THE EFFECT OF HIGHER ORDER THINKING QUESTIONS IN BIOLOGY PRACTICAL WORKSHEETS TO STUDENTS LEARNING ACHIEVEMENT ON ECOSYSTEM TOPIC OF GRADE X SMA NEGERI 2 BINJAI ACADEMIC YEAR 2015/2016.

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THE EFFECT OF HIGHER ORDER THINKING QUESTIONS IN BIOLOGY PRACTICAL WORKSHEETS TO STUDENTS LEARNING ACHIEVEMENT

ON ECOSYSTEM TOPIC OF GRADE X SMA NEGERI 2 BINJAI ACADEMIC YEAR 2015/2016

By: Findi Septiani

4123141034

Billingual Biology Education

THESIS

Submitted to Fulfill the Requirements for the Degree of Sarjana Pendidikan

FACULTY OF MATHEMATIC AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

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THE EFFECT OF HIGHER ORDER THINKING QUESTION IN BIOLOGY PRACTICAL WORKSHEETS TO STUDENTS LEARNING ACHIEVEMENT

ON ECOSYSTEM TOPIC IN GRADE X SMA NEGERI 2 BINJAI ACADEMIC YEAR OF 2015/2016

Findi Septiani (ID Number : 4123141034)

ABSTRACT

The study was aimed to investigate the effect of higher order thinking questionsin biology practical worksheets to students learning achievement on ecosystem topic. The type of the research was quasi experiment and pre-test and post-test were applied. The population of the research is grade X of SMA Negeri 2 Binjai academic year 2015/2016. The samples consist of two groups and were selected randomly, grade X PMS 2 as control group (n=36 students) and X PMS 4 as experiment group (n=36 students). Learning method in both groups was practical. For experimental group, the learning process used the revised-worksheets and the control group used the student’s handbook. Multiple choice questions were the instrument to collect the cognitive data and questionnaires were used to assess the psychomotor aspect of the student achievement. Hypothesis was tested by t-test. The post-test result showed that, the average score in experimental group (85.72) was higher than control group (78.61). tcount (5.64) > ttable (1.994) (with α=0.05 and df=70). The psychomotor assessment revealed that the score of experimental group (90.02) was higher than control group (78.5). tcount (7.32) > ttable (1.994) (with α=0.05 and df=70). Based on the data from research result used tcount> ttable then H0 was rejected and Ha was accepted. It means that there is a significant effect of providing higher order thinking questionsin biology practical worksheets to students learning achievement on ecosystem topic ofgrade X SMA Negeri 2 Binjai academic year 2015/2016.

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ACKNOWLEDGEMENTS

First of all the writer would like to express gratitude to Allah SWT, the

most gracious and merciful for the opportunity and possibility in completing this

thesis. The writer very pleasure to thank the following people.

This thesis would not be completed without supports, guidance, and

suggestion from many parties. First and foremost, my appreciation goes to the

Dean of Mathematics and Science Faculty, Dr. Asrin Lubis, M.Pd, Vice of Dean

of Mathematics and Science Faculty, Prof. Dr. Herbert Sipahutar, MS, M.Sc,

Coordinator of Bilingual Biology Program, Dr. Iis Siti Jahro, M.Si, the Head of

Biology Department, Dr. Hasruddin, M.Pd. And also my examiners, Syarifuddin,

M.Sc., Ph.D, Dra. Martina Restuati, M.Si, and Endang Sulistyarini Gultom,

S.Si.,M.Si.Apt helps are also importantly acknowledgement for the comments and

suggestions. She also owes her deepest gratitude to her thesis supervisor, Dra.

Martina A Napitupulu, M.Sc. who has given support, suggestion, motivation and

contribution in writing this thesis, without her guidance, this thesis would not

have been possible.

I also recognized the valuable contribution of the Headmaster of SMA

Negeri 2 Binjai, Dra. Chadijah Harahap, MM and the biology teacher, Lely

Rahmy, S.Pd for allowing her to do the research at this school.

