PROCEEDING | ICESST 2018

International Conferences on Education,Social Sciences and Technology

DOI: https://doi.org/10.29210/2018170
Website: http://icesst.fipunp.ac.id
th th
Padang, February 14 - 15 2018

Developing physics lesson plan for SMA by using problem based

learning model with saintific approach

Yardani Adi Cosra1, Yulkifli2, Ratnawulan3

123 Universitas Negeri Padang, Padang - Indonesia, ([email protected])

Abstract
The standard of content and the standard of process of curriculum 2013 require scientific
learning, a scientific approach involving models that emphasize the problem. The
purpose of this research to develope physics lesson plan for SMA by using Problem
Based Learning with saintific approach with criteria valid, practis, efective. The kind of
research is used research and development. The model development is used ADDIE
model, it consist of analysis, design, development, implementation, evalution. The test of
validity were done through validity sheet of learning device, practicality testing through
observation sheet, questionnaire response of the teachers and the students, affectivity
testing were obtained from the assessment of knowledge, attitude, characters, skills.
Thisresearch was conducted at grade X of SMAN 4 Kerinci which consists of 35 students
and two physics teachers as respondents.This research produces physics lesson plan used
problem based learning model with saintific approach material Temperature, Heat and
Transfer that valid, practis, efective.

Keywords : problem based learning model, saintific, lesson plan

This is an open access article distributed under the Creative Commons 4.0 Attribution License, which permits unrestricted use, distribution,
and reproduction in any medium, provided the original work is properly cited. ©2018 by author and Faculty of education, Universitas
Negeri Padang.

Introduction
The 2013 curriculum emphasizes the application of a scientific approach to the learning process.
The scientific approach includes inquiry learning that has constructivism breathing. Learning targets
with a scientific approach include the development of an elaborated attitude, knowledge, and skill
area for each educational unit. These three domains of competence have different paths of acquisition
(process) psychologically. Attitude is gained through activity: receiving, running, appreciating, living,
and practicing. Knowledge gained through activity: remembering, understanding, applying,
analyzing, evaluating, and creating. Meanwhile, skills are acquired through activities: observing,
asking, reasoning, tasting, and creating (Permendikbud Number 65 Year 2013).
In order for the lesson of physics to be a meaningful lesson and establish the independence of
learners in learning, then the learning activities should be arranged in such a way. Learning is a
systematic development process of several components that include teachers, learning tools, learners,
learning process and assessment. This means the learning device is one component in the learning
process. For that, the required learning tools that vary so that the learning process can run well. This
means that every teacher in the educational unit should be able to structure the learning tools well.

