THE DEVELOPMENT OF INNOVATIVE LEARNING MATERIAL REACTION RATE WITH ACTIVE
LEARNING AND MULTIMEDIA
By:
Arif Wardiman Lase Reg. Number 4123131007
Bilingual Chemistry Education Program
A THESIS
Submitted to Fulfill The Requirement for Getting the Degree of Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
iv
THE DEVELOPMENT OF INNOVATIVE LEARNING MATERIAL REACTION RATE WITH ACTIVE
LEARNING AND MULTIMEDIA
Arif Wardiman Lase (Reg. Number : 4123131007) ABSTRACT
The development of innovative learning material reaction rate with active learning and multimedia is explained in this thesis. The study is aimed to obtain good and standard chemistry learning material for senior high school students. The study is conducted through the development, innovation, integration of active learning and multimedia on reaction rate in learning material. The development of learning material on the topic of reaction rate is based on the suitability description material, core standard and basic competences of the Kurikulum 2013 (K13) syllabus. The development of standard chemistry learning material reaction rate consists of 4 subtopics, they are the concepts of reaction rate, reaction order and rate equation, the collision theory and activation energy and factors affecting the reaction rate. There are some integration of the following relevant laboratory experiment, contextual aplication, the illustration, pictures and graph to support the reaction rate materials, problems and examples, solving problems, sets of evaluation and key answer and the address of relevant website for further study in the learning material. The innovation on learning material is downloaded video completed with hyperlink and the appropriate website address. The integration of active learning on reaction rate such as web-based learning, a reaction to video, collaborative learning group, laboratory experiences and classroom discussion. The integration of multimedia on reaction rate such as text and illustration (pictures), animations, videos and e-book for e-learning. Standardization of the learning material have been carried out by making questionnaire and the expert lecturers are agree with responses 3.61, students in SMA N 3 Medan with responses 3.51, students in SMA N 4 Medan with responses 3.58 and students in SMA N 1 Perbaungan with responses 3.61. The total average of the responses is 3.57 means that chemistry learning material is valid and good. The learning material set in e-book to make it easy to use in teaching and learning process in offline system. The innovative learning material reaction rate with active learning and multimedia can use in senior high school in teaching and learning process.
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ACKNOWLEDGEMENT
First of all, Praise to the Lord, Jesus Christ, because of his blessing, health
and wisdom so that the writer can finish his study and thesis well.
The title of this thesis is “The Development of Innovative Learning Material Reaction Rate with Active Learning and Multimedia”. This research was done in State University of Medan that prepared to get Sarjana Pendidikan
Degree of Chemistry Education, Faculty of Mathematics and Natural Sciences.
On this occasion, the writer convey great respect and gratitude to :
Prof. Drs. Manihar Situmorang, M.Sc., Ph.D., as thesis supervisor who has
provided guidance and suggestion to the writer since the beginning of the
study until completion in writing this thesis.
Prof. Dr. Ramlan Silaban, M.Si., Drs. Simson Tarigan, M.Pd., Drs.
Rahmat Nauli, M.Si., and Nora Susanti, S.Si., Apt., M.Sc., who has
provided suggestions from the proposal until the completion of this thesis.
Prof. Dr. Retno Dwi Suyanti, M.Si., Drs, Jamalum Purba, M.Si., and Dr.
Ajat Sudrajat, M.Si., as the expert lecturers to standardize the learning
material and give the suggestions for making the good learning material. Dr. Iis Siti Jahro, M.Si as Bilingual Program coordinator and Nora
Susanti, S.Si., Apt., M.Sc., as Bilingual Program secretary and Pak Sam as
Bilingual Program staff who always help from the first studying until
finishing this thesis.
Headmaster, teacher and students of SMA N 3 Medan, SMA N 4 Medan
and SMA N 1 Perbaungan that help in standardization and trial process of
the learning material.
