By:
Ivana Margaretta Reg Number 4123131047 Chemistry Education Study 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
BIOGRAPHY
iii
THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING USING CONCEPT MAP ON THE
TEACHING ACID BASE TOPIC
Ivana Margaretta (Reg Number : 4123131047) ABSTRACT
This thesis purposes the implementation of Contextual Teaching and Learning using concept map on the teaching acid base topic. The objectives of research are to determine the difference of student’s outcomes in acid base topic by CTL using concept map compared to conventional model and to determine the influence the student’s outcome of CTL using concept map in learning acid base topic. The population of this research were all of students in grade XI, 2nd semester and academic year 2015/2016 in Indonesia. The samples are 2 classes from student in SMA N 11 Medan by purposive random sampling method. The experimental class is learned by CTL using concept map and control class is learned by conventional model. The instruments are using multiple choice test to see the student’s outcome. The instrument of research is standardized by expert validator and empiric validity. Data analysis is using manual calculation. The result of test is standardized and there are 21 items valid with reliability is 0.90474. The result data shows that the student’s outcome taught by CTL using concept map give higher significant difference than taught by conventional model. It can be seen from the average of gain and also proved with z-test, the normalized gain in experimental class (0.6388±0.1495) and control class (0.1958±0.1269). The statement support the research data result of hypothesis test is zcount = 14.2995 and ztable = 1.645. The calculation shows that Ha is received or H0 is rejected. Ha is student’s outcomes through Contextual Teaching and Learning used concept map media is higher than using conventional method in acid base topic, and H0 is student’s outcomes through Contextual Teaching and Learning used concept map media is less than using conventional method in acid base topic.
ACKNOWLEDGEMENT
The greatest praise and thankfulness to the almighty God, Jesus Christ for His gracious and blessing who always provide health, spirit, strength, and everything to the writer in finishing this thesis well and accordance to the planning time.
This thesis title “The implementation of contextual teaching and learning using concept map on the teaching acid base topic” has been arranged to obtain of Sarjana Pendidikan in Department of Chemistry, Faculty of Mathematic and Natural Science, State University of Medan.
In this opportunity, I would like to express the great appreciation for Prof.Dr.Albinus Silalahi,M.S as my thesis supervisor that gives so many guidance and suggestion to prepare this thesis and Prof.Dr.Retno Dwi Suyanti,M.Si , Dr.Ayi Darmana,M.Si , and Agus Kembaren,S.Si, M.Si as a thesis examiners for their advice, suggestion, guidance, comment, and correction for completing this thesis. And also to Prof.Dr.Retno Dwi Suyanti,M.Si as validator research instrument.
I also says thanks to Dr.Asrin Lubis,M.Si as the dekan faculty of Mathematic and Natural Science, State University of Medan, then Dr.Iis Siti Jahro,M.Si as head of Bilingual Program. And also to Nora Susanti, S.Si, Apt, M.Sc.,as the secretary of Bilingual Program.
I gratitude also thanks to principal of SMAN 11 Medan, Drs. K. Lumbantoruan M.Pd. Then also teacher, Dra. Jamaliah M.Pd who has given their helping, motivation and support to finish this research.
The deepest and special gratitude, appreciation and love to my beloved parents, Gustap Simanjuntak and Mawar Hutasoit,S.Pd for their endless love, support, prays, motivation, and careness, and also to my beloved brothers, Michael Simanjuntak, Candro Jenriko Simanjuntak, and Agustian Simanjuntak, and also my beloved sister, Tasya Amanda Simanjuntak for their motivation and support and give me the meaning of true family.
And special thanks to my boyfriend Henriman Sianturi (Man) that give me more support and motivation to finish my thesis. He is always angry if I am lazy to do the data calculation. But I know he is good boy for me and always be there for me. Thank you a lot of.
v
Especially to my “Geteks” (Witha Locka Siregar, Fridayuni Simanjuntak, Rolina Pandiangan), Descey Simbolon, Rimbun Hutagaol that accompany me during in university, always with me through in happy and sad time during be a student.
