THE EFFECT OF SCIENTIFIC INQUIRY LEARNING MODEL ON STUDENT SCIENTIFIC KNOWLEDGE OF STATIC FLUID IN
CLASS XI SEMESTER II SMA NEGERI 13 MEDAN A C A D E M I C Y E A R 2 0 1 5 / 2 0 1 6
By
Rini Yanti Sinaga ID. Number. 4123322013
Bilingual Physics Education Study Program
THESIS
Submitted to Acquire Eligible Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
BIOGRAPHY
Rini Yanti Sinaga was born in lbn simbolon , on January 12nd 1993. Father’s
name is Alden Paternus Sinaga dan mother’s name is Rinda br. Simbolon and she
is the first of seven sibling. In 2000 the author entered SD Negeri Inpres Buhit and
graduated in 2006. In 2006, the author continued his education in SMP Swasta
Nasrani Medan, and graduated in 2009. In 2009, the author continued her
education to SMA Swasta YAPIM Medan, and graduated in 2011. In 2012, the
author was accepted in Physical Education Studies Program in Department of
iii
THE EFFECT OF SCIENTIFIC INQUIRY LEARNING MODEL ON STUDENT SCIENTIFIC KNOWLEDGE OF STATIC FLUID IN
CLASS XI SEMESTER II SMA NEGERI 13 MEDAN ACADEMIC YEAR 2015/2016
RINI YANTI SINAGA (Reg. Number 4123322013) ABSTRACT
This research aims to determine The Effect of Scientific Inquiry Learning Model on Student Scientific Knowledge of Static Fluid in Semester II Class XI SMAN 13 Medan Academic Year 2015/2016.
This research is a quasi-experimental. The instruments that used in this research was 10 essay test that have been pass validity test. The population on this research were all students of class XI SMA Negeri 13 Medan while the sample that taken was two classes define by cluster random sampling, that is XI-5 and XI-3 where XI-XI-5 as the experimental class taught with Scientific Inquiry Learning Model and XI-3 as control class was taught with conventional learning.
There are two kinds of research data that is in form of learning outcomes and observation of student activity. The data on learning outcomes was begins with normality and homogeneity test. Normality test results of both samples are normally distributed. Homogeneity test results of both samples come from a homogeneous population. Hypothesis test result for post-test data using one tail is tcount > ttable = 6.70 >1.66 with significance level α = 0.05. The average results of students learning outcomes on experiment class was 84 while the control class was 59. Result of student activity also showed student in experiment class has good collaboration, responsibility, and activeness.
So it can be concluded that the students’ learning outcome using scientific inquiry learning model is better than conventional learning and experiment class more active than control class in Static Fluids topic at class XI SMA Negeri 13 Medan academic year 2015/2016.
PREFACE
The author says the great 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. This thesis
entitled ” The Effect of Scientific Inquiry Learning Model on Student Scientific
Knowledge of Static Fluid in Semester II Class XI SMAN 13 Medan Academic
Year 2015/2016”. This thesis was prepared to obtain a Bachelor's degree of
Physics Education (Sarjana Pendidikan Fisika), Faculty of Mathematics and
Natural Science in State University of Medan.
On this occasion the author likes to thank Mr Dr. Eidi Sihombing, M.S as
Thesis Advisor who has provided guidance and suggestions to the author since the
beginning of the study until the completion of this thesis. Thanks also to Prof. Dr.
Sahyar, M.S, M.M, Dr. Ridwan A. Sani, M.Si, and Drs. Jonny H Panggabean,
M.Si, who have provided many advices and suggestions in completing this
thesis. Thanks also to Dr. Rahmatsyah, M.Si as my academic Supervisor Thanks
also for all Mr. and Mrs. lecturers and staff employees of Physics Department,
Faculty of Mathematics and Natural Science in State University of Medan.
State University of Medan who have encourage the writer during the
studying process. Sincere appreciation was also presented to Mr Laris Sitanggang
and Mrs Maria teachers SMA Negeri 13 Medan and students of SMA Negeri 13
Medan who had helped the author during the implementation of this research.
