The effect of problem-based learning model toward students' conceptual understanding and verbal communication skills in reaction rate learning

摘要

This quasi-experimental study aims to determine the effect of applying Problem Based Learning (PBL) model toward students' conceptual understanding and verbal skills in learning reaction rate materials. It is designed using posttest only control group design subjecting the students of SMAN 1 Poco Ranaka. The PBL model was applied to the experimental class while 5E Learning Cycle model was treated for the control class. The data was collected using the observation sheet of verbal communication skills, posttest of students' conceptual understanding, and the questionnaire of students' response to the application PBL model. The data of observation and posttest, analyzed using MANOVA, revealed the significant effect of applying PBL model toward students' conceptual understanding and verbal communication skills with P = 0.000 < 0.05 of significance level. The percentage of contribution given by PBL model to the improvement of students' conceptual understanding and verbal communication skills was also analyzed. The percentage of contribution of PBL model to the improvement of students' conceptual understanding and verbal communication skills was, respectively, 22.26% and 33.17%, both with P = 0.000 < 0.05 of significance level. This shows the positive effect of applying PBL model on the two variables, though still in low and medium category of contribution. The result of questionnaire analysis using quantitative descriptive, students give positive response to the application of PBL model. Thus, it is concluded that the application of PBL model effects positively to the student's conceptual understanding as well as verbal communication skills.