Journal of Transformative Education and Educational Leadership INTERN

2019 Vol. 1 No. 1 23-28 January-June

https://jteel.unimed.ac.id/index.php?journal=jteel

Development of Problem Based Learning Innovative Student

Worksheets in Learning the Concept of Chemistry for Senior
High School Students
Indira Lukman 1 , *, Marini Damanik 1 , Saronom Silaban 1 and Agus Kembaren 1
1
Department of Chemistry, Universitas Negeri Medan, Medan, Medan 20221, Indonesia

Abstract Article Info

The purpose of this study was to develop, to establish and to evaluate the Keywords:
Innovative Chemistry in Student Worksheet (LKS) in order to find out the Learning outcomes
differences in student learning outcome. The assessment component Innovative student worksheets
consisted of content feasibility of language, presentation and graphic. The Problem based learning
population were all students of class X Dharma Pancasila Senior High Reduction and oxidation
School Medan. Sample was taken by random sampling as many as 2 classes. reactions
The testing have been conducted by giving pretest. The teacher used
Innovative LKS as media in the experimental class and the existing
chemistry LKS used in the control class. The two classes have been given Article history:
posttest at the end of the course. Data differences in learning outcomes Received: 15 Februari 2019
were analyzed by t test. The results achieved shown that the Innovative Accepted: 4 Mei 2019
LKS have an average of 3.75 in content eligibility; 3.79 on language
worthiness; 3.64 on the presentation feasibility; and on the financial
feasibility of 3.40. The percentage increase in student learning outcomes in
the experimental class was 74.18% while for the control class was 56.42%.
Statistical test results based on the calculation of the hypothesis test t count
6.761>t table 1.670, so it can be concluded that the students chemistry
learning outcomes with Innovative LKS on the material of reduction and
oxidation reactions is better.

Introduction in learning [2].

