By
Rohani Situmeang ID. Number. 4123322014
Bilingual Physics Education Study Program
THESIS
Submitted to Acquire Eligible Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
BIOGRAPHY
Rohani Situmeang was born in Jakarta on May 25Th 1994. Father’s name
is M. Situmeang and Mother’s name is R. Pasaribu, and she is the frist of five in
family. In 2000, the author entered SD 175743 Pangaloan Impres and graduated in
2006. In 2006, the author continued his education in SMP N 1 Sipoholon and
graduated in 2009. In 2009, the author continued his education to SMA N 1
Sipoholon and graduated 2012. In 2012, the author was accepted in Physical
Education Studies Program in Department of Physics, Faculty of Mathematics and
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THE EFFECT OF INQUIRY MODEL ON METACOGNITIVE ABILITY OF STUDENTS’ ON TOPIC STATIC FLUID FOR CLASS XI
SMA N 2 BALIGE ACADEMIC YEAR 2015/2016 ROHANI SITUMEANG (ID.4123322014)
ABSTRACT
The purpose of this research was to know the effect of inquiry model on metacognitive ability of students’ on topic static fluid for class XI SMA N 2 Balige Academic Year 2015/2016. This research is a experiment quasi. The population in this research were all odd semesterclass of XI SMA N 2 Balige which consists of 7 class. This research sample was taken two class of class of XI-2 (experiment class) and class of XI-3 (control class). The results were obtained average value pretest metacognitive ability of experiment class is 44 with a deviation standard of 16.92 and the control class 43 with a deviation standard of 15.47. Based on tail two test (pretest) tcount = 0.84 and ttable = 1.997 so the beginning of the second class of sameability. While the average valuepostest of ability metacognitive experiment class was 82.74 with a deviation standard of 9.9 and the control class 76.74 with a deviationstandard of 11.76. Based on tail one test (posttest) obtained tcount = 2.999 and ttable = 1.669 so tcount> ttable so Ha is accepted. So can be concluded metacognitive ability of students taught with inquiry model higher than use conventional method in SMA N 2 Balige Academic Year 2015/2016 .
PREFACE
The author says the great praise and gratitude to God Almighty, 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. This thesis
entitled “The Effect of Inquiry Model on Metacognitive Ability of Students’ on
Topic Static Fluid for class XI SMA N 2 Balige Academic Year 2015/2016”.This
thesis was prepared to obtain a Bachelor's degree of Physics Education (Sarjana
Pendidikan Fisika), Faculty of Mathematics and Natural Science in State
University of Medan.
On this occasion the author likes to thank Dr.DerlinaM.Si as Thesis
Advisor who has provided guidance and suggestions to the author since the
beginning of the study until the completion of this thesis. Thanks also to
Prof.Drs.Motlan Sirait, M.Sc,Ph.D, Drs. Rahmatsyah, M.Si , Alkhafi Mass
Siregar, M.Si who have provided many advices and suggestions in completing
this thesis. Thanks also to Dr. Ridwan Abd. Sani, M.Si as the Academic
Supervisor. Thanks also for all Mr. and Mrs. lecturers and staff employees of
Physics Department, Faculty of Mathematics and Natural Science in State
University of Medan.State University of Medan who have encourage the writer
during the studying process.Appreciation were also presented to the headmaster of
SMA N 2 Balige, Aldon Samosir S.Pd,M.Si, and Physics teacher Parlindungan
Sihombing M.Si and all teachers there, who had helped the author during the
implementation of this research. Especially, author also would say thanks to my
great lovely father M. Situmeang, my great lovely mother R.Pasaribu, my great
sisters and brother Polmer Situmeang, Mika Situmeang, Sarah Situmeang and
Eirene Situmeang, and all my family. And thanks to all Bilingual Physics
Education grade 2012, especially for my best friend Dwira Nababan who give
motivations and advices to the author. Thanks for Kost 137 Cerdas Gemilang,
v
The author has endeavored as much as possible in completing this thesis,
but the author is aware there are many mistakes either in terms of content or
grammar, then the author welcome for any suggestions and constructive criticism
from readers for this thesis perfectly. The author hopes the contents of this paper
would be useful in enriching the repertoire of knowledge.
