THE ANALYSIS AND DEVELOPMENT OF CHEMISTRY LAB MANUAL FOR GRADE XI OF SENIOR HIGH SCHOOL
ON LEARNING COLLOIDAL SYSTEM
By :
Fridayuni Simanjuntak Reg. Number : 4123332005
Bilingual Chemistry Education Program
A THESIS
Submitted to fulfill The Requirement for Getting The Degree of Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
iii
THE ANALYSIS AND DEVELOPMENT OF CHEMISTRY LAB MANUAL FOR GRADE XI OF SENIOR HIGH SCHOOL
ON LEARNING COLLOIDAL SYSTEM Fridayuni Simanjuntak (Reg. Number 4123332005)
ABSTRACT
iv
ACKNOWLEDGEMENT
Thanks to Almighty God, Jesus Christ who always blessed to complete this thesis and provide health, wisdom, strength, knowledge, and always give mercy so that this thesis research could be done on time.
The title of thesis is “Analysis and Development of Chemistry Lab Manual For Grade XI of Senior High School on Learning Colloidal System” that arranged to obtain the degree of Sarjana Pendidikan in Chemistry Department, Faculty of Mathematics and Natural Science (FMIPA), State University of Medan (Unimed). The writer would like to said my gratitude to Prof. Dr. Herbert Sipahutar, M.S., M.Sc., as the Dean of FMIPA Unimed, Dr. Iis Siti Jahro, M.Si., as the Coordinator of Bilingual Program in FMIPA Unimed, Nora Susanti S.Si Apt., M.Sc., as the Secretary of Bilingual Program in FMIPA Unimed, Mr. Iqbal and Mr. Syamsudin as administrator of Bilingual Office for their advices and other necessary administrative business and also Agus Kembaren, S.Si., M.Si., as Head of Chemistry Department.
In this opportunity, the writer would like to express the thanks and great appreciate to Dr. Marham Sitorus, M.Si., as Thesis Supervisor for his valuable time spent in giving guidance, advices, motivation, and suggestion during completing this thesis and also thanks to Drs. Jamalum Purba, M.Si as Academic Supervisor for her support and advice when learning in colloge. The great thanks also go to Prof. Dr. Albinus Silalahi, M.S., Dr. Iis Siti Jahro, M.Si., Dra. Ani Sutiani, M.Si., as Thesis Examiner Lecturer. In all daily activities of them, The writer was lucky because they always guide and give advices, brilliant suggestion, and constructive comments for this thesis completeness.
v
Tarigan, Dra. Mariani Barus who helped the writer, giving suggestion in the making of chemistry lab manual become good and advice in the research. The author also says thanks to all students in SMA Negeri 1 Berastagi, especially XI Science 3 that give time and attention during validity process up to doing research.
A deepest love, appreciation and thanks also goes to parents, Rinsan Simanjuntak and Nurmaida Sirait are the best parents in this world, also Juntak’s Family, Sirait’s Family, lovely sister Tuesryana Simanjuntak, handsome brothers Trifandi Simanjuntak and Andreas Fourtunando Simanjuntak, and also grandmother and grandfather and all big family for their motivation, advice, prayers and financial support to the author during my university lecture process. Thanks also given to handsome boy, beloved boy and future Hariyandi Pardede, that always gives loves in daily life become beautiful woman, always gives inspiration especially in travelling , motivation, pray and strong girl in this process.
vi
support and pray. And also thanks to YBO (Ecumenical Scholarship Foundation) Persekutuan Gereja-Gereja di Indonesia (PGI) always gives support in funds for education. The writer also would like to say to everyone whose name can’t mentioned one by one for your support and helping in thesis process.
