Professional Documents
Culture Documents
CHAPTER I
INTRODUCTION
1.1.
Background
Education is the process of facilitating learning, or the acquisition of
knowledge, skills, values, beliefs, and habits. Education holds the important role to
produce Indonesian human resources, like as individu or as society because education
can improve and develop the quality of human resources. Improving the quality of
education deserve serious attention and careful. Therefore, various attempts have been
made to improve the quality of education. One is the developmentof research in the
field of education, especially in the teaching-learning process (Sanjaya 2006:1-2).
Education is expected to produce human resources highly skilled, including critical
thinking, logical, creative, and willingness to work together effective that can be
developed through education of physics.
National education according to law No. 20, 2003, serves to develop the
ability and character development and civilization of the nation's dignity in the minds
of the people. To that end, education aims to develop students' potentials to become a
man of faith, and fear of God Almighty, the noble character, healthy, knowledgeable,
skilled, creative, independent, and become citizens of a democratic and responsible
( Mulyasa, 2013:20)
Physics as a science is one of the subjects related to nature so demanding in
learning the necessary investigations in the form of an experiment on such
knowledge.The science and its applications are part of daily life to make our life
better and therefore the development of an individuals understanding of science and
its applications is one of the objectives of science instruction. Learning physics in
schools is still dominated by the activities of teachers. In the sense of active teachers
to teach and learners passive in learning (Hamid, 2011). Therefore, to develop a field
of physics necessary supporting infrastructure such as laboratory equipment and
instruments sufficient material physics experiments, the library is sufficient to develop
the basic thinking of students, and other learning support at school. Until now most
schools will have to clean that purpose. However, the learning outcomes of students
in studying physics has not shown success and satisfaction.
Learning outcomes are also associated with student life perspective. A fact
that when the children were young, their world is full of questions. In various facets
of life, they get the idea that being an adult means left the world questioning to enter
the world know the answer. Schools tend to encourage the movement of question to
answer because success by simply placing the correct answer blank or mark the
correct response. Question in school tend to have one correct answer and questions
that no response is rare. Therefore, if we want to know how to learn is more important
than knowing all the answers, then we must realize that a good question is more
important than the right answer. Teaching students to question and ask questions of
quality is more important than the truth of the answers they could provide. According
to Nasution (2000: 94) in Wahyuni and Siswanto, 2010), The lesson will be
interesting and successful, when linked with experiences in which they can see, feel,
give, do, try, think, and so forth. In this case the learning approach used in schools are
less precise.
Observations has been conducted by researchers on students of SMAN 2
Lintong Nihuta, there are some problems that are found in physics learning.
Perspective physics students will be unfavorable. Learning physics is often a
frightening specter for them, filled with formulas, interesting but difficult to
understand the study, there are even some opinion reveals that physics is only for
scientists. Furthermore, the way of teaching physics teacher in the classroom tends to
take notes and work on the problems.
Monotonous teaching methods is the reason why the study of physics be
learning less interesting for students. Moreover, when given a problem most students
do not get to read about and determine what formula is used. Hence develop
assumptions on students that physics is suitable only be learned by those who want to
be a scientist or a physicist more details. At the time of teaching and learning
activities take place, the activity of students in working on the problems of physics
given by the teacher is still lacking, although still capitalized, see the notes and only
some students were active. Another case when the teacher asked the students if the
material presented is understandable, students only silence in other words no student
is given a definite answer. Additionally, when a time the teacher gave a
demonstration, students were also less active in its implementation. It shows students
just received the knowledge of the teacher without the initiative to find their own.
Furthermore, from the results of tests conducted by teachers of physics, it is known
that the results of student learning about the material of static Fluid has not reached
the expected target. Information about the physics student learning outcomes obtained
from interviews, the average value for 3 years in a row has not reached the minimum
completeness criteria. From this it appears that student learning outcomes are still low
in physics.
Problem-based learning model is an instructional model that presents a
contextual problem that stimulate learners to learn. In classes that implement
problem-based learning, students work in teams to solve real-world problems . So,
student able to solve the problem and get the knowledge and important concept by
their selves ( L. A Kharida, A. Rusilowati, K. Pratiknyo, 2009).
