THE IMPLEMENTATION OF WORKSHEET WITH SCIENTIFIC APPROACH ON HUMAN REPRODUCTIVE SYSTEM LEARNING IN CLASS XI SCIENCE SMA DHARMAWANGSA MEDANACADEMIC YEAR 2015/2016.

(1)

By: Durriyah 4123141027

Billingual Biology Education

THESIS

Submitted to Fulfill the Requirements for the Degree of SarjanaPendidikan

FACULTY OF MATHEMATIC AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

(2)

(3)

THE IMPLEMENTATION OF WORKSHEET WITH SCIENTIFIC APPROACH ON HUMAN REPRODUCTIVE SYSTEM LEARNING

IN CLASS XI SCIENCE SMA DHARMAWANGSA MEDANACADEMIC YEAR 2015/2016

Durriyah ( 4123141027)

ABSTRACT

The study aims to find out the implementation of worksheet with scientific approach in increasing student’s learning outcomes. Type of the research was experiment and was designed with pre-test and post-test. The data collected in this research involve to student’s learning outcomes that taken from posttest in third meeting, student’s affective taken from affective observation by observers and student’s drawing picture that collected in third meeting. The research result showed in pretest, no student can pass the test in class I and II with average score 33.20 and 35.34. After implementing worksheet with scientific approch, research result showed 25 students pass the test in class I and 28 students in class II with the average 75.11 and 74.49. in affective assessment showed 93.75 and 92.74 for receiving information, 66.41 and 66.13 for giving responds. While in making picture, student’s average for every aspect are about 69.53 and 70.16 in choosing tools and materila, in concept 85.16 and 80.65 and for the picture appearance is 89.06 and 87.10. From this research result known the implementation worksheet with scientific approach is able to increase student’s outcomes in class XI Science SMA Dharmawangsa Medan on human reproductive system learning academic year 2015/2016.

(4)

iii

BIOGRAPHY

(5)

ACKNOWLEDGEMENTS

First of all the writer would like to praise and thank to Allah SWT, who has given her the blessing and opportunity in completing this thesis. The writer also gives thank to all the people, that can’t be listed all the names who supported her in compliting this thesis.

The deepest gratitude and a big thanks for my thesis supervisor, Dr. Melva Silitonga, MS. who has given support, suggestion, motivation and contribution in writing this thesis, whitout her guidance, this thesis would not have been possible. And the writer also want to thanks to the academic supervisor Dr. Hasruddin, M.Pd who has give the support for at least 4 years to the writer from the beginner until the examination.

This thesis would not be completed without supports, guidances, 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, Dr. Martina Restuati, M.Si, Dr. Syahmi Edi, M.Si and Dra. Adriana Lbn. Gaol, M. Kes helps are also importantly acknowledgement for the comments and suggestions.

The writer also want to thank the Headmaster of SMA Dharmawangsa Medan, Drs. Sutrisno and big thanks to biology teacher, Ir. Nadira who gave their time for administrating treatment and provide feedback on the work in progress. And also thankful to all students in XI MIA 6 and XI MIA 7 in SMA Dharmawangsa Medan who participated in this research.

(6)

v

Writer tried the best to finish this thesis, but writer realize that still many lackness and weakness in content. Critics and advice are welcome from reader in order to perfect this thesis.

Medan, August 2016 The Writer

(7)

CHAPTER II LITERATURE RIVIEW 7

2.1. Worksheet 7

2.2. Scientific Approach 9

2.3. Scope of Assessment 12 2.4. Cooperative Learning 12 2.5. Student Team Achievement Division (STAD) 14

2.6. Learning Outcome 13

2.6.1. Cognitive Domain 14

2.6.2. Affective Domain 14

2.7. Description of Human Reproductive System 15

2.8. Conceptual Framework 21

CHAPTER III RESEARCH METHOD 22

3.1. Location and Time of Research 22 3.2. Population and Sample of Research 22

3.2.1. Research population 22

3.2.2. Research sample 22

3.3. Variable of Research 22

3.3.1. Independent Variable 22

3.3.2. Dependent Variable 22

3.4. Type and Design of Research 22

3.5. Research Instrument 23

3.5.1. Cognitive Test 23

3.5.2. Observation Sheet 23

(8)

