THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL TO STUDENT’S LEARNING ACHIEVEMENT IN STATIC
FLUID TOPIC AT CLASS X1 SMA N 1 SERDANG BEDAGAI ACADEMIC YEAR 2015/2016
by:
Astrid Pasadena Harahap 409322013
Bilingual Physics Education Program
THESIS
Submitted to Acquires Eligible Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
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THE EFFECT OF GUIDED DISCOVERY LEARNING METHOD ON STUDENT’S LEARNING ACHIEVEMENT OF STATIC FLUID
IN CLASS XI SMA NEGERI 1 SERDANG BEDAGAI ACADEMIC YEAR 2015/2016
Astrid Pasadena Harahap (Reg. Number : 409322013) 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 achievement in physics subject after taught by Conventional Learning, (3) to know the effect of Guided Discovery Learning Model on student’s learning achievement of Static Fluid in Class XI SMA N 1 Serdang Bedagai Academic Year 2015/2016. The research method was quasi experimental. The research subject were populations were all XI IPA semester II SMA N 1 Serdang Bedagai that consist of 2 classes. Each class consist 25 students, XIIPA2 as experiment class, XIIPA1 as control class.
From data analyze results were obtained: pre-test mean value of experiment class was 21.19 and 18.68 for control class and then post-test mean value of the experiment class was 64.96 and 56.52 was the mean value for control class. Standard deviation in pre-test was 3.02 in experiment class and 2.97 in control class and standard deviation in post-test for two classes were 8.59 and 7.54. Both samples was normal distribution and homogenous. Hypothesis test for post-test using t-test one side, the criteria is : Ha is accepted if tcount > ttableand is rejected if tcount has another score. From the calculation of t-test one side obtained tcount = 3.89, where ttable = 2.012, tcount > ttable. So, there is effect of Guided Discovery Learning Model on Student’s Learning achievement in Static Fluid in Class XI SMA N 1 Serdang Bedagai.
Linear equation has a value that increases slope. If seen from the graph, the value of a at ypost=0.833x+54.05 bigger than the value of a at ypre=0.405x+15.85. However, from the graph it appears that the value apost > apre, which indicates that the activity is affect the value of learning outcomes.
PREFACE
Alhamdulillah, 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 Method on Student’s Learning Achievement of Static Fluid in Class XI SMA Negeri 1 Serdang Bedagai Academic Year 2015/2016", 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. Alkhafi Maas Siregar, M.Si as Thesis Advisor who has provided guidance and suggestions to the author from beginning of the study until the completion of this thesis writing. Thanks also to Prof. Drs. Motlan Sirait, M.Sc., Ph.D, Mrs. Dr, Rita Juliani, M.Si, Mr. Dr. Eidi Sihombing, M.S, who have provided input and suggestions from the research plan to complete the preparation of this thesis. Thanks to Prof. Dr. Mara Bangun Harahap, M.S as the Academic Supervisor and also the entire Lecturer and Staff in Physics Department FMIPA UNIMED who have helped the author. Appreciation was also presented to head master and all teachers in SMA Negeri 1 Serdang Bedagai who have helped during this research.
Gratefully to my mother Armaida Siregar, my father Said Efendi, my sister Ade Irma, S.Sos.i, who have helped, prayed and give me encouragement and funding to complete my study in Unimed. Especially thanks to Febri Muhamad Rozi, ST who have helped, prayed, funding, give me courage and give supported during my study and research
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Rumahorbo, Tionar Melisa Malau. Thanks to Muhamad Ridho, M.Pd for help during research.
The author has endeavored to as much as possible in completing this thesis, but the author is aware there are many mistake in content and grammar, then the authors welcome any suggestions and constructive criticism from readers for this for completing this thesis. The author hopes the contents of this paper would be useful in enriching of knowledge.
