THE DEVELOPMENT OF HANNAFIN AND PECK INSTRUCTIONAL DESIGN BY INTERACTIVE PUZZLE IN CELL
DIVISION TOPIC FOR SMA STUDENTS
By:
Anisa Nesya Hariawansyah ID. 4123342002
Biology Billingual Education Study Program
THESIS
Submitted to Fulfill the Requirement for the Degree of Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
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BIOGRAPHY
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THE DEVELOPMENT OF HANNAFIN AND PECK INSTRUCTIONAL DESAIN BY INTERACTIVE
PUZZLE IN CELL DIVISION TOPIC FOR SMA STUDENTS
Anisa Nesya Hariawansyah (SID 4123342002)
ABSTRACT
This research aims to develop an interactive learning puzzle media on cell division topic for SMA students by instructional design Hannafin and Peck model and know the proper media interactive puzzle on cell division topic. The kind of this research is descriptive quantitative. The construction and contents number was validated before used to students is by expert validator. The result of research are validation with categorized less good (0-25%), good enough (25-50%), and good (50-75%), and very good (75-100%) then continue for validation to content expert the result of first validation in average 62,5% and then the suggestion from the first validator given to second validator that is the construction expert and in this validation got average 90% after that the media made again with the suggestion of validators and the last validation again to the content expert and the result average 85.5% with credit very good. Learning media interactive puzzle games concept contained in these materials can improve science process skills, because students have been directed and explored to find the concepts themselves, but remain in the application guidance of the teacher indispensable in the learning process.
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ACKNOWLEDGEMENT
In the name of Allah, the Most Gracious and the Most Merciful.
Alhamdulillah, the greatest thank and praise the writer prayed to Allah SWT for blessing researcher is able to finish this thesis with title “The Development of Hannafin and Peck Instructional Design by Interactive Puzzle in
Cell Division Topic for SMA Students” to fulfill one of the requirement for
getting degree of sarjana pendidikan in Biology Department, Faculty of Mathematic and Natural Science, State University of Medan.
Gratefully acknowledges the greatest gratitude to Mr. Drs. Zulkifli Simatupang, M.Pd as my thesis supervisor who has spent more time in giving the guidance, encouragement, comments, suggestions, and support until this thesis finish. The great appreciation is addressed to Mr. Dr. Hasruddin, M.Pd, Mrs. Dra. Cicik Suriani, M.Si, and Mr. Syarifuddin, M.Sc., Ph.D. as the thesis examiners for their advice, criticism, constructive comments, and valuable in completing this thesis. And the greatest gratitude to my Academic supervisor Prof. Dr. rer. nat. Binari Manurung, M.Si. thanks to all guidance to me.
I would like to express my appreciation to the Dean, Faculty of Mathematic and Natural Science, Mr. Dr. Asrin Lubis, M.Pd, to Head of Biology Department, Mr. Dr. Hasruddin, M.Pd, to Head of Biology Education, Mrs. Dra. Cicik Suryani, M.Si, to Coordinator of Bilingual Program, Mrs. Dr. Iis Siti Jahro, M.Si for their support and help towards my undergraduate affairs.
My deepest gratitude and big appreciation to beloved parent, Mr. Hendra Hariawansyah and Mrs. Sri Rezeki for the endless love, the best support, greatest prayer, encouragement throughout the entire life, and also both of my lovely sister and brother, Anisa Nadya Hariawansyah and M. Aqsha Bhaskara Haiawansyah for their awesome support and kindness.
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Purwanty thank you for your support, crazy times, and memories. For my inspiring partner Ananda, S.Si to all advice and guidance during this time.
Last but not least, thanks to all my cost mates Tebing Tinggi for Naimatussyifa Daulay, Dwi Utari, Aida, Mutiara, Biuti, Rimbun, and Yudis for awesome life learning during field experience program 2015 in SMAN 1 Tebing Tinggi.