Special gratitude for my beloved parents, my Father and Mother who
always loving, caring, supporting and praying for me for everything I do
during my study. Thank you so much for your love so that I can complete
my first degree in this State University of Medan. Keep praying for me
dad and mom. I’ll always make you proud of me with big efforts. The next
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Many thanks also for my beloved Brother and Sisters, Karir Berkat Lase,
S.Kep., Three Citrani Lase, No Kasih Niat Lase and my big family who
always supporting, giving motivation, laugh and togetherness so that I can
complete my thesis. I love you, Siblings !
Dear Ani Waruwu, Mersi Nantaria Telaumbanua and Aa Amsalt Adya
Kusumah, thanks for your supporting, your advice, your solution and
thanks for the laugh and everything. I love you all !
YBO PGI Scholarship that always support me and give the best experiences joining the Leadership Capacity Building in Solo.
KAMNI-UNIMED and My community @1000_guru_medan, all of the
team, all of the volunteer in Medan and each of regions in Indonesia.
Thanks for all you support, guys. Special thanks for all of students in rural
area for your praying so I can finish my study well. Waiting for me, then
We will play and study together fun !
CESP 2012, my classmate for about 4 years, thanks for the togetherness and happiness. See you in the next level and dream !
Purna Caraka Muda Indonesia (PCMI) and Pertukaran Pemuda Antar
Negara (PPAN) 2016 especially for the North Sumatera Youth
Ambassador (Bang Kiki, Sarah and Carla).
Thanks also to Headmaster, Teachers, all students of SMAN 2 Balige,
Yasop and my PPL team for the unforgattable and memorable experiences
there.
Actually the writer have do the maximal effort in completion this thesis,
but he is aware there are many weakness in this thesis. Writer hope for
suggestions and constructive criticism from readers for completeness this thesis
perfectly. At least, writer hope this thesis can be useful to enrich the readers in
science education.
Medan, June 2016 Writer
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LIST OF CONTENTS
Legalization Sheet i
Biography ii
Abstract iv
Acknowledgement v
List of Contents vii
List of Tables x
List of Figures xi
List of Appendixes xii
CHAPTER I INTRODUCTION
1.1. Background 1
1.2. The Problem Identification 5
1.3. The Problem Formulation 6
1.4. The Problem Limitation 6
1.5. Research Objectives 7
1.6. Research Benefits 7
1.7. The Operational definition 8
CHAPTER II LITERATURE STUDY
2.1. Learning Material 9
2.1.1. Definition of Learning Material 9
2.1.2. The Types of Learning Material 9
2.1.3. The Position of Learning Material in Learning Process 10
2.1.4. The Use of Learning Material 11
2.2. The Development of Learning Material 13
2.3. Innovative Learning 14
2.4. Innovation in Teaching and Learning Chemistry 15
2.5. Active Learning as Inovation in Teaching and Learning
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2.6. Multimedia on Teaching Chemistry 21
2.7. The Literature of Reaction Rate 23
2.7.1 Defenition of Reaction Rate 23
2.7.2. Rate Laws and Rate Constant 23
2.7.3. Factors Affecting Reaction Rate 24
2.7.4. Rate Equation 25
2.8. Conceptual Framework 25
CHAPTER III RESEARCH METHOD
3.1. Location and Time Research 26
3.2. Research Population and Samples 26
3.3. Research Instrument 27
3.4. Research Design 27
3.5. Research Procedure 27
3.6. Data Analysis 30
3.6.1 Descriptive Analysis 30
CHAPTER IV RESULT AND DISCUSSION
4.1. Review of Senior High School Chemistry Textbook 33
4.2. The Results of Analysis of Learning Material Reaction Rate of
Senior High School Chemistry Textbook 35
4.3. The Development of Learning Material Reaction Rate 38
4.4. The Innovation in Learning Material Reaction Rate 40
4.5. The Integration of Active Learning in Learning Material
Reaction Rate 40
4.6. The Integration of Multimedia in Learning Material Reaction
Rate 40
4.7. Creating E-book of Learning Material Reaction Rate 44
4.8. Standardization of Innovative Learning Material Reaction Rate
With Active Learning and Multimedia 46
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Active Learning and Multimedia 49
4.10. Discussion 51
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 52
5.2. Suggestion 53
x
LIST OF TABLES
Table 3.1. The Description of Population and Samples that Selected 26