Special greatest thanks also go to my beloved parents, Azwin, SE and

Zuldarlina, S.Pd. for their unending love and care since she started study and

research. Writer’s beloved brother, Tri Ichsan Adilwan and my sister, Liza Azlina are remembered for their extraordinary support in prayer. My appreciation also

goes to the most special one, dr. Sulhan Humala Syahputra Hasibuan, who has

given me courageous supports during my ups and downs to complete the research.

The contribution of Maulida Hafni, Windy Erlisa, Ririn Darianton, Tya

Rizky, Reyni Juliani, Febrina Suci, Reny Magdalena, Suci Ramadhani, Devi

Khairani, Nadra Aziz, Karina Kaban, Dinda Ayu and all friends in Bilingual

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I have tried my best to finish this thesis and am aware of its limitation.

May all efforts and time poured out unto this could contribute to the improvement

of Indonesian education quality.

Medan, Juni 2016

The Writer

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CHAPTER IV RESULT AND DISCUSSION

4.1. Research Result 28

4.1.1. Student’s Learning Achievement 28

4.1.1.1. Data Pre-Test 28

4.1.1.2. Data Post-Test 29

4.1.1.3. Psychomotor Data 30

4.1.2. Normality Test 32

4.1.2.1. Pre-Test 31

4.1.2.2. Post-Test 32

4.1.2.3. Psychomotoric 32

4.1.3. Homogenity Test 32

4.1.3.1. Pre-Test 32

4.1.3.2. Post-Test 33

4.1.3.3. Psychomotoric 33

4.2. Hypothesis Test 33

4.3. Discussion 33

4.3.1. Student’s Cognitive Aspect 33

4.3.2. Students Psychomotoric Aspect 35

CHAPTER V CONCLUSION AND RECOMMENDATION

5.1. Conclusions 37

5.2. Recommendation 37

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LIST OF FIGURE

Figure 2.1. Taxonomies of the Cognitive Domain 5

Figure 2.2. Affective Domain Levels 6

Figure 2.3. Psychomotor Domain Level 9

Figure 2.4. Steps to Arrange a Student Worksheet 14

Figure 3.1. Chart of the implementation procedure phase of

the research until to varying conclusion 21

Figure 4.1. Student’s Pre-test Achievement 28

Figure 4.2. Student’s Post-test Achievement 29

Figure 4.3. Research Result of Psychomotor Test per Indicator

in Experiment Group 30

Figure 4.4. Research Result of Psychomotor Test per Indicator

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LIST OF TABLE

Table 2.1. Cognitive Domain based on Bloom’s Taxonomy 1956 7

Table 2.2. Cognitive Domain based on Krathwohl 2001 8

Table 3.1. The Question Type of Cognitive Test 16

Table 3.2. Research Design 18

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LIST OF APPENDIX

Appendix 1. Syllabus 42

Appendix 2. Lesson Plan for Experiment Class 44

Appendix 3. Lesson Plan for Control Class 61

Appendix 4. Pre-Test and Post-Test Question 70

Appendix 5. Rubric of Psychomotoric Assessment 80

Appendix 6. Worksheets 81

Appendix 7. Validity Test Calculation 107

Appendix 8. Reliability Test Calculation 109

Appendix 9. Item Difficulty Calculation 110

Appendix 10. Discriminant Power Calculation 111

Appendix 11. Research Result Data 113

Appendix 12. Requirement Testing 119

Appendix 13. Hypothesis Test 123

Appendix 14. Documentation 127

Appendix 15. r Table 128

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CHAPTER I INTRODUCTION 1.1.Background

Experiment is meant to help students to practice what they‟re learning in the classroom. It helps them fully understand the concept by letting them do the

experiments hands-on. Insight that comes from exploration and discovery leads to

a stronger grasp of the lessons-learned. It can also stimulate the understanding,

discovery ability and experience directly to the matters being studied (Hastuti,

2013). Therefore, learning science in senior high school is also being emphasized

by the government that science must be taught by providing direct learning

experience through the use and development of science process skills and

attitudes (Depdiknas, 2007).

