Internasional Conference of Chemistry

THE INFLUENCE OF THE IMPLEMENTATION OF PROJECT BASED LEARNING LEARNING MODEL USING CHEMOENTREPRENEURSHIP APPROACH ON THE LEARNING OUTCOME AND ENTREPRENEURSHIP INTEREST OF SMA NEGERI 1 SAMARINDA SCIENCE PROGRAM STUDENT ON COLLOIDAL SYSTEM TOPIC IN 2014/2015 ACADEMIC YEAR Ratna Kusumawardani1), Rexy Anderson Tindangen2) 1 Faculty of Teacher Training and Education, Mulawarman University Email: [email protected] 2 Faculty of Teacher Training and Education, Mulawarman University Email: [email protected] ABSTRACT This research objective was to determine the influence of the implementation of Project Based Learning (PjBL) learning model with chemoentrepreneurship approach on the learning outcome and entrepreneurship interest of SMA Negeri 1 Samarinda student on colloidal system topic. The population was all eleventh grade students of SMA Negeri 1 Samarinda science program, meanwhile the sample was the eleventh grade students of 5th Science program class. This research used one shot pretest-posttest design, which only use 1 class as sample. The influence was determined by comparing the result of pretest and posttest and analyzed by using t test method, meanwhile the learning outcome and entrepreneurship interest improvement category were analyzed by using N-gain method. The results of the implementation of Project Based Learning (PjBL) learning model with chemoentrepreneurship approach showed a significant influence on the learning outcome and entrepreneurship interest of SMA Negeri 1 Samarinda student on colloidal system topic. According to N-gain test, the students’ learning outcome on first and second meeting has improved and the improvement is on medium category, meanwhile the students’ entrepreneurship interest also improved and the improvement is on low category.

Keyword: Project Based Learning, Chemoentrepreneurship Approach, Learning Outcome, Entrepreneurship Interest, Colloidal System.

Internasional Conference of Chemistry 2015 353

1.

INTRODUCTION Colloidal system is one of the chemistry topic that has many concepts. It is often taught by using explaining (lecturing) method and sometimes by instructing students to make a paper. This is suspected due to the perception that colloidal system is less useful on a national exam which is the ultimate test of learning in high school. Whereas, colloidal system concepts is so close to daily life. This fact of course makes the students lose the opportunity to apply the concepts that they received which makes the learning process become less meaningful. To avoid the learning process become less meaningful, using learning model which makes students apply the concepts they have received is crucial. One of the learning model which is not only give the students an understanding on the concept but also emphasizes the application of the concept is project based learning. In project based learning, students are guided to create a product as the application of the concept that they have received. Project based learning is designed to solve complex problem which is needed by the students in investigation and understanding process. In project based learning, the inquiry starts by expressing a guiding question and invite the students on a collaborative proyek which interpret various subject on curriculum. Project based learning gives students an opportunity to explore topics by using varieties of meaningful ways and to conduct a colaborative experiment. Theoretically and conceptually, project based learing is supported by activity theory. Activity theory states that the basic structure of an activity consist of: (a) the objective, (b) the subject in context, (c) the community, (d) tools and (e) rules. Its application in the classroom is based on active learning activities by “doing” rather than passively receiving knowledge transfered by teachers (Wena, 2010). Project based learning is also supported by constructivist learning theory, which rest on the idea that the students construct their own knowledge within the context of their own experience. Project based learning is viewed as an approach that creates a learning environment which could encourage students to construct their own knowledge and skills personally. When project based learning was done in a small groups of students, project based learning also theoretically supported by Vygotsky social constructivism theory that provide the foundation of cognitive development through increased intensity of interpersonal interaction. The opportunity to convey ideas, listen to others' ideas, and reflect on their own ideas on others, is a form of individual learning.Interactive process with fellow colleagues to help the process of knowledge construction.From the perspective of this theory, project based learning can help students improve their skills and collaborative problem solving (Wena, 2010). Learning will be more meaningful if the learning is close to daily life.Learning that is close to daily life can be realized by using a contextual approach.One of the contextual approach that is designed to be used in learning chemistry is chemoentrepreneurship approach, or commonly abbreviated as CEP. The concept of chemoentrepreneurship is a contextual approach, which is an approach that close to daily life in order to motivate students to have an entrepreneurship spirit.Through this


approach the teaching of chemistry will be more fun and provide opportunities for students to optimize their potential in order to produce the product.If the students are already familiar with such learning conditions, we will possibly motivate them to entrepreneurship (Supartono in Qudsiyah, 2013).The role of entrepreneurship interest in promoting economic growth must be enhanced given that the interest will eventually be the potential for a person to carry out entrepreneurial activities. Chemoentrepreneurship is appropriate and can support learning chemistry on colloidal system topic.Through this approach, it is expected that students can apply the concepts on colloidal system topics into a products that have a sale value and have an entrepreneurial spirit so that when graduated from high school, students at least have the competence of entrepreneurship by applying the concepts in colloidal system topic.The indicators of interest in entrepreneurship the researchers wanted to attain were referring to Purnomo (2005) in Agustini (2007), which is: (1) Strong will to achieve the goals and needs of life, (2) Strong belief on their own strengt, (3) honesty and responsibility, (4) physical and mental endurance, (5) Perseverance and tenacity in working and trying, (6) a creative and constructive thinking, (7) oriented to the future, and (8) Dare to take risks. In this study, researchers were trying to combine project based learning and chemoentrepreneurship approach. The objective is to know the influence of implementation of project based learning with chemoentrepreneurship approach to student’s learning outcomes and entrepreneurship interest on colloidal system topic. The implementaton of project based learning with Chemoentrepreneurship approach is expected to produce a generation that is not just smart theoretically, but also can apply the knowledge that they received into daily life, especialy in entrepreneurial activities 2.