Table 3.2. Descriptive Analysis of Textbook 30
Table 3.3. Validity Criteria Analysis with Average Score 32
Table 4.1. The Description of Senior High School Chemistry
Textbooks 34
Table 4.2. The Average Percentage of the Content, Breadth, Depth,
Design and the Language Feasibility of the SHS
Chemistry Textbooks 36
Table 4.3. The Description of Development of Learning Material
Reaction Rate 39
Table 4.4. The Description of Innovation in Learning Material
Reaction Rate 41
Table 4.5. The Description of Integration of Active Learning in
Learning Material Reaction Rate 42
Table 4.6. The Description of Integration of Multimedia in Learning
Material Reaction Rate 43
Table 4.7. The Performances of Innovative Chemistry Learning
Material Reaction Rate with Active Learning and
Multimedia based on the Respondents’ Opinion 47
Table 4.8. The Results of Descriptive Analysis of Trial Chemistry
xi
LIST OF FIGURES
Figure 3.1. The Research Procedure of Development of Innovative
Chemistry Learning Material Reaction Rate
29
Figure 4.1. E-book Display of Learning Material Reaction Rate 44
Figure 4.2. E-book Display of Learning Material Reaction Rate With
Web Address 44
Figure 4.3. E-book Display of Learning Material Reaction Rate With
Video 45
Figure 4.4. E-book Display of Learning Material Reaction Rate With
xii
LIST OF APPENDIXES
Appendix 1. Innovative Chemistry Learning Material Reaction Rate
with Active Learning and Multimedia 65
Appendix 2. Chemistry Syllabus 66
Appendix 3. Standard Assesment of Learning Textbook 68
Appendix 4. Analysis of Senior High School Chemistry Textbooks
based on BSNP Standard 70
Appendix 5. Questionnaire of Innovative Learning Material Reaction
Rate with Active Learning and Multimedia 77
Appendix 6. The Question for Description of Learning Material
(TRIAL) 78
Appendix 7. The Questionnaire Result of Innovative Chemisrty
Learning Material Reaction Rate with Active Learning
and Multimedia Standardization by Expert Chemistry
Lecturers 79
Appendix 8. The Questionnaire Result of Innovative Chemistry
Learning Material Reaction Rate with Active Learning
and Multimedia Standardization by Students of SMA N
3 Medan, SMAN 4 Medan and SMAN 1 Perbaungan 80
Appendix 9. The Average of Questionnaire Result of Innovative
Chemistry Learning Material Reaction Rate with Active
Learning and Multimedia Standardization by Lecturerts 83
Appendix 10. Documentation 84
1 CHAPTER I INTRODUCTION
1.1. Background
The development of innovative learning material with active learning and
multimedia is very important for senior high school students today, so they will
be motivated to learn and study more active in chemistry teaching and learning
process easily.
Nowadays, developing of science and technology is very fast. It would
require the carrying capacity of qualified human resources to produce human
resources that is able to responds these challenges and develop technologies for
the benefit of the community, state and nation as well as the master science.
Facing the development, education is one of the foundation that determines
toughness and progress of a community, state and nation. Of course it requires
some development of education in many ways.
One of the development in education is development through innovation
of learning material. The development through innovation chemistry textbook
learning materials are very needed, especially in improving the quality of
education. Learning innovation is one thing that gets attention, besides as
supporting learning material, so that optimal learning process to be effective and
selective in accordance with the subject being taught in improve student
achievement. Sutama (2008) states, in line with efforts to improve the quality of
education, innovation in learning process is one thing attention besides supporting
facilities learning.
Education is a way that can express ideas and new values and have a considerable impact to people’s lives. Education is a conscious and deliberate effort to create an atmosphere of teaching and process so that students are actively
developing their potential to have the spriritual strength of religious, self-control,
personality, intelegence, noble character and skills indeed and society. Learning
2
improve the quality of education and develop in accordance with the national
character of culture in Indonesia (Situmorang, 2013).