Problem based learning aims improve students ability to work in a team,
showing their coordinated abilities to access information and turn it into viable
knowledge ( Ibrahim Bilgin, Erdal Sinocak, Mustafa Sozbilir, 2009). PBL will happen
with meaningful learning. Learners who learn to solve a problem then they will apply
the knowledge possessed or sought to know the necessary knowledge. Learning can
be more meaningful and can be expanded when students are dealing with a situation
in which the concept is applied. PBL can improve critical thinking skills, foster
initiatives learners in work, internal motivation to learn, and can develop interpersonal
relationships in the working group. In the fact shows students are less able to relate
the information that has been obtained from the teacher with information that will be
studied and related to everyday life. This relates to the lack of practice over theory
learned and laboratory use are not effective in schools.
Based on the explanation above, the researcher want to do a research with the
title The Effect of Problem Based Learning Model on Students Achievement on
Static Fluid topic at year XI of SMA Negeri 2 Lintong Nihuta Academic Year
2015/2016
3. Students only received the knowledge of the teacher without the initiative to find
her own
4. Lack of practice over theory learned and laboratory use are less effective in
schools
5. Low student learning outcomes.
1.3 Problem Limitation
In order to keep this research become more focused and directed, the
researcher limit the problem as following:
1. The subjects studied are students of SMA Negeri 2 Lintong Nihuta grade X
Academic Year 2015/2016.
2. The learning model used is a problem based learning model on the experimental
class and conventional learning on the control class.
3. The material that will be taught is static fluid topic.
1.4 Problem Formulation
The problem formulation of this research are:
1. How does the
2. To know the learning outcomes of students after teaching use conventional learning
in static fluid in class X SMAN 2 Lintong Nihuta the Academic Year 2015/2016.
3. To know the student learning outcomes as a result of the influence learning model
of problem-based learning is better than conventional learning in static fluid in
semester class X SMAN 2 Lintong Nihuta Academic Year 2015/2016.
1.6. Benefits of Research
This research is expected to be useful as follows:
1. For researcher, adding the in the future to improve student learning outcomes
using problem based learning.
2. For the teacher, as an alternative material to use use learning model
in the
CHAPTER II
LITERATURE REVIEW
sincehewas
babyupto
the
gravelater.
andwhat
is
receivedby
the
students(response)
mustbe
observedandmeasured.
lateral,
natureonlyaccept
whichis
and
morewidely
remember,
open,creative,
directedto
amend
theintention
ofthestudywasthat
thathave
multiplebenefits
for
myselfandothers.
ofactions,values,
sense
ofunderstanding,attitudes,
both
verbal
respondspecifically.Theabilitydoes
and
written.
notrequire
ability
to
manipulation
is
distinctive.Cognitive
strategiesthatskillchannelingand
the
abilityto
makethese
values
asa
standardof
affectiveandpsychomotor.
domainsisknowledge(memory),
cognitive
comprehension(understanding,
new
buildings,
andevaluation(judging).
affectivedomainisreceiving(acceptance),
responding,
organization,
characterization.
psychomotordomainincludesinitiatory,
pre-routine,
andrountinized.Psychomotoralso
includesproductive
techniques,
whileaccording
valuing,
skills,
physical,
social,
managerial,
andintellectual.
tothe
results
oflearningLindgrencoversskills,
moreactivityin
the
formation
beingeducatorsprovideguidanceandplanall
ofthe
the
child's
activitieswill
ownselfis,
bedonebystudents".
the
investigationhimself,
withhis
own
work,withthe
not
take
placeproperly.
Insidethere
are
several
principlesof
students.PaulB.Diedrichin(Sardiman,
2009:101)
lists
questions,
giveadvice,opinions,conductinterviews, anddiscussionsinterruptions.
3. Listeningactivities, for examplelistening to: description,
4. conversations, discussions,music, andspeech.
5. Writingactivities,such
aswriting
stories,essays,
reports,
questionnaires, andcopying.
6. Drawingactivities,for
example:
drawing,graphics,
maps,
anddiagrams.
7. Motoractivities, which included, among others, to experiment, to
makethe construction, repairmodels, playing, gardening and farming.
8. Mental activities, for instance: respond, remember, solve problems,
analyze, look at the relationship, and make decisions.
9. Emotional activities, such as, for example, be interested, bored,
happy, excited, passionate, courageous, calm, and nervous.
