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ACKNOWLEDGEMENT
First of all I would like to devote my greatest thanks to the Almighty God, Jesus Christ who always give blessing and provide health, wisdom, strength, knowledge and material for writer in composing this thesis accordance with the planned time.
The title of thesis is “The Effectiveness of Guided Inquiry Learning Model with Macromedia Flash to Increase Student’s Achievement on the Teaching Colloidal System in Senior High School” that arranged to obtain the degree of Sarjana Pendidikan in Chemistry Department, Faculty of Mathematics and Natural Science, State University of Medan (Unimed).
In this opportunity, the writer would like to express the thanks and great appreciation to Prof. Dr. Albinus Silalahi, M.S as my thesis supervisor for his valuable time spent in giving guidance, advices, motivation, and suggestion during completing this thesis and also thanks to Dr. Zainuddin Muchtar, M.Si., as Academic Supervisor for his support and advice when learning in college. The writer also thanks to Prof. Dr. Retno Dwi Suyanti, M.Si., Drs. Bajoka Nainggolan, M.S., and Agus Kembaren, S.Si, M.Si., as examiner for this thesis that giving me advices, suggestion, guidance, and constructive comments for this thesis’s completeness.
The writer also says thanks to Prof. Drs. Motlan Sirait, M.Sc, Ph.D., as the Dean of Mathematics and Natural Science Faculty, State University of Medan, Prof. Dr.rer.nat. Binari Manurung, M.Si., as the Coordinator of Bilingual Program, Dr. Iis Siti Jahro, M.Si., as Secretay of Bilingual Program, Agus Kembaren, S.Si, M.Si., as the head of Chemistry Department and Mr.Syamsudin as administrator of Bilingual Office for their advices and other necessary administrative business. The writer also say thanks to Prof. Dr. Retno Dwi Suyanti, M.Si., as instrument’s validator in this research.
A deepest love, appreciation and thanks also goes to my parents, Alm. Drs. Darwin Bangun and Dra. Rosida Meliala, also my brother Hiskia Andika Putra Bangun, my sister Clara Sri Menda Bangun, my cousin Filya Dina Sari Bangun for their motivation, prayers, strength, and financial support to me during my university lecture process. They are the most important people in my world and I dedicated this thesis to them especially to my best daddy.
Special thanks are given to all my crazy classmate that I can’t mention one by one in Bilingual Chemistry Education 2011 that always give me the best moment in my education process, especially for my best ever Angela Sinambela and Anggun Pardosi that always give me support and spirit and always patient to hear and answer my many question. I also thanks to my PPL friends SMAN 2 Lintongnihuta Nova, Nancy, Tari, Aprita, Ricky, Ucok, Jasmen, Doni, Joni, Roni, and Togi for all great experience. The writer also would like to say thanks to every one whose names cannot be mentioned one by one for your support and helping in my thesis process.
Finally, writer hopes this thesis can be used for those who would like to explore more about learning model in colloidal system. The writer realize that this thesis is still far from being perfect therefore critique and suggestion are needed for further improvement of this thesis.
Medan, June 2015 The Writer,
iii macromedia flash is significant higher than student’s achievement that be taught by direct instruction model in the teaching colloidal system and to know the effectiveness and cognitive aspect that most improve through the experiment class. The population of this research was senior high school student year XI and due to the limitation, SMAN 15 Medan as sample. Sample was chosen by purposive sampling and taken 2 classes from the population. The first class was used as experimental class and second class was used as control class. In experimental class, the method that used was Guided Inquiry learning model with macromedia flash while in control class used Direct Instruction model. Instrument that used is 20 items of multiple choice tests. Before conducting the research, the instrument was analyzed by using SPSS-17 and Microsoft Excel for the validity, reliability, difficulty level and discrimination index. From 40 questions of instrument test, finally gotten 20 items valid with reliability at 0.8829.