May Allah reward all those who have contributed in the completion of this thesis. Finally, I hope this thesis would be beneficial to contribute ideas in education, be useful especially for the students of Biology Education, and gives inspiring to the instructor become more creative and active. I realize that this thesis is still far from being perfect therefore; constructive, comments, and suggestion are needed for further improvement of this thesis.
Medan, August 2016 Writer
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TABLE OF CONTENTS
Page
Sheet of Legalization i
Biography ii
Abstract iii
Acknowledgement iv
Table of Content vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I INTRODUCTION 1
1.1. Background 1
1.2. Problem Identification 3
1.3. Problem Scooping 4
1.4. Research Question 4
1.5. Research Aim 5
1.6. Research Benefit 5
CHAPTER II LITERATURE REVIEW 6
2.1 Theoretical Framework 6
2.1.1. Instructional Design 6
2.1.2. The Basic Components of Instructional Design 6 2.1.3. Instructional Design Models 7
2.1.4. Hannafin and Peck Model 8
2.1.4.1. The Stages in The Instructional Design of Hannafin and Peck 8
2.1.4.2. Needs Analysis Phase 8
2.1.4.3. Design Phase 8
2.1.4.4. Development and Implementation Phase 9
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2.1.6. Role and Function of Learning Media 11
2.1.7. Media Selection Criteria 13
2.1.8. Learning Media Games 15
2.1.9. Interactive Learning 16
2.1.10. Puzzle Media Learning 17
2.1.11. Stages of Cell Cycle 17
2.1.11.1.Growth Stage 18
2.1.12. Cell Division 19
2.1.12.1.Mitosis 19
2.1.12.2.Meiosis 21
2.1.13. Framework of Thinking 23
CHAPTER III RESEARCH METODOLOGY 24
3.1. Time and Location Research 24
3.2. Research Object 24
3.3. Type and Design Research 24
3.4. Models and Procedures for Instructional Development
Model Hannafin and Peck 24
3.4.1. Model Instructional Media Learning 24 3.4.2. Instructional Model Prodesur Hannafin and Peck 25
3.5. Instrument Research 26
3.5.1. Description of Results Validation Instrument Rating 26 3.6. The Data Collection Technique 28
CHAPTER IV RESULT AND DISCUSSION 30
4.1. Result of Research 30
4.1.1. The Description Learning Media Development Process
Puzzle Interactive on Cell Division Topic for SMA Students 30
4.1.1.1. Assess Needs Stage 30
4.1.1.2. Design Stages 36
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4.2. Discussion 41
4.3. Research limitations 42
CHAPTER V CONCLUSION AND SUGGESTION 43
5.1. Conclusions 43
5.2. Suggestions 43
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LIST OF TABLE
Page Table 2.1 Grouping of Media into 10 Groups 10 Table 3.1 Lattice Sheet Instrument Construction Expert 26 Table 3.2 Lattice Sheet Instrument Content Expert 27
Table 3.3 Eligibility Criteria Percentage of Instructional Media Interactive Puzzle 28
Table 4.1 The Core Competence Cell Division Topic according Kemendikbud 69 in 2012 31
Table 4.2 Basic competence Cell Division Topic according Kemendikbud 69 in 2012 33
Table 4.3 The Result Analysis Learning Objectives Cell Division
Topic 33
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LIST OF TABLE
Page Table 2.1 Grouping of Media into 10 Groups 10 Table 3.1 Lattice Sheet Instrument Construction Expert 26 Table 3.2 Lattice Sheet Instrument Content Expert 27
Table 3.3 Eligibility Criteria Percentage of Instructional Media Interactive Puzzle 28
Table 4.1 The Core Competence Cell Division Topic according Kemendikbud 69 in 2012 31
Table 4.2 Basic competence Cell Division Topic according Kemendikbud 69 in 2012 33
Table 4.3 The Result Analysis Learning Objectives Cell Division
Topic 33
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LIST OF FIGURE
Page
Figure 1.1 Flowchart stages in the instructional design of Hannafin and Peck 8
Figure 1.2 Dale’s Cone of Experience 11
Figure 1.3 The Cell Cycle 18
Figure 1.4 These Ilustrations and Micrographs Show What Happens Inside a Cell During Interphase (A) and Mitotic Cell Division (B to E)
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Figure 1.5 The Phases of Meiosis 22
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LIST OF APPENDIX
Page Appendix 1 Core Competency and Base Competency 46
Appendix 2 Syllabus 51
Appendix 3 Cell Division Subject Matter 78
Appendix 4 Storyboard 82
Appendix 5 Subject Matter Expert Questionnare 86 Appendix 6 Construction Expert Questionnare 91
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CHAPTER I INTRODUCTION
1.1 Background
The development of education right now is the first priority to increase the quality of education. Improvement the human resources and non-human resources are some efforts to achieve the goal. One of them is the improvement of the learning process. A system in the learning process can be ascertained that the source of successful learning in school associated with a number of components that are involved in it. The components are curriculum, strategies, teachers, media, methods, students and surrounding of learning and education process (Farisi, 2007).