Finally, writer hope this thesis would be useful for everyone who like to explore more about learning method and learning media that suitable to learn acid base topic and another subject in chemistry. 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, Juni 2016
Writer
Ivana Margaretta
LIST OF CONTENT
Page
LEGALIZATION SHEET i
BIOGRAPHY ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
LIST OF CONTENT vi
LIST OF FIGURE ix
LIST OF TABLE x
LIST OF APPENDIX xi
CHAPTER I . INTRODUCTION 1
1.1 The Background 1
1.2 Problem Identification 4
1.3 Research Scope 4
1.4 Problem Formulation 5
1.5 Research Objective 5
1.6 Research Benefits 5
1.7 Operational Definition 6
CHAPTER II . LITERATURE STUDY 7
2.1Learning 7
2.2Learning Model 7
2.2.1 Contextual Teaching and Learning Model in Chemistry 8
2.2.1.1 Contextual Teaching and Learning Definition 8
2.2.1.2 The Characteristics of Contextual Teaching and Learning 9
vii
2.2.1.4 The Procedure of Contextual Teaching and Learning 13
2.3Learning Media 14
2.3.1 Concept Map Media 15
2.4Learning Outcomes 17
2.4.1 Assessing The Outcomes of Learning 18
2.5Description of Study Material 18
2.5.1 Acid Based Theory 18
2.5.2 The Strength of Acids and Bases 18
2.5.3 Acids and Basess in Life 19
2.6 Relevant Research 19
2.7 Conceptual Framework 21
2.8 Research Hypothesis 22
CHAPTER III . RESEARCH METHOD 23
3.1Research Location and Research Time 23
3.2Population and Sample of Research 23
3.3Research Variable 23
3.3.1 Independent variable 23
3.3.2 Control variable 23
3.3.3 Dependent Variable 24
3.4Research Instrument 24
3.4.1 Validity of Item Test 24
3.4.2 The Reliability of Test 25
3.4.3 Difficulty Index 26
3.4.4 Discrimination Index 26
3.5Research Design 27
3.6Research Procedure 27
3.6.1 Data Collection and Analysis 29
3.6.2 Test Categorize 30
3.7Technique of Data Analysis 30
3.7.2 The Homogeneity Test 31
3.7.3 Normalized Gain 31
3.7.4 Hypothesis Testing 32
CHAPTER IV. RESULT AND DISCUSSION 33
4.1 Research Result 33
4.2 Result of Contextual Teaching and Learning Using Concept Map 33
4.3 Data Analysis of Research Instrument 33
4.3.1 Validity Test 34
4.3.2 Reliability Test 34
4.3.3 Difficulty Test 34
4.3.4 Discrimination Index 35
4.4 Achievement of Research Result 35
4.4.1 Data Analysis of Achievement Test before Teaching Treatment 35
4.4.2 Data Analysis of Achievement Test after Teaching Treatment 36
4.4.3 Normalized Gain of Research Data 36
4.5 Normality Test 37
4.5.1 Normality Data of Pretest 38
4.5.2 Normality Data of Posttest 38
4.6 Homogenity Data 38
4.6.1 Homogeneity Data of Pretest 39
4.6.2 Homogeneity Data of Posttest 39
4.7 Hypothesis 39
4.8 Disccusion 40
CHAPTER V. CONCLUSION AND SUGGESTION 43
5.1 Conclusion 43
5.2 Suggestion 43
x
LIST OF TABLE
Table 3.1 The Design of Research 27
Table 4.1 Data Analysis of Achievement Test before Teaching Treatment 35
Table 4.2 Data Analysis of Achievement Test after Teaching Treatment 36
Table 4.3. Average Value of Normalized Gain 37
Table 4.4. Percentage of Student’s Outcome 37
Table 4.5. Normality Data of Pretest by Excel 2010 38
Table 4.6. Normality Data of Posttest by Excel 2010 38
Table 4.7. Homogeneity Data of Pretest by Excel 2010 39
Table 4.8. Homogeneity Data of Posttest by Excel 2010 39
LIST OF FIGURE
vi
LIST OF APPENDIX
Appendix 1. Syllabus 47
Appendix 2. Lesson Plan 51
Appendix 3. Table grille Material Test Acids and Bases 74
Appendix 4. Instrument Test 86
Appendix 5. Key Answer 97
Appendix 6. Media for Research 98
Appendix 7. Manuscript Material 99
Appendix 8. Validity Test 121
Appendix 9. Reliability Test 125
Appendix 10. Difficulty Test 128
Appendix 11. Discrimination Index 132
Appendix 12. Data of Student’s Outcome 136
Appendix 13. Normalized Gain 139
Appendix 14. Normality Test 141
Appendix 15. Homogeneity Test 145
Appendix 16. Hypothesis Test 146
Appendix 17. Table of Critical Value from r Product Moment 147
Appendix 18. Table of Chi-Square Value 148
Appendix 19. Table of F Value Distribution 149
Appendix 20. Z – TABLE 152
1 especially in Indonesia be able to produce a cadre of qualified nation, intelligent,
independent, critical, creative, and innovative. This of course meant that the
nation's future can face all the problems of the times and be able to compete with
the world. Therefore, education should be adapted to the culture in Indonesia so
