By: Mia Manik
ID Number: 4113322006
Bilingual Physics Education Study Program
/
THESIS
Submitted to Acquire Eligible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATIC AND NATURE SCIENCE STATE UNIVERSITY OF MEDAN
THE EFFECTOF COOPERATIVE LEARNING MODELGROUP INVESTIGATION(GI) ON STUDENT’S LEARNINGCONCEPTUALACADEMIC KNOWLEDGE IN
DYNAMIELECTRICITYIN CLASS X SMA NEGERI 1SALAK 2014/2015
Mia Manik (Reg. Number 4113322006)
ABSTRACT
The objectiveof this research was to analysis that learning outcomes of students by using cooperative learning model and using conventional learning in topic dynamic electric in SMA NegeriSalak1 in Pak-Pak Bharat in academic year 2014/2015.
This research method was quasi experimental. The population was all students at class VII semester II consist of 6 classes SMA Salak1Pak-Pak Bharat. The sample of this research conduct two classes, class X-3 as the class experiment using cooperative learning group investigation model and X-4 as class control using conventional learning odel and define by random cluster sampling. Instrument was using test objective type multiple choice with five choices to measure the effect learning outcomes physics in concept dynamic electricity the result of this research in experiment class was enough which average value is52.88And control class was less which the average value is 52.37
By the average had learning outcomes using cooperative Group Investigation learning and conventional model. So that learning outcome had positive effect to students using group investigation learning model.
LIST OF TABLE Table 2.1 Cooperative Learning in Achievement
10Table 2.2 Syntax cooperative learning model 14 Table 2.3 CooperativeLearning Group Investigation differences with
Conventional learning group 17 Table 3.1 The design of the research 31 Table 3.2 The Specification learning outcomes test 32 Table 3.3 Assessment Criteria of Affective and Psychomotor Domain 33 Tabel 3.4 Guidelines for Scoring Observation of Students Affective in
Experiment and Control Class 33 Table 3.5 Guidelines for Scoring Observation of Students’ Psychomotor
in Experimental Class 35
Table 3.6. Guidelines for Scoring Observation of Students’Psychomotor
in Control Class 36
LIST OF FIGURE
Figure 2.1 Schema Measuring Electrical Current 25
Figure 2.2 Schema electrical voltage measurements in an electric circuit 26 Figure 2.3 definition resistance and ohm law 27
Figure 2.4 series circuit 30
Figure 2.5 parallel circuit 31
Figure 3.1 the overview of research planning 40
CHAPTER I INTRODUCTION
1.1Background
School learning process is the interaction of teachers and students to learn the material that has been arranged in a curriculum. So that the learning process can be run directly by the well, a teacher must be intelligent and perceptive and plan, organize and design a learning process so that the learning goals achieved.
According to the curriculum that the Learning Science (physics) more emphasis on the provision of direct learning experience through the use and experience of the scientific process skills and attitudes (Depdiknas,2006: 194) the scientific attitude can be a mode to learn about themselves and the nature and prospects of further development in apply them in everyday life. One of the problems facing our education is the problem of lack of learning science, especially in the material of physics subjects.
The process of formal classroom teaching and is very important to improve the ability to think, ability to cooperate, self-confidence, attitude and moral of each student, In the process of teaching and learning and class, something very important is the interaction between student and teachers. Teachers need to understand a lot about the material circumstance and conditions including situation of students. To understand the students teachers should know about the abilities and character of each student and the teacher must build the character of students in accordance with the character education.
Conventional learning used by physics teachers rarely engage students in working in groups. This resulted in a lack of interaction between students and teachers as well as students and students so that students who are less able and shy do not experience improvement in achievement, achievement even decreased. While the students are classified as smart and not shy getting smarter. This obviously makes students consider physics is boring lessons as well as lowering the character of students, especially in the classroom learning. Therefore, an increase in the intensity of group study is needed to improve the attitude, moral, mental ability to interact, as well as student achievement.
Physics (one field IPA) is a subject that requires students to understand, understand, and apply it in real life. So far, students tend to take the knowledge presented by the teacher, less bold idea or express their own opinions. This can hamper the ability to think students. Through The process of learning physics students favoring activities in the process of thinking and seek understanding in the object, analyze and construct the knowledge to form new knowledge in the individual. Active student learning will occur if the student is given the motivation and also facilities.
But in fact physics is one of the lessons that have the lowest scores. This is caused by the large number of students who do not like physics because they think physics is a difficult subject to understand, especially when faced with complicated formulas and calculations. This fact is consistent with the observation made by research when implementing the integrated field experience program in SMAN 1Salak. From the above observation, the researchers concluded that students at SMAN 1Salak not interested in learning physics. And this will affect student outcomes in learning physics and character. The observation of three physics teachers when they teach in SMA 1 Salak, It was found that all the teachers using conventional learning physics to explain phenomena in physics class.