Textbooks indeed as a source and media in teaching and learning process.
Textbook as a learning resource plays an important role in teaching and learning
in the classroom (Abed & Al-Absi, 2015) that can navigate the learner based on
their needs (Goods, et al., 2010). For high schools students, the textbook is
certainly very important in the teaching and learning activities because it can
strengthen and support the information material presented by the teacher in the
class and could help the students to learn the material that has not been presented
in the class. However, although the conventional and has been used for a long
time and many consider traditional textbooks are still quite capable of giving a
good contribution to learning, some learning materials can not be taught without
the aid of textbooks. Traditional textbooks do not always make this possible,
especially if students are already uncomfortable with the material (Hosler, 2011).
Accroding to Nasution in Prastowo (2012: 169) , there are some functions
and purposes of textbooks. The function of textbooks are as reference material by
learners as evaluation materials, a tool for educators to implement the curriculum,
one of the determinants of teaching methods or techniques that will be used
educators and as means to increase career and occupation. While the purposes of
textbooks are facilitate educators in delivering learning materials, provide
opportunities for learners to repeat a lesson or learn a new lesson, providing an
interesting learning materials for learners. From above, can be concluded that the
textbooks are used in various reference books level of education and the media as
a source of learning in imroving the quality of teaching and learning outcomes
education standards.
Textbooks on the market should be thoroughly tested and quality as source
of learning media. Every textbook to be used at senior high school as a source and
instructional media must have been through the process of assessment as a
learning textbooks and the quality control standards of education, including high
school science textbook that commonly design to satisfy demands stated in
3
Textbooks must be able to present quality teaching materials in accordance with
the demands of the curriculum, folowing the development of science and
technology and can facilitate learning so that a predetermined competencies can
be achieved (Situmorang, 2013), thus the preparation of quality books are
indispensable in meeting the learning needs independent. Good science textbook
contains the vision, mission, context, content, and the process and the scientific
information that are presented in the textbook will motivated the students to learn
(Simatupang & Situmorang, 2013).
UNESCO Statistical data in 2012 mentions index reading interest in
Indonesia reached 0.001. That is, from 1,000 people, only one person who is
interested in reading. According to UNESCO education development index,
Indonesia is at number 69 of 127 countries (Yulaningsih, Republika.co.id).
Allegedly, low reading came from first impression with the book that unattractive
and difficult to understand especially in chemistry. Science textbook have been
describes as packed with the facts but lack in concepts and at worst condemned as
inaccurate, poorly organizes and boring. The unavailability of a standard teaching
materials increasingly difficult to make students learn chemistry (Yusfiani and
Situmorang, 2011). Despite this facts, surveys show science teachers repeatedly
rely on textbooks as both pedagogical guides as authorities in the moderns science
classroom even though they believe the reading level of textbook is “too hard” for
their students. Most science textbooks currently in use are not friendly textbooks.
The solution to improve the quality of education is the provision of quality
learning materials that can be done through teaching materials. And according to
Lee (2010) one way to increase quality of education is through present qualify
learning materials. In addition, innovative learning may provide an opportunity to
improve the quality of education. Selection of books as learning resources should
consider the suitability of teaching materials with the goal to be achieved in the
teaching and learning of science and technology which adjusts to allow for
maximum learning.
There are several requirements needed to make the book as a source of
4
help students to learn and meet the needs of students in independent study. Both
books should be able to motivate learners to take advantage of things like
drawing, illustration, example, the problem (case), has enough material to support
teaching and can be used to support trouble shooting activities.
The use of information technology for learning has also encouraged a shift
from conventional learning to learn independently so that the learning can be
more memorable impression by students. According to Situmorang and Andry
(2014), the utilization of information technology, multimedia and e-learning for
learning through online facilities have been able to push learning shift from
conventional learning to independently learning so as to facilitate senior high
school students to learn not only depends on lecture but it comes from theirself.