Especially, author also would say thanks to my great lovely father Alden sinaga,
my great lovely mother Rinda Simbolon, my great sisters Rani, Remaya, Rescika,
my brothers Roy, Rizal, Rajumi all my family, and thanks also Rince simanjuntak,
Zetty Tampubolon, Harmoni choir, Bilingual Physics Education grade 2012,
Dian, Dwira, Debora, Novianti, Novita, Reni, Rohani, who have given the spirits,
motivations, loves, advices to the author.
The author has endeavored as much as possible in completing this thesis,
but the author is aware there are many mistakes either in terms of content or
v
from readers for this thesis perfectly. The author hopes the contents of this paper
would be useful in enriching the repertoire of knowledge.
Medan, July 2016
Author,
iii
THE EFFECT OF SCIENTIFIC INQUIRY LEARNING MODEL ON STUDENT SCIENTIFIC KNOWLEDGE OF STATIC FLUID IN
CLASS XI SEMESTER II SMA NEGERI 13 MEDAN ACADEMIC YEAR 2015/2016
RINI YANTI SINAGA (Reg. Number 4123322013) ABSTRACT
This research aims to determine The Effect of Scientific Inquiry Learning Model on Student Scientific Knowledge of Static Fluid in Semester II Class XI SMAN 13 Medan Academic Year 2015/2016.
This research is a quasi-experimental. The instruments that used in this research was 10 essay test that have been pass validity test. The population on this research were all students of class XI SMA Negeri 13 Medan while the sample that taken was two classes define by cluster random sampling, that is XI-5 and XI-3 where XI-5 as the experimental class taught with Scientific Inquiry Learning Model and XI-3 as control class was taught with conventional learning.
There are two kinds of research data that is in form of learning outcomes and observation of student activity. The data on learning outcomes was begins with normality and homogeneity test. Normality test results of both samples are normally distributed. Homogeneity test results of both samples come from a homogeneous population. Hypothesis test result for post-test data using one tail is tcount > ttable = 6.70 >1.66 with significance level α = 0.05. The average results of students learning outcomes on experiment class was 84 while the control class was 59. Result of student activity also showed student in experiment class has good collaboration, responsibility, and activeness.
So it can be concluded that the students’ learning outcome using scientific inquiry learning model is better than conventional learning and experiment class more active than control class in Static Fluids topic at class XI SMA Negeri 13 Medan academic year 2015/2016.
iv
PREFACE
The author says the great 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. This thesis
entitled ” The Effect of Scientific Inquiry Learning Model on Student Scientific Knowledge of Static Fluid in Semester II Class XI SMAN 13 Medan Academic
Year 2015/2016”. This thesis was prepared to obtain a Bachelor's degree of Physics Education (Sarjana Pendidikan Fisika), Faculty of Mathematics and
Natural Science in State University of Medan.
On this occasion the author likes to thank Mr Dr. Eidi Sihombing, M.S as
Thesis Advisor who has provided guidance and suggestions to the author since the
beginning of the study until the completion of this thesis. Thanks also to Prof. Dr.
Sahyar, M.S, M.M, Dr. Ridwan A. Sani, M.Si, and Drs. Jonny H Panggabean,
M.Si, who have provided many advices and suggestions in completing this
thesis. Thanks also to Dr. Rahmatsyah, M.Si as my academic Supervisor Thanks
also for all Mr. and Mrs. lecturers and staff employees of Physics Department,
Faculty of Mathematics and Natural Science in State University of Medan.
State University of Medan who have encourage the writer during the
studying process. Sincere appreciation was also presented to Mr Laris Sitanggang
and Mrs Maria teachers SMA Negeri 13 Medan and students of SMA Negeri 13
Medan who had helped the author during the implementation of this research.