Medan, August 2nd2016 Author,
LIST OF CONTENT
Page
Legitimating 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 3
1.3 Problem Scope 3
1.4 Problems Formulation 4
1.5 Research Objectives 4
1.6 Research Benefits 4
CHAPTER II LITERATURE REVIEW
2.1 Definition of Learning 5
2.1.1 Learning Processes 5
2.1.2 Learning Outcomes 6
2.1.3 Learning Model 7
2.2 Discovery Learning 8
2.2.1 Discovery Learning Method 9
2.2.2 Guided Discovery Learning Method 10 2.2.3 Syntax of Guided Discovery Learning 11 2.2.4 The Advantages of Discovery Learning 12 2.2.5 The Disadvantages of Discovery Learning 13
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2.4 Research Hypothesis 14
CHAPTER III RESEARCH METHOD
3.1 Research Location and Research Time 15
3.1.1 Research Location 15
3.1.2 Research Time 15
3.2 Research Subject 15
3.3 Research Variable 15
3.4 Type and Design of Research 15
3.4.1 ResearchType 15
3.4.2 ResearchDesign 15
3.5 Research Procedure 16
3.5.1 Preparation Phase 16
3.5.2 Implementation Phase 16
3.6 Data Collection Techniques 18
3.7 Research Instrument 18
3.7.1 Content Validity 19
3.8 Data Analysis Techniques 19
3.8.1 Determine Average Value and Standard Deviation 19
3.8.2 Normality Test 20
3.8.3 Homogeneity Test 21
3.8.4 Hypothesis Test 21
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1 Result of Research 23
4.2 Pretest Data in Experiment and Control Class 23 4.2.1 Average Value, Standard Deviation and Variant 24
4.2.2 Normality Test 24
4.2.3 Homogeneity Test 25
4.3 Posttest Data in Experiment and Control Class 25 4.3.1 Average Value, Standard Deviation and Variant 26
4.3.3 Homogeneity Test 27
4.4 Hypothesis Test 27
4.5 Discussion 28
CHAPTER V CONCLUSION AND SUGESSTION
5.1 Conclusion 32
5.2 Suggestion 32
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LIST OF FIGURE
Page
Figure 3.1 Flowchart of research 17
Figure 4.1 Bar chart of pretest data in experiment and control class 24 Figure 4.2 Bar chart of posttest data in experiment and control class 26 Figure 4.3 Graph of pretest value and post test of students in control class 29 Figure 4.4 Graph of pretest value and post test of students in Experiment
LIST OF TABLE
Page Table 2.1 Structure of the cognitive process dimension of revised
Bloom Taxonomy 7
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LIST OF APPENDIX
Page Appendix 1 Lesson Plan 1st Meeting 35 Appendix 2 Lesson Plan 2nd Meeting 40 Appendix 3 Lesson Plan 3rd Meeting 45
Appendix 4 Student’s Worksheet I 50
Appendix 5 Student’s Worksheet II 53 Appendix 6 Student’s Worksheet III 56 Appendix 7 Lattice of Research Instrument of Static Fluid 59
Appendix 8 Research Instrument 66
Appendix 9 Assessment of Pretest Data in Control Class 67 Appendix 10 Assessment of Pretest Data in Experiment Class 68 Appendix 11 Assessment of Posttest Data in Control Class 69 Appendix 12 Assessment of Posttest Data in Experiment Class 70 Appendix 13 Worksheet Value of Experiment Class 71 Appendix 14 Pre-test and Post-test Data in Control Class 72 Appendix 15 Pre-test and Post-test Data in Experiment Class 73 Appendix 16 Interval Calculation of Pretest and Posttest Data 74 Appendix 17 Pre-test Data Analyze 75 Appendix 18 Post-test Data Analyze 78
Appendix 19 Hypothesis Test 81
CHAPTER I INTRODUCTION
1.1 Background
Science is the body of knowledge that describes the order within nature and the causes of that order, science is an ongoing human activity that represents the collective efforts, findings, and wisdom of the human race, an activity that is dedicated to gathering knowledge about the world and organizing and condensing it into testable laws and theories (Hewitt, 2006).
Science is a field of endeavor as exciting and aesthetically rich as literature and art. A new teaching and learning paradigm is necessary to convince students science is more than a collection of laws and equations in a textbook. Students must given opportunity to explore, to try, even to play and enjoy "on their own" in much the same fashion that scientists do research in labs (Obstrovsky,1991).
In Indonesia, physics subject usually taught in junior and senior high school as one of the main subject. Physics is more than a part of the physical sciences. It is the basic science; it's about the nature of basic things. The concepts of physics reach up to these more complicated sciences. That's why physics is the most basic science. An understanding of science begins with an understanding of physics (Hewitt, 2006).
