THESIS SUMMARY

THE EFFECT OF LIVEWORKSHEETS MEDIA IN PROBLEM BASED

LEARNING MODEL TOWARDS STUDENTS LEARNING OUTCOMES
OF CLASS XI IPA SMA NEGERI 3 BARRU
(Studies on the Subject Matter Buffer Solutions)

NUR AZIZAH MUSLIMIN

1813440003

INTERNATIONAL CLASS PROGRAM OF CHEMISTRY EDUCATION

CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
UNIVERSITAS NEGERI MAKASSAR
2022
 THE EFFECT OF LIVEWORKSHEETS MEDIA IN PROBLEM BASED
LEARNING MODEL TOWARDS STUDENTS LEARNING OUTCOMES
OF CLASS XI IPA SMA NEGERI 3 BARRU
(Studies on the Subject Matter Buffer Solutions)
By:
Nur Azizah Muslimin, Ramdani, Halimah Husein

ABSTRACT

Nur Azizah Muslimin, 2022. The Effect of Liveworksheets Media in Problem

Based Learning Model Towards Students Learning Outcomes of Class XI IPA
SMA Negeri 3 Barru (Studies on the Subject Matter of Buffer Solution). Thesis.
Chemistry Education Study Program of Chemistry Department. Faculty of Math
and Natural Science of Universitas Negeri Makassar (supervised by Ramdani and
Halimah Husein).

This research is a quasi-experimental which aims to determine the effect of

Liveworksheets media in Problem Based Learning model towards students
learning outcomes of class XI IPA SMA Negeri 3 Barru on Buffer Solution
material. The post-test only control group design was used on three classes of XI
IPA SMA Negeri 3 Barru as population. Sample that selected by random
sampling were class XI IPA 1 as the experimental group and class XI IPA 2 as the
control group. The independent variable is liveworksheets in the problem-based
learning model and without liveworksheets in the problem-based learning model.
The dependent variable is student’s learning outcomes on the subject matter of the
buffer solution. The results of the descriptive analysis showed the average value
of the experimental group was 73.02 higher than 65.21 of control group. The
results of hypothesis testing using the Mann-Whitney test with α = 0.05 obtained
Zcount>Ztable (1.84>1.64). Based on this data, it can be concluded that there is
an effect of Liveworksheets media in Problem Based Learning model on Learning
Outcomes of Students in Class XI IPA SMA Negeri 3 Barru on the buffer solution
material.

Keywords: liveworksheets, problem-based learning, learning outcomes, buffer

solution.

1
I. INTRODUCTION
Education is a necessary process in developing the potential of each
individual and group. With education, a person can develop his potential and talents
into an achievement. Education is said to be successful if the educational goals can
be achieved. According to the Law of the Republic of Indonesia No. 20 of 2003
concerning the national education system states that "education aims to develop the
potential of students".
The curriculum is one of the important components in the implementation of
education to achieve educational goals. The curriculum currently being
implemented is the 2013 curriculum. The 2013 curriculum is a curriculum that
prioritizes understanding, skills, and character education. Students are required to
understand the material, be active in discussions and have high manners and
discipline. The 2013 curriculum applies four main learning models (Permendikbud
No. 103 of 2014) namely: Problem Based Learning model, Project Based Learning
model, Discovery Learning model and Inquiry Learning model.
The results of the interview at SMA Negeri 3 Barru with one of the teachers
in the field of chemistry studies showed that in the learning process, teachers did
not really apply the learning model. Teachers only apply a teacher center learning
system and learning activities are dominated by teachers explaining the material
then students only listen, take notes and do the exercises given. This causes students
who are less serious in participating in the learning process and do not pay attention
when the teacher is explaining the material, causing low student learning outcomes.
Included in one of the chemistry subject mater for SMA class XI is buffer solution
material which has conceptual material characteristics, so to understand this
material students must understand the concepts and know the relationship between
concepts and be able to apply these concepts in solving problems related to real life.
One of the learning models that can overcome this is the Problem Based Learning
model.
The Problem Based Learning model is one of the learning models that has
advantages, namely it can provide opportunities for students to be active in the
learning process, encourage students to have problem-solving skills in real
situations, and students can have the ability to build their own knowledge through
learning activities (Asnita, 2019). Beside that, it also has a weakness, one of which
is that it is often difficult to find problems that match the level of thinking of
students. This can happen because of differences in the level of thinking ability of
each student (Abbudin, 2011). Therefore, to minimize these weaknesses and
facilitate student learning activities, learning media are needed to assist the
implementation of the Problem Based Learning model. That is Liveworksheets
media.