the education is embedded within the community that students can make them
recognize, appreciate, and utilize existing resources as well as possible. It has
been realized that the quality of a nation is determined by the quality of human
resources available. Therefore, education is the most important aspect in
improving the quality of human resources in Indonesia.
The effort made by the government was not a little to improve the quality
of education in Indonesia. One of them with changes the curriculum’s structure
refers to the content standards and competency standards. In the old curriculum of
learning tend in one direction from teacher to students (teacher centered), while
students are less active role in learning. In this case students are required to play
an active role in learning (student centered), while the teacher acts as a facilitator,
motivator and evaluator. Thus, students are expected to be active, creative,
critical, intelligent, and independent in search of information to build knowledge.
Students are expected not only memorized and understanding of concepts and
principles, knowing the facts, but it is expected that students can apply in daily
life.
Problems often arose in the study was from the students themselves as a
student. The absence of its own preparation of students before receiving the
learning and understanding of the concepts are still less its cause the student only
receives the information presented by teacher. This will cause the students quickly
2
information that presented is very less. Activity of student as critical thinkers has
not done well and students are less sensitive to incoming information.
Lack of preparation in students will make students less creative in dealing
problems. Creative attitude of students who are lacking can be seen from how the
students seek information on the subject those materials. This causes the students
tend not produce a lot of ideas to solve the problem because lack of learning
resources obtained by students.
Competence of student’s outcome is very important to be considered by
educators to face an era full of challenges. Students are required to always active
in dealing the problems in the era of globalization that full of competition and the
higher complexity of the problems in all aspects of life. The development of
creativity abandoned in formal education, but more meaningful for the
development of children's potential and for the advancement of knowledge, arts
and culture (Dewey,John, 2006)
Chemistry as science subjects have characteristics based on practice and
experimentation. Therefore, students are required not only to feel understood the
material and concepts but can be practiced by answering questions, conduct
experiments and solve problems in daily life. This of course requires students to
be sensitive to the existing problems by actively searching for a lot of resources to
get a solution or problem-solving ideas from various perspectives.
Chemistry teaching methodology in schools that have implemented the
educational unit level is considered to be quite varied in addition, with the various
facilities such as a chemical laboratory and an adequate library as a source of
student learning allows students to learn by looking for as much information. This
course will help students to be more active in dealing the problems that exist.
With active the students are expected to solve problems with more open attitude,
systematic, logical, and produce a lot of ideas. The process of thinking like this
will make students more independent learning with developing them own
Based on discussions with teachers of chemistry student issues still tend to
solve problems using methods delivered by teachers, students often forget the
subject matter, and the lack of preparation of the students before the lesson begins.
This cause the students are less prepare in solving problems (especially chemical
matters). Students are also less sensitive to their environment issues related to
chemistry. For example, from waking up to going to bed back students certainly
faced with chemicals, such as soap, toothpaste, detergent, food and fruits,
cosmetics, fuel, clothing, and so forth. Surely this is a problem that must be
followed and it was time held innovation in teaching chemistry to boost traffic
critical and creative thinking.