10
learningcertainly
neededthe
modelsof
teachingthatis
deemedcapable
of
to
innovationin
thinkPBLtrulyoptimizedwork
skills,
anduse
their
knowledge
andintellectual
skillstobe
11
has
sufficient
materials
and
equipment
(Arends,
2001:405).
questionsorproblems.
open
organizearoundprinciplesorspecificacademic
learning
teachingorganizedaroundquestions
bothsociallyimportantand
skills,
itto
problem-based
andproblems
thatare
personallymeaningfultostudents.
becentered
onspecific
learning
requires
12
aproblem-based
learning
students
to
providethe
motivationto
continuallyengage
incomplextasksand
increaseopportunitiesforsharedinquiryanddialogueandtodevelopsocial
skillsand thinking skills.
ofstudent
work.AccordingIbrahim(2003:
15),
in
for
example
to
observeorperform experiments;
3) Facilitatestudentdialogue; and
4) Supportstudent learning.
Table 2.1. Syntax for Problem Based Learning according to Arends.
Phase
Phase 1:
Teacher Behavior
a. Teacher
goes
theLesson,
over
the
objectives
of
13
Orient students to
the problem.
b. Describesimportantlogisticalrequirements,
c. and motivates students toengage in problemsolving activity.
Phase 2:
Organize students
for study.
Phase 3:
Assist independent
and group
Investiga
a. Teacher
encourages
students
gatherappropriate
to
information,
conductexperiments,
and
search
for
explanations
and solutions.
tion.
Phase 4:
Teacher assists students in planning and preparing
and
appropriate artifacts such as reports, videos, and
present
artifacts
models, and helps them share their work with others.
and exhibits.
Develop
Phase 5:
Teacher helps students to reflect on their inves
and
tigations and the processes they used.
evaluate the
problem- solving
Analyze
process.
(Arends,2009)
2.2.3. Conventional Learning
Conventional teaching methodsaretraditional learning methodsor collectively,
thelecture method, becausesince the firstof this methodhas beenused as a meansof oral
communicationbetween
teachers
andstudentsin
the
learning
processand
by
an
explanationas
well
asthe
division
of
tasksand
14
wherelearning
activitiescenteredon
the
teacher
asa
conduit
of
( 2.1 )
15
Density (kg/m3)
Liquid
Water
1,00 x 103
Seawater
1,03 x 103
Blood
1,06 x 103
Gasoline
0,68 x 103
Mercury
13,6 x 103
Solid
Ice
0,92 x 103
Aluminium
2,70 x 103
7,8 x 103
Gold
19,3 x 103
Glass
Wood
Copper
8,9 x 103
Tin
11,3 x 103
Bone
Gas
Air
1,293
Helium
0,1786
Hydrogen
0,08994
16
Water vapor
0,6
(100o c)
17
P= =
(2.2)
Where:
P= pressure (N/m2)
F= Force (N)
A= Area Wide (m2)
W= m.g
m= p.v
V= A.h
When the fluid is in a state of calm, fluid exerts a force that is perpendicular to
the entire surface of the contacts. For example, we review the water is in the glass;
every part of the water exerts a force in the direction perpendicular to the glass wall.
so every part of the water exerts a force perpendicular to each unit area of the
container they occupy, in this case the glass. Likewise, the water in the bathtub or
swimming pool water. This is one of the important properties of the fluid static. Force
per unit area is known as pressure.
How the influence of the depth (or heights) to the pressure? whether the
pressure of seawater at a depth of 10 meters is equal to the pressure of seawater at a
depth of 100 meters, for example? Review the water pressure in a container as shown
in FIG. Liquid column height is h and cross section A. How is the water pressure at
the bottom of the container? Description: w is the weight of water, h = height of the
water column in a cylindrical container, A = surface area and P is the pressure.
18
= m=
(2.3)
(2.4)
P=
P = pa +
(2.5)
(2.6)
(2.7)
where:
Pa = Atmosfir Pressure
gh = hydrostatic pressure
In the Figure 2.1 is not portrayed Pa, but in reality, if the container containing
the open water on the surface of the water works also atmospheric pressure, which is
directed downwards. Depending on the surface of the container is open to an extent. If
the surface of the container opens upward like in the picture above, the direction is
19
downward atmospheric pressure. Based on the above equation, it appears that the
pressure is proportional to the density and the depth of the liquid (the acceleration of
gravity is worth anyway). If the depth of the liquid substance growing, then the
pressure will also increase. Remember that the liquid is almost not compressed due to
the weight of the fluid above it, so that the density of the fluid is constant on every
surface. If the altitude difference is very large (for the deep sea), the mass of a few
different types. But if an altitude difference is not too big, basically the same density
of the liquid (or the difference is very small so it gets ignored). Use the above
equation to calculate the difference in pressure on each different depths.