2
 Through research that has been done using Liveworksheets can improve
students' thinking and motor skills. The results of this study are in accordance with
research conducted by Prabowo (2021) that the use of online worksheets with the
"Liveworksheet.com" application improves student learning outcomes because
students are enthusiastic, confident in learning and diligent in working on online
worksheets with the application " Liveworksheet.com". This is also in accordance
with Khikmiyah's (2021) which states that the implementation of Problem Based
Learning model, Liveworksheets is able to increase students' activity and problem-
solving abilities. Those are the basis for the author to conduct research to determine
the effect of Liveworksheets media in Problem Based Learning model towards
students learning outcomes of class XI IPA SMA Negeri 3 Barru on Buffer
Solution material.
II. LITERATURE REVIEW
A. Problem Based Learning Model
1. Definition of Problem Based Learning Model
The Problem Based Learning model is a learning that emphasizes the full
involvement of students to be able to find the material being studied and relate it to
real life. Problem-based learning also encourages students to be able to construct
their own knowledge, grow higher skills, train students' independence, and can
increase students' self-confidence (Nur, 2011).
Suharta (2013) states that the use of the Problem Based Learning model
during learning activities makes students think more than memorize, understand
lessons better through discussion and can improve student learning outcomes.
2. Syntaxis of Problem Based Learning Model
The Problem Based Learning model is a learning model whose
implementation starts from explaining the learning objectives and encouraging
students to be involved in problem solving activities, the problem will be discussed
by students, then presented and at the end of the activity, teachers help students to
reflect on the learning material (Putri et al, 2018).
The role of teachers and student activities in the stages (syntax) of the
Problem Based Learning model can be seen in table 2.1
Table 2.1 Problem Based Learning Model Syntax
Syntax Teacher Activity Student Activity
Student The teacher conveys the The group observes and
orientation on the problem that will be solved as understands the problem
problem a group. Problems can be presented by the teacher or
found by students themselves obtained from reading
through reading materials or material or suggested activity
activity sheets. sheets.
Organizing Teachers make sure each Students identify problems

3
students to learn member understands their obtained from reading
respective duties. material
Guiding Teachers monitor the Students conduct
individual and involvement of students in investigations (search for
group collecting data/materials data/references/sources) for
investigations. during the investigation group discussion materials.
process.
Develop and Teachers monitor discussions Group doing
present the work. and guide the preparation of discussion to produce
reports so that each group's problem solving solutions and
work is ready to be presented. the results are presented in
the form of works
Analyze and The teacher guides the Each group makes a
evaluate the presentation and encourages presentation, the other groups
problem solving the group to give appreciation give appreciation. The
process. and input to other groups. activity is continued by
Teachers and students summarizing / making
conclude the material. conclusions according to the
input obtained from other
groups.
(Ariyana, 2019).
3. Advantages and Disadvanatges of Problem Based Learning Model
Sanjaya (2009) mentions the advantages of PBL, among others: 1) PBL is a
pretty good technique to better understand the lesson; 2) PBL can challenge
students' abilities and provide satisfaction to find new knowledge for students; 3)
PBL can increase learning activities; 4) PBL is considered more fun in favor of
students; 5) PBL can develop critical thinking skills; 6) PBL can provide
opportunities for students to apply the knowledge they have in the real world; 7)
PBL can develop students' interest in learning continuously even though studying in
formal education has ended.
Shoimin (2014) mentions disadvantages of the Problem Based learning
learning model are: 1) it cannot be applied to every subject, there is a part of the
teacher who plays an active role in presenting the material, this model is more
suitable for use in lessons that require certain abilities related to problem solving, 2)
in one class have a high level of student diversity so that it will be difficult to divide
tasks.
B. Liveworksheets Media
Liveworksheets is a web-based platform called Liveworksheet.com.
Liveworksheets allow someone to convert conventional worksheets into interactive
online worksheets because students can work on worksheets online and send them
directly to teachers (Khikmiyah, 2021). The worksheets created through the
Livewroksheet application have several advantages, namely they are easy to use,
practical and have various features that can make worksheets more attractive. In