Medan, May 2016
Author,
TABLE OF CONTENTS
2.2.1 Defenition of Learning Inquiry Model 10
CHAPTER IV RESULT AND DISCUSSION
4.1 Description of Research Results 50
4.1.1 Data of Value Metacognitive in Pretest 50 4.1.2 Data of Value Metacognitive in Post test 51
4.2 Requirements Test Data Analysis 51
4.2.1 The Average Value and Deviation Standard 51 4.2.2 Normality Test in Pretest 52 4.2.3 Normality Test in Post-test 52 4.2.4 Homogeneity Test in Pretest 52
4.2.5 Homogeneity Test in Post test 53
4.2.6 Hypothesis Test in Pretest 53
4.2.7 Hypothesis Test in Post-test 54
4.3 The Enhancement Metacognitive Ability ofStudents 54
4.4 Discussion 55
CHAPTER V RESULT AND DISCUSSION
5.1 Conclusion 59
5.2 Suggestion 59
ix
LIST OF TABLES
Table 2.1 Syntax for inquiry model 13
Table 3.1 Design of Research 40
Table 3.2 Spesification of Test in Metacognitive Ability 41
Table 4.1 Data Pretest for Metacognitive Ability 50
Table 4.2 Data Post-test for Metacognitive Ability 51
Table 4.3 The Average Value and Deviation Standard 51
Table 4.4 Normality Test in Pretest 52
Table 4.5 Normality Test in Post-test 52
Table 4.6 Homogeneity Test in Data Pretest 52
Table 4.7 Homogeneity Test in Data Post-test 53
Table 4.8 Hypothesis Test for Pretest 53
Table 4.9 Hypothesis Test for Post-test 54
Table 4.10 The Average Value of Pretest and Post-test on Metacognitive Ability 54
Table 4.11 The Percentage N-gain metacognitive Ability Based on The Concept of Both Class 55
LIST OF FIGURES
Figure 2.1 The Concept of Metacognitive 18
Figure 2.2 Relationship to four functional terms 20
Figure 2.3 Hydrostatic pressure 22
Figure 2.4 Fluid on cylindrical 23
Figure 2.5 Pressure in All Directions 24
Figure 2.6 The pressure at the bottom 25
Figure 2.7 Pressure Measurement 25
Figure 2.8 Graph of density CO2 - pressure in seawater 27
Figure 2.9 Hydraulic Jack 28
Figure 2.10 Floating Object 30
Figure 2.11 Drifting Object 30
Figure 2.12 Sinking Object 31
Figure 2.13 The Molecule Fluid in Surface Tension 31
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LIST OF APPENDIXES
Appendix 1 Pretest Problem 63
Appendix 2 Post-test Problem 65
Appendix 3 Grating of Research Instument 66
Appendix 4 Lesson Plan For Experiment Class I 72
Appendix 5 Lesson Plan For Experiment Class II 76
Appendix 6 Lesson Plan For Control Class III 80
Appendix 7 Lesson Plan For Control Class II 83
Appendix 8 Student Worksheet I 86
Appendix 9 Student Worksheet II 89
Appendix 10 Student Worksheet III 91
Appendix 11 Student Worksheet IV 95
Appendix 12 Validaty Test 99
Appendix 13 Level of Difficulty 101
Appendix 14 Test of Different Power 103
Appendix 15 Reliability Test 105
Appendix 16 Calculation Validaty Test 107
Appendix 17 Calculation of Reliability Test 109
Appendix 18 Calculation of Difficulty Level Test 111
Appendix 19 Calculation of Different Power Test 112
Appendix 20 The Research Data on Experiment Class 113
Appendix 21 The Research Data on Control Class 115
Appendix 22 Normality Test 117
Appendix 23 Calculation on Homogenity Test 121
Appendix 24 Hypothesis Test 124
Appendix 25 The Value Table R-Product 127
Appendix 26 The Table Vast Areas Under on Normal Curve 0 to Z 130
Appendix 27 Value List on Distribution 131
Appendix 28 Lilifors Test 132
Education is the process of educating or teaching. The aim of education
should be to teach us rather how to think, than what to think rather to improve our
minds, so as to enable us to think for ourselves, than to load the memory with the
thoughts of other men. The study done is a good and right will speed up
development of potential students, in contrast a study carried out by amateurish
and unsuitable will make difficult improving the relate to the potential. The fields
given since level of elementary school up to high that is the natural sciences.
The natural sciences with regard to how to find out about nature
systematically, so that science is not just a collection of knowledge mastery in the
form of facts, concepts or principles but alsois a process of discovery.Science
education is expected to bea vehicle for students to learn about themselves and the
environment, as well asprospects for further development in applying it in
lifedaily. The learning process emphasizes providing experience direct to develop
competencies in order to explore and understand about scientific nature. Science
education is directed to inquire and doso it can help learners to gain understanding
more about the nature around.
The nature of science includes four main elements that is attitude, process,
products, and application. The attitude iscuriosity about objects, natural
phenomena and living beings. The process was the solution to problem procedures
through the scientific method, scientific method,includes preparation of
hypotheses, designing experiments or trials, evaluation, measurement, and
conclusion. The application of scientific methods andmethods and conceptsof
science in everyday life.