Dp = rgDh
(2.8)
Where:
Dp = Pressure Difference
Dh = Height Difference
2.3.2.1. Atmospheric Pressure (Air Pressure)
As each fluid, the pressure of Earth's atmosphere also changes with depth (or
heights). But the pressure of Earth's atmosphere is rather different from the liquid.
Changes in the density of the liquid is very small for the difference is not very great
depths, so the density of the liquid being equal. This differs from the density of
Earth's atmosphere. The density of the earth's atmosphere varies substantially to the
height. The density of the air at different heights so that we can not calculate the
atmospheric pressure using the equation that has been passed over. Moreover there is
no clear boundary of the atmosphere where h can be measured. Atmospheric pressure
also varies with the weather. If so, how do we know the size of air pressure? to
determine the atmospheric pressure, we perform measurements. Evangelista Torricelli
(1608-1647), disciple of Galileo, create a method on how to measure atmospheric
pressure in 1643 using a mercury barometer handiwork. Barometer in the form of a
long glass tube, where the tube is filled mercury. Well, the glass tubes containing
mercury were reversed in a dish that has also been filled mercury.
20
(2.9)
Based on the results of measurements, the average atmospheric pressure at sea
level is 1,013 x 105 N / m2. The amount of atmospheric pressure at sea level is used
to define the units of other pressures, namely atm (atmosphere). So 1 atm = 1.013 x
21
105 N / m2 = 101.3 kPa (kPa = kilo pascal). Another pressure unit is bar (often used
in meteorology). 1 bar = 1.00 x 105 N / m2 = 100 kPa. Measurements using a
principle that has been shown by Torricelli above. High mercury column that is used
is 76 cm (the atmospheric pressure can only withstand a column of mercury is high
only reached 76.0 cm), where the temperature mercury is used appropriately 0 C and
the magnitude of the gravitational acceleration of 9.8 m / s2. the density of mercury at
these conditions was 13.6 x 103 kg / m3.
22
Said entry represents a given pressure, represents the pressure while the exit
out is forwarded. Guided by the principle of Pascal, humans have produced some
tools, whether simple or sophisticated to help simplify life. Some of these include
Hydraulic Jack, Hydraulic Lifts, Hydraulic Brake.
Floating
The direction of the buoyant force is upward, the direction of the lift
force that we give these stones to stone or any object that is raised in the water
feels lighter.
23
rock (F1). This is because the fluid pressure at the bottom is greater than the fluid
pressure at the top of the rock.
Objects inserted into a fluid such as water, for example, has a smaller weight
than when the object is not within the fluid.
P2
(2.10)
F2 = P2 A = gh2A
(2.11)
P1
F1 = P1 A = gh1A
(2.12)
24
F2 = force exerted by the fluid on the bottom body, F1 = force exerted by the
fluid in the upper body, A = surface area of objects. The difference between F2 and
F1 is the total force provided by fluid in the body, which we are familiar with the term
buoyant force. The magnitude of the buoyant force is:
F buoyancy = F2 F1
F buoyancy = (gh2A) - (gh1A)
F buoyancy =gA (h2- h1)
F buoyancy = FgAh
F buoyancy = FgV
(2.13)
where :
F = Fluid density
g = gravity
V = the volume of objects that exist in a fluid
because:
Then the equation stating the magnitude of the buoyant force (Floating) above we can
write into:
F buoyant =
m = V
F buoyant =
(2.14)
F buoyant = WF
(2.15)
mFg = wF = weight of the fluid that has the same volume as the volume of the
submerged object. Based on the above equation, we can say that the buoyant force on
an object equals the weight of the displaced fluid. Remember that what is meant by
fluid displaced here is the volume of fluid equal to the volume of the object is
immersed in a fluid. In the picture above, using the illustration in which all parts of
the object immersed in a fluid (water).