4
making worksheets it can contain text, animated videos, moving images, links,
audio and various types of questions such as multiple choice questions, short
entries and others so that students are interested in learning.
Here are the steps for making Liveworksheets
1. Create a worksheet using Microsoft Word and then convert it to PDF
2. The www.liveworksheets.com link is accessed using a PC or laptop browser.
The account is created by clicking the register button using an active email.
3. Select the Make interactive worksheets menu and click the Get started menu
4. The choose file menu is selected to upload the Interactive students worksheet
format with PDF format (File size is not more than 5 MB) then click the
Upload button.
5. Once the file is uploaded, the Liveworksheets editing page can be accessed to
add some features to the product.
6. Adding videos is done by clicking the video media box first and then the video
that has been uploaded on Youtube is copied the link into the box provided.
7. Adding MP3s is done by clicking the audio media box first. Then in the box,
type the code "playmp3:" then an option will appear to upload an MP3 by
clicking "choose file" then upload.
8. The students worksheet reviewer can be seen at the top left of the
Liveworksheets.
9. Documents that have been successfully saved already have a link that can be
shared directly.
C. Using Liveworksheets Media in the Problem Based Learning Model
Table 2.2 Use Liveworksheet Media in Problem Based Learning Model
Syntax Teacher Activity
Student orientation on the Teachers orientate students to problems that will
problem be solved in groups. Problems can be found by
students themselves through activity sheets or
videos contained in Liveworksheets about buffer
solution material
Organizing students to Teachers direct students to identify existing
learn problems by formulating problems that have
been displayed in Liveworksheets.
Guiding individual and Teachers encourage students to discuss to
group investigations. complete the given Liveworksheets by means of
each group member contributing their ideas or
opinions.
Develop and present the Teachers monitor discussions and guide the
work. preparation of reports in Liveworksheets so that
each group's work is ready to be presented
Analyze and evaluate the The teacher guides the presentation and
problem solving process. encourages the group to provide comments,

5
 questions or input to other groups. Then
conclude the results of the discussion

D. Learning Outcomes
The learning outcomes of students are essentially changes in behavior that
include the cognitive, affective, and psychomotor domains. Changes in these three
domains will be obtained after students receive the learning experience. Therefore,
the assessment of student learning outcomes includes aspects of the desired ability
and behavior that can be mastered by students which will affect the learning
outcomes to be achieved (Sudjana, 2008). According to Hamalik (2006) learning
outcomes are the results obtained by someone after learning where the person will
experience changes in behavior, for example from not knowing to knowing and
from not understanding to understanding.
Learning outcomes are very important to know because through learning
outcomes an teacher can know the success of a learning process and the suitability
of the models, methods and media used and the most important thing is that with
the learning outcomes teachers can measure the level of success of their students in
learning (Kunandar, 2014).
According to Rusman (2012), Bloom classifies learning outcomes into three
domains as follows:
a. Cognitive domain, related to learning objectives related to the ability to think,
know, and solve problems.
b. The affective domain is related to feelings, emotions, values, and attitudes that
indicate acceptance or rejection of something.
c. Psychomotor domain, related to motor skills, manipulation, materials or
objects.
E. Overview of Buffer Solution Material
1. Time Allocation
The time allocation for the buffer solution material is 2 weeks x 4 meeting
(2 x 45 minutes). The meeting was held 4 times with details, namely each meeting
consists of 2 meeting (2 x 45 minutes). The learning process was carried out in 3
meetings (3 x 2 meeting) and the posttest was conducted in one meeting (2 x 45
minutes).
2. Core Competences
Core Competence 3: Understand, apply, and analyze factual, conceptual,
procedural, and metacognitive knowledge based on their curiosity about science,
technology, art, culture, and humanities with insight into humanity, nationality,
state, and civilization related to the causes of phenomena and events, and apply
procedural knowledge in specific fields of study according to their talents and
interests to solve problems.

6
 Core Competence 4: Processing, reasoning, and presenting in the concrete and
abstract realms related to the development of what they learn in school
independently, acting effectively and creatively, and being able to use methods
according to scientific rules.
3. Basic Competencies
The basic competencies for the acid base solution material in the 2013
curriculum are:
3.12 Explain the working principle, calculation of pH, and the role of buffer
solutions in living organisms.
4.12 Make a buffer solution with a certain pH.
4. Buffer Solution Material
a. Definition of Buffer Solution
A buffer solution, also known as a buffer solution, is a solution of a weak
acid and its conjugate base or a weak base and its conjugate acid. The main
property of a buffer solution is its resistance to changes in pH even when a small
amount of acid, base or water is added.
b. Component of Buffer Solution
The components that make up the buffer solution can be divided into acidic
buffer solutions and alkaline buffer solutions.
1) Acid buffer solution maintains the pH in the acidic region (pH < 7).
a) The mixed system is made directly from a weak acid with a salt containing the
conjugate base pair of the weak acid, or is often called a mixture of a weak acid
and its salt.
b) The mixed system is made indirectly by reacting excess weak acid and strong
base.
2) The alkaline buffer solution maintains the pH in the alkaline region (pH > 7)
a) The mixed system is made directly from a weak base with a salt containing the
conjugate acid pair of the weak base, or often called a mixture of a weak base
with its salt.
b) The mixed system is made indirectly by reacting an excess of a weak base and
a strong acid.
c. Principle of Buffer Solution
The buffer system works through phenomena related to the influence of the
namesake ion. In a buffer system when the following treatments are carried out:
1) Added a little acid, the H+ ion from the acid will be neutralized by its
conjugate base so that the effect remains on [H+]. This means that the pH of
the buffer system is relatively constant (unchanged).
2) Added a little base, the OH- ion from the base will be neutralized by its
conjugate acid and will not affect [H+] much in the system so that the pH of
the buffer system is relatively constant (unchanged).