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Scientific learning should be designed with good planning contained in syllabus, lesson plans,
teaching materials such as learning modules, LKPD, and appraisal so that it can be applied into the
learning process using various learning models and approaches.In addition, the selection of models
or approaches in learning, should also be seen from the characteristics of the material, learners, and
support facilities in schools. Thus the assessment of the sphere of attitude, knowledge and skills can
be done well too.The learning tools available in schools emphasize more on the physics concept than
the process of inquiry to obtain the concept and have not optimized the ability of different learners for
cooperation in learning.One way that can be done to overcome this problem is by developing a device
of physics learning with a scientific approach. Learning tools developed include syllabus, lesson plan,
learning module, and assessment. The scientific approach involves a learning model that emphasizes
problem-solving, one of which is a Problem Based Learning (PBL) model.PBL learning model is one
of the learning model that starts from one problem and solve it is the focus of the lesson (Eggen and
Khauchak: 2012: 307). In PBL learners can not only understand learning materials, or basic knowledge
but can also use their knowledge and experience to solve real-life problems (Bilgin, et.al: 2009).
The learning model is defined by Joyce & Weil (1980) as "the conceptual framework used as a
guide in learning." Problem based learning according to Arends, Richard I. (2008: 41) is "learning that
presents a variety of problematic situations that are authentic and meaningful to learners, which can
serve as a springboard for investigation and investigation".Holbrook & Rannikmae (2009) states that
"science will be easier to learn when the lessons are reasonable in the learner's view and relate to
human life, interests, and aspirations." Thus, the role of teachers in learning is to pose problems,
question, and facilitate investigations and dialogue. Problem-based learning is useful for learners to
develop thinking skills and train learning about investigating contextual issues and training students
to become self-reliant individuals.
According to David Bound and Grahane I. Feletti, problem based learning is a conception of
knowledge, understanding, and education profoundly different from the more common conception
underlying subject-based learning. Based on these opinions can be seen that PBL is a picture of
science, understanding, and learning are very different from subject-based learning. (Putra, 2013:
64)Problem-based learning is the process of learning activities by using or raising real-world
problems as a material for students to solve problems to gain knowledge of a subject matter. (Putra,
2013: 64)
Scientific learning is a learning that adopts the steps of scientists in building knowledge through
scientific methods. The required learning model is the one that enables the cultivation of scientific
thinking skills, the development of a "sense of inquiry" and the creative thinking ability of learners
(De Vito, 1989). The required learning model is capable of producing the ability to learn (Joice & Weil:
1996), not only acquired a number of knowledge, skills and attitudes, but more importantly is how
the knowledge, skills, and attitudes are gained by learners (Zamroni, 2000 ).
According to Suhendi (2013), the scientific approach involves three instructional models that
emphasize problem-solving, including problem-based learning, project-based learning and discovery
learning. The application of a scientific approach to learning not only focuses on developing the
competencies of learners in conducting observations or experiments, but also focuses on developing
knowledge and thinking skills so as to support creative activities in innovating or working. So,
learning based on a scientific approach, is learning that uses a scientific approach as an effort to
enable learners based on real experience.
From the above description, the authors develop a learning tool that is oriented to the model of
Problem Based Learning with a valid, practical, and effective scientific approach. Learning tools that
are developed include Syllabus, Learning Implementation Plan, learning module, and assessment.The
purpose of this research is to develop high school physics learning tool using Problem Based

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Learning model with scientific approach on the material of material Temperature, Heat and Transfer
that valid, practis, efective.

Method
The type of research to be conducted is the type of research and development (Research and
Development) because in this study will be developed learning tools. Learning tools developed
include syllabus, RPP, Module, and assessment. Sugiyono (2010: 311) suggests that research and
development methods (Research and Development) is a research method used to research to produce
new products, and then test the effectiveness of the product. The products produced in this study are
learning tools that include syllabus, RPP, Module, and assessment.
Furthermore, the research model used in this research is the ADDIE model. Molenda (2003: 1)
states that the development procedure in the ADDIE model consists of five stages. The five stages are
analyze, design, develop, implement, and evaluate.
Research subjects are physics learning device using Problem Based Learning model with scientific
approach that is syllabus, RPP, Module, and assessment. As for the respondents in this research is the
class X students interested in Mathematics and Natural Sciences (MIA) SMA Negeri 4 Kerinci and
physics teacher.
Data collection was done by using test method, observation method and questionnaire method.
The test method is used to determine the learning outcomes of learners after following the learning
model of PBL with scientific approach, observation method used to know the implementation of
learning, the activities of students, while the questionnaire method used to determine the validity of
the device and the response of learners after following the lesson.
Data analysis result of research done to know validity and practice of learning device that have
been made. The data of the research were analyzed using descriptive statistics to get the average and
percentage. The calculation of the final value data of the validation result is analyzed using Cohen's
Kappa formula, where at the end of processing obtained kappa moment by using formula:

𝑃 − 𝑃𝑒
𝐾𝑎𝑝𝑝𝑎 (𝑘) =
1 − 𝑃𝑒

For categories and product validity intervals can be seen in Table 1.

