report on the study, both written and oral.
Based on the understanding and
learning the liveliness of the criteria that have been suggested by experts
above, it can be concluded that the activeness of student learning is the
ability of students to be active on a regular basis which involves body, mind
and all aspect that associated with the learning process.
Learning outcomes represents a
change of behavior by the students after experiencing learning activities
(Rifa'I and Anni 2009: 85), when there are changes or new capabilities acquired
after committing student learning is the result of learning, because learning
is basically how a person's behavior changed as a result of the experience (Snelbeker,
1974; in Rusmono (2012: 8).
In learning, behavior change
achieved by the students after conducting learning activities. The purpose of
learning is a form of hope is communicated through a statement by describing
the desired change in self-esteem, which is a statement about what they want
after completing a learning experience.
Rifa'I and Anni (2009: 86)
revealed three benefits stipulated learning objectives that must be
accomplished individuals in the study, 1) provide direction on learning
activities. For educators, the learning objectives is directly selection of
strategies and types of activities that are appropriate. Then for students,
that goal lead students to perform learning activities that are expected and
able to use the time as efficiently as possible. 2) determine the learning
progress and the provision of instructional coaching for students. With that
goal, educators will find out how far the student has mastered a certain
learning objectives. 3) as a matter of communication. With the purpose of
learning, educators can communicate learning goals to students, so that
students can prepare themselves in following the learning process.Gagne (1988)
in Dahar (2006: 118) explains that, "appearances can be observed as a
result of learning called capability", where the capability of the results
of the study include 1) intellectual skills, since it is the appearance of
skills shown by students on an intellectual operation that can be done. 2) The
ability to use cognitive strategies, because students need to show the
appearance of the complex new situation, where given little guidance in
selecting and applying the rules and concepts that have been studied previously.
3) The ability to relate with the attitude that reflects the choice of action
against the activities of science. 4) The ability of verbal information, and 5)
motoric skills.
Based on the description of the
learning outcome, it can be concluded that the learning outcomes are changes in
individual behavior which includes cognitive, affective and psychomotor.
Changes in behavior were obtained after students completed their learning
programs through interaction with various learning resources and learning environment.
2.2. Problem
Based Learning Model
According to Joyce and Weil
(1986) in Abimanyu and Sulo (2008: 3.11), learning model is a conceptual
framework that describes systematic procedures in organizing learning
experiences to achieve specific learning objectives, and serves as a guideline
for the designers of learning and teachers in planning and implementing.
The characteristics of the
learning model according to Rusman (2012: 136-144) includes: (1) based on the theories
of education and specific learning theory; (2) has a mission or a specific
educational purpose; (3) can be used as guidelines for the improvement of
teaching and learning activities in the classroom; (4) has a learning steps,
the principles of reaction, social systems and support systems; (5) have an
impact as a result of applied learning model that includes the impact of
learning and impact accompaniment; and (6) make preparations guidelines to
teach the learning model chosen.
Before determining the model of
learning, the lecturer needs to consider several things Rusman (2010: 133-134):
(1) consideration of the objectives to be achieved; (2) considerations related
to materials or learning materials; (3); consideration of the angle of the
students; and (4) other non-technical considerations.
Problem Based Learning is used to
overcome the problems, with distinctive characteristics, namely the use of
real-world setting as a context for learning for students (Hung, 2013:13). It
also a flexible instructional strategy in which students are guided to take
part in the cognitive processes of advanced problem solving (Lenkauskaite &
Mazeikiene, 2012). It has subsequently been used in a variety of educational
settings, from middle and secondary education to higher education
(Hmelo-Silver, 2004).
Model Problem Based Learning
relates to the use of intelligence from within the individual who is in a group
of people or the environment to solve problems meaningful, relevant and
contextual (Rusman 2010: 230), and the use of various intelligence necessary to
carry out confrontation to the challenges of the world real, the ability to
deal with everything new and existing complexity (Tan (2000) in Rusman (2010:
232).
Meanwhile, Torp and Sage (2002)
in Sahin and Yorek (2009) describes the Problem Based Learning the students as
active problem solvers, trying to identify the root of the problem and the
conditions necessary to find a solution.
In Problem Based Learning,
students follow a certain pattern that began exploration by considering issues
which consists of events that require explanation. During a discussion with
members of the group, the students try to identify the basic principles or
processes. Here, students are stimulated to find a root of the problem that
needs to be done further settlement. As a result of this, the students
researched the necessary things and then discuss the findings and difficulties
in their group (Selcuk, 2010).
Meanwhile, Rusman (2010: 232-233)
suggests ten characteristics of problem based learning model, namely: (1) the
problem to be the beginning of learning; (2) The issues raised are issues that
exist in the real world; (3) the problem requires multiple perspectives; (4)
the problems challenging the knowledge possessed by the students; (5) self learning
is priority (6) the utilization of diverse sources of knowledge is an important
process in Problem Based Learning; (7) through collaborative learning,
communication, and cooperative; (8) the development of inquiry and problem
solving skills are equally important content of knowledge to find solutions to
a problem; (9) transparency in the process of Problem Based Learning includes
the synthesis and integration of a learning process; and (10) Problem Based
Learning involves the evaluation and review of the student experience and
learning process.