7
 3) Diluted, the concentration of each component will change but the ratio of acid
and conjugate base remains the same. Thus, [H+] in solution is also constant
so that the pH of the system is relatively constant.
d. pH value of Buffer Solution
1)Buffer Solutions Containing a Mixture of Weak Acids and Their Salts
The equation for the ionization reaction and the equilibrium constant for a
weak acid is as follows:
[mole of acid ]
[H+] = Ka
¿¿
pH = - log [H+]
2) Buffer Solutions Containing a Mixture of Weak Base
The equation for the ionization reaction and the equilubrium constant for a
weak base is as follows:
[mole of base ]
[OH-] = Kb
[mole of salt ]
pOH = - log [OH+]
pH = 14 - pOH
e. Buffer Solution in Real Life
1) Extra Cell Buffer System
An important extracellular (outside cell) buffer system is the carbonate
buffer (H2CO3/HCO3-) which plays a role in maintaining the pH of the blood to
remain constant, which is around 7.4.
If the blood is ingested with acidic substances, then the H+ ions from the acid will
react with HCO3- ions.
H+(aq) + HCO3-(aq) ⇌ H2CO3(aq)
Conversely, if the blood is ingested with alkaline substances, the OH- ions will
react with H2CO3
OH-(aq) + H2CO3(aq) ⇌ HCO3-(aq) + H2O(l)
2) Intracellular Buffer System
The phosphate buffer (H2PO4-/HPO42-) system plays a role in maintaining
the pH of the intracellular fluid (inside cells). This liquid is a
dihydrogenphosphate-monohydrogenphosphate conjugate acid-base pair.
If the metabolic process produces many acidic substances, it will immediately react
with HPO42- ions.
HPO42-(aq) + H+(aq) ⇌ H2PO4-(aq)
If the metabolic process produces a lot of alkaline substances, it will immediately
react with H2PO4- ions.
H2PO4-(aq) + OH-(aq) ⇌ HPO42-(aq) + H2O(l)
III. RESEARCH METHODS
A. Type of Research

8
 This research is a quasi-experimental research. According to Sugiyono
(2014) Quasi Experimental has a control group, but cannot function fully to control
external variables that affect the implementation of the experiment.
B. Time and Place of Research
This research was conducted in the even semester of the 2021/2022
academic year at SMA Negeri 3 Barru, Barru Regency, South Sulawesi Province.
C. Research Design
The research design used in this study was a Posttest-Only Control Design.
In the Posttest-Only Control Design, a posttest will be given to determine student
learning outcomes. In this study, there were two randomly selected classes, namely
the experimental group which was taught by using Liveworksheets media in the
Problem Based Learning model while the control group which was taught by the
Problem Based Learning model without the Liveworksheets media.
D. Population and Sample
1. Population
The population in this study were all students of class XI science at SMA
Negeri 3 Barru in the academic year 2021/2022, which consisted of three classes,
namely from class XI IPA 1 to XI IPA 3.
2. Sample
The sampling technique in this study was taken by a simple random
technique, namely taking a sample group from the population at random. From the
random results, two classes were selected, namely the experimental group class XI
IPA 1 and the control group class XI IPA 2.
E. Variable and Operational Definiton of Variable
1. Research Variable
a. The independent variables are Liveworksheets media in the Problem Based
Learning model and without Liveworksheets media in the Problem Based
Learning model
b. The dependent variable is the learning outcomes of students in class XI IPA
SMA Negeri 3 Barru on the subject matter of buffer solution.
2. Operational Defintion of Variable
The operational definitions of variables used in this study are:
a. Media Liveworksheets in the Problem Based Learning model is carried out
with teachers distributing Liveworksheets links to students, in problem-
oriented syntax. Problem orientation is given in the form of animated videos,
then students identify problems by formulating problems to the problem
solving process and making conclusions in Liveworksheets.
b. The Problem Based Learning model without Liveworksheets media is carried
out with teachers distributing printed worksheets to students. Problem