Especially, author also would say thanks to my great lovely father Alden sinaga,
my great lovely mother Rinda Simbolon, my great sisters Rani, Remaya, Rescika,
my brothers Roy, Rizal, Rajumi all my family, and thanks also Rince simanjuntak,
Zetty Tampubolon, Harmoni choir, Bilingual Physics Education grade 2012,
Dian, Dwira, Debora, Novianti, Novita, Reni, Rohani, who have given the spirits,
motivations, loves, advices to the author.
The author has endeavored as much as possible in completing this thesis,
but the author is aware there are many mistakes either in terms of content or
from readers for this thesis perfectly. The author hopes the contents of this paper
would be useful in enriching the repertoire of knowledge.
Medan, July 2016
Author,
vi
CONTENTS
Page
Legitimation Sheet i
Biography ii
Abstract iii
Preface iv
Contents vi
List of Figures viii
List of Tables ix
List of Appendixes x
CHAPTER I : INTRODUCTION 1
1.1. Background 1
1.2. Identification of Problems 5
1.3. Limitation Problem 6
1.4. Formulation of The Problem 6
1.5. Research Objectives 6
1.6. Benefit research 6
CHAPTER II: LITERATURE REVIEW 7
2.1. Theorical Framework 7
2.1.1. Understanding Learning 7
2.1.2. Understanding Learning Model 9
2.1.3. Learning Outcomes 10
2.1.4. Learning by Learning Inquiry Scientific Model 10
2.1.4.1. Defenition of Inquiry Scientific Model 10
2.1.4.2. The purpose of Inquiry Scientific Model 12
2.1.4.3. The implementation of Inquiry Learning 13
2.1.4.4. Advantages of Learning Inquiry 15
2.1.4.5. The Weakness of Learning Inquiry 16
2.1.5. Sosial System 17
2.1.6. Conventional Laerning 17
2.1.6.1. Understanding Conventional Learning 17
2.1.6.2. Advantage of conventional learning 18
2.1.6.3. The Weakness of Conventional Learning 18
2.1.7. Learning materials 19
2.2. Conceptual Learning 39
2.3. Research Hypothesis 40
CHAPTER III : RESEARCH METHODOLOGY 41
vii
3.2. Population and Sample of Research 41
3.2.1. Population of Research 41
3.2.2. Sample of Research 41
3.3. Variable of research 41
3.3.1. Independent Variable 41
3.3.2. Dependent Variable 41
3.4. Type and Design of Research 41
3.4.1. Type of Research 41
3.4.2. Design of Research 42
3.5. Procedure of Research 42
3.6. Instrument of Research 44
3.6.1. Instrument I of Student Result 44
3.6.2. Instrument II Observations About the Student Activities 45
3.7. Technique of Data Analysis 46
3.7.1. Determine the Average Value and standard Deviation 47
3.7.2. Test of Normality 47
3.7.3. Test of Homogeneity 48
3.7.4. Test of Hypothesis 49
3.7.4.1. Test Student Ability to Pretest 49
3.7.4.2. Test Student Ability to Posttest 50
CHAPTER IV RESULT AND DISCUSSION 4.1 Result of Research 51 4.1.1. Result of Pre-test and Post-test Data 51
4.1.2. The Students Learning Outcomes 53
4.1.3. Data Analysis 53
4.1.3.1. Normality Test 54
4.1.3.2. Homogeneity Test 54
4.1.3.3. Hypothesis Test 54
4.2 Discussion 55
CHAPTER V CONCLUSION AND SUGGESTION 5.1. Conclusion 58
5.2. Suggestion 58
ix
TABLE LIST
Table 2.1 Syntax Inquiry Model 16
Table 2.2 Value Multiple Fluid Surface Tension 35
Table 3.1 Design of Research 42
Table 3.2 Table Grating Learning Outcomes in the Material Fluid Static 44
Table 3.3 Criteria Ability Student 45
Table 3.4 Standard Student Activity 46
Table 4.1 Pretest Result 51
Table 4.2 Post-Test Result 52
Table 4.3 Normality Test in Pre-test and Post Test Data 54
Table 4.4. Homogeneity Test in Post Test Data 54
viii
LIST OF FIGURE
Figure 2.1 Learning Outcomes of Inquiry Scientific Model 17
Figure 2.2 Fluid can consider consists of several layers 20
Figure 2.3 Pressure on base of three are same 22
Figure 2.4 Nanometer Closed 22
Figure 2.5 Barometer 23
Figure 2.6 Working Principle of Hydraulic Jack 24
Figure 2.7 Floating 26
Figure 2.8 Drift 27
Figure 2.9 Sink 28
Figure 2.10 Hydrometer 29
Figure 2.11 Pontoon Bridge 31
Figure 2.12 The principle of float and sink in a submarine 32