To dealing these problems one of which is the teaching methodology
presented by the teacher that the teacher should know the right step in the present
study include the approaches, methods, strategies, media and student learning
resources. Among them by using an instructional activities that provide
opportunities for students to think freely, directing students seek information from
various sources, guiding students to be sensitive to problems, critical in solving
the problem in various ways and from different angles ( Hamalik, 2008 ).
One approach to learning that is considered appropriate in learning
problem through the CTL is a learning system based on the philosophy a learner
will be able to absorb the subject matter if they are able to absorb the meaning of
the lesson. CTL on learning approach will help students in making connections
between the subject matter with real life, so that students will get the meaning of
what they learned as Johnson said that contextual teaching and learning enables
students to connect the content of academic subject with the immediate context of
their daily lives to discover meaning. It enlarges their personal context
furthermore, by providing students with fresh experiences that stimulate the brain
to make new connection and consequently, to discover new meaning.
CTL using concept map are expected to help students in improving
learning outcome of students. The Problem that is raised will challenge students to
4
creative in finding resources, put forward good ideas, and solutions solving of
various viewpoints.
CTL is a system that stimulates the brain to arrange the patterns from the
meaning. CTL system learning that suitable with brain that produce meaning in
relating academic charge with context from student’s daily life.Through by CTL
using concept map, students are expected to be trained to improve learning
outcome. Concept in teaching-learning process also determine the influence how
the protege easy to catch the material topic. So one way is concept map. Concept
map give the keyword of topic, save keyword is easy to solve the problem.
Keyword easy to remember than all the material. ( Johnson, 2009 ).
Based on the above reasons, the researcher is interested to conduct
research under the title “The Implementation of Contextual Teaching and Learning Using Concept Map on The Teaching Acid Base Topic”.
1.2 Problem Identification
Based on the background above, problem identification of this research as
follow:
1. Nothing self-preparation of students before receive the learning and
understanding of the concepts are still less its cause the student only receives
the information presented by teacher.
2. The lack of application the instructional media to support the classroom
learning process.
3. Students assume that the chemistry is an abstrack lesson because only taught
theoretically.
4. The lack of student’s participation in learning process.
5. Learning models that are less varied as required by the subject matter.
1.3 Research Scope
Based on the scope of problems identification above, this research will be
1. Arranging the teaching materials in the form of syllabus and lesson plan
systematically.
2. Preparing the discussion material that taught by CTL and concept map.
3. Instrument test will be reviewed and revised by the lecturer from the
Department of Chemistry Education.
1.4 Problem Formulation
The problem formulations of this research are:
1. Is there difference of student’s outcomes in acid base topic by CTL using
concept map compared to conventional model?
2. Is there influence the student’s outcome of CTL using concept map on student’s outcomes in learning acid base topic?
1.5 Research Objective
The objectives of this research are:
1. To know the difference of student’s outcomes in acid base topic by CTL using
concept map compared to conventional model.
2. To know the influence the student’s outcome of CTL using concept map in
learning acid base topic.
1.6 Research Benefit
The benefits of this research are:
1. Provide the broad outlines of innovative learning to the science teachers,
especially in using the CTL with concept map in learning process.
2. Provide the learning reference that can be used in high school on the material
acid base.
3. Help students to learn through active learning to foster their interest and
motivation to learn.
6
1.7 Operational Definition
The operational definitions in this research consist of:
1. Contextual Teaching and Learning
Contextual teaching and learning is a conception of teaching and learning that
helps teachers relate subject matter content to real world situations; and motivates
students to make connections between knowledge and its applications to their
lives as family members, citizens, and workers; and engage in the hard work that
learning requires (Hudson, 2000).
2. Concept Map
Concept Map is part of a concept or idea as a basic material that aims to build
students' knowledge in a systematic study (Istarani, 2011).
3. Learning Outcomes
Student learning outcomes measured on cognitive realm by giving pretest as
initial knowledge and posttest as end knowledge after treatment.