vii

3.6. Data Collection Technique 24

3.6.1. Cognitive Ability 25

3.6.2. Affective Ability 25

3.6.3. Drawing Picture Ability 25

3.7. Research Procedure 25

3.7.1. Preparation Step 25

3.7.2. Action Step 26

3.8. Data Analysis Technique 26

3.8.1. Cognitive Ability 27

3.8.2. Affective Ability 28

3.8.3. Drawing Picture Ability 29

CHAPTER IV RESULT AND DISCUSSION 30

4.1. Research Result 30

4.1.1. Description of Research Data 30

4.1.1.1 Student Pretest 30

4.1.1.2. Students’ Learning Achievement 31

4.1.1.3. Student’s Affective 31

4.1.1.4. Student’s Picture 32

4.2. Discussion 34

4.2.1. Student’s Cognitive 34

4.2.2. Student’s Affective 34

4.2.3. Student’s Psychomotor 35

CHAPTER V CONCLUSION AND SUGGESTION 37

5.1. Conclusions 37

5.2. Suggestion 37

(9)

LIST OF TABLE

(10)

ix

LIST OF FIGURE

Figure 2.1. Fertilization 18

Figure 2.2. Menstrual cycle 18

Figure 2.2 Embryonic membrane 19 Figure 4.1. Results data of students’ pretest from class I and class II

that taught by using Student Worksheet. 33 Figure 4.2. Result data of students learning achievement from class I

and class II by using Worksheet Based Learning. 34 Figure 4.3. Result data of affective domain that focus on receiving

information and responding from class I and class II that

taught by using Student Worksheet. 35 Figure 4.4. Result data of students’ psychomotor from class I and class

(11)

LIST OF APPENDIX

Appendix 1. Syllabus 41

Appendix 2. Lesson Plant 48

Appendix 3. Student Worksheet 66

Appendix 4. Cognitive test 73

Appendix 5. Key of Cognitive Test 77 Appendix 6. Instrument of Affective Assessment 78 Appendix 7. Instrument of Psychomotor Assessment 80 Appendix 8. List of Student’s Name 81 Appendix 9. Data of Student’s Test Result of Pretest and Posttest 82 Appendix 10. Data of student’s result in Receiving information

And Giving Response. 84

Appendix 11. Data of Students’ Psychomotor Assessment Result 86

(12)

1

CHAPTER I INTRODUCTION 1.1.Background

The purpose of national education in the National Education System Law No.20 in 2003 is to develop students' potentials to become a man of faith and fear of God Almighty, noble, healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic and responsible.This national education aim becomes a description how the students would be in the future after pass from their schools.

To achieve the above objectives of national education, the governmentshould improve the quality of education. Improving the quality of education can be done in various ways, such as curriculum revision, improvement of the learning process even to the way of evaluation. In Indonesia curriculum revision has been done several times. The government through the ministry of education and culturalconstructed, develop and establish a curriculum that applies in the academic year 2013/2014 which is called as curriculum2013. In 2013, the implementation of the curriculum 2013 has been initiated in the majority of primary to secondary school education.

Curriculum 2013 is the development of the curriculum KTSP 2006. Curriculum 2013 is emphasized to point on the improvement and balance of soft skills and hard skills, covering the aspects of competence attitudes, skills and knowledge. The curriculum 2013 was developed by prioritizing personal experience through the process of observing, asking, reasoning/associating and experimenting.So the students are trained in the process of observing, asking and reasoning in solving problems (Fadilah, 2014).

From the above statement regarding thecurriculum 2013, the curriculum was developed to build the capabilities of high order thinking skills through the activities to find out, is not notified. Curriculum 2013 has a pressure point on the improvement and balance of soft skills and hard skills, covering the aspects of competence attitudes, skills and knowledge. Thus, the curriculum 2013 carried out with the scientific approach.