Figure 2.13 Air Baloon 32
Figure 2.14 Surface Tention 33
Figure 2.15 Evidence of Surface Tension 34
Figure 2.16 Air moistened Glass Wall 36
Figure 2.17 Cohesion and Adhesion 36
Figure 2.18 Symptoms Capillarity 37
Figure 2.19 Analysis capillary symptoms 38
Figure 2.20 The Forces Acting On The Object Moving In A Fluid 41
Figure 4.1.Distribution of pretest result 52
x
LIST OF APPENDIX
Page
Appendix 1. Lesson Plan I ………..……… 61
Appendix 2. Lesson Plan II ………..………….. 70
Appendix 3. Experiment Worksheet I ……….83
Appendix 4. Experiment Worksheet II ...……….... 85
Appendix 5. Post-test and Pre-test Question ……….……….… 88
Appendix 6. The Lattice of Research Instrument of Static Fluid …………...…… 91
Appendix 7. Result of Pre-test in Control Class …………...………... 99
Appendix 8. Result of Post-test in Control Class ………... 100
Appendix 9. Result of Pre-test in Experiment Class …………..…………..…… 101
Appendix 10. Result of Post-test in Experiment Class ………..………... 102
Appendix 11. Calculation of Average Value and Deviation Standard …………... 103
Appendix 12. Calculation of Normality Test …...……….………...… 106
Appendix 13. Calculation of Homogeneity Test ……….….………..……… 110
Appendix 14. Calculation of Hypothesis Test ….…...……….………..……. 112
Appendix 15. List of Critical Value for Lilifors ……….……..……….. 115
Appendix 16. Table of Region Under Normal 0 To z …………..……….. 116
Appendix 17. Table of F-distribution ...117
Appendix 18. List of percentil of value t-diftribution ... 119
CHAPTER I Introduction 1.1 Background
Education is one of the manifestations of human culture that is dynamic
and full development. Therefore, changes or educational development is
something that should happen aligned with the changing culture of life. Changes
in the sense of improving education at all levels need to be continuously being
done in anticipation of future interests.
Education that can support the future development is education that
develops the potential of learners, such that he would be able to face and solve
life's problems that it faces. Education should touch the conscience of the
potential and the potential competence of learners. The educational concept was
even more important when a person has to enter the life in the community,
because he should be able to apply what is learned in school to deal with problems
encountered in daily life today and tomorrow. Education that can support the
future development is education that develops the potential of learners, such that
he would be able to face and solve life's problems that it faces. Education should
touch the conscience of the potential and the potential competence of learners.
The educational concept was even more important when a person has to enter the
life in the community, because he should be able to apply what is learned in
school to deal with problems encountered in daily life today and tomorrow.
Improving the quality of human resources is also one that should be
implemented, especially in the moment of globalization era that demands a
readiness to compete. The field of education plays a very strategic because it is
one vehicle for achieving quality human resources. Therefore, it is supposed to
when the construction of the education sector is a top priority that must be done.
The main problem in adult education is still low absorptive capacity of the
learners. It appears from the average value of the study of students who always
still cause for concern, which is one example of physics. Based on the authors'
experience in SMAN 13 Medan, there are some problems found in learning
2
becomes a very frightening specter for them, they are mostly found that physics is
a very difficult lesson, filled with formulas, and many abstract concepts. By the
time work on the problems most students do not know what to wear formula that
is in use, so one might think that physics is a difficult subject.
