THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN BIOLOGY SUBJECT IN X AND XI GRADE AT MADRASAH ALIYAH NEGERI (MAN) 1 MEDAN ACADEMIC YEAR 2016/2017.

(1)

THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN BIOLOGY SUBJECT IN X AND XI GRADE AT MADRASAH ALIYAH

NEGERI (MAN) 1 MEDAN ACADEMIC YEAR 2016/2017

By :

Dwi Utari SIN 4123342006

Bilingual Biology Education Study Program

THESIS

Submitted to Fulfill the Requirement for Degree of Sarjana Pendidikan

FACULTY OF MATHEMATICS AND NATURAL SCIENCE MEDAN STATE UNIVERSITY

(2)

(3)

ii

BIOGRAPHY

Dwi Utari was born in Pangkalan Susu on October 12st 1993, the second

daughter of Syaiful Bahri and Sumiati. In 2000, the writer continued her study in

SD Negeri 056034 Pangkalan Susu and finished in 2006. In 2006, the writer

continued her study in SMPN 1 Pangkalan Susu and graduated in 2009. In 2009,

the writer continued her study in SMA Swasta Dharma Patra Pangkalan Berandan

and graduated in 2012. In 2012, writer was registered in Biology Bilingual

Education Program, Biology Department, Faculty of Mathematics and Natural

Science, Universitas Negeri Medan. During her study in university, the writer is a

member of MENWA (2012-2014), BPMF (2014-2015) , and also the treasurer of

(4)

iii

THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN BIOLOGY SUBJECT IN X AND XI GRADE AT MADRASAH ALIYAH

NEGERI (MAN) 1 MEDAN ACADEMIC YEAR 2016/2017 Dwi Utari (Number : 4123342006)

ABSTRACT

This study aims to find the application of scientific approach in Biology’s learning in X and XI grade of MAN 1 Medan. A descriptive qualitative research design was used in this study. There were 6 classes that chosen as the samples by applying cluster sampling, namely X MIA 5, X MIA 6, X MIA 8, XI MIA 1, XI MIA 2, and XI MIA 5. The used instrument was observation sheet of teacher’s and students’ learning activities. Research Data was the record of learning activities in X MIA 5, X MIA 6, X MIA 8, XI MIA 1, XI MIA 2, and XI MIA 5. The data were analyzed by analysis sheet that adopted from learning observation sheet according to Permendikbud No. 22 on year 2016 about the standard process of primary and secondary education. The result showed that Biology’s learning in Class X and XI MAN 1 Medan had been used scientific approach generally. Score of scientific approach application in Biology Learning MAN 1 Medan for observation activity 100%, asking activity 66,7%, experimenting activity 66,7%, assosiating activity 58,3% and communicating activity 66,7%. The activity that dominantly done by the students was observing, meanwhile associating was the activity that rarely done. Teacher has used the varied learning media for done observing activity. Teacher did not provide the student worksheet activity in observing process. Student asked some questions that not suitable with the observed topic. Teacher helped some students in asking activity. Teacher did not use the another handbook, just use the book that used by student.

(5)

iv

ACKNOWLEDGEMENT

Alhamdulillah, the deepest thank and praise the writer prayed to Allah SWT for the blessing hence writer is able to finish this thesis entitled “The Implementation of Scientific Approach in Biology Subject in X and XI Grade at Madrasah Aliyah Negeri (MAN) 1 Medan Academic Years 2016/2017” to fulfill on of the requirement for the degree of Sarjana Pendidikan in Biology Department, FMIPA UNIMED.