Table 1. Category of learning device validity based on Cohen's Kappa

No Interval / Achievement Rate (%) Category

1. ≥ 0,61 – 1,00 Valid

2. < 0,61 Invalid

(source: Anthony et al., 2005)
The calculation of the final value data of practicable data results analyzed on a scale (0-100) is
done by using the formula:
𝑓
𝑃= 𝑥 100%
𝑁

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For the categories and product practical intervals can be seen in Table 2.
Table 2. Practical Product Performance Categories and Intervals
Interval Category

0 – 60 Not practical
61 – 100 Practical
(Modified from Riduan, 2009: 89)
Analysis of competency data of learners on attitude competence, and skill use equation:
𝐵
𝑆 = 𝑥100%
𝐶
𝐵
𝐾 = 𝑥100%
𝐶
Description: S = attitude value, K = skill value, B = score obtained, C = maximum score (modified from
Riduan, 2009: 89). The category of competency attitudes and skills of learners can be seen in Table 3.
Table 3. Category of Attitudes and Skills Competencies
No Value Conversion Interval Predicate Value
1 ≤54 1,00 0,00 < Value ≤ 1,00 D Less
2 55 – 59 1,33 1,00 < Value ≤ 1,33 D+
3 60 – 64 1,66 1,33 < Value ≤ 1,66 C- Enough
4 65 – 69 2,00 1,66 < Value ≤ 2,00 C
5 70 – 74 2,33 2,00 < Value ≤ 2,33 C+
6 75 – 79 2,66 2,33 < Value ≤ 2,66 B- Good
7 80 – 84 3,00 2,66 < Value ≤ 3,00 B
8 85 – 90 3,33 3,00 < Value ≤ 3,33 B+
9 91 – 95 3,66 3,33 < Value ≤ 3,66 A- Very good
10 96 – 100 4,00 3,66 < Value ≤ 4,00 A
(Kurniasih dan Berlin Sani, 2014:103)

Results and Discussion

One of the teacher's role is as facilitator in carrying out the learning process. Teachers should be
able to find ways to encourage and develop the potential of learners (Hammond & Brannsford, 2005).
Besides, the learning tools based on the scientific approach also have an effect on the students'
learning outcomes, both in the form of RPP and teaching materials (Yerimadesi 2016) The 2013
curriculum is used as a reference in developing learning tools, where the 2013 curriculum explains
that learning activities begin with observation or visualization of events real in life about natural
phenomena. This is in accordance with that proposed by Kemdikbud (2013) which states that "The
learning process in the Curriculum 2013 for junior and senior high school or equivalent implemented
by using a scientific approach". Here's a discussion of each category of learning tools.

Stage Analysis
In the curriculum analysis, an observation of the curriculum used in SMA 4 Kerinci was
conducted. From this stage, results are obtained where the class X in this school has been using and
implementing the 2013 curriculum. In the objective component analysis phase, it is found that Core
Competence and Basic Competence are appropriate to be applied by using elements in the scientific
approach ie observing, questioning, collecting information , reasoning / associating, and
communicating (Sani, 2014: 53). This Core Competence and Basic Competency is the main objective in
learning. Mulyatiningsih (2012) states that in the curriculum there is a competence to be achieved.

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Based on the analysis of KI and KD then one of the appropriate materials is the material Temperature,
Heat and Displacement. The time required learners in studying this material is for 4 x 3 JP.

Based on the curriculum analysis that has been done, then the contents of learning tools contain
the competence of attitudes, knowledge and skills. This is in accordance with that proposed by
Kemdikbud (2013) that "The learning process touches three domains, namely attitude, knowledge,
and skills". Competence of attitude in the form of spiritual attitudes and social attitudes in accordance
with KI 1 and KI 2. Knowledge competencies developed based on KI 3 while the skills competencies
developed from KI 4. Any evaluation tool developed is an evaluation tool covering all the
competencies of the learners.

After doing curriculum analysis, then the next step is the phase of material analysis. Based on the
analysis that has been done to get the result that the appropriate Physics material is the material
Temperature, Heat and displacement is taught in class X MIA.