9
 orientation is given in the form of pictures, then students identify problems by
formulating problems to the problem solving process and making conclusions.
c. The learning outcomes in this study only relate to the cognitive domain
learning outcomes in the buffer solution material after following a series of
learning processes using Liveworksheet media in the Problem Based Learning
model in the experimental class and without using Liveworksheets media in the
Problem Based Learning learning model in the control class.
F. Research Procedure
1. Preparation Stage
a. Conducting interviews with teachers in the field of chemistry studies for class
XI and observations regarding the state of the school, the condition of students,
student learning outcomes, the subject matter to be studied, and the time of the
researcher.
b. Manage research permits from Makassar State University.
c. Develop learning tools for the experimental class and control class
d. Provide media and tools needed in carrying out the learning process.
e. Develop a research instrument in the form of a test of learning outcomes for the
subject matter of a buffer solution of 25 multiple choice questions.
f. Validate the learning outcomes test instrument
2. Implementation Stage
a. Convey the aims and objectives of the research.
b. The experimental class, divided into 6 groups consisting of 5-6 students, was
divided into groups heterogeneously. In the control class, it is done in the same
way.
c. Carry out learning activities in accordance with the learning implementation
plan in the classroom, using the Problem Based Learning model by using the
liveworksheets media in the experimental class and the Problem Based
Learning learning model without using the Liveworksheets media in the
control class.
G. Research instrument
1. Learning Outcomes
The instrument used in this study was a test of chemistry learning
outcomes aimed at measuring the cognitive aspects of students after participating
in the learning process. The learning outcome test is in the form of multiple
choice questions consisting of 25 items. Item validation includes determining the
difficulty index, discriminatory power, validity and reliability.
a. Difficulty Index: Shows the level of difficulty of the questions (4 easy, 21
moderate)
Number of Students Answered Correctly
Formula: P1 =
Number of Test Participants

10
 b. Distinguishing Power: the ability of the test to distinguish a group of high-
ability test takers and a group of low-ability test takers (8 Good, 12 Enough, 2
Bad)
JA correct JB correct
Formula: D = −
JA JB
c. Validity is the accuracy or accuracy of an instrument in measurement (11 low,
10 moderate, 4 high)
N ΣXY- ( ΣX ) ( ΣY )
Formula: r xy = 2 2 2 2
√ [NΣX - ( ΣX ) ] [NΣY -(ΣY) ]
d. Reliability test is used for the determination or consistency of a test if it is
tested on the same subject (0.83 very high category)
2 r ½½
Formula: r11 =
(1+r ½½)
2. Implementation Observation Sheet
The learning implementation observation sheet is used to determine the
suitability of the learning implementation with the learning model used
3. Learning activity Observation Sheet
Student activity observation sheets are used to determine student learning
activities during the learning process. This instrument is filled in by the observer in
accordance with the process that occurs during learning.
H. Data Collection Technique
1. Learning Outcomes
The data collection technique was carried out to measure student learning
outcomes by giving a final test (posttest) after the learning process for 3 meetings
in the experimental class and control class. The final test (posttest) is given in the
form of multiple choice questions with a certain number and the correct answer is
given a score of 1 and the wrong answer is given a score of 0. The accumulation of
test results from the two classes, namely the experimental class and the control
class, is then compared to determine the influence of the media. Liveworksheets in
the Problem Based Learning model on student learning outcomes on buffer
solution material.
2. Implementation Observation Sheet
The data collection technique used to measure the implementation of
learning is by providing an observation sheet on the implementation of learning to
the observer regarding the suitability of the implementation of learning with the
learning model used.
3. Learning activity Observation Sheet
The data collection technique used for student learning activities is by
giving activity observation sheets to observers regarding the suitability of student
learning activities with learning activity indicators.

11
I. Data Analysis Technique
1. Learning Outcomes
a. Descriptive Statistical Analysis
Descriptive statistical analysis is used to describe or provide an overview of
the data obtained. Learning outcomes data were obtained from the posttest results
of students after the implementation of the learning process. The data obtained by
each student is in the form of a score, then the score is converted to a value. The
data obtained were further categorized into complete and incomplete categories.
b. Inferential Statistical Analysis
1) Prerequisite Test
a) Normality Test
The normality test was used to test whether the data obtained came from a
normally distributed population or not. The normality of the data was tested using
the following formula:
X 2 hitung = ∑ ¿¿ ¿
Normality test criteria with a significant level α = 0.05, and freedom (dk) = k - 3.
If, X2count < X2table, then the data is normally distributed (Subana, 2000).
b) Homogenity Test
Homogeneity testing aims to determine the data under study came from a
homogeneous population. Homogeneity test can be calculated using the following
formula:
Big Varians
F count =
Small Varians
The homogeneity test criteria with a significant level of = 0.05 and the degrees of
freedom (dk) correspond to the numerator dk (n 1-1) and the denominator dk (n2 -
1), i.e. if Fcount < Ftable, then the data is homogeneous (Subana, 2000).
2) Hypotesis Test
Hypothesis testing is done by using a one-party t-test, namely:
H0: µ1 ≤ µ2 H1: µ1 > µ2
Information:
H0 = There is no effect of using liveworksheets in problem based learning model
towards student learning outcomes of class XI IPA SMA Negeri 3 Barru on
buffer solution subject matter.
H1 = There is an effect of using liveworksheets in problem based learning model
towards student learning outcomes of class XI IPA SMA Negeri 3 Barru on
buffer solution subject matter.
µ1 = Average posttest score of students in the experimental group
µ2 = Average posttest score of students in the control group
(Subana, 2000)