E-learning is a E-learning process use information and ommunication technology as
tools that can be available whenever and wherever needed, so as to come over the
constraints of space and time (Sutanta, 2009).
Innovative learning are indispensable and can be obtained in the teaching
materials that lead to optimal and efficient communication. Innovative learning as
outlined in the teaching materials is very important to get a better learning
outcomes and increase the effectiveness of learning towards renewal. Creating
innovative teaching materials by using e-learning is also important in developing
the teaching-learning process. Active learning using technologies can be effective
to improve student achievement. Finally, e-learning material and high quality may
be transported and used in different educational contexts or at different
institutions. Because the kind of teaching material that is easy to share, the best
examples can be adjusted wherever they are needed, at the level of training for
beginners to post-graduate and even across international boundaries.
As Rosenberg (2001) argued that a good learning materials must be able to
present the teaching material according to the demands of the curriculum,
following the development of science and technology and can bridge the learning
for competencies has been established can be achieved. Chemical materials in the
learning materials should be systematic, complete, and easier to understanding,
5
the characteristics of student enrichment because chemistry presents some special
challenges (Lang, 2009). Many SHS students consider chemistry as a difficult
subject that make them not interested to study (Situmorang & Saragih, 2013).
Therefore, innovation in teaching and learning chemistry will do to make the
students are motivated to study chemistry. One of a strategy is conducted through
the development of innovative chemistry learning material to obtain good
teaching materials that suit to students’ development in reaction rate topics.
Based on the descriptions, the researcher were interested to do a relevant
research that has been mentioned above, that in this study, the researcher will
make a chemisty learning material in the form of innovative learning material.
This title of this research is “The Development of Innovative Learning Material Reaction Rate with Active Learning and Multimedia”.
1.2. The Problem Identification
Based on the background of which has been decribed previously, some
problems can be identified as the following :
1. The arrangement of chemistry learning material on the topic of reaction
rate in order it is suited to the K13 curriculum.
2. Prepare an innovation and active learning material on the topic of reaction
rate in order the teaching and learning process can be proceeded optimum.
3. Make development, innovation and integration of active learning and
multimedia on chemistry learning material reaction rate in order the
students can easily study chemistry.
4. Standardize a developed learning material to meet the standard provided
6
1.3. The Problem Formulation
Based on the background that has been stated previously, then the
formulation of the problem in this study are :
1. How the arrangement of chemistry topic reaction rate in order it is suited
to the K13 curriculum ?
2. How to prepare an innovative and active chemistry learning material on
the topic of reaction rate in order the teaching and learning process can be
proceeded optimum ?
5. What kind of development, innovation and integration of active learning
and multimedia on chemistry learning material reaction rate in order the
students can easily study chemistry ?
3. How to standardize a developed learning material to meet the standard
provided by Badan Standar Nasional Pendidikan (BSNP) ?
1.4. The Problem Limitation
From the formulation of these problem, so that limitation of the problem in
this study are :
1. Arranging and developing the standard innovative and active learning
materials on the topic of reaction rate.
2. Developing chemistry learning material of reaction rate with active
learning and multimedia.
3. The source of teaching material that willl be developed are from 7 books
that usually used by SHS students before and books from the other
preverence.
4. This teaching material will be assessed and revised by expert chemistry
7
1.5. Research Objectives
The objectives of this research is to develop an innovative and active
teaching material on the teaching of reaction rate in senior high school. The
specific objectives to be achieved in this study are :
1. To make the arrangement of chemistry topic in order it is suited with the
K13 curriculum.
2. To set an innovative and active learning material on the topic of reaction
rate topic so teaching and learning process can be proceed optimum.
3. To make the kind of development and innovation to the chemistry learning
material of reaction rate with active learning and multimedia in the
teaching process in order student can easily study reaction rate.
4. To standardize a developed learning materials so meet standard provided
by Badan Standar Nasional Pendidikan (BSNP).