The writer gratefully acknowledges the deepest gratitude to Drs. Meida Nugrahalia, M.Sc as the writer thesis supervisor who has generously spent precious time in giving the guidance, encouragement, comments and suggestions until this thesis comes to its present form. The enormous appreciation is addressed to Dr.Hasruddin, M.Pd; Drs. Zulkifli Simatupang, MPd; and Dr. Tumiur Gultom, SP, MP as the examiners for their criticisms and valuable advices. The writer would also thanks to Dr. Hasruddin, M.Pd as the chairman of Biology Department, and all lecturers of Biology Department. Special thanks are extended to the headmaster, vice hed master of curriculum and biology teachers of MAN 1 Medan Swasta who helping a lot during the research.

Special thanks and big appreciations are delightfully adressed to beloved parents, Syaiful Bahri and Sumiati, for the genes, loves, carings, advices, funding, and the prays in all over the time. May Allah reward all those who have contributed in the completion of this thesis. Hopefully, this thesis will be beneficial to contribute ideas in education.

Medan, 20 January 2017

Writer,

Dwi Utari

(6)

v

TABLE OF CONTENT

Page

Legalization Paper i

Biography ii

Abstract iii

Acknowledgement iv

Table of Content v

List of Table vii

List of Figure viii

List of Appendix ix CHAPTER I INTRODUCTION 1.1. Research Background 1

1.2. Problem Identification 3

1.3. Research Scope 3

1.4. Research Question 4

1.5. Research Aim 4

1.6. Research Significance 4

CHAPTER II LITERATURE REVIEW 2.1. Teaching and Learning 6

2.2. Learning Activities in Scientific Approach 6

2.2.1. Observation 8

2.2.2. Questioning 8

2.2.3. Experimenting 8

2.2.4. Associating 9

2.2.5. Communicating 9

2.2.6. The Lesson That Suitable with Scientific Approach 9

2.3. Biology Subject in Curriculum 2013 10

2.4. Teach 10

2.5. Teachers as Facilitators 11

2.6. Factors of Teacher Difficulties 12

CHAPTER III RESEARCH METHOD 3.1. Research Time and Location 13

3.2. Population and Sample 13

3.3. Type and Research Design 13

3.4. Research Instrument 14

3.5. Validity Test 16

3.6. Analyzing Data Technique 16

CHAPTER IV RESULT AND DISCUSSION 4.1. Result of Research 17

(7)

vi

4.1.1.1. Data of Scientific Approach Implementation in X MIA 5 17

4.1.1.4. Data of Scientific Approach Implementation in XI MIA 1 31

4.2. Discussion 40

4.2.1. Observation 40

4.2.2. Questioning 41

4.2.3. Experimenting 42

4.2.4. Associating 43

4.2.5. Communicating 44

CHAPTER III CONCLUSION AND SUGGESTION 5.1. Conclusion 48

5.2. Suggestion 48 REFERENCES 49 Appendix 51

(8)

vii

LIST OF TABLE

Table 2.1. Learning Activities in Scientific Approach 6 Table 3.1. Observation of Learning Activities 15 Table 3.2. Observation Of Scientific Approach 15 Table 4.1. List Of The Stage Of Scientific Approach In X Mia 5 On

First Observation 17 Table 4.2. List Of The Stage Of Scientific Approach In X Mia 5 On

Second Observation 19 Table 4.3. List Of The Stage Of Scientific Approach In X Mia 6 On

First Observation 23

Table 4.4. List Of The Stage Of Scientific Approach In X Mia 6 On

Second Observation 25 Table 4.5. List Of The Stage Of Scientific Approach In X Mia 8 On

Table 4.6. List Of The Stage Of Scientific Approach In X Mia 8 On

Second Observation 29

Table 4.7. List Of The Stage Of Scientific Approach In Xi Mia 1 On

First Observation 31 Table 4.8. List Of The Stage Of Scientific Approach In Xi Mia 1 On

Table 4.13. The Percentage Of Scientific Approach Implemented In The

Whole Sample Class 39

(9)

viii

vii

LIST OF FIGURE

(10)

(11)

ix

LIST OF APPENDIX

Appendix 1 Result of Observation in X MIA 5 51

Appendix 4 Result of Observation in XI MIA 1 137

(12)