Education is a deliberate and planned effort to
foster the potential and ability of children to
benefit their life’s interests as an individual and as
a community, by selecting appropriate content,
activity strategies, and assessment techniques. In
other words, education is seen as having a big role
in achieving success in child development [1].
Learning is the main activity of education in
schools that is directly related to students which is
an input in the teaching and learning process and
is expected to produce output in the form of
students who have abilities that cover three
domains, namely cognitive, affective and
psychomotor. Learning as an effort to generate
student initiative and the role of student
*Corresponding author:
Indira Lukman; Universitas Negeri
indiralukman22@gmail.com
The success of learning can be seen from the
learning abilities of students independently, so
that the knowledge mastered is the result of
learning that they do themselve [3,4]. The main
problem of learning still commonly found which
about the low learning outcomes of students [5].
The subject matter of reduction and oxidation
reactions is one of the high school chemistry
subject matter in class X which is considered
difficult. The characteristics of this material are
abstrack in nature, require understanding skills,
memorize, calculate and analyze and activeness of
students to practice. Thus, the students really
understand the concept [6].
It requires teacher innovation in the
application of models and media in learning in
order to enable students. The learning activities
run in two directions. The innovation in question
Medan;
can be the form of innovation in the learning
24
model and teaching materials used by the teacher.
Teaching materials are references to objects and
materials used for learning activities. One way of
guiding instruction can refer to the use of
scaffolds like process worksheets. Such worksheets
provide hints or descriptions of the phases one
should go through when solving the problem [7].
Problem based learning is based on the principle
that a student’s learning process aided by the
combination of individual intellectual exploration,
and the ability to collaborate with others [8].
Based on some the results of research
conducted by Wasonowati [5] shows that the
learning process in terms of student activities with
the PBL model equipped with LKS in the
application of the 2013 curriculum is categorized
as good. Meanwhile, Nasution [3] regarding the
implementation of the PBL learning model on the
material for reduction and oxidation reactions
obtained a very good effect.
Methods
This research was conducted in the Dharma
Pancasila Senior High School in Medan. This
population is all students of class X in the second
semester, amounting to 5 classes. Each class
consists of 34 students on average, so the number
of students in class X IPA consists of 170 people.
The sample used is as many as two classes which
will be used as the experimental class and the
control class. Sampling is done in a random
manner (random sampling technique) from the
existing population. This independent variable is
Learning Media using Innovative LKS compared to
using existing LKS. This bound variable is student
learning outcomes related to redox reaction
material.
It involved two different treatments between
the experimental class and the control class to
conduct this study. The experimental class is
taught using Innovative LKS and the control class
is taught with existing LKS. Thus, the research
design used a True Experiment Design. Student
learning outcomes from the application of the
treatment are obtained by giving a test to
students, which consists of the initial test and the
final test. The design form used is the pretest-
posttest control group design. The form of design
used can be seen in Table 1.
In this study the data processed is the learning
outcomes of students of both classes. The data
analysis technique used is analysis using the t-test
formula. Before carrying out the t-test, the
following steps are carried out first:
Journal of Transformative Education and Educational Leadership
Lukman et al.
Normality Test, aims to see whether the sample
comes from a population that is normally
distributed or not. Testing the normality of the
data with the Chi Square Test (X 2) is done by
comparing the standard/standard (A) curve with
the normal curve formed from the collected data
(B). If B is not significantly different from A, it is
concluded that B is normally distributed data. Test
the normality of each variable by using the Chi
Square (X2) normality test. Homogeneity Test, if
the normality test obtained normal distribution
data, then the homogeneity test was then carried
out.
Table 1
Research design
Student Groups Pretest Treatment Posttest
Experiment T1 X1 T3
Control T2 X2 T4
T1: Value/result of observation of the experimental group at the
beginning of the study
T2: Value/observation result of the control group at the
beginning of the study
X1: Treatment given to the experimental group
X2: Treatment given to the control group
T3: Value/result of observation of the experimental group at the
end of the study (posttest)
T4: Value/observation results of the control group at the end of the
study (posttest).
Homogeneity tests in principle want to test
whether a group (data category) has the same
variance among members of the group. If the
variance is the same, it is said that there is a
homogeneity. While the variance is not the same,
heterogeneity is occured. Hypothesis Test, the
statistical hypothesis is as follows: Ho: µ1 = µ2, Ha:
µ1 > µ2. Description: µ1 = the result of studying
chemistry taught using Innovative LKS, µ2 = the
result of learning chemistry taught using existing
LKS. The research hypothesis testing is done by
using the right-party t-test, using the formula:
t= (1)
√
Information:
: Average value of the experimental group
: Average value of the control group
n1 : Number of experimental samples
n2 : Number of control samples
: Variance in the experimental class
: Variance in the control class
 Development of problem based learning innovative student worksheets in learning the concept of chemistry for senior high school
Decision criteria are carried out as follows: Ha is
accepted if tcount > tα or tcount > ttable where tα is
obtained from the distribution list t with degrees
of freedom db = n 1 + n2 – 2, and α = 0.05.
Improving Learning Outcomes, percent
increase in learning outcomes can be calculated by
the formula g factor (normalized gain score). The
g factor formula is used to determine the
acquisition of student learning outcomes. The
percentage of improvement in learning outcomes
can be calculated directly to find the average value
of all students for each class. The formula g factor
used is as follows:
%g= x 100
The price of increase (g) of each student is then
averaged and correlated with the range:
g < 0.3 : Low learning outcomes
0.3 ≥ g ≤ 0.7 : Moderate learning outcomes
g > 0.7 : High learning outcomes
Results
The innovative chemical LKS of redox material
consists of four sub-sections, namely the concepts
of oxidation-reduction reactions, redox reactions,
disproportionation reactions and proportionalation
reactions and redox reactions around us.
Innovative chemical worksheets of class X redox
material developed in accordance with the
mandate of Core Competencies (KI) and Basic
Competencies (KD). This LKS begins with
“Concept Map” so that students can carefully read
the material they wil learn. The contents of the
LKS are accompanied by images that are expected
to be able to explain the concept’s intentions.
Thus, the students feel interested in learning more
deeply, as well as the provision of exercises and
questions which will later be used as a measure of