(13)

process. Scientific approach is an approach done by five processes. They are observing, questioning, experimenting, associating and communicating (Hidayati, 2014).Scientific approach makes learning becomes more meaningful. This is because what is learned by students is done by using their own senses so that they directly experience the process of obtaining such knowledge. Learning can build up attitudes, skills and knowledge of students to the fullest. Through this approach, students are able to face and solve the problems properly.

Learning based on worksheet can be done on a scientific approach because learning by Student Worksheet is one of the teaching material that can be tailored to the needs of students. Nessa in Hidayat (2014) which states that the worksheet was one form of teaching materials that can be developed and used to facilitate students' learning. Erdal in Hidayat (2014), Student Worksheet is a very important teaching material to construct their own knowledge of their thinking and encourage students to participate in class activities. The worksheets were highly rated among students in aiding their understanding of the key aspects of the laboratory (89% useful or very useful rating) (Bussemaker et al, 2011). WMB can be used as a guide and model for teachers and curriculum developers to design other activities that allow meaningful learning activities (Chong et al, 2013). A

result of implementation of worksheets on “ethanol fermentation” in the

studyconducted is analysed, it is found that the rate of student success increased after the worksheets (Toman et al, 2013).

(14)

3

studentsmustdesign and createworksheetswithscientificapproachin order tofillworksheetsto students' needsas mostStudents’ Worksheethascontent that does notcorrespond tothe needsandabilitiesof studentsthat expected.

Subject matter used in this research is human reproductive system, which reproductive system is one matter that contains many pictures and scheme that describe the anatomy structure of reproductive organ even the physiology of them. The introduction of organ can be made in Worksheet as a picture and using torso to make student more understand and clearer for the structure. Notonly the structuresbut also many important conceptthat need good analysis to understandit. The way to bring the students get that concept can be done by giving written instruction and critical questions where the answer will bring the student understand the important concept such as concept of menstrual cycle. Because of these reasons, researcher chooses reproductive system as the matter that will be taught by using worksheet.

(15)

treatment step by step from lower ability to higher ability. It should be practiced continuously by every student because of teacher instruction until student desire. Teachers also say that for cognitive level, only 10 of the 40 or about 25% students have High OrderThinking Skill. Which is inBloom's taxonomy, High Order Thinking Skill is C4-C6 (analyzing, evaluating and creating). In this level student can analyze some problem and associate them with other cases and find the solution. In one class of this SMA have problem where, the ability of students’ reasoning, evaluating and creating are still low. It signed when teacher give critical problems, teacher see only several of her studentscan analyzed the problem well. This means, teacher needs to improve students’ analysis and build high order thinking. It can be done by giving analysis question continuously during learning activity.

Based on the explanation above, the implementation of worksheet with Scientific Approach on Human Reproductive System learning in Class XI MIASMA DharmawangsaMedan Academic Year 2015/2016 needs to do. Where the Worksheetisone media can be used in learning and designed by teacherby implementing scientific approach in worksheet learning. So the use of worksheet with Scientific approach will make the student performsprocesses of observing,questioning, experimenting, associatingand communicating. Worksheetwill be more emphasis on question for C4-C6. It meant to support student exercise to improve high order thinking. An addition to being a variation of learning resources for students, but also as a learning tool that can improve the ability of High Order Thinking and associating skills of students.

1.2.Problem Identification

Based on background above, problem identification of this study are as follow:

1. The lower ability of students’ high order thinking skill. 2. The lower of students’ association and communication skill. 3. The less of learning media by using scientific approach.

(16)

5

1.3.The Scope of Study

By regarding the extent identified problem so in this research, the scope of study limited in:

1. Enhancement of Student’s Learning Outcomes in cognitive Domain (C4-C6). 2. Enhancement of Students’ Learning Outcomes in affective domain (receive

and responsive).

