IMPROVING SCIENCE PROCESS SKILL AND STUDENTS’ LEARNING OUTCOMES USING DISCOVERY LEARNING MODEL ON ECOSYSTEM TOPIC GRADE X SMA NEGERI 1 SIDIKALANG ACADEMIC YEAR 2015/2016.

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IMPROVING SCIENCE PROCESS SKILL AND STUDENTS’ LEARNING OUTCOMES USING DISCOVERY LEARNING MODEL ON

ECOSYSTEM TOPIC GRADE X SMA NEGERI 1 SIDIKALANG ACADEMIC YEAR 2015/2016

By : Sohmiyati Lingga

ID. 4123342018 Bilingual Biology Education

THESIS

Submitted to Fulfill the Requirement for The Degree of Sarjana Pendidikan

FACULTY OF MATHEMATICS AND NATURAL SCIENCES MEDAN STATE UNIVERSITY

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IMPROVING SCIENCE PROCESS SKILL AND STUDENTS’ LEARNING OUTCOMES USING DISCOVERY LEARNING MODEL ON

ECOSYSTEM TOPIC GRADE X SMA NEGERI 1 SIDIKALANG ACADEMIC YEAR 2015/2016

Sohmiyati Lingga(NIM 4123342018) ABSTRACT

The research aims to know the improving students’learning outcomes and science process skill on ecosystem topic grade X-1 SMA Negeri 1 Sidikalang academic year 2015/2016, with using Discovery Learning model. This research is a classroom action research , which consists of two cycles. The subjects were students of class X-1 SMA Negeri 1 Sidikalang academic year 2015/2016 totaling 34 people. The data collection is done by giving such tests pretest 30 multiple choice questions and postets 1 and 2, each of which are 15 multiple choice questions and for the collection of data to measure the ability of science process skills cycles 1 and 2 are given the test each of the 5 questions in the form of essay. parameter observed in this study is the result of student learning and science process skills students. Learning outcomes can be known by giving the pretest and posttest learning before the start given at the end of the learning cycle. The average of science process skill in cycle I: 79.80. The results of students in the first cycle with an average 72.41, Classical Completeness level of the average student 47.05% or 16 student of 34 students. In the second cycle increased the average of Science Process Skill in cycle II: 88.82. The results of students in the second cycle occurs improving student learning outcomes with an average 80.14, classical completeness level of the average student 82% or 28 students of 34 students. The learning model can improve the Learning Discovery Science Process Skills and learning outcomes on the topic of Ecosystem Class X SMAN 1 Sidikalang A.Y 2015/2016.

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ACKNOWLEDGEMENT

First, I would like to said Alhamdulillahirobbil’alamin to Allah SWT, the finally the Author can write of thesis entiled“Improving Students’ Learning Outcomes and Science Process Skill using Discovery Learning Model on

Ecosystem Topic Grade X SMA Negeri 1 Sidikalang Academic Year 2015/2016”. Thank you for the Dean of FMIPA UNIMED, Dr. Asrin Lubis, M.Si, the Head of Biology Department, Dr. Hasruddin, M.Pd, the Coordinator of Bilingual Program, Dr. Iis Siti Jahro, M.Si, and my thesis supervisor Mr Prof. Dr. rer. Nat. Binari Manurung, M.Si for his guidance and support during write this thesis. The

writer also recognized the valuable contruction critics and suggestion from all examiners (Syarifuddin, M.Sc.,Ph.D., Dra. Martina A. Napitupulu, M.Sc., Dra. Adriana Y.D Lbn. Gaol, M.Kes).

The deepest gratitude to Drs. Tri Harsono, M.Si. as the academid lecturer, and thanks addressed to Mr Alben Sianturi S.Pd, the headmaster of SMA Negeri 1 Sidikalang and Mr Ronald Pasaribu, S.Pd.M.Si As the teacher biology of SMA Negeri 1 Sidikalang, for the cooperation and support during research.

At the last, the writer must be thankful to her beloved parents ( Mr Muslim M.Pd) for their endless support, prayer during her study until now, and thanks for my love Arkosen Simanjorang always give me support and motivation until now, also thanks for my lovely best friend MASChaRuM (Mesra, Arny, Sohmi, Chandra, Ruben, Murni) Finnally, motivation and support received from her lovely friends of Bilingual Biology Education 2012 who turned as like as family during this four years. The writer reliazed there so many mistakes found during completed the thesis, therefore the comments and devices is really expected. Hopefully the thesis useful for all reader.