The facts show that learners are less able to relate the lessons that have
been obtained from the teacher into everyday life. This is related to the lack of
practice over theory learned and laboratory use are not effective in school.
Moreover there is no supporting media such as audio-visual learning is used in
learning.
There are many factors that lead to student learning outcomes is low, such
the habit of students learn only receive information from the teacher without
knowing what the meaning of that information so that students feel bored in
learning physics, lack of interest in learning physics in which it is seen when
students often complain when will learn physics and the submission of the
teachers in teaching less attractive where teachers often do a lecture, although
sometimes teachers do different methods such as demonstrations and discussion
method. This may be due to the teaching of physics served only focuses on
knowing the concepts, laws, principles and theories without connecting material
learned in everyday life.
Basically, students may not be suitable learning methods so that students
are not so able to follow the lessons of physics. The learning method like this
makes students saturated and assume that physics is a subject which is very
difficult to understand, abstract, boring so the lesson is not much liked by the
students, so that the situation and learning conditions are a lot of students are less
active and less participation in learning and the effect on the rate student
achievement should be less than optimal.
In fact at the time the author conducted a test in SMAN 13 Medan, there
are many students that learning outcomes have not reached the value minimal
completeness criteria. Minimal completeness criteria is 75, therefore, the use of
system, especially in physics. In this case, the students still think that physics is
difficult.
In connection with the above problems, it is an alternative that can be used
to overcome this problem is by using a model of inquiry learning. Because in this
model the main goal of learning activities are: (1) the maximum student
involvement in the process. (2) focused its activities in logical and systematic
learning objectives, and (3) develop a confident attitude of students about what
was found in the proceedings.
According to Sanjaya states that the inquiry learning takes students to a
subject that contains puzzles. The issue presented is a question that challenges
students to solve the puzzle. Students are encouraged to look for the right answer.
Through this process students will gain valuable experience in an effort to develop
mentally through the process of thinking. According to Joyce (2009: 349) students
in class where students act as investigators should be able to solve the problem
and besides that student have the knowledge and skills. According Trianto
acquired knowledge and skills students are expected not from the results given set
of facts, but the result of finding themselves. Teachers should always design the
program find, whatever the material being taught. According Trianto (2009: 314)
learning begins with the problems described teachers, where students can be
encouraged to explain why a phenomenon occurs and students can share or
exchange data with the completion of another student.
In inquiry-based science education, children become engaged in many of
the activities and thinking processes that scientists use to produce new knowledge.
Science educators encourage teachers to replace traditional teacher-centered
instructional practices, such as emphasis on textbooks, teachers, and scientific
facts, with inquiry-oriented approaches that (a) engage student interest in science,
(b) provide opportunities for students to use appropriate laboratory techniques to
collect evidence, (c) require students to solve problems using logic and evidence,
(d) encourage students to conduct further study to develop more elaborate
explanations, and (e) emphasize the importance of writing scientific explanations
4
the inquiry-based classroom environment must construct a community of practice
like the scientists work. In authentic inquiry-based activities, the students take
action as scientists did, experiencing the process of knowing and the justification
of knowledge. (Abdi Ali ,2004:37)
Inquiry based learning is defined as the process of learners creating
meaningful and useful knowledge from knowledge at-hand by asking question,
drilling, and analyzing the knowledge. In the learning environments where inquiry
based learning take place, students perform the experiments and the activities
individually or in groups, and thus it is made sure that knowledge becomes more
meaningful and more permanent. In this process, student tries to respond to the
problems to be answered or solved with their research which they construct trough
active participation. (Bayram 2013:989)
Learning model in accordance with the characteristics of the learning
material and the character of the students in the class should provide a greater
contribution to the development of student learning. Therefore, the concepts in the
learning material a lot of abstract geometry in this case it is realized that there
needs to be related to the daily life of students, as well as the situation of students
of different cognitive abilities, so in this study used a model of structured
inquiry-based learning approach. Inquiry structured approach used in this study is
expected to help students improve their understanding of the concept of geometry.