12
 The learning outcomes data from the experimental group and the control
group were not normally distributed, so hypothesis testing could not be carried out
using parametric statistics (t-test). The Mann-Whiteney test is an alternative to the
t-test. The method used to test the hypothesis with data that is not normally
distributed and comes from a homogeneous variance is by using a non-parametric
statistical test (Mann-Whiteney test).
2. Implementation Observation Sheet
The results of the learning implementation observation data are then
changed using the formula:

Implementation Presentation =
∑ X x 100%
N
3. Learning activity Observation Sheet
The results of the student activity observation data are then changed using
the formula:
Amount of active student
Percentage of Student Activity = x 100%
Total amount of student
IV. RESULT AND DISCUSSION
A. Research Result
1. Descriptive Statistical Analysis
a. Student Learning Outcomes Result
Descriptive statistical analysis provides an overview of the characteristics of
learning achievement at SMA Negeri 3 Barru for the buffer solution material in the
experimental group and the control group. Based on a descriptive analysis of the
learning outcomes of students in class XI IPA 1 as an experimental group that was
taught using Liveworksheets media in the Problem Based Learning model and
class XI IPA 2 as a control group that was taught using a Problem Based Learning
model without Liveworksheets media, then the learning outcomes of students were
obtained. according to Table 4.1
Table 4.1 Description of Student Learning Outcomes in the Experimental Group
and Control Group
Statistic Value
Statistic
Experiment Group Control Group
Sample 31 31
Lowest Value 40 32
Highest Value 92 88
Average Value 73,02 65,21
Mode 80,9 77,75
Median 78,38 70,25
Standard Deviation 14,82 17,46

13
 The value obtained by students in the experimental group and control
group based on the standard of mastery learning outcomes can be seen in table 4.2

Table 4.2 Kriteria Ketuntasan Hasil Belajar Peserta Didik

Completeness Experiment Group Control Group
Value
Criteria Frequency Percentage Frequency Percentage
≥ 80 Tuntas 20 64,52% 13 41,93%
< 80 Tidak Tuntas 11 35,48 18 58,07%
Jumlah 31 100% 31 100%
Table 4.2 shows that the learning outcomes achieved by students in the
experimental group who were taught using Liveworksheets media in the Problem
Based Learning model were higher than the learning outcomes of students in the
control group who were taught using the Problem Based Learning model without
Liveworksheets media.
If the students' scores are classified based on the completeness category of
each indicator, it can be seen the percentage of students' completeness of each
indicator for the experimental group and the control group in Table 4.3.
Table 4.3 Completeness Category and Percentage of Achievement for Each
Indicator
Indicators of Experiment Control
No Competence
Persentage Description Persentage Description
Achievement
Explain the meaning
1 90,32 Complete 82,25 Complete
of buffer solution.
Analyzing the
Not Not
2 components of the 76,18 67,52
Complete Complete
buffer solution
Explain the working
Not
3 principle of buffer 83,23 Complete 70,20
Complete
solution
Calculating the pH
of an acidic buffer
solution from a Not Not
4 55,92 49,2
mixture of a weak Complete Complete
acid and its
conjugate base
Calculating the pH
of a basic buffer
solution from a Not Not
5 60,22 54,5
mixture of a weak Complete Complete
base and its
conjugate acid
6 Calculating the pH 66,38 Not 60,23 Not
of a buffer solution Complete Complete
with the addition of a

14
 small amount of
acid, base or dilution
Explain the role of
buffer solutions in
7 everyday life both in 88,17 Complete 82,8 Complete
the body of mortal
and industry
Make a buffer
Not Not
8 solution with a 62,91 53,22
Complete Complete
certain pH

b. Implementation Observation Sheet

Based on the results of observations on the implementation of student
learning on the buffer solution material in the experimental group using
Liveworksheets media in the Problem Based Learning model and in the control
group without Liveworksheets media in the Problem Based Learning model which
was carried out during the learning process, the percentage of learning
implementation was in the very high category and the implementation of all syntax
in the experimental group and control class which can be seen in Table 4.4.
Table 4.4 Percentage of Learning Implementation
Meeting Persentage
Group Category
I II III Rata-rata
Experiment 91% 100% 100% 97% Very High
Control 91,% 95,45% 100% 95,48% Very High

c. Learning activity Observation Sheet

Based on the results of observations of student learning activities during
learning on buffer solution material carried out in the experimental group using
Liveworksheets media in the Problem Based Learning model and the control group
with the Problem Based Learning model without Liveworksheets media, the
percentage of student learning activities is in the good category which can be seen
in Table 4.5
Table 4.5 Percentage of Student Activity
Meeting Persentage
Group Category
I II III Rata-rata
Experiment 79,03% 77,69% 79,30% 78.67% Good
Control 76,07% 73,12% 76,34% 75,17% Good