1.6. Research Benefits
In the implementation of this study is expected to be able to provide
benefits to many people. This study is expected to provide the following
benefits :
1. For researchers, is a valuable experience can analyze the book, be able to
prepare and develop innovative learning materials with active learning and
multimedia on the topic of reaction rate.
2. For lecturers, provide information and input as well as assist in the
delivery of learning materials for students as a source of learning.
3. Student who learn chemistry can help them to increase knowledge and
interest in learning materials so that students can learn according to their
ability and absorption characteristics.
4. For futher research, provide information and reference in future studies for
students, especially students in chemistry department in State University
8
1.7. The Operational Defenition
Based on that explanation, the operational defenition as the following :
1. Innovation are research activities, development and engineering which
aims at developing or applying the practical value and the context of the
new science or new ways to apply science and technology that already
exists in production process because innovative for learning material here
is learning that is designed / composed by integrating new innovations in
the learning with the goal of keeping students more easily understand the
learning. Innovation is a new breakthrough that is different from the
ordinary (conventional) learning, such as the addition of the media in the
process of learning and the formation of discussion groups and so on.
2. Active learning material are a modification of material to meet attractive
one. Said active learning because the user will experience the interaction
and being active for example actively paying attention to images, pay
attention to the writings of varying color or motion, sound, video and even
animated films.
3. All materials (both information, tools or text) that are arranged
systematically, which shows the figure of whole of the competence to be
controlled by the learners and are used in the process of learning with the
aim of planning and review the implementation of the study.
4. Badan Standar Nasional Pendidikan (BSNP) is an independet institution
and professional to develop, monitor and evaluate the implementation of
national educational standard.
54
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the result of research that obtained from the result of data
analysis, it can be stated some conclusion as follows :
1. The arranging of innovative chemistry learning material Reaction Rate
has succesfully designed suited to K13 curriculum that used at senior
high school. It can be used as a learning material on teaching reaction
rate grade XI senior high school.
2. The standard and good innovative chemistry learning material reaction
rate prepared to proceed teaching and learning process optimum. It was
get the positive response from expert chemistry lecturers and students as
a standardizer with the total average of validation score was 3.57.
3. The development of learning material on the topic of reaction rate is
based on the suitability description material on the standard and basic
competence of K13 syllabus. The developed standard chemistry
learning material reaction rate consists of 4 subtopics, they are the
concepts of reaction rate, reaction order and rate equation, the collision
theory and activation energy and factors affecting the reaction rate. And
there are integration of the following relevant laboratory experiment,
contextual aplication, the illustration, pictures and graph to support the
reaction rate materials, problems and examples, solving problems, sets
of evaluation and key answer and the address of relevant website for
further study. The innovation on learning material is downloaded video
and hyperlink video with the appropriate website address. The
integration of active learning in learning material reaction rate such as
web-based learning, a reaction to video, collaborative learning group,
laboratory experiences and classroom discussion. The integration of
55
illustration (pictures), animations, videos and e-book for e-learning.
4. The standard and good innovative chemistry learning material absolutely
have good criteria and suitable with Indonesia Education National
Standard (Badan Standar Nasional Pendidikan / BSNP), based on
content, extension, depth, design and language.
5.2. Suggestion
Based on the conclusion above, there are some suggestion that have to be
stated in order to make teaching and learning process in chemistry become
effective and efficient as follows:
1. It is suggested that the chemistry teacher should give the standard and
good innovative chemistry learning material based on the K13
curriculum as main learning media for student in senior high school
especially learning material reaction rate according to Indonesia
Education National Standard (Badan Standar Nasional Pendidikan /
BSNP) and it is suggested to teacher for developing and providing the
standard and good innovative learning material to be used in the
teaching and learning process especially for reaction rate subject in
senior high school.
2. It is suggested to next researchers could improve the better innovative
chemistry learning material based on K13 curriculum and develop the
e-book good in content, depth in the material, fill with new knowledge
based on the development of technology, good structure, design and
language so the students are easy and simple to undestand.
56
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