1 CHAPTER I INTRODUCTION

1.1 Background

Learning is an effort that done by person to obtain a change in new

behavior entirely, as a result of his own experience in interaction with the

environment, behavior changes that occur in learning have characteristics: occurs

consciously, continuous and functional, positive and active, not temporary, aimed

and directed, and include all aspects of behavior (Slameto, 2003). While learning

in Indonesian dictionary defined as a process, way, action that motivate human or

living things to learn (Depdiknas, 2008). The learning objective in Indonesia

suited to national education goals that stated in article 3 of law No. 20 of 2003 which develop the learners’ potential in order to become a man that has faith and fear of Almighty God, noble character, healthy, knowledgeable, skilled, creative,

independent, democratic and responsible citizen.

To achieve the goals of national education, the government has made

various efforts to make improvement of curriculum started from curriculum 1947

till curriculum 2013. The principle of curriculum 2013 is not far different from the

previous curriculum, because basically curriculum 2013 is the development of

previous curriculum. The thing that makes different is the pressure point of

learning and the range of material concerned to learners. As we known before that

curriculum 2013 attempted to combine among ability, attitude, skills, knowledge.

Learning in curriculum 2013 uses scientific approach. Scientific approach

is the approach used in learning by conducting scientific process. The learnt thing

and obtained by student is conducted with sense and their own mind so they have

experience directly within the process of gaining knowledge. Scientific approach

is an approach of learning carried out through the process of observing,

questioning, experimenting, associating, and communicating. This learning

activity may form attitude, skills, knowledge of learner optimally. The fifth of

scientific learning process are implemented at the time when enter the core

(13)

2

In the application of scientific approach need reliable teacher, which teacher

demanded to be more creative in order that learner interested and active in the

learning process. The learning that use scientific method, teacher is no more

become learning center but centered on the students selves. It means that scientific

approach is intended for providing comprehension to learner in knowing,

understanding various material using scientific approach, that information may

come from anywhere, anytime is not depend on direction information of teacher

(Daryanto, 2014).

Scientific approach applied to all subjects include to biology subject. In

curriculum 2013, biology subject aims order students have the ability to form

positive attitude toward biology by recognizing the regularity and the beauty of

nature as well as using greatness of God almighty, form scientific attitude namely

honest, objective, resilient, critical, and able cooperate with others, developing

experience to be able proposing and testing hypothesis through experiment orally

or written, developing the ability of analysis thinking, inductive, and deductive,

by using and applying the concept and biology principle to produce the simple

technology work related to human need, improve awareness and participation in

preserving the environment (Nunung, 2014).

The effort in creating the learning according to scientific approach is the

task of an educator where in learning should build a sense of comfortable,

attractive, and active. However in the learning application by using scientific,

teacher still has obtacles. The result of research conducted by (Mei, 2014) stated

the implementation of learning obstacles that experienced by teacher are difficulty

in attracting student to ask, lack of time, the complexity of preparation, teacher are

less able to manage the class, and many students late to collect the task.

Correspondingly with the result of research conducted by (Surachman, 2014) to

high school biology teacher said that the application of scientific approach in the

class is not optimal, and there is no difference between the school status with five

basics learning experience in scientific approach according to curriculum 2013.

According to Agnes as special staff of Education Minister and Culture in

Supervision, Control and Development field is written in the article of

(14)

3

2013 with previous curriculum is it’s scientific approach. Still many teacher is

difficulty to apply the approach in teaching. One of the step scientific approach

are observing, questioning, associating, experimenting and forming network

which is often miss is the associating. Then the teacher still difficult to make

student active in learning, but teacher are required to be smart become a facilitator

in order that student ask, but not all the teacher are able to implement it.