The last analysis done in the analysis phase is the analysis of learners. Analysis of these learners
aims to determine the problems experienced by learners in the learning process and identify the
characteristics of these learners. Mulyatiningsih (2012) states that teachers should recognize the
characteristics of learners who will use teaching materials. Furthermore, to provide the teaching
materials must be in accordance with the characteristics of learners (Yerimadesi.2016). Based on the
analysis that has been done to get information that as many as 48.75% of students experience
problems in determining how to learn well. This certainly has an impact on learning motivation of
learners. In addition, it will make learning more monotonous and less good interaction between
fellow learners or with teachers in the classroom and ultimately lead to the goal of learning is not
achieved.

So that learning is not monotonous it is necessary to develop learning device with problem based
learning model with scientific approach, because learning activity model problem based learning,
learners become the main character who directly involved in learning, not just become passive
listener to all information submitted by teacher Sulardi, 2015). While scientific learning is a learning
that adopts the steps of scientists in building knowledge through scientific method (Nurmaliati, 2015).

Design Stage
At this stage the authors do the design of the device (design prototype) which must be completed
before the device development (Mulyatiningsih, 2012). Design through three stages of designing,
collecting materials, and preparation. The design stage is carried out after an initial needs analysis
that demonstrates the need for the development of learning tools (Susdarwati, 2016).

Learning device design stage produces a learning tool that includes syllabus, RPP, module, and
assessment. Learning tools are structured systematically by using simple and easy-to-understand
language.

In order for learners to be interested then the learning tools arranged systematically follow the
planned layout and use colors that can attract the attention of learners. After the design, the collection
of materials and the preparation of the draft I generated a learning device that is consulted on the
supervisor lecturer. Once fixed, the first draft of the learning device is validated to determine its
feasibility (Susdarwati, 2017).

Development Stage
This stage is a stage in doing the validity test of learning devices that have been made. According
Sugiyono (2010: 173) an instrument is said to be valid if the instrument can be used to measure what

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should be measured. Validity performed includes: content validity, construct validity, and language
validity. The validity of the content declared valid by the validator because the developed learning
device has been in accordance with the material that should be presented. While the construct
validation according to Riduwan (2009: 87), "to test the validity of the construction can be used expert
opinion". In this study, the validation made emphasize the validation of content, constructs, and
language. Then performed a limited trial in view of the level of practicality.

The validation results obtained on instructional tools consisting of syllabus, RPP, module, and
assessment obtained that the developed device has been valid either from component of content,
construct, or language. As in Table 4 below.

Table 4. Device Validation Results

Device Average Value Category
Syllabus 0,92 Valid
Lesson plan 0,93 Valid
Module 0,90 Valid
Assessment 0,95 Valid

Thus, the learning device used has been in accordance with the criteria that have been determined
and the device has been compiled meet the requirements of preparation of learning tools. This is also
in line with the meaning of the instructional tool that is said to be valid, in which Nieveen (1999: 34)
explains that "a learning device is said to be valid (good / proper), if it has been assessed either by
experts or validators and the results of development based on theoretical rational strong and there is
consistency internally ".

Implementation Stage
Practicality of a learning device is related to the level of ease of use of learning tools by both
teachers and by learners. From the results of data analysis of the implementation of RPP that has been
processed, it is stated that the device learning physics using learning-based problem learning model
with a scientific approach is on practical criteria. This is evidenced by the percentage of the average
value of the implementation of RPP which reached 97.07%. As in Table 2 below.
Table 5. Device Practical Results

No Activities Average (%)

1. Observation of the implementation of RPP 97,07
2. Teacher Response Questionnaire 98,96
3. Student Response Questionnaire 76,90

Not only in the implementation of RPP, the practicality level of the learning tools can also be seen
from the teacher response questionnaire and the questionnaire response of the learners. According to
Elniati (2007), "the criterion of a practical learning tool is its usability and effectiveness". From this
point of view it is clear where the usability can be interpreted where teachers and learners can use
easily created tools. Furthermore, from this opinion it is also said that the implementation refers that
the tools developed can be used by the teacher to deliver the learning materials during the learning
activities in progress.