3.
Research Methods
3.1. Study
Design
Research
Data
This study uses quantitative and
qualitative data. Quantitative data collected through learning achievement at
the end in the first and second cycle. While qualitative data was being
collected using observation and questionnaire sheet as an assessment of
teaching and applying the model of Problem Based Learning.
Observations were carried out to
collect data of students' learning activities. Student learning activity data was
collected by observing through the learning activities of students from the
beginning to the end of the lesson, while the sheet questionnaire given to
determine student interest in learning.
In this study, researchers used
data collection techniques with tests, observation, documentation and filling
the questionnaire sheet
4.
Results and Discussion
4.1. Results
Cycle I and II
The results obtained in the form
of test and non test. Tes result obtained through the pre-test results, final
evaluation of learning at each meeting of the first cycle and second cycle. Non
test results obtained trough observation of performance lecturer, filling
questionnaire sheet and observation student interest sheet in learning
students' learning activities. The result of classroom action research results will
be explain in detail below.
A.1. Reflection
Cycle I
Problem Based Learning model
application on derivative financial in subject matter margins on some things
already showing success, although in some successes achieved in the first cycle
of research there is still not satisfactory.
The result in the first cycle
which includes the observation of the implementation of learning, application
of learning models, interest in learning, learning activities and learning
outcomes can be improved still further by doing some improvement in several
activities. Based on acquisition value observation result of learning
implementation is cycle I performed well and meet the indicators to success.
But still some things that need to be improved, including in terms of
exploration, researchers are still limited in using a variety of approaches and
learning media and other learning resources, so it also affects the ability of
researchers in conducting the confirmation I, which confirmed the results of
exploration and elaboration of students and facilitate students in reflection
to gain learning experience. At the first meeting, shortage of time occurred at
the end of the lesson, so that researchers have not had time to give a
follow-up to the students. Researchers have yet to familiarize students read
and write through specific tasks. However, there are some students who write
things that are considered important on the basis of the initiative of the
students themselves.
In addition to using observation implementation
of learning, also made observations using the observation sheet models. Observation
of the application learning model shows
that researchers do not yet apply the model ProblemBased Learning in accordance
with the plan of action has been drawn up. It can be seen from the lack of
organization of students to the problem and nurture in the investigation. Regardless
of the deficiencies that has been mention before, researchers have been trying
hard to be able to carry out learningmodel as good as possible.
Aside from the lecturer, there
are also some notes from the students who needs attention, one of which is the
interest of student learning. Based on the questionnaire results, it is known
that the students learning interest have achieved high criteria. However, the
percentage of the four aspects in the assessment of student learning interest hasn’tmet
the specified indicators of success, greater than or equal to 75% with a very
high criteria. There are things that cause student interest in learning is less
than optimal, they are: (1) the lecturer can not provide interesting
instructional media; (2) applied learning methods are less varied; and (3) the
lecturer is less clear in delivering learning tasks.
The emergence of interest in
learning can affect the learning activities. Based on observation, the
percentage of students' learning activities in cycle I reached 71.93% with high
criteria. However, there are two aspects that have achieved very high criteria,
namely: (1) readiness for doing learning; and (2) the involvement of students
in the final activity of learning; Meanwhile, there are four aspects in the
assessment of learning activities of students who have not yet reached success indicator.
Four aspects namely, the involvement of students in exploration, solving
problems using media and learning resources, attitudes and ways of presenting
the results group students in the class and involvement in
confirmation.Percentage gap seen in the aspect involvement in exploration
activities (55%).
There are some reason that cause
a lack of student involvement in exploration: (1) lecturers have not been able
to associate the problems withstudent learning; (2) the student does not pay
attention to the guidance of lecturers; (3) the student has not follow the
lecturers guidance; and (4) the student did not record things that are
important.
In the process of learning,
student learning activities are influence to student results. Based on the
results of the final evaluation of students' learning outcomes have achieved
success indicators. This can be proved by the average value of the final evaluation
learning classes during the first cycle is 76.67%.
However, student results are not
satisfactory, because there are seven students who have not reached the standart
score. Once reviewed, the low learning results due to several things related to
students' learning activities, are: (1) the student does not pay attention to
the guidance of lecturers; and (2) the student did not record things that are
important.
Exposure of the reflection on the
observation implementation of learning, application of learning models,
interest in learning, learning activities, and learning outcomes of students,
shows that there are still shortcomings in some activities during the
implementation reflection in cycle I. The results of this first cycle will be
the basis to continue the second cycle study with improvement on planning,
implementation, and observations, so that the second
cycle is better than cycle I.
Based on Table 1, it can be seen
that the value for implementing learning increased from 77.5 in the first
cycle, become 97.5 in second cycle.
Similarly, the observation of assessment models, show an increase of 65 in the
first cycle, to 90 in second cycle. This is also reflected in the students'
learning activities, as 71,93% in the first cycle, then increased to 94,44% in second
cycle.