CONTENTS LIST
Page
Agreement Sheet i
Biography ii
Abstract iii
Acknowledgement iv
Contents List vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I INTRODUCTION 1
1.1 Background 1
1.2 Problem Identification 4
1.3 Problem Limitation 5
1.4 Problem Formulation 5
1.5 Research Objective 5
1.6 Research Benefit 6
1.7 Operational Definition 6
CHAPTER II LITERATURE REVIEW 7
2.1 The Nature of Learning Chemistry 7
2.2 Learning Strategies 7
2.3 Inquiry Learning Model 8
2.4 Guided Inquiry Learning Model 9
2.4.1 Definition of Guided Inquiry Learning Model 9 2.4.2 The Characteristic of Guided Inquiry Learning Model 10
2.4.3Learning Steps of Guided Inquiry 11
2.5 Direct Instruction Method 12
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2.7 Macromedia Flash 14
2.8 Learning Assessment 15
2.9 Colloidal System 16
2.10 Conceptual Framework 16
2.11 Research Hypothesis 17
CHAPTER III RESEARCH METHODOLOGY 18
3.1 Location and Time of Research 18
3.2 Population and Sample of Research 18
3.3 Research Variable 18
3.3.1 Independent Variable 19
3.3.1 Dependent Variable 19
3.3.1 Control Variable 19
3.4 Research Design 19
3.5 Research Procedure 20
3.6 Research Instrument 22
3.6.1 Validity of Item Test 23
3.6.2 The Reliability 23
3.6.3 The Difficulty Level 24
3.6.4 Discrimination Index Test 24
3.7 Technique of Data Collection 25
3.7.1 Normality Test 25
3.7.2 Homogeneity Test 26
3.7.3 Normalized Gain 26
3.8 Percentage of Improved Learning Outcomes 27
3.9 Hypothesis Testing 27
CHAPTER IV RESULT AND DISCUSSION 29
4.1 Research Result 29
4.2 The Instrument’s Analysis 29
4.2.2 Reliability of Instrument Test 30 4.2.3 Difficulty Level of Instrument Test 30
4.2.4 Discrimination of Index Test 31
4.3 Result Data of Research 31
4.4 Data Analysis 32
4.4.1 The Normality Test 32
4.4.2 Homogeneity Test 34
4.4.2 Hypothesis Test 35
4.5 The Percentage of Improved Learning Outcomes 36
4.6 Cognitive Aspect Improvement 36
4.1 Discussion 39
CHAPTER V CONCLUSION AND SUGGESTION 42
5.1 Conclusion 42
5.2 Suggestion 42
ix
LIST OF FIGURE
Figure 3.1 The Scheme of Research 21 Figure 4.1 Average Gain of Cognitive Aspect in Control Class 37 Figure 4.2 Average Gain of Cognitive Aspect in Experiment Class 37 Figure 4.3 Comparison of Average Gain from Cognitive Aspect 38
Level
CHAPTER I INTRODUCTION
1.1 Background
Education is learning process that obtained by every human to make the human know, understand, and more mature, as well as able to make people more critical in thinking. Humans being are to educate and to be educated. The primary aim of education is sustain individual and societal improvement. Educational programs and policies play a pivotal role in social and individual progress. Social
progress clearly indicates a general development in the community in terms of economic, social and cultural aspects (Turkkahraman, 2012). Thus, education has very important role in the progress of a nation because without education development of a nation is not going to happen.
Improving the quality of education is very important to be able compete in today's global era. Now, the era of globalization is characterized by advancement of science and technology as well as information. In that era, education institutions such as schools are required to be able to create human resources that competent and able to compete with other countries. Therefore, in the
management and implementation of education, an educational institution must be always ready to adapt by observing the learning process that applied.
Student learn in many ways by seeing and hearing, reflecting and acting, reasoning logically and intuitively, memorizing and visualizing and drawing analogies and building mathematical models, steadily and in fits and strats.
Teaching methods also very. Some instructors lecture, others demonstrate or discuss, some focus on principles and others on applications; some emphasize memory and other understanding. How much a given student learns in a class is governed in part by that student’s native ability and prior preparation but also by the compability of his or her learning style and the instructor’s teaching style
2 minim and limited that make students are less interested in following the teaching
and learning process. Compared with the researcher apply during PPLT, by using Macromedia Flash in delivery the materials, students pay more attention and more enthusiastic in receiving learning. It can be seen in increasing the student achievement from UH-2 to UH-3. The average of UH-2 in class XI-MIA 1 is 51.75 and the average of UH-3 is 77.5. Similarly with the fact that researcher
found at initial observation in SMAN 15 Medan, learning model that applied also used direct instruction model and the use of media still minim and limited that make the students are still low in chemistry learning outcomes. It can be seen from the results of daily exam with the KKM value of chemistry is 72, while the students that were able to achieve it only 30%.
Chemistry is one of the most important branches of science; it enables learners to understand what happened around them. Because chemistry topics are generally related to or based on the structure of matter, chemistry proves a difficult subject for many students (Sirhan, 2007). Many students view chemistry as one of the most difficult subjects to study at all levels of schooling. Learning
chemistry places many demands on students and teachers that can seem insurmountable. Instructors display mathematical formulas, chemical symbols, and scientific measurements simultaneously to describe phenomena that are not readily apparent to students. Moreover, the concepts of chemistry are often seen
From the problems above, required a model of learning that can give interest and convenience for students in understanding the subject matter. One way that can be used to solve the problem above is using a model of learning that
involves students and makes students actively in the learning process by using Guided Inquiry learning model. In guided inquiry method, teachers and learners play a crucial role in asking questions, developing answers and structuring of materials and cases. The usage of guided inquiry method is very important in
transition from lecturing method to other teaching methods which are less and more clearly structured for alternative solutions. Guided inquiry activities help students to develop their individual responsibility, cognitive methods, report making, problem solving and understanding skills (Jack, 2013).
Colloid is one of chemistry matter that much discuss theory so required
creativity of teachers in selecting a learning model to explain the material so that students are not difficult and saturate to understand the teacher's explanation. According to Zainuddin and Lailan (2007), the colloidal system is one of the topics in chemistry learning that contains concepts, where one side has an abstract concept and the other hand its application easy to find in everyday life. So, the
colloidal material can be presented by inquiry learning model and showing the students about the process.