The result of initial observation conducted by the author to the biology

teacher at MAN 1 Medan, known that MAN 1 Medan has implemented learning

refers to curriculum 2013 since 2015 ago. Currently curriculum 2013 applied in

class X and XI, until now have not been evaluated to the learning in class using

scientific approach. This research will reveal The Implementation of Scientific

Approach in Biology Subject in Grade X and XI at Madrasah Aliyah Negeri

(MAN) 1 Medan Academic Year 2016/2017.

1.2 Problem Identification

Based on the description of background above, the problems can be

identified as follows:

1. Curriculum 2013 uses scientific approach in learning.

2. Scientific approach is a new approach applied in biology learning at MAN 1

Medan.

3. The evaluation is not yet conducted as learning steps in biology subject with

scientific approach rules.

1.3 Problem Scope

In order to make this research is more focused, effective, efficient and able

studied more. The things that scope this research as follows:

1. Class will be research are class X and XI at MAN 1 Medan Academic Year

2016/2017.

2. The implementation of scientific approach of biology learning activities in the

class.

(15)

4

4. Reveal the biology learning activities that indicate the using of scientific

approach.

1.4 Research Question

Based on the research background, problem identification, and problem

scope above, it can be stated the research question as follows:

1. How the implementation of scientific approach in Biology subject in grade X

and XI MAN 1 Medan?

2. How many kinds of dominant and non dominant scientific approach that

implemented in lerning Biology in X and XI grade MAN 1 Medan?

1.5 Research Aim

Based on the research scope and the research question above so, the

objective of this research are:

1. To describe the activities of learning biology done in class X and XI by using

scientific approach at MAN 1 Medan

2. To obtain the empirical data about dominant and non dominant scientific

approach that implemented in learning biology.

1.6 Research Significant

The result of this research is expected to give the contribution in education

field especially to MAN 1 Medan. As special, the result is expected to provide

benefits to various parties who use the research information as follows:

1. For education field, the information in this research will contribute

information on learning activity using scientific approach that appear in

learning biology in the class.

2. For high school biology teacher generally and MAN 1 Medan, the result of

research provide the fact about learning activity (especially learning activity

that using scientific approach) which appear when learning biology in the

(16)

5

3. Understanding about learning activity that use scientific approach can

encourage innovation of biology learning especially at MAN 1 Medan, will

give contribution for the quality improvement of learning at MAN 1 Medan.

4. The experience by doing direct observation and writing the result of

observation during this research is expected to train researcher as prospective

teacher in the implementation of learning, especially in the application of

(17)

48 CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

Based on the result of research that have been outlined in chapter IV, the

conclusion of this research are described below :

1. Generally, Biology’s learning in Class X and XI MAN 1 Medan have been

used scientific approach such as observing, questioning, experimenting,

associating,communicating.

2. The activity of scientific approach that dominantly done by the students is

observing, meanwhile associating is the activity that rarely done.

5.2. Suggestion

Based on conclusion above, it can be proposed some suggestion like:

1. It is need to investigate the scientific aproach in the each step focusly, so the

conformity of implementation with nature syntax is achieved in the next

research

2. The indepth interview and analysis is required in the next research so the syntax implementation’s problem can be detected

3. Data collection in the field should be done in the early semester, when the

(18)

49

REFERENCES

Arikunto, S. (2006). Prosedur Penilian Suatu Pendekatan Praktek, Ed Revisi VI. Jakarta: Rineka Cipta.

Arikunto, S (2013). Prosedur Penilian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.

Darsono. (2002). Theori Pembelajran. Jakarta: Erlangga.

Daryanto. (2014). Pendekatan Pembelajaran Saintifik Kurikulum 2013. Yogyakarta: Gava Media.

Depdiknas. (2008). Kamus Besar Bahasa Indonesia. Jakarta: Gramedia Pustaka. Dimyati., Mudjiono. (2009). Belajar dan Pembelajaran. Jakarta: Rineka Cipta. Endang, M. (2013). Pembelajaran Scientific dalam Kurikulum 2013. Yogyakarta:

Fakultas Ekonomi Universitas Negeri Yogyakarta.

