THE INFLUE NCE O F CONCE PT ATT AINME NT LE ARNI NG MODEL ON STUDENT’S ACHIEVEMENT IN STATIC FLUID
TOPIC OF CLASS XI SMAN 3 SIANTAR ACADEMIC YEAR 2015/2016
By :
Evi Valentine Silalahi ID. Number 409322004
Bilingual Physics Education Program
THESIS
Submitted to Acquires Eligible Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
BIOGRAPHY
THE INFLUENCE OF CONCEPT ATTAINMENT LEARNING MODEL ON STUDENT’S ACHIEVEMENT IN
STATIC FLUID TOPIC OF CLASS XI SMAN 3 SIANTAR ACADEMIC
YEAR 2015/2016
Evi Valentine Silalahi (Reg. Number 409322004) ABSTRACT
The objectives of this research are: (1) Student’s achievement by using Conventional Learning. (2) Student’s achievement by using Concept Attainment Learning Model. (3)The influence of Concept Attainment Learning Model on student’s achievement.
The type of research is quasi experimental research. The population is all students of class XI IPA SMAN 3 Siantar Academic Year 2015/2016, consist of 6 classes. Two classes selected randomly as sample. One class as experiment class and another class as control class. Eksperiment class using Concept Attainment learning model and control class using conventional. Research data collected through Concept Attainment learning model and Conventional test in multiple choice. The test given twice before and after treatment (pretest and postest). To test the hypothesis using t test, but previously must tested the normality and homogeneity of the data.
From the analysis of postest data in experiment class, for Concept Attainment obtained the average score is 83.59. The testing criteria is accept H0 if ttable between -1.67 and 1.67, and rejected H0 if t has the other score. From the calculation result of concept attaiment obtained tcount = 3.79, so H0 is rejected and Ha is accepted or in other word said that there are significant influence between Concept Attainment learning model and Conventional learning model on student’s learning achievement.
PREFACE
The authors say the 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.
Thesis entitled "The Influence of Concept Attainment Learning Model on Student’s Achievement in Static Fluid Topic of Class XI SMAN 3 Siantar Academic Year 2015/2016", prepared to obtain a Bachelor's degree Physical Education, Faculty of Mathematics and Natural Science in State University of Medan.
friends D’ Gembel, Hanna Monika Hutabarat, Avolen B.I Siahaan, Riris M. Rumahorbo, Mas Andri Marbun and especially to Valentino Sinaga who have helped and gave suppported during my research.
The author has endeavored to as much as possible in completing this thesis, but the author is aware there are many drawbacks in terms of both content and grammar, then the authors welcome any suggestions and constructive 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 2016 Author,
CONTENT
Page
Validation Sheet i
Biography ii
Abstract iii
Preface iv
Content vi
Figure List viii
Table List ix
Appendix List x
CHAPTER I
1.1. Background 1
1.2. Problem Identification 3
1.3. Problem Limitation 3
1.4. Problem Formulation 3
1.5. Research Objectives 4
1.6. Research Benefits 4
CHAPTER II
2.1. Theoretical Framework 5
2.1.1. Definition of Learning and Learning Achievement 5
2.1.2. Learning Model 6
2.1.3. Concept Attainment Learning Model 7
2.1.3.1. Learning Syntax 8
2.1.3.2. Social System 10
2.1.3.3. The Implementation of Concept Attaiment Learning Model 10
2.1.4. Conventional Learning 11
2.1.4.1. Structure of Conventional Learning Model 12
2.1.5. Static Fluid Material 14
2.1.5.1. Density 14
2.1.5.2. Hydrostatic Pressure 15