25
26
submerged body parts in the fluid. No matter how the shape of the object and the
object, all will experience the same thing. It is works of Archimedes (287-212 BC),
who is now down to us and is better known by the nickname "Archimedes principle".
Archimedes' principle states that:
When an object wholly or partially immersed in a liquid, the liquid will
provide an upward force (buoyancy force) on the body, in which the magnitude of the
upward force (buoyancy force) equal to the weight of liquid displaced.
You can prove Archimedes' principle by experimenting. Incorporate water into
a container. Keep up the overflowing bucket completely filled up with water. After
that, simply input an object into the water. Once inserted into the body of water, then
some of the water will be spilled. The volume of water that spilled = volume of the
object is immersed in the water. If all parts of the body immersed in water, the volume
of water that spilled = volume of the object. But if the object is only immersed in part,
the volume of water that spilled = volume of parts object submerged in water The
magnitude of the buoyancy given by the water on the body = weight of water is
spilled (heavy water was spilled = w = m water g = density of water x volume of
water that spilled x acceleration of gravity). The volume of water that spilled =
volume of the object is immersed in water.
2.3.5. Tension Surface
Surface tension is a force caused by an object that works on the surface of the
liquid along the surface that touches it. liquid surface tension caused by the forces
acting on the liquid. The surface tension can be defined as the force at the surface of
the liquid per unit length. Mathematically, a large surface tension for objects that have
one surface can be written in the following equation:
(2.16)
27
The surface tension was responsible for the shape of liquid droplets. Although
easily deformed, water droplets tend to be drawn into a spherical shape by the
cohesive strength of the surface layer. In the absence of other forces, including
gravity, almost all of the liquid drops would be a perfect round shape. The round
shape minimizes "wall tension" required of the surface layer in accordance with the
law of Laplace.
28
In general, the value of the surface tension of the liquid is reduced by an increase in
temperature.
2.3.6. Capillarity
Capillarity is the event of a rise or fall of liquid in the capillary tube (narrow
pipe). Capillarity is affected by the force of cohesion and adhesion between the liquid
by capillary walls. Because within the capillary adhesion force between the water and
glass particles is greater than the cohesive forces between the particles of water, then
the water will rise in the capillary. Instead mercury tends to fall within the capillary, if
the force of cohesion is greater than the force of adhesion. The increase or decrease of
liquid at the capillary tube due to the surface tension () are working on a
circumferential contiguity of liquid in a pipe.
Figure 2.8.
29
(a) if the contact angle less than 90 degrees, the surface of the liquid in the
capillary tube will rise. (b) if the contact angle greater than 90 degrees, the surface of
the liquid within the capillary is going down.
Symptoms capillarity widely used in everyday life. For example, rising
through the wick kerosene stove, sucking water by plants (rising water from the roots
to the leaves through the xylem in the stem) and events sucking water by blotting
paper or cloth. Besides favorable capillarity symptoms there is also a disadvantage,
for example when it rained, water would be creeping up through the pores of the wall
so that it becomes damp. Damp walls is not good for health.
2.3.7. Viscosity
Viscosity is a measure of viscosity of the fluid that states the size of the
friction in the fluid. Liquid viscosity can be determined quantitatively with a quantity
called the coefficient of viscosity (). International unit for viscosity coefficient is Ns
/ m2 or Pascal seconds (Pa s). When an object moves with a speed v in a viscous fluid
whose viscosity coefficient , the object will experience a frictional force of fluid Fs =
k v , where k is a constant that depends on the shape of geometric objects.
(2.18)
30
Where:Fs
to
think.
Duringthislearning
31
32
CHAPTER III
RESEARCH METHOD
same
characteristics.
Samplingin
researchdrawn
at
randomby
andas
acontrol
classisthe
classXIwith
thenumber
of20
33
As
the
independent
variable(treatment),
the
learning
methodProblem
As
the
dependent
variable,
namely
thestudent
learning
outcomeS
againststaticfluidmaterial.
Based
Learning(PBL),
learning
models.
while
To
the
the
control
determinestudent
classwas
learning
34
Pre-test
T1
Treatment
X1
Post-test
T2
T1
X2
T2
T1
: Pre - Test
T2
: Post test
X1
X2
: Conventional Method
school
Prepare data collection equipments
Choose population and take the sample
Working together with the teachers.