2. Inferential Statistical Analysis

Inferential statistical analysis was used to test the research hypothesis,
namely the effect of using live worksheets on the discovery learning model on
student learning outcomes. However, before testing the hypothesis, a prerequisite

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 test is carried out, namely the normality test and homogeneity test. Both of these
tests are assumptions in hypothesis testing.
a. Normality Test
Based on the calculation results, the experimental group obtained the value
of X2count = 18,62 and in the control group the value of X 2count = 9,52 was obtained.
The value at the significance level (α) = 0.05 and the degrees of freedom (dk) = 3
obtained the value of X2table = 7,81. From the results of this calculation, we can see
that in the experimental group and control group each class obtained a value of
X2count > X2table, it can be concluded that the samples in the experimental group and
control group were not normally distributed. The results of testing the normality
of learning outcomes for students in the experimental group and the control group
can be seen in Table 4.6.
Table 4.6 Normality Test Results of Students' Learning Outcomes Experimental
Group and Control Group
2 2
Group χ count χ table (α ) = 0,05 Conclusion
Experimet 18,62 7,81 Not Normaally Distributted
Control 9,52 7,81 Not Normaally Distributted

b. Homogeneity Test
The criteria for testing homogeneity with a significant level (α) = 0.05, i.e. if
Fcount <Ftable, then the data is homogeneous (Subana, 2000). Based on the results
of the homogeneity test in, the Fcount value = 1.39 and the Ftable value at a
significant level of 0.05 (30/30) of 1.84. The value of Fcount<F_table, it is
concluded that the variance between the experimental group and the control group
comes from a homogeneous population. The results of the homogeneity test of the
experimental group and control group students' learning outcomes can be seen in
Table 4.7.
Table 4.7 Homogeneity Test Results of Student Learning Outcomes Experimental
Group and Control Group
Group Fcount Ftable (α ) = 0,05 Conclusion
Eksperimen
1,39 1,84 Homogeneous
Control

c. Hypotesis Test
The learning outcomes data from the experimental group and the control
group came from a homogeneous population but not normally distributed, so
hypothesis testing could not be done using parametric statistics (t-test), so the non-
parametric statistical test (Mann-Whitney test) had to be used. The results of
calculating student learning outcomes using the Mann-Whitney test can be seen in
Table 4.8.

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 Table 4.8 Hypothesis Test Results Learning Outcomes of Students in
Experimental Groups and Control Groups
Group Zcount Ztable (α ) = 0,05 Conclusion
Experiment H1 accepted and H0
1,87 1,64 rejected
Control
Based on the results of the calculation of student learning outcomes using
the Mann-Whitney test, Zcount is 1.87 and the Ztable value for = 0.05 is 1.64.
Because Zcount > Ztable (1.87>1.64), H1 is accepted and H0 is rejected. This
shows that there is an effect of Liveworksheets media in the Problem Based
Learning model on the learning outcomes of Class XI Science students at SMA
Negeri 3 Barru on the Buffer Solution material.
B. Discussion
This study aims to determine the effect of Liveworksheets media in the
Problem Based Learning model on the learning outcomes of Class XI Science
students at SMA Negeri 3 Barru on the Buffer Solution material. The use of
Liveworksheets as interactive worksheets in the classroom makes the learning
atmosphere more fun and interesting because students are not tense while working
on the worksheets in Liveworksheets. This is in accordance with research
conducted by Dewi (2010) which states that learning carried out using interactive
worksheets can create a fun and not boring learning atmosphere, students will not
feel pressured, are not afraid to ask questions and the learning atmosphere will not
make students feel uncomfortable. tense students.
The results of the descriptive analysis show that there are differences in
learning outcomes between the experimental group and the control group as shown
in Table 4.1. In this table, the average value of student learning outcomes in the
experimental group is higher than the control group. The average value of the
experimental group's learning outcomes is 73.02 while the average value of the
control group's learning outcomes is 65.21. The results of this study are supported
by research conducted by Prabowo (2021) that the use of online worksheets with
the "Liveworksheet.com" application improves student learning outcomes because
students are enthusiastic, confident in learning and independent, and diligent in
working on online worksheets with "Liveworksheet.com" application.
Higher learning outcomes in the experimental group are also supported by
data on students' learning mastery. Based on Table 4.2, it can be seen that the value
of student learning outcomes in the experimental group there are 20 students
whose scores meet the KKM (80), while in the control group only 13 students
whose scores meet the KKM (80) on the buffer solution material. The difference is
due to the difference in treatment in the two sample groups in this study. The
experimental group was taught to use the Liveworksheets media in the Problem
Based Learning model while the control group was taught to use the Problem
Based Learning model without using the Liveworksheets media. In the