3. Enhancement of Students’ Learning Outcomes in psychomotor domain. 4. Learning Process is Worksheet- Based Learning by Scientific Approach. 5. Subject matter is Human Reproductive System.

1.4.Research Question

In this study, the researcher questions are as follow:

1. How is the student learning outcomes in cognitive aspect by using worksheet with scientific approach?

2. How is the student learning outcomes in affective aspect by using worksheet with scientific approach?

3. How is the student learning outcomes in psychomotor aspect by using worksheet with scientific approach?

1.5.Research Objective

The objectives of this study are:

1. To enhance student learning outcomes in cognitive aspect by using worksheet with scientific approach.

2. To enhance student learning outcomes in affective aspect by using worksheet with scientific approach.

3. To enhance student learning outcomes in psychomotor aspect by using worksheet with scientific approach.

1.6.Significance of Research

(17)

and responding).

3. This research can increase the SLO in psychomotor aspect.

4. This research is able to become a new alternative as learning media for student.

1.7.Operational Definition

The operational definitions used in this study are as follow:

1. Worksheet is a set of activity of students and contains scientific learning and emphasized to High Order Thinking Skill.

2. Scientific Approach is an approach where the learning core activity done by observing, questioning, experimenting, associating and communicating and contained in worksheet.

3. Learning outcome is concentrated in students’cognitive domain on C4-C6 level properly,

(18)

37

CHAPTER V

CONCLUSIONS AND SUGGESTION

5.1. Conclusions

Based on the research result, it can be concluded:

1. Students’ learning achievement thaught by using worksheet based learning with

scientific approach can increase student’s outcomes in cognitive aspect which the student average (class I) from 33.20 become 74.49 that increase about 62 % and the average (class II) from 35.34 become 75.11that increase about 62%.

scientific approach student’s outcomes in affective aspect from the both classes are 93.75 and 92.74 for receiving information that categorized very good. Meanwhile for responding the both classes get 66.41 and 66.13 that categorized good.

scientific approach can increase student’s outcomes in psychomotor by drawing picture got average 81.5 and 79.57 that categorized good.

5.2. Suggestion

Based on the result and conclusion above, the researcher recommended:

1. Students should use worksheet to improve their knowledge by answering the difficult questions in worksheet to make students more remember what they had learn and write.

2. Teacher can used worksheet based learning as the alternative media to increase student’s learning outcomes and designed the study depend on learning objective.

(19)

REFERENCE

Adam, S., ( 2004). An Introduction To Learning Outcomes. Introducing Bologna objectives and tools. B 2.3-1.

Arends, Richard I.,(2009). Learning To Teach 9th ed. New York : McGraw-Hill Companies, inc.

Arifah, N., (2013). Pengembangan Perangkat Pembelajaran Berbasis Pemeca-han Masalah pada Materi Sudut Untuk Siswa Sekolah Menengah Pertama. FMIPA. UNY. Yogyakarta.

Bakhtiar, S. (2011), Biologi Untuk SMA dan MA Kelas XI. Jakarta: Pusat Kuriku-lum dan Perbukuan.

Bussemaker, M., Maisey, S. and Wild, D; Using worksheet and the internet to improve student learning outcomes. In Developing student skills for the next decade: Proceedings of February 2011.

Campbell, et al., (2011). CAMPBELL BIOLOGY 9th ed. San Francisco: Pearson Education, Inc.

Chonga, et al. (2013), Using an Activity Worksheet to Remediate Students’ Alternative Conceptions of Metallic Bonding, American International Journal of Contemporary Research Vol.3.

Djamarah, S.B., dan Zain, A. (2002).Strategi Belajar Mengajar. Jakarta: Rineka Cipta

Fadillah, M., (2014). Implementasi Kurikulum 2013 Dalam Pembelajaran SD/MI, SMP/MTs, & SMA/MA Yogyakarta : Ar-Ruzz.

Fauziah, Resti., (2013). Pembelajaran Saintifik Elektronika Dasar Berorientasi Pembelajaran Berbasis Masalah. INVOTE 9(2): 165-178.