35
Experiment class
Control class
Pre-tes
Experiment class
Control
class
Conventional
learning
Problem Based
Learning
Post- test
Data
Tabulation
Data Analysis
conclution
Finish
36
Material
1.
Density
2.
Pressure
3.
Pascal Principle
4.
Archimedes Principle
Total
Cognitive
C1
C2
1
1
1
Amount
C3
1
1
C4
1
1
C5
1
C6
1
1
1
2
2
4
1
3
1
2
4
5
1
5
15
Description:
C1 : Remembering
C2 : Understanding
C3 : Applying
C4 : Analyzing
C5 : Evaluating
C6 : Creating
torecord
theactivity
ofstudents
duringthe
learning
takes
place.
determine
thestudent
activityduringlearning.
Thebenefitsof
37
Nb
.
1.
Indicator
Assesment
Orient the
aspect
Oral activity
problem
Descriptor
Scoring
a. Show the
problem not
seriously
b. Show the
exactly problem
c. Show the right
problem
seriously
2.
Formulate the
Writing activity
hypothesis
3.
Identify the
Motor activity
problem
(make
construction)
4.
Analyzed the
Motor activity
problem
(experiment)
a. Formulate the
hypothesis
unseriously
b. Formulate the
hypothesis
c. Formulate the
hypothesis
completely
a. Identify the
problem
unseriously
b. Identify the
problem
c. Identify the
problem
compitely
a. Analyzed the
Problem
unseriously
b. Analyzed the
problem but not
complite
c. Analyzed
the
problem
5.
Solve the
Oral activity
problem
(presentation)
complitely
a. Solve the
problem
wrong
b. Solve the
problem
c. Solve the
problem
but
38
6.
Present the
Writing activity
conclusion
complitely
a. Present the
result but wrong
b. Present the
result
c. Present the
correct result
100
To determine the criteria of students learning activity assesment, so use the following
criteria:
Value in number
Explanation
80-100
Very Active
60-79
Active
40-59
Active Enough
0-40
Less
Table 3.4 Criteria Assesmentof students Learning Activity
39
Description:
x
n
= Mean of Value
i
= Standard deviation
X2
(2005:
249),
totestthe
homogeneity
S12
F 2
S2
ofthe
population
40
Where: S12
S 22
The test criteria are received Ho: the data come from a homogeneus
population if Fcount<Ftable obtained from the distribution lis F with = 0,1.
Here is a real level for testing.
3.7.4. Normality Test
Normality test is used to determine the population from which the sample
came from. Normality test is used to determine whether the samples were taken from
normally distributed population or not. AccordingSudjana(2005: 466) stepsare as follows:
a.
xi x
S
b.
S =Standard deviation
Z =RawNumbers
Xi= Thestudent exams
Forrawnumbersare
calculatedby
usingthe
standard
normal
c.
thequantity Z 1 , Z 2 ,........, Z n Z
n
Calculates the difference F ( Z i ) S ( Z i ) then determine theabsoluteprice.
Taken the greatestprice between the differencethe absolute prices.the
S (Z i )
d.
e.
IfLcount
>Ltable
sample
isnotnormally
distributed.
Ftable F1 ( smalllesrt varians -1, bigggest varians - 1)
41
similarity of ability
Ha : 1 2 : Experiment class and contol class have not same
similarity of ability
1 = the average value of the experimental class
x1 x 2
1
1
S
n1 n 2
(Sudjana, 2005:239)
S2
n1 1 S12 n2 1 S 22
n1 n2 2
Where:
x1
S2 =
t = value of t calculation
with the criteria is:
Ho accept if
1
1
2
t t
1
1
2
where
1
1
2
42
tcalculate compare with ttable get from t table list to = 0,05 and independent degree
dk n1 n 2 2 , so have the same initial ability of student.
Ha accept if tcalculate>ttable (ttable get from distribution t list for = 0,05), it is mean
have not same initial ability of student.
3.7.5.2. Post-Test Ability Test
T test two parts used to knowing the influence of problem based learning
modelon students achievement.
The form of hypothesis will be test is:
H0 :
1 2
1 2
t
S
S2
1
1 with:
n1 n 2
n1 1 S12 n2 1 S 22
n1 n2 2
Ho accept if t < t
independent degree (dk) =
t-
where
with
for
another value of t Ho not accept, so learning outcomes using problem based learning
model greater than conventional learning.
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