Something prepared well will give a good activity, as well as a class. The class where students can absorb the knowledge and motivated to learn in the class. Learning environment should be provide opportunities for students to involve the students actively in various activities, such as observe, asking / give a question, explain, comment, propose a hypothesis, collect data, and the others activities. So the students are able to learn actively and hectic in task that made them motivated, just not sit down quietly and listen. Open attitude towards learning to encourage flexibility in thinking and prepares the students to the real world (Armstrong, 2004; Santrock, 2007)
Learning must be prepared before being implemented in the classroom. All are be setting in the world of formal education. In order to achieve good learning, learning must be done with a variety of strategies. But sometimes a strategy designed in such a way does not apply when the students begin to do activities outside the learning process. Often a few minutes after the study began, the students began to noisy or talking with his friends. When the learning and teaching taking place, some students began to put his/her head on the table, yawning, or there may be asleepin the class so that the learning pass. This incident happened several times by investigators when the Integrated Field Experience Program (PPLT).
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From some exposure above, there appears many problems in biology learning and teaching that occurs during the learning process, such as: (1) The students done the other activities that are not suitable when the learning process takes place; (2) The others activities were done by the student caused the students feel bored; (3) The class be passive because the students are not involved in the process of teaching and learning activities that seem unplanned; (4) And the lack of innovation in the learning media that can stimulate students activeness in the process of teaching and learning activities.
The problems upfront indicated that learning biology still categorized not fun to makes the students active in the process of teaching and learning activities. If this problems unchecked that could have an impact on students understanding of the subject matter, and will be actualized as a result of lower daily tests and in the national exam (Gustafson and Branch, 1997).
Learning media is anything that can be used to deliver a message from the sender to the receiver, so that it can stimulate the mind, feelings, concerns, interests of students, and become active learning, creative, effective and fun so that learning occurs (Sadiman, 1986). The learning process is an example of the communication process. Therefore, instructional media has an important role in clearly the presentation of messages and information in the continuity of learning. The use of instructional media in teaching and learning can be generate new passions and interests, raise motivation and stimulation of learning activities, and even bring psychological effects on students (Hamalik, 1986).Based on these descriptions, if the learning media is important present in the learning activities because of much roles.
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Therefore, the researcher want to develop interactive learning media in the form of a puzzle that makes the students active in the process of teaching and learning activities with the instructional design of Hannafin and Peck. Researcher chose to use media puzzle in learning process because puzzle media is one of educative games that useful for: (1) improve cognitive skills, (2) improve fine motor skills, (3) train the ability to reason, (4) exercise patience, (5) improve the social skills (Widyanarti, 2011).
According to Carin and Sund (in Ash'ari, 2006), learning science is a science of learning that requires observation and experimentation in understanding the universe. Biology is a branch of science, therefore biology definitely need a media learning media as intermediary in the process of observation and experimentation. Biology consists of facts, concepts and procedure. The concepts and fact divided into tangible and intangible that the tangible facts and concepts can be seen directly but intangible facts and concepts can not be seen directly. And in this case I as a researcher chooses a topic of cell division as intangible concept that needed a learning media to help explain this topic and to be used as teaching materials to developed the interactive puzzle media because the topic of cell division is a material that is difficult so require a learning media to explain this subject matter well to the students to make easy to know and easy to be understood.