Based on the results of data analysis teacher questionnaire responses that can be known where the
average percentage of teacher's response to the device is in the practical category. This shows that
physics learning device using problem-based learning model with scientific approach makes it easier
for teachers and learners in the learning process because learners become active and can learn

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independently or in groups using the module. In addition, teacher activities only facilitate learners in
learning. Then, the practicality level of a learning device is also seen from the response of learners.
The results of the student response questionnaire also show that the module developed is practically
used in the learning process with the percentage for the module 76.90%. As Yerimadesi (2016) says
learning tools in the form of modules seen from the module benefit aspects are categorized as very
practical.

In general from the results of this data analysis can be concluded that the device learning physics
using learning model problem based learning with scientific approach can facilitate learners in
learning. This tool can help learners to understand the concepts of physics through solving problems
given based on scientific steps. With these results the criteria of practicality are in accordance with
that proposed by Nieveen (in Ermawati, 2007: 25), the characteristics of educational products that
have a high quality of practicality when experts and teachers consider the product to be used and the
reality shows that it is easy for teachers and learners to use the product.

Evaluation Stage
Evaluation Phase is a research section that aims to disseminate the tools that have been developed
to see the effectiveness of the device. Furthermore, according to Nieveen in Yadnya (2012), there are
three aspects that need to be considered in assessing the quality of a product, namely: validity,
practicality, and effectiveness. The effectiveness of the product can be seen from the usefulness of the
product in accordance with its function. On the basis of this assessment of the effectiveness of the use
of learning tools should be seen from the learners learn on the competence of knowledge, attitude and
skills.

Based on Bloom's opinion in Sudjana (2008) mentions where, the outline of learning outcomes is
divided into three domains namely, the cognitive domain (knowledge); with respect to intellectual
learning outcomes, affective spheres (attitudes); with respect to attitudes, and the psychomotor realm
(skill) regarding learning outcomes in the form of skills and ability to act. Therefore, the learning
outcomes of these learners should be taken during the learning process takes place using physics
learning devices using learning model problem based learning with a scientific approach so that
product effectiveness can be seen. Evaluation results are used to provide feedback to users of learning
devices using Problem Based Learning model with a scientific approach.

Table 6. Results of Knowledge Competency Assessment

Activities to Average value Predicate Completed Incomplete Completeness
Educator Educator (%)
(person) (people)
I 85,46 B+ 30 5 85,71%
II 82,86 B 31 4 88,57%
III 83,71 B 32 3 91,43%
IV 85,57 B+ 34 1 97,14%
Average 84,40 B 31,75 3,25 90,71%

Analysis of learning outcomes of learners on knowledge competence shows the level of mastery
learners classically high enough with a percentage of 90,71% mastery of the four meetings. The
average score of learners is good with an average score of 84.40% as shown in Table 6.

Based on these values can be said that learning tools developed, in general can improve the
competence of learners knowledge. This is in line with research conducted by Akinoglu and

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Tandogen (2006) that the PBL model can have an effect on improving learning achievement of
learners. Then Sulardi (2016) stated that the learning process using PBL model succeeded in making
the students achieve the standard of competence with the achievement of expected indicators in the
learning process.

Stage value analysis of learners on the competence of the attitude is divided into two assessments,
namely the assessment of spiritual attitudes and social attitudes of learners are also done during the
learning process takes place. An assessment of the spiritual and social attitudes of the average learner
suggests an increase from meetings to meetings for every aspect even though the increments are
incremental. The average overall assessment of the attitudes of learners during the meeting is on
either category with 90.36% complete learners as in Table 7.