Finally, the writer hopes this thesis would be useful for everyone who wants to explore more about the learning media, method, and model that suitable to learn 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, 2016
Writer,
vii
TABLE OF CONTENT
Page
Ratification Sheet ... i
Biography ... ii
Abstract ... iii
Acknowledgement ... iv
List of content ... vii
List of figure ... x
List of table ... xi
List of appendix ... xii
CHAPTER I. INTRODUCTION 1 1.1. Background ... 1
1.2. Problem Identification ... 4
1.3. Problem Limitation ... 5
1.4. Problem Statement ... 5
1.5. Research Objective... 5
1.6. Research Benefit ... 6
CHAPTER II. LITERATURE REVIEW 7
2.1. Practical Guide ... 7
2.2. Development of Teaching Material ... 8
2.3. Component Assessment Instructional Materials According BSNP ... 10
2.4. Education of Science ... 11
2.4.1. Practical activity in the laboratory ... 12
2.4.2. Practicum of chemistry at Senior High School ... 13
2.4.3. Effectiveness of practicum in the learning chemistry ... 14
2.5. Conceptual Framework ... 16
viii
CHAPTER III. RESEARCH METHOD 18
3.1. Research Location and Research Time ... 18
3.2. The Population and Sample ... 18
3.3. Research Instrument ... 18
3.3.1. Validation questionnaire of chemistry lab manual... 21
3.3.2. Question Test ... 21
3.4. Research Design ... 22
3.5. Research Procedure ... 22
3.5.1. The Analysis and Development of chemistry lab manual ... 25
3.5.2. Validation of chemistry lab manual developed ... 25
3.5.3. Trials of chemistry lab manual developed ... 26
3.6. Data Collection Techniques ... 26
3.7. Data Analysis Techniques ... 26
CHAPTER IV. RESULT AND DISCUSSION ... 28
4.1. The Analysis of Chemistry Lab Manual ... 28
4.2. The Analysis of Chemistry Lab Manual for Grade XI that have been developed ... 30
4.2.1. Aspect of Assessment on BSNP (National Education Standards Agency) ... 32
4.2.2. General Aspect ... 35
4.2.3. Content Aspect ... 36
4.2.4. Depth Aspect ... 37
4.2.5. Design Aspect ... 38
4.2.6. Language Aspect ... 39
4.3. Limited Trial Results of Chemistry Lab Manual that have been developed... 42
CHAPTER V. CONCLUSION AND SUGGESTION ... 46
5.1. Conclusion ... 46
5.2. Suggestion ... 46
x
LIST OF TABLE
Table 3.1. The specification of test ... 20 Table 3.2. The criteria of validity analysis average chemistry lab manual... 21 Table 4.1. The raw data of chemistry lab manual ... 30 Table 4.2. The value of students understanding in the pretest and posttest on learning
ix
LIST OF FIGURE
Figure 3.1. The Chart of research procedure ... 24 Figure 4.1. The Result of Analysis Chemistry Lab Manual ... 29 Figure 4.2. The Result of Analysis Chemistry Lab Manual from Lecturer and
Teacher ... 32 Figure 4.3. The Result of Analysis Chemistry Lab Manual from Students ... 34 Figure 4.4. The Result of Feasibility Analysis Chemistry Lab Manual based on
The General Aspect ... 35 Figure 4.5. The The Result of Feasibility Analysis Chemistry Lab Manual
based on The Content Aspect ... 36 Figure 4.6. The Result of Feasibility Analysis Chemistry Lab Manual
based on The Depth Aspect ... 37 Figure 4.7. The Result of Feasibility Analysis Chemistry Lab Manual based
on The Design Aspect ... 38 Figure 4.8. The Result of Feasibility Analysis Chemistry Lab Manual
1 CHAPTER I INTRODUCTION 1.1. Background
We as educators is one of important sector in the building of our country, it can be as an investation for a human in long term. Beside that, education is also one of the effort to develop all potency have by all students through learning processing. That’s why the learning process should be able to make the students potency for future of the students, due to the knowledge can be implemented as long as the student’s life.
Chemistry is Natural Sciences (IPA) which is difficult to be understood by the students because of the chemistry of the majority of abstract, complex and each sequence with the material so much coverage, includes facts, concepts, rules, laws, principles, and questions. (Purba, 2007) explains that the chemistry as a science that is based on practice and experimentation. Students are not quite "feel" to understand but really really should be able to put it into practice in solving problems, solve problems, or scientific skills.
According to Soebagio (2001) there are two important things that must be considered in the study of chemistry, that chemistry as a product of the scientists in the form of knowledge, facts, concepts, principles, laws, theories and chemistry as the process gained through scientific work. Thus, not appropriate in studying the chemistry of the learning process is only done by lecturing in the classroom and the students just listen and criticize the teacher's explanation. Students will be easier to understand and study the chemistry when given the opportunity to actively learn while working in directly observing phenomena or events that occur in chemistry through practical activities that can help learners to understand an event (Permendikbud No. 59, 2014). The implementation of practical activities in chemistry teaching will be effective if supported by the lab user guide.