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experimental class Liveworksheets media is used in each syntax of the Problem
Based Learning model and at the evaluation stage.
The buffer solution material has eight indicators which are generally divided
into narrative and calculating materials. Narrative indicators are indicators 1, 2, 3,
and 7 while calculating indicators are indicators 4, 5, 6, and 8. The percentage of
achievement indicators for student learning outcomes is presented in Table 4.3. In
general, the percentage of achievement indicators of student learning outcomes in
the buffer solution material in the experimental group is higher than the percentage
of achievement indicators of learning outcomes in the control group.
Indicators that have a complete percentage in the experimental group are
indicators 1, 3, and 7 while in the control group which has a complete percentage
are indicators 1 and 7. Indicator 1 regarding the definition of buffer solution in the
experimental group and control group is in the complete category, but the
percentage of the group experimental group was higher than the control group.
This is because the experimental group uses live worksheets which make students
more active in formulating problems and seeking information. Indicator 3
regarding the principle of the buffer solution of the experimental group is in the
complete category while the control is incomplete, this is because the experimental
group is taught to use live worksheets media which makes students more active in
seeking information and discussing and drawing conclusions correctly. Indicator 7
on the role of the buffer solution of the experimental and control groups is in the
complete category, but the percentage of the experimental group is higher than the
control group, because the experimental group is taught with live worksheets
which make students more active in collecting information and enthusiastic in
completing worksheets, so that the results of solving the problem is more
complete.
Indicators that have incomplete percentages in the experimental group are
indicators 2, 4, 5, 6, and 8, while in the control group which has incomplete
percentages are indicators 2, 3, 4, 5, 6, and 8. because at the stage of presenting the
results of problem solving and evaluating the problem solving process, students are
less involved in the process so that students' understanding in understanding the
material on these indicators is not optimal. However, in general, it can be seen that
the use of Liveworksheets in the experimental group can help students understand
the material better than the control group. This is supported by data from the
evaluation results of each student meeting, where the average evaluation result of
the experimental group is 85.50 while the control group is 78.98. This is also based
on student learning outcomes, where in the experimental group more students
completed than the control group, so it can be concluded that the learning
outcomes of students in the experimental group were better.

18
 The truth of this hypothesis is proven through hypothesis testing. However,
before testing the hypothesis, the prerequisite tests were first carried out, namely
the normality test and homogeneity test. Both of these tests are assumptions in
hypothesis testing. Based on the calculation results of the prerequisite test for the
normality test, it is stated that the data from the experimental group and the control
group are not normally distributed, this can be seen in Table 4.8. In addition,
another prerequisite test is the homogeneity test, based on the results of the
homogeneity test, it is stated that the experimental group and control group data
comes from a homogeneous sample, this can be seen in Table 4.9. Hypothesis
testing was carried out using a non-parametric statistical test, namely the Mann-
Whitney test. The criteria for testing the hypothesis are if Zcount> Ztable then H1
is accepted and H0 is rejected. The results of hypothesis testing can be seen in
Table 4.10, the value of Zcount>Ztable (1.87>1.64) indicates that there is an effect
of using Liveworksheets media in Problem Based Leanring model towards
students learning outcomes of class XI IPA SMA Negeri 3 Barru on the subject
matter Solution. Buffer.
Based on the description of the data, it shows that the use of Liveworksheets
media in the Problem Based Learning model is able to influence the learning
outcomes of students in the experimental group compared to the control group
without using Liveworksheets media in the Problem Based Learning model for the
subject matter of buffer solutions. This is in accordance with research conducted
by Prastika and Manisdelvi (2021) that Liveworksheets-based E-LKPD is declared
valid, practical and effective in improving student learning outcomes. This is also
in line with research conducted by Prabowo (2021) that the use of Liveworksheets
with web-based applications can improve student learning outcomes.
V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the results of data analysis in the experimental group that was
taught with Liveworksheets media in the Problem Based Learning model, the
average value of student learning outcomes was 73.02 while in the control group
who was taught with the Problem Based Learning model without Liveworksheets
media, the average value of the results obtained. student learning that is 65.21. The
results of hypothesis testing show that the Liveworksheets media in the Problem
Based Learning model has an effect on the learning outcomes of students in class
XI Science at SMA Negeri 3 Barru on the subject matter of buffer solutions.
B. Suggestions
Based on the results of the research that has been done, the researcher
proposes suggestions that teachers should consider using live worksheets media in
problem based learning models as an alternative learning media that facilitates the
learning process and makes students more interested in participating in learning so

19
that it has an impact on learning outcomes. In addition, for further researchers to be
able to develop and conduct further research on the use of liveworkhseets media in
problem-based learning models on other materials.

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