Tabel 1 : Result from Class
Action Research
|
No
|
Aspect Analysis
|
Cycle 1
|
Cycle II
|
|
1
|
Implementation Of Learning
|
77,5
|
97,5
|
|
2
|
Observation Assessment Models
|
65
|
90
|
|
3
|
Minat Belajar (%)
|
61%
|
86%
|
|
4
|
Students' Learning
Activities (%)
|
71,93%
|
94,44%
|
|
5
|
Final Evaluation Of Learning
Outcomes (%)
|
76,67%
|
83,33%
|
In
addition, student results also increased in the second cycle, the average value
class to the final evaluation of learning outcomes amounted to 76.67%. Then, on
the second cycle the average value increased to 70.64 class, or equals to 83.33%.
Discussion
According to the result from
classroom action research that has been carried out, the results of observation
of the implementation of learning, observation assessment models, learning
activities, the results of the questionnaire charging students interest in
learning, and student results. In cycle 1, all four results of these studies
have not yet reached satisfactory results. After some reflection on the first
cycle, researchers continue the study on the second cycle. The results achieved
in the second cycle has achieve success indicator set, which demonstrate that,
by applying the action research model of Problem Based Learning has achieved
success.
Observations
Observations
Learning and Implementation Model
During the implementation of
learning, observations of the lecturers’ performance have done by lecturers’
partner. Based on observation,the lecturers’ performance score is 77.5 in cycle I. However, the researchers
still less than optimal in conducting classroom management. The attention of lecturers
still not reach all students. Additionally, lecturers less effectively in using
time and less clear in explaining task for the student. In the second cycle, result
increased to 97.5. The value shows that lecturer’sperformance is increasing.
Improvements that already planned after implementing cycle I, made the learning
process more orderly and smoothly designed.
The observation of the
performance of lecturers in implementing the model in the first cycle obtained
a value of 65. This value is not fulfill the indicator of success. The biggest
drawback in the implementation of the ProblemBased Learning modelisto
organizing students to problems. Results of observation of the increasing performance
of lecturers in the first and secondcycle, has proved that the model of Problem
Based Learning can increase the performance in managing learning in the
classroom. This in line with the Tan (2003) in Amir (2010), that in measuring problem
based learning model, lecturer more active in facilitating the learning
process, demanding strategy from students in problem solving, and mediate the
process of getting information.
B.2.
Student Learning Interests
Results of student interest in
learning obtained through filling a questionnaire sheet by students at the
pre-action and post-action. Learning interest of students after a class action
research, show the results that student has increasing interest in learning,
after cycle I with high criteria (61%) and II (86%) with higer criteria.
In learning process, improving students'
learning interest can be achieve because the lecturers convey real worldproblem
that close to the student, then lecturer presents the media such as website,
power point, video, and other learning resources. At that time, students have a
high interest in learning, which can be realized by enthusiastic students in group
to solve problems.This is in accordance with the opinion of Smith (2005) in
Amir (2010; 27), that one of the benefits of the implementation of problem
based learning model is to motivate students to learn. If a student has a
motivation towards learning, then there will be interest in learning.
B.3.
Student Learning Activities
Juliantara (2010) found,
students' learning activities is all student activity in the learning process,
ranging from physical activity to psychic. Such activities have been summarized
in six aspect as observation assessment tool for students' learning activities
during the research, which includes: (1) a student's readiness; (2) student
involvement in exploration activities; (3) student involvement in solving the
problem; (4) attitude of students to present the results of group work in
class; (5) confirmation of student involvement in activities; and (6) students involvement
at the end of the lesson.
Increasing the percentage of
students' learning activities on the second cycle is shown by the increasing
involvement in student learning. Students already had the courage to argue or
respond to the friend’s statements, moreoverconfidence in presented the results
of the discussion, this is evidenced by a loud sound and firm attitude of
students in the presentation. Argument about changes in students attitude in
cycle I and II is in accordance with the opinion of Rusmono (2012: 82), that implementation
Problem Based Learning can make students actively participate in discussion and
critical thinking.
B.4.Student
Learning Outcomes
Student learning outcomes in the
class action is obtained through the test, the final evaluation of learning.
The average value of class and classical learning increased from pre test to cycle
II. Learning outcomes on the implementation indicates that the derivative with
learning Problem Based Learning model can improve student learning outcomes. In
accordance with the opinion of Gagne (1984) in Dahar (2006: 2), learning is a
process where students changed their behavior as a result of experience. In
implementing class action research, students were previously not fully
understand the concept of the margin, then becoming a better understanding of
the concept of margin and able to solve problems in real-world applications
problem.
5.
Suggestions.
Advice given researchers are as follows:
1. Problem
Based Learning Model needs to be disseminated in order to improve theinterest
in learning, learning activities and student learning outcomes.
2. Classroom
managed by adjusted time allocation, and availability of facilities, so that
the whole set of the learning process can be run in an orderly and smoothly.
3. Education
practitioners or other researchers may use this study as reference material to
other research by using different learning models to obtain a wider range of
innovative learning models.
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