2.1.5.3. Fundamental Law of Hydrostatics 18
2.1.5.4. Pascal’s Law 19
2.1.5.5. Archimedes’s Law 20
2.1.5.6. Surface Tension of Liquid 22
2.1.5.7. Capillarity 23
2.3. Research Hypothesis 25 CHAPTER III
3.1. Time and Place of Research 26
3.2. Population and Sample Research 26
3.2.1. Population 26
3.2.2. Sample 26
3.3. Research Variable 26
3.4. Type and Design of Research 27
3.4.1. Research Type 27
3.4.2. Research Design 27
3.5. Research Procedures 27
3.6. Research Instrument 30
3.6.1. Instrument about Learning Outcomes 30
3.6.2. Content Validity 30
3.7. Data Analysis Techniques 31
3.7.1. Determine Average Value 32
3.7.2. Determine Standart Deviation 32
3.7.3. Determine Variants 32
3.8. Normality Test 32
3.9. Homogeneity Test 33
3.10. Hypothesis Test 34
CHAPTER IV
4.1 Result of Research 37
4.1.1. Pretest Data of Experiment and Control Class 37 4.1.2. Posttest Data of Experiment and Control Class 38
4.1.3. Tabulation of Each Question 38
4.2 Data Analysis 39
4.2.1. Normality of Data 39
4.2.2. Homogeneity of Data 40
4.2.3. Hypothesis Testing 40
4.3 Discussion 41
CHAPTER V
5.1Conclusion 43
5.2 Suggestion 43
FIGURE LIST
Page
Figure 2.1 Liquid sprays at different heights 16
Figure 2.2 Mercury Barometer 17
Figure 2.3 Four vessel with different shapes contain the same liquid with the 18 same height have the same hydrostatic pressure at each base of the vessel Figure 2.4 A U-shaped Tube Contains Oil and Water 18
Figure 2.5 A closed container containing liquid is given external pressure 19
of F/A Figure 2.6 Pascal’s Device 19
Figure 2.7 Sinking Body 21
Figure 2.8 Suspending Body 21
Figure 2.9 Floating Body 22
Figure 2.10 The Insect Walks on Water Surface 22
Figure 2.11 (a) Water surface in capillary pipe (left) 23
(b) Mercury surface in capillary pipe (right) 23
Figure 3.1 Research Steps Design 29
Figure 4.1 Bar Chart of Pretest Data 38
TABLE LIST
Page
Table 2.1 Structure of Concept Attainment Learning Model 10
Table 2.2 The Value of Density of Several Substance 15
Table 3.1 Two group Pretest and Posttest Design 27
Table 3.2 Spesification of Instrument about Learning Outcome 30
Table 4.1 Data Normality Test of Experiment and Control Class 39
Table 4.2 Summary of Homogeneity Test Result of Data 40
Tabel 4.3 Summary of Calculation Hypothesis test for Pretest Ability 40
APPENDIX LIST
Page
Appendix 1. Lesson Plan for First Meeting 47
Appendix 2. Lesson Plan for Second Meeting 58
Appendix 3. Lesson Plan for Third Meeting 69
Appendix 4. Lesson Plan for Fourth Meeting 78
Appendix 5. Worksheet I 89
Appendix 6. Worksheet II 91
Appendix 7. Worksheet III 93
Appendix 8. Worksheet IV 95
Appendix 9. Spesification of Test on Learning Outcome 97
Appendix 10. Research Instrument 106
Appendix 11. Tabulation Test 111
Appendix 12. Students Achievement Data 119
Appendix 13. Calculation of Average Score and Deviation Standart of 122
Pretest and Posttest Appendix 14. Normality Test of Data 125
Appendix 15. Homogeneity Test Data 129
Appendix 16. Calculation of Hypothesis Test 131
Appendix 17. List of Critical Value for Liliefors 134
Appendix 18. List of Area Under Normal Curve 0 to z 135
Appendix 19. List of Percentile Value for Distribution t 136
CHAPTER I INTRODUCTION
1.1Background
Educational field has a fundamental role in human resource development process. Human resource is one of important element in the achievement of the goal of national development. Education is defined as a human being historically from generation to generation, who feel compelled to seek the truth or perfection of life (Salim in Cahyo, 2013:17).