4. Media
Media education in general is a teaching and learning tool. Multimedia application
design offers new insights into the learning process of the designer and forces him
or her to represent information and knowledge in a new and innovative way
(Agnew, Kellerman & Meyer, 1996).
5. Conventional Model
According Djamarah (1996), conventional teaching methods are traditional
learning methods or collectively, the lecture method, because since the first of this
method has been used as a means of oral communication between teachers and
students in the learning process and learning. In the conventional method of
teaching history is marked with lectures, accompanied by an explanation as well
as the division of tasks and exercises. Learning the conventional method, learners
are more listened to the teacher in front of class and perform tasks if teachers
provide practice questions to students. Are often used on conventional teaching
methods include lectures, question and answer method, discussion method, the
43 Based on the above result, can conclude that:
1. Student’s outcome taught by CTL using concept map is significant better than student’s outcome taught by conventional with manual calculation, Z calculation is 14.2995, it means z calculation > z table, (1.645), Ha is accepted and H0 is rejected.
2. The influence student’s outcome of CTL using concept map is better
than conventional, because the percentage student’s outcome in
experimental class is higher than control class (63.88 % > 19.58 %), it
means there is have increasing.
5.2 Suggestion
Form the result of the research, there are some suggestion must be raised :
1. Chemistry teaching can use contextual teaching and learning using concep map on the tesching acid based topic to increase the student’s outcomes in learning process.
2. Another researcher that want to implement contextual teaching and
44
REFERENCES
Adi,K., (2013), Buku Kantong Kimia SMA Kelas X,XI,dan XII, Cabe Rawit, Yogyakarta.
Ahlberg, M., (2013), Concept Mapping as an Emprowing Method to Promote Learning, Thinking, Teaching, and Research, Journal for Educator, Teachers, and Trainers 4(1):1-24
Albanese, M.A, & Mitchell, S, (1993), A review of Literature on Its outcomes and Implementation Issues, Academic Medicine, 68(1) : 52-81
Agnew, P. W., Kellerman, A. S. & Meyer, J., (1996), Multimedia in the Classroom, Boston: Allyn and Bacon.
Anonymous, (2014), Acid Base, at http:/en.wikipedia.org/wiki/Acid_Base.
Arends, R.I., (2009), Learning To Teach, McGraw-Hill International, New York.
Arikunto, S., (2006), Dasar – Dasar Evaluasi Pendidikan, Bumi Aksara, Jakarta.
Arikunto, S., (2008), Dasar-dasar Evaluasi Pendidikan, Edisi Kedua, Bumi Aksara, Jakarta.
Bettye, P., Smith, (2010), Instructional Strategies in Family and Consumer Sciences : Implementing the Contextual Teaching and Learning Pedagogical Model, Journal of Family and Consumer Sciences Education 28(1) : 32-45
Clifford, Mattehw, and Marica Wilson, (2000), Contextual Teaching and Learning Professional and Student Experiences: Lesson Learned Implementation, Journal of Education Experiences 1(2) : 20-39
Daniel L. Schacter, Daniel T. Gilbert, Daniel M. Wegner (2011) [2009].
Psychology, 2nd edition. Worth Publishers. p. 264. ISBN 978-1-4292-3719-2.
Dewey,John, (2006), Learning Communities in Classroom, UCLA Center, Los Angeles.
Djamarah, (1996), Strategi Belajar Mengajar, PT Rineka Cipta, Jakarta.
Fisher KM, Wandersee JH, Moody DE, (2000),Mapping biology knowledge, Kluwer, Dordrecht.
Frida, et al., (2014), Efektifitas Contextual Teaching and Learning pada Materi Larutan Elektrolit-Nonelektrolit dalam Meningkatkan Keterampilan Berpikir Luwes, Jurnal, Bandar Lampung: Universitas Lampung
Horton PB, McConney AA, Gallo M, Woods AL, Senn GJ, Hamelin D, (1993), An investigation of the effectiveness of concept mapping as an instructional tool. Sciences Education Journal, 77: 95-111.