Medan, Juli 2016 Author

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CHAPTER III RESEARCH METHODOLOGY 19

3.1 Research Time and Location 19

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3.3 Types and Research Design 19

3.4 Research Procedure 19

3.4.1 Cycle I 20

3.4.1.1 Problem 20

3.4.1.2 Action Plan I 21

3.4.1.3 Action Implementation I 21

3.4.1.4 Observation I 21

3.4.1.5 Data Analysis I 22

3.4.1.6 Reflection I 22

3.4.2 Cycle II 22

3.5 Instrument of Research 23

3.5.1 Test 23

3.5.2 Instrument Test for Science Skill Process 24

3.5.3 Data Reduction 24

3.6. Data Analysis Technique 25

3.6.1 Learning Outcome Data Analyzing 25

3.6.2 Science Process Skill data Analyzing 27

3.6.3 Get Conclusion 27

CHAPTER IV RESULT AND DISCUSSION 28 4.1. Results of Study 28 4.1.1. percentage of Learning Outcome 28 4.1.2. Student Mastery Level 29

4.1.3 Learning Completeness of Students 29

4.1.4 Science Process Skill 30

4.2 Discussion 32

4.2.1 Science Process Skill 32

4.2.2 Students Learning Outcome 33

CHAPTER V CONCLUSION AND RECOMMENDATION 35 5.1. Conclusions 35

5.2. Recommendation 35

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LIST OF TABLE

Page Table 2.1 Indicators of science process skills

Table 2.2 The stage of discovery learning models Table 3.1 Indicators of science skill process

10 14 24 Table 3.2 Category for learning outcomes

Table 4.1 Percentage of learning outcomes

Table 4.2 The discription of students mastery level in cycle I and cycle II

Table 4.3 The learning completness of students

Table 4.4 The average of science process skill skill in cycle I and cycle II

25 28

29

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List of Figure

Page

Figure 2.1. The Carbon Cycle 18

Figure 2.2.Animated Nitrogen Cycle 19

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List of Appendix

Page Appendix 1 Learning Material of Ecosystem Topic 38

Appendix 2 Syllabus 56

Appendix 3 Lesson Plan Discovery Learning 59 Appendix 4 Instrument Test of Students’ Learning Outcomes 72 Appendix 5 Key Answer of Intrument test 81 Appendix 6 Specification of Ecosystem Topic 82 Appendix 7 Intrument of Science Process Skill 83

Appendix 8 Rubric of Science Process Skill 88 Appendix 9 Data of Students’ Pre-Test 93

Appendix 10 Data of Students’ Post-Test I in Cycle I 94 Appendix 11 Data of Students’ Post-Test II in Cycle II 95 Appendix 12 Science Process Skill of Discovery Learning 96

in Cyle I

Appendix 13 Science Process Skill of Discovery Learning 97 in Cyle II

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CHAPTER I INTRODUCTION 1.1Problem Statement

The quality of education in Indonesia is not so good. According to the Education For All Global Monitoring Report 2012 issued by UNESCO, education Indonesia is ranked 64th for education worldwide from 120 countries. Data Education Development Index (EDI), Indonesia, in 2011 Indonesia was ranked 69th out of 127 countries.

The author conducted interviews to class X SMA N 1 Sidikalang to search according to a variety of learning difficulties biology students. Some of the reasons given are as follows: (1) biology is difficult to understand for many memorizing Latin, (2) lack of facilities and equipment in the laboratory so that inhibit students' knowledge, 3) questions given by the teacher is very difficult.

While teachers complained: (1) weakness of mastery concepts of biology, (2) students lack enthusiasm for learning in the classroom (3) the participation of students in the class in the following subjects is very low. Based on the interviews that have been conducted and reflection on learning is done, the author realized that the authors also observed a class in the teaching process when field experience (PPL) precisely in SMA Negeri 1 Sidikalang that learning biology was still stiff and unpleasant. Teachers also still tend to apply a teacher-centered learning and provides exercises that much in an effort to improve the ability of students accomplishing about the UN, and SBMPTN.

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inative and can’t express their opinion, it just some students are active on discussion, while others tend to rely on students are usually active in the class.

From the research of unstructured interviews the teachers biology at the school, but the fact the field indicate that many students who have difficulty studying biology. This learning difficulties impact directly or indirectly on students' interest and motivation of the subjects of biology, as a result of teachers have many difficulties to focus the attention of students in the learning process. This causes the interest and motivation of students to study biological sciences lower result in the poor quality of processes and student learning outcomes.

Ecosystem is learning about the concept, facts and process. Most students know and understand the subject matter in concept only, and poor in process, and the difficulty of students in studying this topic memebedakan some students can

not use the terms habitat, niche, individual, population, community, ecosystem, biotic and abiotic factors and the students can not link the relationship between the types of ecosystems with biotic and abiotic environmental conditions. this is cause the students low in order to understanding the relationship between the subject matter concept and application in daily live. Finally this given an impact to the students learning outcomes roomates is still low and poor science process skills.

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To deal with this problem needs to be implemented innovative learning models that can increase the ability of science process skill and students learning outcomes. Discovery learning can be used as an alternative that is expected to develop scientifict process skill of students in subjects of biology that will enhance the learning outcomes as well.