RESEARCH METHODS This research used a pretest-posttest one shot design, which in this design was only used one class as a sample.Learning outcomes were measured by comparing the results of pretest and posttest at each meeting, while the students' interest in entrepreneurship were measured by comparing the results of questionnaires completed before and after the topic is given.This research was conducted at SMAN 1 Samarinda, the population of this study were all students of XII grade on SMAN 1 Samarinda, while the sample of this research was 5th science program of XII grade on SMA Negeri 1 Samarinda.The obtained data were analyzed to obtain its normality and homogeneity, then followed by t-test to see the difference. The improvement of learning outcomes and entrepreneurship interest then treated with N-Gain Test to determine the criteria of improvement.Normality test, homogeneity test and t test performed with SPSS version 21.


3.

RESULTS AND DISCUSSION Results Here are the learning outcomes and entrepreneurship interest (before and after) data by implementing the project based learning with chemoentrepreneurship approach. Table 1. The students average score of learning outcomes and entrepreneurship interest before and after the implementation of project based learning with chemoentrepreneurship approach Aspect Learning Outcomes a. First Meeting b. Second Meeting Entrepreneurship Interest

Before

After

31,92 13,26

79,56 67,44

69,3%

77%

Based on research data, it is clear that there was an improvement on students learning outcomes and entrepreneurship interest. The improvement category then determined using N-gain method. Here are the results of N-gain which describe the improvement category of students learning outcomes and entrepreneurship interest Table 2. N-gain value and improvement criteria Aspect N-Gain Criteria Learning Outcomes a. First Meeting 0,70 Medium b. Second Meeting 0,62 Medium Entrepreneurship 0,25 Low Interest Discussion The results showed that the implementation of project based learning model using chemoentrepreneurhsip approach gives a positive influence on students learning outcomes and entrepreneurhsip interest. The positive influence were reflected on students pretest and posttest average score at each meeting, where the students first meeting average score were improved from 31,92 in pretest to 79,56 on posttest. The same positive improvement also occured on second meeting, where the students second meeting average score were improved from13,26 in pretest to 67,44 on posttest. Note that the average of students final score (74) had passed the criteria of completeness (70) in the school where the research was conducted. The implementation of project based learning using chemoentrepreneurship approach also gave a positive influence on students entrepreneurship interest. The positive influence were reflected on students questionnaire average score, where the


student interest in entrepreneurship generally (for all indicators) increased from 69.3% to 77%.The increase of students entrepreneurship interests for each indicator are reflected in the following figure. Figure 1. Percentage of students' entrepreneurship interest before and after the implementation of project based learning using chemoentrepreneurship approach 100.00

80.00

76,71 %

75 %

75 %

70,73 % 60.00 69,44 %

75,64 % 65,38 %

79,27 %

77,78 %

80,56 %

80,98 %

76,5 % 70,09 %

68,16 %

66,88 %

62,18 %

40.00

20.00

0.00 Indicator I Indicator II Indicator Indicator Indicator V Indicator Indicator Indicator III IV VI VII VIII Before

After

Based on that description, it showed us that teaching chemistry with project based learning using chemoentrepreneurship approach could improve students learning outcome and entrepreneurship interest in learning chemistry on colloidal system topic. The implementation of project based learning using chemoentrepreneurship approach had advantages and disadvantages.The advantages were: a. Students’ motivation increased. Students were dilligent and work hard to accomplish their project and felt that learning using project is more enjoyable. It was reflected on the students enthusiasm in internal group discussion and in presentation. Besides challenged to find the ideas of colloidal system product, students were also motivated to search for creative ideas in order to produce colloidal system product with economic value. b. Improvement on problem solving skills, reflected in the result of pretest and posttest on each meeting. c. Improvement on collaboration. the importance of teamwork within the project required students to develop and practice communication skills. Theories of new cognitive and constructivist asserted that learning is a social phenomenon, and that students would learn more in a collaborative environment.The activities of groups of students solved could help each other problems.


d. Improvement on management skills. It appeared on the student's ability in organizing the project, making the allocation of time and other resources such as equipment to complete the project. e. Improvement on learning outcomes and entrepreneurship interest, which proved by research data. The description about the advantages on teaching chemistry using project based learning with chemoentrepreneurship showed that it was able to bring students’ enthusiasm. The enthuasism, though was an advantage, also could become a disadvantage. The excessive enthsiasm could make the classroom became a little bit difficult to control. Such thing could led the allocation time increased. There was also an obstacle came from instrument preparation phase, such as making learning plan, pretest and postest. The learning plan, pretest and postest must be designed in such a way that not only highlight the entrepreneurial aspect, but also still be able to direct students to achieve the expected competencies achieved through learning by using chemoentreperneurship approach. 4.

CONCLUSIONS Based on the results and discussion, the conclusions are: 1. Implementation of Project Based Learning using Chemoentrepreneurship approach on colloidal system topic influence SMA Negeri 1 Samarinda student’s learning outcomes in positive ways. 2. Implementation of Project Based Learning using Chemoentrepreneurship approach on colloidal system topic influence SMA Negeri 1 Samarinda student’s entrepreneurship interest in positive ways.

5.

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Internasional Conference of Chemistry

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