The researcher choose the Instructional Design Hannafin and Peck Model because this model will be produce a product as learning media that suitable with the aim and purpose of researcher. Referring to the development of instructional media that will be developed in the learning process as described in the exposure in advance, the researcher do the research with the title "The Development of Hannafin and Peck Instructional Design by Interactive Puzzle in Cell Division Topic for SMA Students".
1.2 Problem Identification
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1. The learning media used are still not able to stimulate the students interest in of biology lessons.
2. The learning media used in schools are not be able to encourage the active participation of students during the learning process.
3. The learning media with the playing concept that could stimulate the activity of students in the subject matter of cell division not yet developed by the teacher, so in generally only an image that the printed in the books of biology.
1.3 Problem Scooping
Based on the problems that have been identified previously, given the limited number of researcher it is necessary to do the restriction problems. This is done to research more be focused and not deviate from the purpose of research. So the researcher focused on the following aspects:
1. The development of interactive puzzle learning media biology for students in the Senior High School.
2. The subject matter contained on the media is limited to cell division subject matter include the mitotic and meiotic division.
3. The development of product using the model of Instructional Design Hannafin and Peck conducted until 3 Stages to the Development and Limited Test but only until the Development stage producing instructional media. 4. Evaluation of the quality in learning media interactive puzzle do by contents
experts and construct experts.
1.4. Research Question
Based on the identification and limitation of the problems outlined above, the authors formulate the problem as follows:
1. Is the implementation process of the development of learning tools on the
Interactive Media Puzzle in subject matter cell division for SMA students using instructional design Hannafin and Peck model?
2. Does the learning device in the form of interactive puzzle learning media of
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1.5. Research Aim
The purpose of this research are as follows:
1. To develop an Interactive Puzzle Learning Media on the subject matter of cell
division for Senior High School based on The Hannafin and Peck model.
2. To know the quality of Interactive Puzzle Learning Media on the subject
matter of cell division.
1.6. Research Benefit
The results of this study are expected to be meaningful to all parties who utilize information on the results of this research as follows:
1. For the teacher, the results of this research can be used as examples of
improvements that could be tested biology learning in the classroom, in particular to foster the development of instructional design to enable students to be actively involved in learning process.
2. For students, the experience during the research activities of this action is
expected to motivate themselves to always play an active role in learning, which in turn will improve learning outcomes of biology.
3. For schools, the improvement of learning will encourage schools to continue
to make continuous improvement to improve the quality of education services in school.
4. For researchers, experience and information obtained during this study will be
an experience for researchers to develop the capacity themselves to the ideals of professional teachers.
5. For readers, finding and recording the results of this study can be used as a
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CONCLUSION AND SUGGESTION
5.1 Conclusions
There are some conclusions from this research, it can be seen as follows: 1. The implementation development process puzzle interactive learning media on
the cell division topic for SMA students was carried out by following the stages analysis of the instructional design Hannafin and Peck that produce product Interactive Puzzle Learning Media was very good and can be used in learning biology.
2. The results of the assessment expert of construction in the device in the form of instructional learning media Biology by interactive puzzle on the cell division topic for SMA students the validation got average 90% classified as category very good view of the construction level media after the validation and revision. The results of expert assessment of the contents in the learning device in the form of instructional learning media Biology by interactive puzzle on the cell division topic for SMA students the result average 85.5% classified as category very good views of the proper of media contents of the material of cell division, media images and language.
5.2 Suggestions
There are some suggestions from this research, it can be seen as follows: 1. The descriptive research instructional design Hannafin and Peck model
produces Learning Media is focused on cell division topic, therefore it is advisable to further researchers to be able to produce products with other topic.
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