THE DIFFERENCE OF STUDENT’S LEARNING OUTCOME USING INQUIRY BASED LEARNING AND DIRECT
INSTRUCTION MODEL IN DYNAMIC ELECTRICITYAT GRADE X SMA N 11 MEDAN A.Y 2015/2016
By:
Henriko Hutabarat 409322019
Bilingual Physics Education Program
THESIS
Submitted toAcquires Eligible Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
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ii THE DIFFERENCE OF STUDENT’S LEARNING OUTCOMES USING
INQUIRY BASED LEARNING AND DIRECT INSTRUCTION MODEL IN DYNAMIC ELECTRICITY AT GRADE X
SMA NEGERI 11 MEDAN A.Y 2015/2016
Henriko Hutabarat (ID. Number: 409322019) ABSTRACT
This research had been doing at grade X SMA Negeri 11 Medan academic year 2015/2016. The purpose of this research was to find out the average mark of student learning outcomes of using Inquiry Based Learning Model and Direct Instruction Model in dynamic electricity and to find out the significan difference of student’s learning outcomes using inquiry based learning model and direct instructional model in dynamic electricity. The research method was quasi experimental. The population were all students at X class consist of 10 classes. The sample of this research conduct two classes and consist of 40 students, here class X3 as experiment class and class X5 as control class and define by random cluster sampling. The results that were obtained: post-test mean value of the experimental class was 63.92 and 53.30 was the mean value for control class. Standard deviation for two classes were 8.72 and 12.43. Normality test result from the both samples was normal and homogenous, the testing criterion was accept H0 if -2.024< t’ <2.024 and refuse Ho in other condition. Here, H0 was refused because t’ is 3.130 and Ha was accepted. So it can be concluded that there was significant difference of student’s learning outcomes using inquiry based learning model and direct instructional model in dynamic electricity.
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PREFACE
Praise and thanks to God Almighty who has give for all the graces and blessings that provide health and wisdom to the author that this study can be completed properly in accordance with the planned time.
Thesis entitled "The Difference Of Student’s Learning Outcomes Using Inquiry Based Learning And Direct Instruction Model In Dynamic Electricity At Grade X Sman 11 Medan A.Y 2015/2016", prepared to obtain a Bachelor's degree of Physics Education, Faculty ofMathematics and Natural Science in State University of Medan.
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S.Pd, Tionar M. Malau, M.Pd, Avolen Siahaan, S.Pd, Evi Silalahi, S.Pd, Mas Andri Marbun, M.Pd and Riris Rumahorbo, S.Pd who have helped, prayed and gave supported to author. The author also thanks to my brother and sister in the “Kost Ibu Sri Kolam Ujung”Hendro, Hasbih, Abdul, Prinensis, Perinto, Rollis, Reza, Riswan, Robin, Tomandro, Syahrizal, Cecilia, Melva, Ester, and other who gave support for the author during research.
The author has endeavored to as much as possible in completing this thesis, but the author is aware there are many drawbacks in terms of both content and grammar, then the authors welcome any suggestions and constructive criticism from readers for this thesis perfectly. The author hope the contents of this paper would be useful in enriching the repertoire of knowledge.
Medan, August 2016 Author,
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CONTENT
Page
Legitimation i
Biography ii
Abstract iii
Prepace iv
Content vi
Lits of Figure viii
List of Table ix
List of Appendix x
CHAPTER I INTRODUCTION 1
1.1 Background 1
1.2 Problem Identification 6
1.3 The Scope of Study 6
1.4 Problem Formulation 6
1.5 Research Objectives 7
1.6 Benefits of Reseacrh 7
CHAPTER II LITERATURE REVIEW 9
2.1 Theoretical Framework 9
2.1.1 Definitions of Learning 9
2.1.2 Learning Process 9
2.1.3 Learning Outcomes 10
2.1.4 Model of Teaching 16
2.1.5 The Inquiry-Based Learning Model 16
2.1.6 Direct Instruction Learning Model 23
2.2 Subject Materials 25
2.2.1 Ohm’s law and Resintance 25
2.2.2 Simple Circuits 30
2.2.3 Energy and Power of Electricity 35
2.2.4 Electric Circuit of Direct Current 37
2.2.5 Kirchhoff’s Law 38
2.3 Conceptual Framework 38
2.4 Hypothesis 39
CHAPTER III RESEARCH METHODS 40
3.1 Research Location and Time 40
3.2 Research Population and Sample 40
3.3 Research Variable 40
3.4 Research Type and Design 40
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3.4.2 Design of Research 41
3.5 Research Procedure 41
3.6 Data Collection Technique 44
3.6.1 Pretest 44
3.6.2 Posttest 44
3.7 Research Instrument 44
3.7.1 Content Validity 45
3.8 Data Analysis Techniques 46
3.8.1 Calculating the mean of the pretest and posttest and standard deviation 46
3.8.2 Normally Test 47
3.8.3 Homogienety Test 48
3.8.4 Hypothesis Test 48
CHAPTER IV RESULT OF RESEARCH AND DISCUSSION 4.1 Research of Result 53
4.1.1 Pre-test Data 53
4.1.2 Post-test Data 54
4.1.3 Tabulation of Each Test 55
4.2 Data Analysis 56
4.2.1 Normality Testing 56
4.2.2 Homogeneity Testing 57
4.2.3 Hypothesis Testing 58
4.3 Discussion 58
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion 65
5.2 Suggestion 65
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LIST OF TABLE
Page Table 2.1 Phase of inquiry-based learning 22
Table 3.1 Design of research 42