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The result of preliminary observation showed that there are some problems: 1) Teacher make group of student but the learning activity is writing and give example question; 2) school do not have physics laboratory or provide enough tool and instrument 3) Teacher only once a while bring physics instruments to help student understand the concept; 4) Teacher often use simple formula problem solving method because he think student will easier to understand but when problem modified student become confuse and learning outcome low.
Learning physics has been less providing change for students to understand the physics they are studying. The main focus of learning physics for this is to get an answer. The students rely entirely on the teacher to determine whether the answer is correct. So that every physics lesson presented in class are more dictate. It is possible students earn high scores, but they are not good thinkers in the class and will have difficulty in solving physics problems, especially for problems solving. That will further obstruct the student’s creative ability.
To overcome the above problems and to achieve the educational goals to the maximum, the teacher's role is very important and teachers are expected to have a good model of teaching and able to choose appropriate learning method and suitable with the concepts of the subjects that will be delivered.
In learning physics, students should be given the opportunity to discover his own facts and concepts, which involve the students learning process, can be created by teachers, one of which is through the method of discovery. Discovery method is a way of developing active learning to find their own students, investigating their own, then the results obtained will be long-lasting in the memory and can improve students' thinking processes. The most fundamental differences of discovery learning different from traditional forms of learning are 1) learning is active rather than passive 2) learning is process-oriented rather than content-oriented, 3) failure is important, 4) feedback is necessary and 5) understanding is deeper (Papert, 2000).
Learning becomes more meaningful when students explore their learning environments rather than listen passively to teachers (Bruce, 2003).
Based on the background above, researcher is interested to take one research with title:"THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL TO STUDENT'S LEARNING ACHIEVEMENT IN STATIC FLUID TOPIC AT CLASS X1 SMA N 1 SERDANG BEDAGAI ACADEMIC YEAR 2015/2016"
1.2 Problem Identification
Based on the background above, problems can be identified as follows: 1. Student’s ability to solve modified problems is low
2. Physics tool and instrument provided by school is deficient 3. Student’s didn’t have experiment experience
4. Student’s learning outcome is under Minimum Standard (KKM)
1.3 Problem Scope
Problems that developed in this paper should be limited to provide a clear description of the issues that will be reviewed. In accordance by problem identification, problems scopes of this paper are:
1. The method applied in this research is Guided Discovery Learning Model 2. Subject matter is Static fluid topic
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4. The research conducted at class XI of SMA N 1 Serdang Bedagai Academic Year 2015/2016
1.4 Problem Formulation
The problem formulation in this research is:
1. How the student’s learning outcomes after taught by Guided Discovery Learning Model?
2. How the student’s learning outcomes after taught by Conventional Learning?
3. How the effect of guided discovery learning model of the students’ achievement in static fluid topic at class XI SMA N 1 Serdang Bedagai academic year 2015/2016?
1.5 Objective
Based on problem formulation,the objective to achieve in this research is: 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 to the student’s learning achievement in static fluid topic at class XI SMA N 1 Serdang Bedagai academic year 2015/2016.
1.6 Benefits
From this research are expected to obtain the benefits as follows:
1. For school: Provide input for develop learning process to increase creative thinking ability of student class XI SMA N 1 Serdang Bedagai so that increase education source to produce qualified graduates.
2. For teacher: motivate creativity and teacher activity in implement method of teaching. Motivate teachers to develop more guided discovery method on another concept.
CHAPTER V
CONCLUSION AND SUGGESTION 5.1 Conclusion
Based on research result, data analysis, and discussion can be concluded that:
1. Student’s learning achievemnt in experiment class using Guided Discovery Learning Model was increase from 21.19 to 64.96.
2. Student’s learning achievement in control class using Conventional Learning also increase from 18.62 to 56.62.
3. The avarage value of student’s learning achievement in experiment class using Guided Discovery Learning Model is higher than students in control class using conventional learning model. Based on the result of data analysis on hypohesis test using t-test one side, obtained tcount> ttable, 3.89 > 2.012, that means there are effect of student’s learning achievement using guided discovery learning model in static fluid topic at class XI SMA N 1 Serdang Bedagai.
5.2 Suggestion
Based on research result and discussion before, research gives suggestions as below:
1. For further research to use time efficiently and effectively thus the data collection and generalization syntax in guided discovery learning model can achieved and occurs better
2. For futher research to give more attention and guidance to student who less active in learning process.
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