In addition, structured inquiry approach is also expected to develop intellectual
thinking skills and other skills such as asking questions and finding answers
originated skills of their curiosity. Thus they will be familiar such as rigorous
science, diligent, objective, respect the opinions of others and creative (Salim
76:2015)
According to this model, “after a period of practice in teacher–structured inquiry session’s student can undertake inquiry in more student–controlled settings. A stimulating event can be set up in the room, and students can inquire
on their own or in informal groups, alternating between open-ended inquiry
sessions and data gathering with the aid of resource materials.”(Siddiqui
The inquiry phases shifted throughout the students’ investigations, but the Consolidating phases of discussion and communication were given less space.
The data phase of inquiry seems essential as a driving force for engaging in
science learning in consolidating situations. The multiple learning modalities were
integrated in all inquiry phases, but to a greater extent in preparation and data. Our
results indicate that literacy activities embedded in science (Marianne 275:2013)
Inquiry provides support for teaching and learning science; however, the greatest
challenge for teachers is to find the time and courage to exploit the discussion and
communication phases to consolidate the students’ conceptual learning.
Based on the background of the above problems, the authors conducted the
study by taking the title ”The Effect Of Inquiry Scientific Learning Model On Student scientific Knowledge Of Static Fluid In Class XI Semester II SMA Academic Year 2015/2016”
1.2 Identification of Problems
Based on the background of the problems described above, we can identify
issues relevant to the research include:
1. Student learning outcomes have not reached the CCM is determined that 7.5
2. Less varied learning methods which result in the student not understand the
students' learning.
3. Teachers are not able to optimize the use of media.
4. The teaching materials used are still unfavorable.
5. Lack of knowledge of students about the concept of physics.
6. Students have the opinion that physics is a difficult subject.
7. Learning leads to teacher centered learning process.
8. Activities of students in the class are still lacking.
9. Lack of cooperation and the level of creativity of students in learning physics.
10. Teachers are more stressed the students to focus on the concept and formula
6
1.3 Limitation Problem
Given the extent of the problem it is necessary to limitations in this study
as follows:
1. Learning model in use is the inquiry Learning Model
2. The subjects studied are students
3. The subject matter used in the study is a static fluid
4. The device includes learning, teacher books, lesson plans, and grating tests.
1.4 Formulation of the problem
Based on the boundary problem, the problem in this research is:
1. What learning outcomes of students using inquiry learning model.
2. How does the activity of students in the class using scientific inquiry learning
model.
3. Is there any effect on student learning outcomes using by scientific inquiry
learning model.
1.5 Research Objectives
The purpose of this research was conducted, namely:
1. To determine the learning outcomes of students using inquiry learning model.
2. To determine the learning activities of students in class using inquiry learning
model.
3. To determine the effect of inquiry learning model for the creativity of students
learning.
1.6 Benefits Research
The expected benefits of this research are:
1. As the information materials for teachers and prospective teachers in selecting a
learning model that suits the subject matter.
2. For information materials for teachers and prospective teachers in selecting
appropriate learning model to enhance students' creativity.
CHAPTER V
CONCLUSION AND SUGGESTION 5.1. Conclusion
1. The results of student learning outcomes using Scientific Inquiry Learning is
greater than using conventional
2. Student’s activity as long as using scientific inquiry learning model is increased,
from the first meeting until the second meeting. The category of students’ activity
is good.
3. The results of student learning as a result of the effect of Scientific Inquiry
Learning Model on Student Scientific Knowledge are better than effect
conventional learning on the subject of static fluid Class XI SMAN 13 Medan
Semester II Academic Year 2015/2016.
5.2. Suggestion
For the next researcher should consider the problems to be presented to the
students to match the achievement of the expected the indicators of material
researched. Can elaborate learning more attractive and simple as well as like
application of a game in learning to improve the student’s attractiveness to the static
fluid topic. Before applying Scientific Inquiry Learning Model, observe condition and
quality of knowledge of student, school facilities, and time; and try to use this model
in learning process by team teaching, because of it is hard to control all activity of
59
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