Table 3.2 Specification of test of learning outcomes 45 Table 3.3 Categories student’s Learning Outcomes 46
Table 4.1 Data Normality Test 56
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LIST OF APPENDIX
Page Appendix 1 Lesson Plan Experiment Clas 1 68 Appendix 2 Lesson Plan Experiment Clas 2 77 Appendix 3 Lesson Plan Experiment Clas 3 87 Appendix 4 Lesson Plan Control Clas 1 98 Appendix 5 Lesson Plan Control Clas 2 106 Appendix 6 Lesson Plan Control Clas 3 114
Appendix 7 Work Sheet 1 123
Appendix 8 Work Sheet 2 127
Appendix 9 Work Sheet 3 131
Appendix 10 Specifications of Test on Science Process Skill 135
Appendix 11 Instrument Test 142
Appendix 12 Evaluation Science process Skill Rubric 145
Appendix 13 Data Tabulation 152
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CHAPTER I
INTRODUCTION
1.1 Background
Education is one of efforts to develop the intellectual life of the nation and to improve the quality of human resources. Therefore, education plays an important role towards the progress of a nation. This has been recognized both by the government where so many efforts have been undertaken to improve the quality of education in Indonesia. Such as curriculum improvement, teacher quality improvement, provisioning the International/ Bilingual schools that have the ability to competing and so forth.
Education is notjustacquiredin a short time, but it requiresalearning process. Learning is a process ofone'seffortstoobtain anew behaviorchangesas a whole, as a result ofhis own experience inthe interactionwith the environment.
Therefore, researchers and other educators give the considerable time to do a study on improving the quality of education, particularly in improving the quality of teachers. As Slameto states that “the role of teachers has increased from as a teacher became a director of learning process. As director of learning process, duties and responsibilities of teachers are more increase, including increasing the function of teachers as lesson planning, learning managers, appraisers learning outcomes, learning motivator, and as a mentor”.
Nowadays, when students do the learning,studentsare usuallydominatedby the writing, recording, listening to the teacherexplainandread a book. These habitsareonlyelements ofwritingor wordsthat causeonly the left brainareworking, while theright brainis not workingat the time ofstudy.Thisunbalancemakes the studentsthinkthat learning isnot fun. Same with learnphysicsat school.
physics teacher at school more often discussing the theory of the handbook, providing formulas, and provide examples problems. This led to a physical science reading material and students can only imagine.
Learning models like above causing physics to be one of the subjects which are not interested by student and paradigm of student who assumes that physics is difficult. Thought physics is a subject that close to the daily life and its application can be found directly in our environment. In this case the teacher has an inportant role in instilling positive paradigm for students. So physics is no longer a daunting subject and boring.
Based on preliminary study through the direct observation by interviewing the physic teacher at SMAN 11 Medan suggests teachers tend to still use the conventional learning with lecture and question and answer that is teacher centered. In presenting the subject matter, the teacher explain to the class and give a summary of the material with notes on the board and the student listen and record the important things of the material being taught. This leads to students not directly involved in the learning process and passive. From interviews said also that the students learning outcomes in physics subject is low. When the value of KKM , approximately % of students who did not complete the study in the physics subject.
Many thing can cause low physics student learning outcomes, one of which is the learning process that is not pavor of the students. Student was just as listeners and teachers are more instrumental or teacher-centered. Dominance of teachers in this study led to more students waiting for a dish of knowledge from the teacher rather than finding themselves the knowledge, skills, and attitudes required in the acquiring knowledge.
According to constructivist view of learning every student construct their own understanding about the content of every case. This perspective based on premise that every people construct their own views of the world around, through integrating the individual experiences and schema with new knowledge. Therefore, constructivism focuses on preparing the students to solve problems in ambiguous situations. From a constructivist perspective, knowledge is not independent of the knower knowledge consists of physical and abstract objects in experience. For example, there is no one true definition of inquiry waiting to be discovered, but an understanding of inquiry is constructed by individual himself. Every students needs to be active to investigating around, because by involved directly in an investigation, student construct their own understanding and built the ability in solve problem and new knowledge. Furthermore, physics is not only a theoritical science, so many of physics concepts can be seen in real life or done using models and media in experiment.