the accomplishment of graduate competencies.
LKS is also equipped with “Discussion” is a
challenge and problem about chemistry that must
be solved by students. Furthermore, it requires
additional information outside such as through
libraries, printed paper and electronic media, in
order to develop personal, social, and academic
skills of students. Besides that, it is equipped with
“Laboratory work” activities which bring students
to know more about chemistry directly and real.
The innovativeness of this LKS showed a number
of case studies regarding to redox applications
that are very close to the daily lives of the
students.
students
The chemical LKS of the development results
have been tested or standardized by expert
judgment, namely one chemistry lecturer and
three chemistry class X teachers. Thus, they can be
used as a standard teaching material in the
teaching and learning process.
The developed LKS will be analyzed by the
lecturer and teacher by giving the appropriate
response in the form of a check list (√) on each
score. Scoring order scores are 1 = strongly
disagree, 2 = disagree, 3 = agree, and 4 = strongly
agree which is analyzed based on the assessment
component which includes the component, the
presentation feasibility component, and the
graphic appropriateness component in accordance
(2)
with BSNP assessment standards.
In general, the expert validators and teachers
appreciate the content eligibility responses in
scores 3 and 4. Components of standard content
eligibility include material coverage, material
accuracy, reliability, insight into productivity,
curiosity, life skills, and contextualism. Based on
the results of the assessment of the LKS, the
average results obtained from the eligibility of the
contents include 3.75. In accordance with the
criteria for average validity, the number is in the
range of 3.26-4.00, which means that the
innovative LKS developed is declared valid and
does not need to be revised in terms of the
eligibility of the contents. The improvements
carried out are limited to the improvement of
typing and the addition of suggestions for
assessment into the LKS.
Content Language Feasibility Feasibility
feasibility feasibility presentation of Graphics
Fig 1. Average tabulation of LKS validation range for class
X redox material based on component feasibility,
language feasibility, feasibility of presentation, and
feasibility of graphics.
LKS assessment based on language feasibility
consists of several components of assessment,
namely conformity with student development,
communicative, dialogic and interactive,
straightforward, coherence, and the flow of thought,
conformity with the correct Indonesian language
rules and the use of terms and symbols / symbols.
26
Based on the results of the LKS assessment, the
average results of the feasibility of the language are
3.79. In accordance with the criteria for average
validity, the number is in the range of 3.26-4.00
which means that the LKS is declared valid and
does not need to be revised in terms of language
feasibility.
Assessment of LKS based on the feasibility of
presentation consists of several components of
assessment, namely the technique of presenting,
supporting, presenting material and presenting
learning. The average of presentation eligibility is
3.64. In accordance with the criteria for average
validity, this number is in the range of 3.26-4.00
which means that the LKS is declared valid and
does not need to be revised in terms of the
feasibility of presentation.
Table 2
The range of innovative LKS final validation.
Component of LKS Average Range of
Assessment Component Validation
Content feasibility 3.75
Language Feasibility 3.79
Feasibility of Presentation 3.64
Feasibility of Graphics 3.40
Average 3.64
The assessment of LKS based on the
appropriateness of the curriculum consists of
several components of assessment, namely book
size, book skin design, book skin typography and
presentation of learning. The average of graphical
extinction is 3.40. In accordance with the criteria
for average validity, this number is in the range of
3.26-4.00 which means that the LKS is declared
valid and does not need to be revised in terms of
the feasibility of presentation.
The final assessment of innovative chemical
worksheets according to the 2013 curriculum was
obtained from the average range of validation of the
four components of the LKS assessment according
to the BSNP. The average value of the innovative
LKS redox class X material obtained in each
component includes: content eligibility has an
average of 3.75; language feasibility has an average
of 3.79; the feasibility of presentation has an
average of 3.64 and the feasibility of graphics has
an average of 3.40. Tabulation of the average range
of validation as a result of the assessment carried
out on innovative LKS based on the components of
content feasibility, language feasibility, presentation
feasibility, and feasibility of graphics can be
observed in Fig 1. Based on the average range value
of the validation of the four components of the LKS
Journal of Transformative Education and Educational Leadership
Lukman et al.
assessment above, the overall validation range of the
LKS is 3.64. The overall validation range of
innovative LKS is presented in Table 2.
The average value of the final validation range is
in the range of 3.26-4.00, which means that the
innovative LKS of class X redox material according
to the 2013 curriculum has been valid and does not
need to be revised. This means that the LKS has
been used properly in learning class X redox
material. This research was conducted in Medan
Pancasila Dharma Private High School and involved
two classes consisting of 1 experimental class and 1
control class. The experimental class uses
Innovative LKS and the control class uses existing
LKS.
To find out whether the pretest and posttest
data of the two sample classes were normally
distributed or not, then the Chi Square test was
carried out at a real level α = 0.05. Data from the
calculation of the Normality test data in both
classes can be seen in Table 3.
In Table 3 above the data shows that data
obtained from both the experimental class and the
control class for X2count show smaller results
compared to X2table . In testing normality, if the
results of X2count < X2table at the real level α = 0.05 and
db = 5 are 11.07, it can be concluded that the results
of the pretest and posttest in the experimental class
and controls are normally distributed.
To find out whether the data on increasing the
learning outcomes of both sample classes are
normally distributed or not, then the Chi Square
test is carried out at the real level α = 0.05. Data
from the calculation of the Normality test data in
both classes can be seen in Table 4.
In Table 4 above the data shows that data
obtained from both the experimental class and the
control class for X2counts show a smaller result
compared to X2table . In testing normality, if the result
of X2count < X2table at the real level α = 0.05 and db = 5
is 11.07, it can be concluded that the gain value in
the experimental class and control is normally
distributed. This test aims to see whether the two
data from different samples are homogeneous. Data
from the calculation of homogeneity test can be
seen in Table 5.
Based on the value table for distribution F with
its level α = 0.05 and dk numerator 31 and the
denominator 31 (Ftable 31.31) obtained the price of
Ftable through interpolation = 1,826. The data in the
table above shows that good data obtained from the
pretest value for Fcount shows a number smaller than
Ftable which is 1.02 < 1.826 for the pretest value. In
homogeneous testing data must have a value of
 Development of problem based learning innovative student worksheets in learning the concept of chemistry for senior high school
students