Physics is one branch of science that studies the natural phenomena empirically and logically , systematically and rationally involving process and scientific attitude. Physics as a science that was considered quite an important role, both in shaping the patterns of thought and qualified students into its application in everyday life, because physics is a means to stuy something to think logically and systematically. Therefore it is considered important that physics can be controlled as soon as possible by the students. Physics ideally be interesting lessons and more in need of understanding the concept of natural phenomena rather than remembering the formula. In fact, many students are not interested in physics. Furthermore, even students are less able to determine the problem and formulate (Trianto, 2014:23)
In the preliminary study in SMA Negeri 3Siantar by using interviewinstrument to a physics teacher in SMA Negeri 3Siantar, i.e. Drs. Johny Sirait, the result of observation is: if student taught in theory, the interest of student to the physics is lower, while if student learn in Physics Laboratory there is an interest of student to the physics. But in fact, the teacher did not always take the student to the laboratory because the lack of available apparatus and limited time.
physics identified to number and formula. The concept and principle of physics isdifficult for understood and it cause the lower of interest of student to learn physics. This is a classic issue that found by physics teacher. This condition influences the attitude of the students to their physics teacher. The lower of physics score assume that teacher is failure either for students or parents.
In fact, there is a trend that teacher use the conventional learning. For the various learning, the researcher does the other learning using learning model in achievement of concept.
“Learning model of Concept Attainment is design to take the students into scientific process directly through the selected and organized data to provide the accurate examples with inaccurate examples of any categories. Its objective is to train the student to be more effective in concept development” (Joyce, 2010:125).
“The learning model of Concept Attainment provide possibility in analyze the thinking process of the students” (Joyce 2010:128). Based on the statement of Joyce it indicates that the learning model of Concept Attainment focus to the thinking skill of student.
to be more pay attention and lead the students either in experiment or do an experiment.” (Amalia,2010:46–47).
The difference of the previous researcher and this researcher is place of research, sample of research, material of research. Based on the background, the research do a research entitled : “The Influence of Concept Attainment Learning Model on Student’s Achievement inStatic FluidTopic of Class XI SMAN 3 SiantarA.Y 2015/2016”
1.2Problem Identification
Based on results of preliminary research on the aforementioned background, the identified problem are:
1. The learning achievement of students in Physics is low 2. The learning process focus to the formula
3. The teacher has not yet applies the various learning model 4. The lower interaction of student in physics learning
1.3ProblemLimitation
In order to avoid the various interpretations in this research and for the limitation of the capability, the available time and matter, the scope of problem in this research are:
1. The subject were students of class XI SMAN 3 Siantar.
2. Application of learning model of Concept Attainment Learning Model in experiment class.
3. The result of student learning at Static Fluid topic.
1.4 Problem Formulation
The problem formulations in this research are:
1. How is student’s achievement which is taught by using Conventional Learning at Static FluidTopic?
3. Is influence ofConcept Attainment Learning Modelat Static FluidTopic?
1.5Research Objective
There are some research objective items,namely:
1. Student’s achievement by using Conventional Learning.
2. Student’s achievement by using Concept Attainment Learning Model. 3. The influence of Concept Attainment Learning Model on student’s
learning outcome.
1.6Research Benefits
The benefits of research are:
1. As information of learning achievement by using Concept Attainment Learning Model in SMA Negeri 3 Siantar at Static Fluid Topic.
2. As information on using the alternative of learning model 3. As light reference for the next research
CHAPTER V
CONCLUSION AND SUGGESTION 1.1. Conclusion
Based on the research research result, data analysis, and disscussion so can be concluded that :
1. The average value of students learning achievement in control class by using Conventional Learning model get the average value as big as from 48.83 become 75.67 at static fluid topic. So we can conclude students learning achievement in control class after taught by using Conventional Learning model was increase.
2. The average value of students learning achievement in eksperiment class by using Concept Attainment Learning model get the average value as big as from 49.06 become 83.59 at static fluid topic. So we can conclude students learning achievement in eksperiment class after taught by using Concept Attainment Learning model was increase.
3. From the result of learning achievement showing that in experiment class using Concept Attainment Learning model better than control class using Conventional Learning model at Static fluid topic in SMAN 3 Siantar.
1.2. Suggestion
This research is still far from perfect research. Based on research result and disscussion before, researcher give suggestions as follows :
1. Needed further research to determine the effect of Concept Attainment Learning Model on student learning achievement in other materials concept, so that it can measure the extent to which wider this model is effective in learning physics.
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