Howey, Kenneth, R., (2004), Contextual Teaching and Learning Teaching for Understanding Through Integration of Academic and Technical Education, Journal of Sciences Education 16 (2) : 112-145
Hudson, C., (2000), Contextual Teaching and Learning for Practitioners: Systematic Cybernetics and Informatics, Journal of Adult and Career Education 6(4) : 22-56
Hutchinson, Patricia, (2001), Children Designing and Engineering: Contextual Teaching and Learning Units in Primary Design and Technology, Journal of Education 1(5) : 1132-1245
Istarani, (2011), 58 Model Pembelajaran Inovatif, Media Persada, Medan
Jhonson, Elaine B., (2009), Contextual Teaching and Learning, MLC Cet Ke-VIII, Bandung.
Jhonson, Elaine B., (2002), Contextual Teaching and Learning: What it’s and why it’s Here To Stay, Corwin Press, California.
Kasiono. 2009. Meningkatkan Prestasi Belajar Ilmu Pengetahuan Sosial Melalui Pembelajaran Kontekstual Pada Siswa Kelas IV Sekolah Dasar Negeri Kedungringin IV Kecamatan Beji Kabupaten Pasuruan (http://library.um.ac.id/ptk/index.php?mod=detail&id=49785) acsessed on moday, 22 March 2016 at 18.56 WIB
Kumchaiskul, Sumalee, (2001), Contextual Teaching and Learning Experiences in Preservice Early Childhood Teacher Education, Education Journal 3(5) : 56-89
Markow P, Lonning R (1998). Usefulness of concept maps in college chemistry laboratories: Students’ perceptions and effects on achievement. Journal of Research in Science Teaching, 35: 1015- 1029.
Marthin K, Mintzes J, Jones MG ,(1994), The concept map as a research and evaluation tool, Further evidence of validity,Journal of Research in Science Teaching, 31: 91-101.
46
Neo, T. K., (2000), Multimedia Learning: Using multimedia as a platform for instruction and learning in higher education. Paper presented at the Multimedia University International Symposium on Information and Communication Technologies 2000 (M2USIC’2000), October 5-6, 2000, Petaling Jaya, Malaysia.
Ng, K. H. & Komiya, R., (2000), Introduction of Intelligent Interface to Virtual Learning Environment. Paper presented at the Multimedia University International Symposium on Information and Communication Technologies 2000 (M2USIC’2000), October 5-6, 2000, Petaling Jaya, Malaysia.
Novak J, Gowin B (1984). “Learning How to Learn” , Cambridge University Press, USA.
Priyatno, D., (2008), 5 Jam Belajar Olah Data dengan SPSS 17, CV Andi, Yogyakarta.
Priyatno,D., (2013), Mandiri Belajar Analisis Data dengan SPSS, Medikom, Yogyakarta.
Purba,Mikael,(2006),kimia untuk sma kelas XI semester II, Eerlangga, Jakarta.
Ruiz-Primo MA, Shavelson R, (1996), Problems and issues in the use of concept maps in science assessment,Journal of Research in Science Teaching, 33: 569–600.
Rusman, (2011), Model-model Pembelajaran Mengembangkan Profesionalisme Guru, PT. Raja Grafindo Persada, Jakarta.
Silitonga,P.M., (2011), Statistik, FMIPA UNIMED, Medan
Sudjana, Nana, 2005, Penilaian Hasil Proses Belajar Mengajar, Remaja Rosda Karya, Bandung.
Sugiyanto, (2008), Model-model Pembelajaran Inovatif, Surakarta: Panitia Sertifikasi Guru Rayon 13.
Syafii, Eko, A., (2010), Efektivitas Penggunaan Model Pembelajaran Mind Mapping Berbasis Contextual Teaching And Learning Terhadap Hasil Belajar Mata Pelajaran Fisika Materi Pokok Kalor Peserta Didik Kelas Vii Mts Fatahillah Bringin Semarang Semester Gasal Tahun Pelajaran 2010/2011, Skripsi, Fakultas Tarbiyah, IAIN Walisongo, Semarang.