In addition, to maximize the learning process it is necessary to use a media. Computer based media such as Macromedia Flash is the right media to display the visualization of learning. According to Tiarina and Julian (2013),
Macromedia Flash is combination of learning concept with the audiovisual technology capable of generating new features that can be used in education. Macromedia Flash animation able to present abstract concepts clearly illustrated more attractive to students with a variety of animated images. In colloidal
4
Some research showed the effectiveness of guided inquiry learning model to improve student achievement. Research conducted by Kristanti (2011),
Pengaruh Penerapan Model Pembelajaran Inkuiri Terbimbing Terhadap
Keterampilan Proses Sains dan Prestasi Belajar Siswa Kelas XI IPA SMA Negeri
1 Batu Pada Materi Koloid, obtained student achievement that significant between student that taught by guided inquiry learning model than student that taught by conventional method, where student achievement that taught by guided
inquiry learning model is higher 86.5% than student that taught by conventional method 82.6%. Purwati and Suyanti (2014), The Influence of Guided Inquiry Learning Method with Macromedia Flash toward Student’s Achievement in the
Solubility and Solubility Product Topic, obtained data of experimental class taught by guided inquiry learning methods with Macromedia Flash media can improve
student achievement in higher category (0.78 ± 0.0940) and control class taught by conventional methods can improve student achievement in medium category (0.59 ± 0.1124), it can be concluded that the student achievement that were taught by guided inquiry learning methods with Macromedia Flash media is higher than the conventional method.
Based on the description, the researcher is interested to conduct a research with the title “The Effectiveness of Guided Inquiry Learning Model With Macromedia Flash to Increase Student’s Achievement on the Teaching Colloidal System in Senior High School”.
1.2 Problem Identification
With the background above identified some problem namely: 1) Whether chemistry teacher doesn’t implement other learning models beside direct instruction model? 2) Do students consider that chemistry is less attractive and difficult to understand? 3) The use of learning media in teaching and learning process.
1.3 Problem Limitation
Problem limitations in this research are:
1. Material that be taught is about colloidal system in class XI science. 2. This study is measured the cognitive aspect.
3. Learning model that will be used is Guided Inquiry. 4. Learning media that will be used is macromedia flash.
1.4 Problem Formulation
Based on the problem limitation above, the problem formulation of this research are:
1. Is student’s achievement that taught by guided inquiry learning model with macromedia flash significant higher than student’s achievement that taught by direct instruction model in colloidal system topic?
2. What is the effectiveness of guided inquiry learning model with macromedia
flash to increase student’s achievement on the teaching colloidal system? 3. What is cognitive aspect that most improve by implementation of guided
inquiry learning model with macromedia flash in colloidal system topic?
1.5 Research Objectives
The research objectives are as follows:
1. To determine whether there is significant higher of the student’s achievement
that taught by guided inquiry learning model with macromedia flash than student’s achievement that taught by direct instruction model in colloidal system topic.
2. To investigate the effectiveness of guided inquiry learning model with
macromedia flash in increasing student’s achievement on the teaching colloidal system.
6
1.6 Research Benefits
After doing this research, the benefits that expected are:
1. As consideration for teacher to use guided inquiry learning model with macromedia flash in teaching and learning process in classroom to increase
achievement of student.
2. Increase student achievement and help students to be more active in learning process.
3. For other researcher, as an input in doing research.
1.7 Operational Definition
The operational definitions in this research are:
1. Guided Inquiry Learning is a model where the teachers and learners play a crucial role in asking questions, developing answers and structuring of materials and cases. Guided inquiry activities help students to develop their
individual responsibility, cognitive methods, report making, problem solving and understanding skills (Jack, 2013).
2. Macromedia Flash is a software that widely used by web professionals due to its impressive capabilities in multimedia displays, combining elements of text, graphics, animation, sound and interactivity for the user of internet animation program (Rahman et.al, 2008).
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
After conducted the research and done some analyzing process of research
data result, the researcher concluded:
1. The students achievement that be taught by guided inquiry learning
model with macromedia flash is significant higher with the students
achievement that taught by direct instruction model on the learning
colloidal system
2. Guided Inquiry learning model with macromedia flash that used is
effective to increase student’s achievement in teaching colloidal system
with the effectiveness is 77.02%.
3. The cognitive aspect that most improve through guided inquiry learning
model with macromedia flash is C3. It could be seen from the average
gain score of C3 is 0.8009 that included highest value of average gain of
cognitive aspect.
5.2 Suggestion
Considering to the result of the research, there are some suggestion to make
the teaching and learning process in chemistry more effective to improve the
student’s achievement as follows:
1. For chemistry teacher, it is suggested to use appropriate model and
media like guided inquiry learning model with macromedia flash to
improve student’s achievement in teaching and learning colloidal
system.
2. For school holder, it is suggested for developing and providing the good
model and media like guided inquiry learning model with macromedia
flash in teaching and learning process especially for chemistry subject
because it is effective to improves student achievement.
43
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