Fadlillah, M. (2014). Implementasi Kurikulum 2013 Dalam Pembelajaran SD/MI, SMP/MTs, & SMA/MA. Yogyakarta: Ar-Ruzz Media.

Hamalik, O. (2003). Proses Belajar Mengajar. Jakarta: Bumi Aksara. Hamalik, O. (2010). Proses Belajar Mengajar. Jakarta: Bumi Aksara.

Hayati, S. (2014). Intisari Biologi Untuk SMA Kleas X, XI, XII. Bandung: Pustaka Setia.

Ika, K., Davi, A., Reza, K. (2015). Analisis Kesulitan yang Dihadapi oleh Guru dan peserta

didik Sekolah Menengah Pertama Dalam Implementasi Kurikulum 2013 Pada Mata Pelajaran Matematika. Madiun: FMIPA IKIP PGRI Madiun.

Jihad, A., Abdul, H. (2013). Evaluasi Pembelajaran.Yogyakarta: Multi Pressindo. Mei, F. (2014). Studi Kasus Penerapan Pendekatan Saintifik Pada Guru-Guru di SMA

N 1 Bawang (Studi Pada Tahun Ajaran 2013/2014). Economic Education Analysis Journal 3 (3) 2014.

Mulyasa, E. (2002). Kurikulum Berbasis Kompetensi, Konsep, Karakteristik, dan Implementasi. Bandung: Remaja Rosdakarya.

Mulyasa, E. (2014). Pengembangan dan Implementasi Kurikulum 2013. Bandung: Remaja Rosdakarya.

Nunung, N., Syaiful, A., Teti, S. (2014). Buku Guru BIOLOGI untuk SMA/MA Kelas XI Kelompok Peminatan Matematika dan Ilmu-ilmu Alam. Bandung: Yrama Widya.

Nursalam. (2008). Konsep dan Penerapan Metodologi Penelitian Ilmu Keperawatan, Jakarta: Salemba Medika.

Permendikbud No 81A tahun 2013. Artikel diakses dari_http://luk.staff.ugm.ac.id/atur/bsnp/permendikbud81A_2013Implementas iK13Lengkap.pdf pada tanggal 9 Januari 2017 pukul 08.04 Wib.

Permendikbud No 22 tahun 2006. Artikel diakses dari_http://bsnp_indonesia.org/wp-content/uplods/2009/06/permendikbud Tahun 20016 Nomor022 Lampiran.pdf pada tanggal 9 Januari 2017 pukul 08.04 Wib.

(19)

50

Artikel_diakses_darihttp://news.okezone.com/read/2014/10/16/65/1052959/ti

ga-masalah-guru-dalam-implementasi-kurikulum-2013 pada tanggal 24

Februari 2016 pukul 14:53 Wib.

Rusman. (2011). Model-model Pembelajaran: Mengembangkan Profesionalisme Guru. Jakarta: PT RajaGrafindo Persada.

Sani, R.A. (2014). Pembelajaran Saintifik untuk Implementasi Kurikulum 2013. Jakarta: PT

Bumi Aksara.

Slameto. (2003). Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.

Sugiono. (2003). Metode Penelitian Bisnis. Bandung: CV. Alfabeta.

Surachman., Yuni, W., Suhardi. (2014). Implementasi Scientific Procces Pada Mata Pelajaran Biologi di MA Kotamadya Jogjakarta. Jurnal Pendidikan Matematika dan Sains Tahun II, No2, Desember 2014.

Undang Undang No 20 tahun 2003. Diakses dari http://sumberdaya.ristekdikti.go.id/wp-content/uploads/2016/02/uu-nomor-20-tahun-2003-tentang-Sisdiknas.pdf pada tanggal 6 Oktober 2016 pukul 19:11 WIB.

Wina, S. (2013). Kurikulum dan Pembelajaran Teori dan praktik Pengembangan Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Kencana Prenada Media Group.