2
of giving an opportunity to the students individually or collectively, to conduct a process or a trained trial (Djamarah, 2000). Through practical activities students have opportunities to participate actively to the conduct of scientific work in discovering the concept, student’s in total were involved in the observation it self, following a process, observing an object or situation / specific process. Therefore, the achievement of learning objectives must be accompanied chemistry laboratory work (Siagian, 2012).
The results of field studies conducted by Jahro and Susilawati (2009) showed that most of the subjects in chemistry requires strengthening the understanding and knowledge development through the application of practical methods. Until now, There are senior high school who do not carry out laboratory work in chemistry learning process. Some of the causes is the lack of practical organizer, a lack of tools and materials lab, and the lack of time available to the laboratory. Moreover, in the practical implementation requires considerable preparation such as setting goals lab, set up a laboratory procedure, prepare observation sheets, preparing tools and substances, prepare observation sheets laboratory activities. Components practical guidance to be prepared optimally is a laboratory procedure.
In others, a survey conducted by Rosmalinda (2013) showed that the desire to create teaching and learning activities in the classroom are ideal and the demand amount of material that must be mastered students, teachers sometimes make trouble focusing attention on the quality of the student practicum.
3
school and the result of student’s learning outcomes shown an increase in SMA Negeri 1 BatangKuis 41% and SMA Swasta Josua Medan 63%.
Based on the research of Wirna (2013) from level of student’s understanding test result of chemistry lab manual is 81.39% students in SMA Negeri 1 Percut Sei Tuan understand with chemistry lab manual after tested and collate based on KTSP in the chemistry laboratory.
Based on the experience of researchers while exercising PPLT in SMA Negeri 1 Berastagi which consists of 33 classes that rarely have science teachers that make the process of learning in the laboratory. Whereas laboratory buildings and infrastructure is adequate. Which again surprised researchers the laboratory building used for science class because of the lack of facilities for student’s at the school. Less than optimal implementation of learning in the laboratory is caused by difficulties in coordinating student teachers during their practicum and laboratory science handbook as well as the availability of less material.
Seeing the poor of this condition, we are reminded to go back on the principle of learning chemistry is learning based on experiment (experimental). Unavailability of practical handbook is also one of the factors hamper the implement and does not require too many tools and materials. For that we need to formulate a guideline (guide) chemistry lab by means reviewing all documents / books on chemistry laboratory management that has been there all along.
4
lab that can be used by high school students as well as one high school chemistry teaching materials forchemistry teachers.
The existence of practical handbook gives considerable influence in the learning process so that the preparation of practical handbooks must conform and adapt to the demands of K13. Therefore, the source of this study need to be examined for the learning process to be optimal.
One subject on chemical subjects who need assistance in the form of laboratory experiments to better understand it is a colloidal system. Colloidal system is a material that is directed to "seek out" and "doing" that can help students to apply the concepts understood through scientific work (experimental) we need a media for lessons that emphasize students actively.
Based on the above background, the researchers are trying to develop chemistry lab manual in learning chemistry and will standardize chemistry lab manual to some of the chemistry lecturer, chemistry teachers, and student’s in Senior High School/MA. Based on the background that has been stated that the guiding practicum is very important to the success in the practicum, the researchers are interested in doing a study entitled “The Analysis and Development of Chemistry Lab Manual for Grade XI of Senior High School on Learning Colloidal System”.
1.2. Problem Identification
Based on the background of the problem, the problem identification of this research are as follows:
1. Facilities and infrastructure in the laboratory inadequate includes tools and materials of experiment.
2. Incompatibility the chemistry lab manual for grade XI of Senior High School used to the needs of students and the existence of school laboratories.
5
4. Unavailability chemistry lab manual used schools and teachers still use leaflets worksheets made by teachers themselves or were still based on textbooks in which there Student Worksheet (LKS) of experiment.
1.3. Problem Limitation
Based on the problem identification above, the problem limitation of problems can be identified are as follows:
1. Collate and development of chemistry lab manual in Senior High School for grade XI in even semester based on K 13 on learning colloidal system. 2. Trials of chemistry lab manual for grade XI in Senior High School
performed at students in SMA Negeri 1 Berastagi laboratory.
3. Calculate the influence using chemistry lab manual based on the student’s outcomes in Senior High School.
1.4. Problem Statement
To give the direction of this research, the problem statements in this research are as follow:
1. Whether the level of feasibility chemistry lab manual for grade XI of Senior High School in the school based on BSNP?
2. Whether the level of feasibility chemistry lab manual for grade XI of Senior High School that have been developed based on BSNP?