To solve the above problems, the research changed the conventional learning with cooperative learning model. Cooperative learning model consist of several kinds, one of which type of cooperative learning model investigation group is a model that does not require students to memorize fact and formulas, but the models the guide students to identify a topic, planning investigation in group, conduct investigation, make report and presented the result of research. Group cooperative learning model helps students investigate to understand clearly because the students will learn to their own and find answers to their team. And it will make the students have a good teamwork ability and can memorize lesson for a long time.
Based on the results of a questionnaire given to students of SMAN 1 Salak many students assume that physics is a difficult subject to understand because too many formulas, the boring and uninteresting, of 26, 18 of them said that physics is difficult and the rest like it. This is similar to the results of interviews conducted by researchers at teacher Susi (high school physics teacher 1 Salak). He said that the high school students 'learning outcomes in SMA 1 Salak there are problems that daily test results of students' physics is still far from the expected, average daily value is still below the KKM (60).
learning process less varied. In lessons, teachers still use the conventional method where students just listen and note what is presented by the teacher after which they were given the task individually to solve the problems, as a result of students feel bored and less interested in these subjects, besides the ability cooperation students less and tend to be individual. When it is given continued, feared learning objectives cannot be achieved national,
Based on the above, the researcher conducted a study using '' The Effect Of Cooperative Learning Model Group Investigation (GI) On Student’s Learning conceptual Academic knowledge In Dynamic Electricity In Class X Semester SMA Negeri 1 Salak 2014/2015
1.2Problems Identification
Based on the background described above, which is the identification of problems research are:
1. Physics learning process that is centered on the teacher. 2. The low student conceptual Academic knowledge
3. Learning process is still able to memorize concepts and formulas.
4. Learning physics do not involve students in developing the skills of process 5. Less interest of students because the teacher used variations learning
strategies is conventional learning and still teacher centered
1.3Problem Limitation
Based on the identification of the above problems, the authors restrict this issue are:
1. Sub topic that will be learn is Dynamic Electricity
2. The learning model used is the Cooperative Learning Model Type Group Investigation (GI)
1.4Problem Formulation
Based on the limitation problem, so the problem formulation are:
1. How the results of physical science process skill of students using conceptual Knowledge learning on the material Dynamic Electricity in class X SMAN 1 Salak?
2. How the results physical science process skill of students using Conventional Learning on the material Dynamic Electricity?
3. Is physical science process skill of students by using Cooperative learning than conventional in the subject matter Dynamic Electricity
1.5Research Objective
There are some research objective items, namely:
1. To know students’ learning outcomes by using cooperative learning model group of Investigation (GI) in Topic Dynamic Electricity at grade X SMAN 1 Salak Academic Year 2014/2015
2. To know students’ learning outcomes by using conventional model in Topic Dynamic Electricity at
3. To analysis which one better use about outcome learning physics, cooperative learning model or Conventional model in topic Dynamic electricity
1.6Benefits Of Research
1. To make the teacher understand about the type model and improve the models that use investigation group.
2. Instilling a student's ability to foster a scientific attitude to develop fundamental skills, so that the learning process students can understand the concepts learned.
3. For researchers, the results of the study can be used as information when plunging into the field.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1Conclusion
Based on research result and data collection, can be concluded that:
1. Students’ learning outcome in experiment class after taught by using
Cooperative Learning Model Type Group Investigation was cognitive
2. Students’ learning outcome in control class after taught by using
Conventional learning was cognitive
3. Students’ learning outcome in experiment class after taught by using
Cooperative Learning Model Type Group Investigation was better than students’ learning outcome in control class that’s using Conventional Learning. So, Cooperative Learning Model Type Group Investigation has the effect on students’ learning outcomes.
5.2Suggestion
According to the data of students’ learning outcome and the experience of author when applying the Cooperative Learning Model Type Group Investigation in class, so the author gives suggestion as below:
1. Needed further research to determine the effect of Cooperative Learning
Model Type Group Investigation on student achievement in other materials concepts, so that it can measure the extent to which wider this model is effective in learning physics.
2. For the next researcher who wants to do research using Cooperative
Learning Model Type Group Investigation, it’s better for teacher to develop creativity in implementing the learning process so that student character can be more improved. In addition, teachers can motivate students to be more active so that good communication between students and students and between teachers and students.
3. For the next researcher who wants to do research using Cooperative
efficient as possible in the learning process so that each stage of learning can be done well.
4. For teacher can use the Cooperative Learning Type Model Group
REFFERENCES/BIBLIOGRAPHY
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BIOGRAPHY
Mia Manik was born in Aornakan at January, 8th 1993. Her Father’s name is Let Manik