Based on the above condition teachers should apply an appropriate model of learning and can improve students’ learning outcomes in physics. Learning model that suitable for used is inquiry-based learning model. Inquiry-based learning environment is one that provides and supports development of learning experiences where students observe events, ask questions, construct explanations, test those explanations, use critical and logical thinking, generalize observed patterns, and consider alternative explanations. The questions lead to the curious for answers to the question or for solutions to a problem and result in the beginning of exploration and hypotheses creation. These hypotheses lead to an investigation to test the hypothesis or find answers and solutions to the question and/or problem. The investigation leads to the creation or construction of new knowledge based on investigation findings.
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Study entitled “Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence” done by eggy Brickman, Cara ormally, Norris Armstrong, from niversity of eorgia andBrittan allar fromWest irginia igher Education olicy Commission Division of Science and Research 00 . According to this study, in the sciences, inquiry based learning has been widely promoted to increase literacy and skill development, but there has been little comparison to more traditional curricula. In this study, they demonstrated greater improvements in students’ science literacy and research skills using inquiry lab instruction. They also found that inquiry students gained self-confidence in scientific abilities, but traditional students’ gain was greater –likely indicating that the traditional curriculum promoted over-confidence. Inquiry lab students valued more authentic science exposure but acknowledged that experiencing the complexity and frustrations faced by practicing scientists was challenging, and may explain the widespread reported student resistance to inquiry curricula.
technology enhanced collaborative learning can help students acquire and flexibly use complex knowledge.
In Indonesia, some researchers previously have also been researching on application of inquiry-based learning model as an effort to improve student learning outcomes and successfully proved that inquiry-based learning model was able to increase the understanding of the concepts and student learning outcomes. ne of the researchers, rimadani and Alimuf Rohmah Arief 01 who conducted a study entitled “ engaruh Model pembelajaran uided Inquiry dengan Self Assesment terhadap asil Belajar Siswa Kelas X pada Materi Listrik Dinamis di SMA Negeri 1 Krian.Researchers try to apply the guided inquiry-based learning model with self assessment. This research aims to determine the effect of guided inquiry learning model with self assessment to students learning outcomes class X in the material dynamic electricity at SMA Negeri 1 Krian. From the analysis obtained the conclusion that the application of guided inquiry-based learning model with self assessment has a positive effect to students learning outcomes class X in the material dynamic electricity at SMA Negeri 1 Krian.
Based on these problems, researchers interested do research influence inquiry-based learning model on dynamic electricity topic, by title T D r nc o S ud n ’ L arn ng Ou co U ng In u ry Ba d L arn ng and D r c In ruc on Mod on Dyna c E c r c y a rad SMAN g r
11 M dan A. 1 1
1. Prob Id n ca on
Based on the background above can be identified some of issues, namely
1. The student’s paradigm who assumes that physics is difficult . Teacher still use conventional learning teacher centered . Student’s learning outcomes in physics subject is low 4. Students are not directly involved in the learning activity
1. T Sco o S udy
As for the scope of study in this research are
1. Research subject is student of X grade on SMAN 11 Medan academic year 01 / 01 .
. The topic will be learned is Dynamic Electricity by using Inquiry Based Learning Model in experiment class.
. Learning outcomes will researched in science process skills aspect.
1. Prob or u a on
Based on the background that has been explained above so it can be compiled research problems as follows
roblem Formulation above can be divided into several research questions
1. ow the average mark of student learning outcomesof using Inquiry Based Learning Model and Direct Instruction Model?
. Is there significant differencesof students’ learning outcomes usinginquiry-based learning model and direct instructional model?
1. R arc Ob c v
Based on the problem formulation above so the objectives that will be achieved in this research which doing at grade X of SMA Negeri 11 Medan on dynamic electricity are
1. To know the average mark of student learning outcomes of using inquiry based learning model and direct instruction model?
. To know the significant differences of students’ learning outcomes usinginquiry-based learning model and direct instructional model?
1. . B n o R arc
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the research result had been doing at grade X SMA Negeri 11 Medan, data analysis, and discussion so can be concluded that:
1. The average value of student learning outcomes using inquiry based learning model higher than student who get direct instructional model. 2. There is significant difference of student learning outcomes using
Inquiry based learning and direct instructional model in dynamic electricity topic. Base on the result of the analysis of data processing hypothesis testing the t test get that tcount > ttable, Inquiry-based learning model makes students more active, more enjoyable learning condition, and the learning model very supportive in increasing in the student’s learning outcomes.
5.2 Suggestion
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BIOGRAPHY
Henriko Hutabarat, was born in Londut on September, 15th 1990. Her father is