Hidayat, T., (2014). Pengaruh Penggunaan Lembar Kerja Siswa (LKS) Berbasis Model Problem Solving Polya Pada Konsep Fluida Dinamis Terhadap Kemampuan Menganalisis Siswa. Fakultas Ilmu Tarbiyah dan Keguruan. UIN Syarif Hidayatullah. Jakarta.

Hidayat, Hidayat., (2013). Pengembangan Kurikulum Baru. Bandung.: PT Remaja Rosdakarya.

(20)

39

Kemendikbud., (2013). Pengembangan Kurikulum 2013. Paparan Mendikbud dalam Sosialisasi Kurikulum 2013. Jakarta : Kemendikbud.

Li, M. P. & Lam, B. H., (2013). Cooperative Learning. The Hong Kong Institute of Education.

Ngalimun., (2014). Strategy dan Model Pembelajaran. Banjarmasin: Aswaja Pressindo.

Nulfita, I. M., (2013). Implementasi Pndekatan Saintifik dan Karakter Dalam Pembelajaran Sains Menyongsong Generasi Emas Indonesia.

Nurhayati, dkk. 2014. BIOLOGI untuk SMA/MA Kelas XI. Bandung; Yrama Wiya. Padmaningrum, R., (2006), Penilaian Lembar Kerja Siswa, Jurnal Pendidikan

Kimia.

Permendikbud No. 65 tahun 2013 tentang Standar Proses, Jakarta: Departemen Pendidikan dan Kebudayaan.

Permendikbud No. 69 tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum SMA/MA. Jakarta: Departemen Pendidikan dan Kebudayaan. Permendikbud No. 104 tahun 2014 tentang Penilaian Hasil Belajar Oleh Pendidik

Pada Pendidikan Dasar dan Menengah. Jakarta: Departemen Pendidikan dan Kebudayaan.

Rachmawati, et al. (2009). Biologi untuk SMA/MA Kelas XI Program IPA. Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.

Rustaman, N.Y., (2005). Strategy Belajar Mengajar Biologi. Malang : UM Press. Sambow, I., Syamsu., and Kade, A., (2013). Peningkatan Hasil Belajar Siswa

dengan Penggunaan Peta Konsep Berbantuan LKS pada Mata Pelajaran IPA di Kelas IV SD Inpres Mantikole. Jurnal Kreatif Tadulako Online 5(8). Sani, Ridwan Abdullah., (2013). Inovasi Pembelajaran. Jakarta: Bumi Aksara. Sariono., (2013). Kurikulum 2013 : Kurikulum Generasi Emas. E-Jurnal Dinas

Pendidikan Kota Surabaya 3: 2337-3253.

Sitanggang, K. (2012). The Implementation Of Index Card Match Model Using Various Media To Improve Student’s Questioning-Answering Ability and Learning Outcomes Of Ecosystem Class XI SMAN 1 Berastagi.Medan: UNIMED.

(21)

Sudjana., (2005). Metode Statistik. Penerbit Tarsito. Bandung.

Suriyana., (2014). Pengembangan Lembaran Kerja Siswa Berbasis Masalah Untuk Meningkatkan Hasil Belajar di SMP. FIKP. Unversitas Tanjungpura. Pontianak.

Toman, et al. (2013), Extended Worksheet Developed According to 5E Model Based On Constructivist Learning Approach, International Journal on New

Trends in Education and Their Implications 4: 1309-6249.

UU No. 20 tahun 2003 tentang Sistem Pendidikan Nasional. Wena, M. (2011), Strategy Pembelajaran Inovatif Kontemporer. Penerbit Bumi

Aksara. Jakarta.

Yasir, M., (2013). Pengembangan Lembar Kerja Siswa (LKS) Berbasis Strategi Belajar Metakognitif Untuk Meningkatkan Hasil Belajar Siswa Pada Materi pewarisan Sifat manusia. Jurnal BioEdu Vol. 2.