Fcount <Ftable so that the data is said to be
homogeneous. From the table above it can be
concluded that the results of the pretest in the
experimental and control classes are homogeneous.
Hypothesis testing is done to find out whether
the alternative hypothesis (Ha) is accepted or
rejected. After it is known that the data is normally
distributed and homogeneous, hypothesis testing
can be done by using a statistical test, namely the t-
one party test (right-party test). This test is used to
determine whether the hypothesis in this study is
accepted or rejected. Test criteria if t count> t table
then the null hypothesis (Ho) is rejected and the
alternative hypothesis (Ha) is accepted. Data from
the calculation of hypothesis testing can be seen in
Table 6. Based on hypothesis testing criteria,
namely reject Ho if t counts are in critical areas.
The critical area is at t > 1,670. From this calculation
obtained t count = 6.761 and this is located in the
critical area, then Ho is rejected and Ha is accepted.
This means that student learning outcomes taught
with innovative LKS are higher than existing LKS.

Table 3
The range of innovative LKS final validation
Class Data source X2count X2table A Information
Experiment Pretest 6.68 11.07 0.05 Normal distribution
Posttest 9.27 11.07 0.05 Normal distribution
Control Pretest 6.43 11.07 0.05 Normal distribution
Posttest 4.25 11.07 0.05 Normal distribution

Table 4
Data normality test for improving learning outcomes.
Class X2count X2count α Information
Experiment 3.73 11.07 0.05 Normal distribution
Control 8.07 11.07 0.05 Normal distribution

Table 5
Pretest homogeneity test data.
Data source Class S2 Fcount Ftable Information
Pretest Experiment 141.30 1.02 1.826 Homogen
Control 138.48

Table 6
Data on hypothesis improvement of learning outcomes
Class t count t table Information
Experiment Control
= 0.741719 = 0.564094 6.761 1.670 Ha accepted, Ho refused
S2 = 0.013947 S2 = 0.008252

Discussion This is in line with previous research,

Based on the analysis of one-party t-test, the
right-t-test obtained t count = 6.761 and ttable = 1.670
then consulted at t (0.05) (n1 + n2-2) then the
price of tcount > ttable α was 6.761>1.670 so Ha is
accepted which means that the chemistry learning
outcomes of students taught using innovative LKS
chemistry increase higher than the chemistry
learning outcomes of students who are taught
using existing LKS, where the effectiveness of
student learning outcomes is 26.33%.
Pramudita [9] LKS with Type-Based Teaching
Normal Style Diagram, Latitude Style, and
Moment in TGB 1 class on subjects applying
Statics and Voltage is very useful and can be used
in learning activities. Wijayati [10] that the
learning media of Student Worksheets (LKS) is
based on concept hierarchy for chemistry learning
in class X Stoichiometry subject matter Limiting
Reagents in general have good quality based on
the assessment of media experts, material experts,
24
28
chemistry subject teachers and students in high
school Negeri 1 Boyolali and SMA 1 Teras.
Conclusion
The chemistry teacher's perception of the
Reduction and Oxidation Reaction material on
chemical worksheets in class X is incomplete and
The innovative LKS developed is good. The
innovative LKS developed is in accordance with the
BSNP Assessment standard where the assessment
component consists of content eligibility, language
feasibility, feasibility of presentation and feasibility
of graphics. Chemistry learning outcomes of
students taught using innovative LKS on Reduction
and Oxidation Reaction material are higher than
the chemistry learning outcomes of students
taught with existing LKS.
Acknowledgments
The author would like to thank the Principal,
Deputy Principal, Administrative Staff, Chemistry
Teachers, and all of the Dharma Pancasila High School
students in Medan who have helped the author during
the research process.
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