THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON STUDENT’S LEARNING OUTCOMES OF TEMPERATURE
AND HEAT IN CLASS X SMA N 4 MEDAN ACADEMIC YEAR 2014/2015
By :
Guruh Ryan Aulia Reg. Number 4113322003 Bilingual Physics Education Program
THESIS
Submitted to Acquire Eliglible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
BIOGRAPHY
PREFACE
Praise and thanks to Allah SWT 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 Effect of Guided Discovery Learning Model on Student’s Learning Outcomes of Temperature and Heat in Class X SMA Negeri 4 Medan Academic Year 2014/2015 ", prepared to obtain a Bachelor's degree of Physics Education, Faculty of Mathematics and Natural Science in State University of Medan.
On this occasion the authors like to thank Mr. Dr. Ridwan Abdullah Sani, M.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 writing. Thanks also to Prof. Drs. Motlan Sirait, M.Sc., Ph.D, Drs. Abd Hakim, M.Si, Dr. Makmur Sirait, M.Si, and Dr. Derlina, M.Si who have provided input and suggestions from the research plan to complete the preparation of this thesis. Thanks also presented to Mrs. Dr. Derlina, M.Si., as the Academic Supervisor and also the entire Lecturer and Staff in Physics Department FMIPA UNIMED who have helped the author. Appreciation were also presented to Headmaster in SMA N 4 Medan, and all teacher in SMA N 4 Medan who have helped during this research. I would like to thank especially to my father Ir Aulia Agus. and my mother Sri Lestari, S.Pd and also my Brother Garin Akbar Aulia, and all family who have helped, prayed and gave me encouragement and funding to complete the study in Unimed. Especially thanks to all my friends in Bilingual Physics Class 2011 who have helped and gave suppported during my research.
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, June 2015 Author,
The Effect of Guided Discovery Learning Model on Student’s Learning Outcomes of Temperature and Heat in Class X SMA Negeri 4 Medan
Academic Year 2014/2015
Guruh Ryan Aulia (Reg. Number : 4113322003)
ABSTRACT
The objectives of this research are: (1) To know the student’s learning outcomes in physics subject after taught by Guided Discovery Learning Model. (2) To know the student’s learning outcomes in physics subject after taught by Conventional Learning. (3) To know the effect of Guided Discovery Learning Model on student’s learning outcomes of Temperature and Heat in Class X SMA Negeri 4 Medan Academic year 2014/2015
The research method was quasi experimental. The populations were all X IPA grade students in semester II that consist of 11 classes SMA Negeri 4 Medan. The samples of this research conduct two classes and consist of 96 students, 48 from experiment class and 48 from control class and define by random cluster sampling.
LIST OF CONTENT
Page
Ratification Sheet i
Biography ii
Abstract iii
Preface iv
List of Content vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I INTRODUCTION
1.1 Research Background 1
1.2 Problem Identification 4
1.3 Limitation Problem 4
1.4 Problems Formulation 4
1.5 Research Objectives 4
1.6 Research Benefits 5
CHAPTER II LITERATURE REVIEW
2.1 Definition of Learning 6
2.2 Definition of Learning Model 7
2.3 Learning Purposes 8
2.4 Learning Activities 8
2.5 Learning Outcomes 9
2.6 Definition of Science 11
2.6.1 Importance of Science Teaching 11
2.6.2 Approaches to Science Teaching 12
2.6.3 Process of Science 13
2.7 Conventional Learning Model 14
2.7.2 The Advantages and Disadvantages 15
2.8 Discovery Learning Model 16
2.8.1 Aims of Discovery Learning 16
2.8.2 Syntax of Discovery Learning 17
2.8.3 The Advantages and Disadvantages 19
2.9 Teaching Material 20
Temperature and Heat 20
2.9.1 Thermometer and Temperature Measurement 20
2.9.2 Body Expansion 23
2.9.3 Heat 28
2.9.4 Heat Transfer 32
2.10 Journal about Discovery Learning Model 35
2.11 Conceptual Framework 37
2.12 Research Hypothesis 38
CHAPTER III RESEARCH METHOD
3.1 Research Location and Research Time 39
3.2 Population and Sample of the Research 39
3.2.1 Population of Research 39
3.3.2 Sample of Research 39
3.3 Research Variable 39
3.4 Type and Research Design 39
3.4.1 Type of Research 39
3.4.2 Design of Research 39
3.5 Research Instrument 40
3.5.1 Validity Test 41
3.6 Research Procedure 41
3.7 Observation 44
3.8 Data Analysis Techniques 47
3.8.1 Determine Average Value 48
3.8.3 Normality Test 48
3.8.4 Homogeneity Test 49
3.8.5 Hypothesis Test 49
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1 Research Result 53
4.1.1 Pre-test Data of Student in Experiment and Control Class 53 4.1.2 Post-test Data of Students in Experiment and Control Class 54
4.2 Data Analysis 54
4.2.1 Normality Test 54
4.2.2 Homogeneity Test 54
4.2.3 Hypothesis Test 55
4.3 Observation of Student’s Learning Activities 56
4.4 Discussion 56
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion 62
5.2 Suggestion 62
LIST OF TABLE
Page Table 2.1 Syntax of Discovery Learning Model 19