3. How the influence of chemistry lab manual for grade XI of Senior High School based on the student’s outcomes that have been developed?
1.5. Research Objective
The objectives of this research are:
1. To get data on the feasibility of chemistry lab manual for grade XI of Senior High School on learning colloidal system circulating in schools. 2. To get chemistry lab manual that have been developed for grade XI of
6
3. To get the influence of chemistry lab manual for grade XI of Senior High School based on the student’s outcomes that have been developed.
1.6. Research Benefit
The benefits that will be hoped from this research, are: 1. Teacher
a. As reference to bring students doing activities experiment of chemistry. b. As source of reference to make the chemistry lab manual book.
2. Student’s
a. As reference in implementing activities experiment of chemistry. b. As source of self - learning.
3. College
46 CHAPTER V
CONCLUSION AND SUGGESTION 5.1 Conclusion
After conducting the research and analyzing the data, there are some conclusions that gotten, they are:
1. The chemistry lab manual compiled by Nani Herawati, S.P publisher Duta Nusantara on learning colloidal system based responses lecturer, teacher, and students using questionnaire BSNP (National Education Standards Agency) is feasible or standard. However, there are some flaws that must be repaired such as: practical activities that are not in accordance with the syllabus, less to stimulate the curiosity of students, the existing theory on the chemistry lab manual is too short, tools and materials used less detail, and the design is less interesting to read.
2. The chemistry lab manual that have been developed for grade XI of Senior High School on learning colloidal system is feasible or standard with the average value is 3.67 means that it is valid and does not need to be revised.
3. The level of student’s understanding of the content using by chemistry lab manual that have been developed for grade XI of Senior High School on learning colloidal system is very high, especially in the experiment of Introduction of colloid systems, Observing tyndall effect, Observing making the colloid are Manufacture of emulsion and Manufacture colloidal in dispersion has the level of student’s understanding are high.
5.2 Suggestion
From the result of the research, there are some suggestion must be raised:
1. It is suggested for chemistry teacher not only teach theory but also provides practicum so that students can better understand that chemistry is not an abstract subject but also can be demonstrated through practicum.
47
3. For other researcher, that will be doing the research can using this research as reference in increasing student’s achievement and student’s activity by using the chemistry lab manual, because this development treatment is better than direct instruction.
48
REFERENCES
Arifin, M., (1995), Strategi Belajar Mengajar Kimia, UM Press, Malang.
Arifin, M., (1995), Pengembangan Program Pengajaran Bidang Studi Kimia , Airlangga University Press,Surabaya.
Arikunto, S., (2006), Prosedur Penelitian:Suatu Pendekatan Praktik (Edisi Revisi VI). Rineka Cipta, Jakarta.
Dini, H.F., (2015), The Development of Innovative Guide of Practicum with Virtual Laboratory to Increase Student’s Achievement and Student’s s Activity on Teaching Colloidal System, UNIMED, Medan.
Djamarah., (2000), Strategi Belajar Mengajar, PT Rineka Cipta, Jakarta. Djamarah., (2002), Strategi Belajar Mengajar, PT Rineka Cipta, Jakarta.
Dwiyanti., (1999), Pengembangan Model Pelaksanaan Praktikum Kimia Organik Skala Mikro di LPTK, Laporan Penelitian, Bandung.
Fransisca, T., (2011), Pengembangan Penuntun Praktikum Untuk Kelas X SMA Sesuai Dengan Tuntutan KTSP, UNIMED, Medan.
Harahap, R.S.P., (1982), Ensiklopedia Pendidikan, Ed ke-2, Cetakan ketiga, PT Gunung Agung, Jakarta.
Hartika, S., (2012), Pengembangan dan Standarisasi Penuntun Praktikum Kimia di Kelas X semester genap pada materi elektrolit dan non elektrolit Sesuai Dengan Tuntutan KTSP, UNIMED, Medan.
Jahro, I.S., (2009), Analisis Penerapan Metode Praktikum Pada Pembelajaran Ilmu Kimia Disekolah Menengah Atas, Jurnal Pendidikan Kimia. 1(1): 20-26.
Jahro, I.S., Susilawati, (2009), Analisis Penerapan Metode Praktikum pada Pembelajaran Ilmu Kimia di Sekolah Menengah Atas, Jurnal Pendidikan Kimia, 1(1):20-26.