Analysis of the social competence assessment of students' attitudes shows that of the seven aspects
observed, the discipline has the greatest average value of 3.34. This indicates that the developed
learning device raises a high discipline attitude to the learner. In general, the assessment of the
competence of social attitudes of learners is good with the average value of 2.87. This means that the
use of learning tools developed can help learners in improving the competence of social attitudes of
learners. This is in line with Demirel and Turan (2010) studies of an increase in learning, attitudes,
metacognitive, and motivation in classes treated with PBLs compared with control classes.

Table 7. Recapitulation of Attitude Stability Assessment Results

Aspect of Value / Activity
Average Category
Observation 1 2 3 4
Religious 3,06 3,82 3,83 3,94 3,66 Very good
Honest 2,51 2,72 2,73 3,00 2,74 Good
Discipline 3,32 3,24 3,36 3,47 3,35 Very good
Hard work 2,44 2,76 2,80 3,16 2,79 Good
Curiosity 2,24 2,64 2,77 3,26 2,73 Good
Cooperation 2,07 2,64 2,80 3,06 2,64 Good
Confidence 2,19 2,43 2,71 3,26 2,65 Good
Responsible 2,19 2,43 2,71 3,26 2,65 Good
Sum 20,01 22,68 23,72 26,41 23,21
Average 2,50 2,83 2,97 3,30 2,90 Good
Rata-rata 2,90 Good
Completed Student
81,43 90,00 92,86 97,14 90,36
Value (%)

The result of analysis of skill competency assessment of students obtained average value 92,99
with very good category. Of the seven aspects observed, the precision aspect using the tool obtains
the highest value at each meeting is 96.19 as shown in Table 8. This indicates that learners pay close
attention to the use of tool manuals written in the LKPD well and strive to finish each activity on
time. On the aspect of presenting the group report with the value of 84.40 and is in good category.
The other aspects are already in the category of good and very good, so it can be interpreted that the
device of physics using the problem-based learning model with a scientific approach developed to
enable learners in the learning process. Research conducted by Sulardi (2015) states that the learning
process using the PBL model successfully makes the students achieve the standard of competence
with the achievement of expected indicators in the learning process.

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Table 8. Results of Skills Competency Assessment of learners

No. Student Activity Average Value Predicate Information
Value (%) Conversions
1. Set up experimental tools 93,33 3,66 A– Very Good

2. Assembling experimental tools / 93,57 3,66 A– Very Good

materials
3. Participation in each of the 94,52 3,66 A– Very Good
experimental steps
4. The accuracy of using the tool 96,19 4 A Very Good

5. Read and record experiment 93,33 3,66 A– Very Good

results
6. Timeliness of preparing reports 95,60 3,66 A– Very Good

7. Present group reports 84,40 3,00 B Good

Average value 92,99 3,66 A- Very Good

This shows that this physics learning device has been effective where effectiveness can be
seen the usefulness of the product in accordance with its function Yadnya (2012). From Table 9, it can
be seen that the result of learning (attitude), knowledge, and also the skill of the learner by using
physics learning device learning model problem based learning scientific approach reach 89,25%
toward achievement of learning effectiveness goal.

Table 9. Recapitulation of Learning Device Effectiveness Data

No Assessment Type Value (%)
1. Knowledge 84,40
2. Attitude 90,36
3. Skills 92,99
Average 89,25

Furthermore Mahmudi in Prihatmanti (2013: 2) states that "effectiveness is the relationship

between output and objectives, the greater the contribution of output to the achievement of
objectives, the more effective the organization, program or activity". Based on this it can be said that
the learning device of physics using learning model problem based learning with scientific approach
in SMA effective use.

Conclusions
Based on the results of device testing, analysis, discussion, discussion and research findings, it can
generally be concluded that the learning model of Problem Based Learning with Scientific Approach
on the temperature, calor and displacement material that has been developed is valid, practical, and
effective.

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Acknowledgments
The researcher expressed his sincere thanks to: Dr. Yulkifli, M.Si., as mentor I; Dr. Hj. Ratna
Wulan, M.Si., as mentor II who with patience and sincerity has spent time in guiding, giving direction
and motivation so meaningful, so this research can be finished well.

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