Table 2.2 Kinds of Thermometer 21
Table 2.3 Coefficients of length expansion of several substances at room
Temperature 24
Table 2.4 Thermal Conductivities of substances 33 Table 3.1 The Design of the research 40 Table 3.2 The Spesification learning outcome test 41 Table 3.3 Guidelines For Scoring Observation of Student Learning
Activities in Experimental Class 44 Table 3.4 Student Activity Sheet Observation In Experiment Class 45 Table 3.5 Criteria Assessment of Student’s Activity 46 Table 3.6 Guidelines For Scoring Observation of Student Learning
LIST OF FIGURE
Page
Figure 2.1 Syntax of Discovery Learning Model 19
Figure 2.2 Kinds of Thermometer 21
Figure 2.3 Length Expansion 23
Figure 2.4 Temperature and Heat Graph of ice Warming 31
Figure 2.5 Rate of Heat Conduction 33
Figure 3.1 The overview of research planning 43
Figure 4.1 Chart of category values pretest, posttest and activity 57 Figure 4.2 Graph of pretes value, post test value on student activity value 59 Figure 4.3 Graph of pretes value,Post test activity on group category value
Activity 60
LIST OF APPENDIX
Page Appendix 1 Lesson Plan 1st Meeting 65
Appendix 2 Lesson Plan 2nd Meeting 78
Appendix 3 Lesson Plan 3rd Meeting 92 Appendix 4 Student’s Worksheet I 106
Appendix 5 Student’s Worksheet II 109
Appendix 6 Student’s Worksheet III 111
Appendix 7 Lattice Instrument 113
Appendix 8 Research Instrument 126
Appendix 9 Key Answer of Test 130
Appendix 10 Observation of Student Learning Activity Experiment Class 131
Appendix 11 Observation of Student Learning Activity Control Class 133 Appendix 12 Observation Student’s Activity in Experiment Class 135 Appendix 13 Observation Student’s Activity in Control Class 144 Appendix 14 Pre-test and Post-test Data in Experiment Class 153 Appendix 15 Pre-test and Post-test Data in Control Class 155
Appendix 16 Calculation of Average Score and Deviation Standard in Experiment Class 157 Appendix 17 Calculation of Average Score and Deviation Standard in Control Class 158
Appendix 18 Normality Test 159 Appendix 19 Homogeneity Test 165 Appendix 20 Hypothesis Test 168 Appendix 21 Research Documentation 172 Appendix 22 List of Critical Value for Liliefors 176
Appendix 23 List of Area Under Normal Curve 0 to z 177 Appendix 24 List of Percentile Value for Distribution t 178
CHAPTER V
CONCLUSION AND SUGGESTION 5.1Conclusion
Based on research result and data collection, can be concluded that:
1. Student’s learning outcomes in experiment class after taught by using Guided Discovery Learning Model was increase and has the mean score 80.51.
2. Student’s learning outcomes in control class after taught by using Conventional Learning also increase and has the mean score 73.66.
3. Student’s learning outcomes in experiment class was greater than student’s learning outcomes in control class. So, Guided Discovery Learning Model has the effect on student’s learning outcomes.
5.2Suggestion
According to the data of student’s learning outcomes and the experience of author when applying the Guided Discovery Learning Model in class, so the author gives suggestion as below:
1. The implementation of the learning model in this study still needs to be improved to get the results as expected.
REFERENCES
Akanmu, M. A., (2013), Guided-discovery Learning Strategy and Senior School
Students Performance in Mathematics in Ejigbo, Nigeria. Journal of Education and Practice Vol.4, No.12, 2013
Balım, A., G. (2009). The Effects of Discovery Learning on Students’ Success and Inquiry Learning Skills. Egitim Arastirmalari-Eurasian Journal of Educational Research, 35, 1-20.
Cahyo, A. N., (2013), Teori-Teori Belajar Mengajar, Diva Press, Jogjakarta.
Cohen, M. T., (2008). The Effect of Direct Instruction versus Discovery Learning on the Understanding of Science Lessons by Second Grade Students. NERA Conference Proceedings.
Kanginan, M., (2006), Fisika untuk SMA Kelas XI, Erlangga, Jakarta.
Oloyede, O. I., (2010), Comparative Effect of the guided Discovery and Concept Mapping Teaching Strategies on Students’ Chemistry Achievement. Humanity and Social Sciences Journal
Rao, D. B., (2008), Science Process Skills of School Students, Discovery Publishing House, New Delhi.
Rohimah, S. M., (2012), Metode Ceramah dalam Pembelajaran (Metode
Konvensional):
http://www.rofayuliaazhar.com/2012/06/metode-ceramah-dalam-pembelajaran.html (accessed 17 January 2015).
Sardiman, A. M., (2010), Interaksi dan Motivasi Belajar Mengajar, Raja Grafindo Persada, Jakarta.
Sridevi, K. V., (2008), Constructivism in Science Education, Discovery Publishing House, New Delhi.
Sudijono, A., (2009), Pengantar Evaluasi Pendikan, Rajawali Pers, Jakarta.
Sudjana, (2009), Metoda Statistika, Tarsito, Bandung.
Sudjana, (2009), Penilaian Hasil Proses Belajar Mengajar, Remaja Rosdakarya, Bandung.
Trianto, (2010), Mendesain Model Pembelajaran Inovatif-Progesif, Prenada Media, Jakarta.
Udo, M. E., (2010). Effect of Guided-Discovery, Student- Centered