49
Maharani, M.U., (2013), Pengembangan Petunjuk Praktikum IPA Terpadu Tema Fotosintesis Berbasis Learning Cyrcle untuk Siswa SMP. Skripsi. FMIPA Unnes, Semarang.
Meyhandoko, A., (2013), Pengembangan Petunjuk Praktikum Kontekstual dengan Pemanfaatan Kondisi Lingkungan Lokal dalam Pembelajaran Materi pencemaran di SMA Negeri 2 Rembang. Skripsi. FMIPA Unnes, Semarang.
Muljono, P., (2007), Buletin BSNP Media Komunikasi dan Dialog Standar Pendidikan. Badan Standar Nasional Pendidikan. 2: ISSN 0126-4605. Murjihanto., (2000), Kamus Lengkap Bahasa Indonesia Bahasa Latin,
Penerbit Terbit Terang, Jakarta.
Muslich, M., (2008), Evaluasi Pendidikan, PT. Rineka Cipta, Jakarta.
Nugraha, A,W., (2003), Penerapan Pendekatan Keterampilan Proses IPA pada Praktikum Kimia Fisika 2 di Jurusan Kimia FMIPA UNIMED melalui Kegiatan Praktikum Terpadu, Laporan Hasil Penelitian, FMIPA UNIMED, Medan.
Nugraha., (2005), Penerapan Pendekatan Keterampilan Proses IPA pada Praktikum Kimia Fisika II di Jurusan Kimia FMIPA UNIMED melalui Kegiatan Praktikum Terpadu, Journal Penelitian Bidang Pendidikan. 11(2):107-112.
Padmo, D. (2004), Teknologi Pembelajaran: Peningkatan Kualitas Belajar Melalui Teknologi Pembelajaran, Pusat Teknologi Komunikasi dan Informasi Pendidikan, Ciputat.
Permendikbud No. 59 Tahun 2014 Tentang Standar KompetensiLulusan Pendidikan Dasar danMenegah.
Purba, M., (2007). KIMIA Untuk SMA Kelas XI, Penerbit Erlangga, Jakarta. Roestiyah, N.K., (2008), Strategi Belajar Mengajar, Penerbit Rineka Cipta,
Jakarta.
Rosmalinda, D., (2013), Pengembangan Modul Praktikum Kimia SMA berbasis PBL, Universitas Negeri Medan, Medan.
50
Sembiring, M., (2008), Pengaruh Metode Praktikum Menggunakan Media Komputer Terhadap Motivasi Belajar dan Hasil Belajar Kimia Siswa SMAN 2 Lubuk Pakam. Tesis. Universitas Negeri Medan, Medan.
Setyosari, P., (2012), Metode Penelitian Pendidikan dan Pengembangan, Kencana Prenada Media Group, Jakarta.
Siagian, S., (2012), Pengembangan dan Standarisasi Penuntun Praktikum Kimia. Sistem Periodik Unsur SMA Kelas XI, Jurnal Pendidikan Kimia, 3(2):7-15.
Sihole, H.R., Situmorang, M., (2006), Efektivitas Metode Praktikum pada Pengajaran Gugus Fungsional di SMA Toba Samosir, Jurnal Pendidikan Matematika dan Sains, 1(1):1-7 http://www.geocities.ws/J-Sains/Vol1-No.1.html.
Simare-mare, S., (2015), Pengembangan Bahan Ajar Berbasis Nilai-Nilai Spritual pada Materi Kelarutan dan Hasil Kelarutan (Ksp). Skripsi. FMIPA Unimed, Medan.
Soebagio, Soetarno, H., Wiwik., (2001), Penggunaan Daur Belajar untukPeningkatan Kualitas Pembelajaran dan Pemahaman Konsep Sel Elektrolisis pada Siswa Kelas III SMU Negeri 2 Jombang. MediaKomunikasi Kimia, 5 (1): 49-51.
Sudirman, R.T., Arifin, Z., dan Facri, (1992), Ilmu Pendidikan, Remaja Rosdakarya, Bandung.
Suparni., (2013), Analisis Kelayakan Lembar Kegiatan Siswa Untuk Kelas XI SMA Pada Pokok Bahasan Kesetimbangan Kimia Sesuai Dengan Tuntutan KTSP, UNIMED, Medan.
Tim pendidikan Kimia., (2012), Evaluasi Proses dan Hasil Belajar Kimia, FMIPA, UNIMED, Medan.