Learning physics can actually understand if students are given direct
2
students competence. Therefore, learning must to be presented as attractive as
possible so that students are interested to be involved directly in the learning
related and interaction with another. The interaction between teacher and students
in learning process teaching have a role important for aim relalize. However there
are fact happened in teacher using conventional method is the learning method
direction on, where only teacher give all information and students all information
absorb giving in teacher. This method also repress in individualistic learning, are
individual learning without interaction with another, until the happen asymmetry
between students, the students have ability low and more left behind with
learning. The besides students difficulty finding in the learning matter only can
be saving without working for finished. This thing because learning outcomes
students law, That for teacher must able class manage with well and the
alternative finding in process learning teach, use tired learning purpose by means
selection and applying learning model in matter delivery.
The based observation result and interview with teacher physics Class XI
SMA N 2 Balige the resulting daily test refer that the students ability in finishing
physics learning low, students can not potential optimum which property students
for making learning with well and students mixed scare for thinking finded
physics concept. Low learning outcomes in school that effect by factor, as the ability low learning students, metacognitive low ability of student’s and less attention students in study. However in this thing the most dominant causing The
achievement low students in physics learning class XI SMA N 2 Balige, where
learning model using by teacher is conventional method (speech, exercise, and
give task) monotonous inclined, boring, and limited in learning delivery in the
difficult for understanding learning matter. The problem superintend in above,
after prospering in physics learning making a innovation. The reparing needed in
learning process in order to process learning teach carried with well and increase
resulted. Teaching repairing is teaching changed conventional with applying
inquiry model. The overbalance from learning model inquiry is the potential
increasing students intellectual, can compose and developing self concept in
students, helping in use memory and transfer on situation new study process and
the students avoiding from study manner with memorize. The used inquiry model
is the manner for help students understanding physics concept until have thinking
ability. Based on the description above, researchers interested in conducting research in the physics department with the title “The Effect of Inquiry Model
on Metacognitive Ability of Students’ on Topic Static Fluid for Class XI
SMA N 2 Balige Academic Year 2015/2016.”
1.2.Problem Identifications
From the explanation above, can be identified the scope of the problem, namely :
1. The students are involved rarely to think find the concept of physics in
everyday life.
2. The using of a less varied learning model, as well as the still low level of
undestanding of the concepts and metacognitive ability of students.
3. Low of student’s achievement in physics.
2. The matter of physics which reviewed at thisresearch is static fluid which
includes concepts is hydrostatic pressure, archimedes law and surface
4
1.4. Problem Formulation
The based on the above problems, the formulation of the problem in this
research is:
1. How the student’s metacognitive with inquiry model?
2. How the student’s metacognive with conventional learning?
3. What there effect inquiry model onmetacognitive ability of students?
1.5.Research Objectives
1. To know there is an influence of inquiry model on metacognitive abilityof
students on topic fluid static in Class XI Semester II SMA N 2 Balige
Academic Year 2015/2016.
2. To determine the differences between metacognitive ability of students
on the subject matter fluid static using inqury model and conventional
learning in Class XI Semester II SMA N 2 Balige Academic Year
2015/2016.
3. To know increase students metacognitive in Class XI Semester II SMA N
2 Balige with using inquiry model.
1.6.Research Benefit
The expected benefits of this research are as follows:
1. Can add insight, knowledge and ability to author the model of learning can
be applied in schools, especially the inquiry learning model.
2. As an input and reference to the particular school teachers of physics in
using the inquiry learning model as one that is effective and efficient way
in improving metacognitive ability of students.
3. For consideration or input for the other researchers and others doing
CHAPTER V
CONCLUSION AND SUGGESTION 5.1. Conclusion
The based on the research result, calculation and the testing hypothesis so
can be concluded that:
1. Metacognitive ability of students using the inquiry model of static fluid
matter in class XI SMA N 2 Balige has an average of 82.74.
2. Metacognitive ability of students using conventional methods on a static
fluid matter in class XI SMA N 2 Balige has an average of 76.74.
3. There are the effect of inquiry model on metacognitive ability of students
with average value 44,00.
5.2. Suggestion
Accrording to the result and conclusion in this research have some
suggestion:
1. For researchers who will conduct the same study, suggested researching
accompanied by a teacher of physics that research results more objective
and teachers can apply the methods of learning in later life.
2. For schools, so as to vary the use of learning strategies appropriate
material that will be delivered to students.
3. For the next researcher should make better planning on organizing group,
should the number of students in each group of 2-3 people just enough so
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