Ruseffendi (1984) suggests that the discovery method is a method of teaching arranged to make children acquire knowledge that they previously did not already know was not through notification, in which some or all of the knowledge found himself with the help of a teacher. In line with Ruseffendi, reveals that discovery is mental processes so that students are able to assimilate a concept or principle. Mental processes are, among others: observing, digesting, understanding, classifying, making allegations, explaining, measuring, making inferences and so on . It is expected that if the students are actively involved in

finding a basic principle of their own, they will understand the concept better, remember longer and be able to use it into another context.

Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert. Although this form of instruction has great popularity, there is some debate in the literature concerning its efficacy (Mayer, 2004).

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According Borthick and Jones (2000) states that in learning discovery, participants learn to identify problems, solutions, seeking information relevant, develop solution strategies, and implement the chosen strategy. In collaborative discovery learning, participants are immersed in a community of practice, solve problems together. Hoffman (2000) discovery learning is a teaching strategy that can instructor utilized to increase student engagement and relevance. There are five learning the invention comprises: a case-based learning; incidental learning; learn to explore; learning by reflection; and simulation-based learning alone, or in combination, which can be applied to activities and teaching skills.

The Discovery Learning more emphasis on the discovery of a concept or principle that were previously unknown. The difference with the discovery is that the problems that confronted discovery to students some sort of problem that is engineered by the teacher, while on inquiry the problem is not the result of

engineering, so students must put all thoughts and skills to get the findings in the matter through the research process.

Discovery learning can be used as alternative models in order to improve students’ science skill process and increase students’ learning outcome. Discovery learning model will be guided the students to find out information bt themselves, this also influence their science skill process including: students ability to describe result observation, classification, predict, interprest, field questions, plan experiments, applying concept and communicating.

Based on the problem statement that describe above, the research had been conducted with title “improving learning outcomes and science skill process in biology with scientific approach discovery learning on ecosystem topic grade X SMA Negeri 1 Sidikalang”.

1.2Problem Scope

Based on the background above, problem identification in this research are follow :

1. Students’ Learning outcome in SMA Negeri 1 Sidikalang is still under

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2. Teaching and learning process is still using conventional method and discussion.

3. Science Process Skill in teaching-learning process is still low

1.3Scope of the Study

Based on the background and identify the problems noted above, there are many factors that affect student learning outcomes in subjects Ecosystem. so the researchers focused on the research it conducted restrictions on the problem. In this study, the problem is limited to the problem improving learning outcomes and science skill process in biology with scientific approach discovery learning on ecosystem topic grade X SMA Negeri 1 Sidikalang Academic year 2015/2016.

1.4Research Question

Based on the problem definition above, the proposed formulation of the problem as follows:

1. Is the model of discovery learning can improve students’ learning outcomes in biology on ecosystem topic grade X SMA Negeri 1 Sidikalang ?

2. Is the model of discovery learning can improve students’ science skill process in biology on ecosystem topic grade X SMA Negeri 1 Sidikalang ?

1.5Research Aim

The purpose of this study is to :

1. Improve students’ learning outcomes at topic Ecosystem by using

Disscovery learning model Class X SMA Negeri 1 Sidikalang

2. Improve students’science process skills at topic Ecosystem by using

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1.6Significant of research

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BAB V

CONCLUSION AND RECOMENDATION 5.1 Conclusion

Based on the result of the research that have been gained from the data, therefore the conclusion arranged as follow :

1. Application of Discovery Learning learning model can improve science process skills in the subjects Ecosystem in class X-1 SMA Negeri 1 Sidikalang Academic Year 2015/2016. In the first cycle skill students

should have a percentage 79.80% and the second cycle skill students should have percentage become 88.82%.

2. Application of Discovery Learning learning model can improve student learning outcomes in subjects Ecosystem class X-1 SMA Negeri 1 Sidikalang Academic Year 2015/2016. In the first cycle obtained 72.58 student learning outcomes, level of 47.05% classical completeness students or 16 students out of 34 students. In the second cycle occurs improving student learning outcomes be the 80.14 level classical completeness of students to 82% or 28 students out of 34 students.

5.2 Recomendation

Based on the results of research conducted, the researchers of recomendation :

1. For further research is recommended before starting a learning process in advance discussions with subject teachers how implementing learning model Discovery Learning, so that at the time of learning the teacher is not rigid to give instructions to the students.

2. For teachers who wish to make learning by using learning model suggested Discovery Learning more attention and guiding students to work in groups by

way of inactive ask each student about what she had done in groups so students will be more motivated to complete the task in the active group , 3. For students who learn using model suggested Discovery Learning bolder

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IMPROVING SCIENCE PROCESS SKILL AND STUDENTS’ LEARNING OUTCOMES USING DISCOVERY LEARNING MODEL ON ECOSYSTEM TOPIC GRADE X SMA NEGERI 1 SIDIKALANG ACADEMIC YEAR 2015/2016.