Biology as one field in science study many matters that ask students to think,

find out and know the phenomenon and process of science therefore need a

method that facilitate student in this learning process. In learning process students

play an active role to find the knowledge, concepts, theories and conclusions, not

to find the information or facts (Astuti, 2013). Therefore one of activity that can

stimulate student to find them in learning process is experiment.

Experiment in Biology use worksheet for a variety of learning needs. It can

provide students ways to pull together key data points to evaluate a situation and

guide decision-making (Afriyanti, 2011). Worksheets are found useful and

practical materials for conceptual understanding if they were effectively used in

learning environments(Kurt & Akdeniz, 2002).In mathematics, worksheet is

commonly used to give students the chance to practice mathematical operations

under a variety of conditions. They may also be used to provide a framework for

students to identify key events after reading a historical text and then to learn how

those events lead to eventual outcome.

The worksheet of SMA in Binjai has been suspected to have several

limitations to help both teachers and students to achieve in learning‟s goal.

Generally students in SMA Negeri 2 Binjai are still less active in the learning

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process especially in practical, so that there are many students who failed the

examinations. In assesment of daily exam Grade X IPA SMA Negeri 2 Binjai that

not achieve KKM totally 53% students and 47% students not yet to achieve KKM

in score 75. Students with learning outcome score achieve in 76-100 around 33%

and score in 30-75 around 67%. That why that learning process in X IPA SMA

Negeri 2 Binjai still not be effective yet.

Interviews have been conducted, teachers of biology in SMA in Binjai were

asked to give their opinion about student‟s worksheet. There was a similar

understanding among teachers that the language used in most worksheets doesnot

promote intellectual challenges. Most of the verbs used fall into C1-C3

category.The Bloom‟s Taxonomy suggests that the development of cognitive

ability is hierarchical, progressing from simple understanding to application and

synthesis of that knowledge, and that performance tasks undertaken by students

should reflect the range of cognitive skills (Reed & Bergemann, 2001). This led

us to reconsider how the worksheet was developed. We want to increase the

challenge through modification of questions in the worksheet into critical question

and hoped that increased challenge would result in deeper learning, and would

correlate to an increase in student learning and performance.And also, the

worksheets are developed to meet needs in the learning environment and also used

for different purposes according to researchers‟ needs or aims (Kurtz in Fethiye,

2009). Based on problems above, the writer is interested to do research with the

title The Effect of Higher Order Thinking Question in Biology Practical

Worksheetto Students Learning Outcome on Ecosystem Topic of Grade X SMA Negeri 2 Binjai Academic Year 2015/2016.

1.2. Problem Identification

Based on the background some problem can be identified as follows:

1. Students‟ biology learning outcomes is still low.

2. Generally in SMA N 2 Binjai, there are many students who failed the

examination.

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4. The language used in practical worksheet does not promote intellectual

challenges.

5. Biology practical worksheet uses lower level of Bloom taxonomy (C1 – C3).

1.3. Problem Limitation

Problem is best described to be more focused and it is limited to analyze

the effect of higher order thinking question in the biology practical worksheet of

student to student‟s learning achievement in SMA N 2 Binjai.

1.4. Problem Formulation

The problem in this research can be formulated as: Are higher order

thinking question in the biology practical worksheet of SMA N 2 Binjai promote

intellectual challenging?

1.5. Purpose of study

The purpose of this research is to explore the effect of higher order

thinking question in the biology practicum worksheet Grade X in SMA N 2

Binjai Academic Year 2015/2016.

1.6. Benefits of Study

The result of this study is expected:

1. To increase knowledge about the higher order thinking question in the student‟s biology practical worksheet in order to improve the level of intellectual challenge according to Bloom‟s Taxonomy in the lab

activities.

2. To produce more intellectual challenging through using biology practical

THE EFFECT OF HIGHER ORDER THINKING QUESTIONS IN BIOLOGY PRACTICAL WORKSHEETS TO STUDENTS LEARNING ACHIEVEMENT ON ECOSYSTEM TOPIC OF GRADE X SMA NEGERI 2 BINJAI ACADEMIC YEAR 2015/2016.