THE IMPLEMENTATION OF GUIDE AND FREE INQUIRY LEARNING MODEL TO IMPROVE STUDENT’S LEARNING OUTCOMES IN SENIOR
HIGH SCHOOL ON LEARNING ACID-BASE TRITRATION
By:
Biuti Fourtuna Reg. Number 4123332002
Bilingual Chemistry Education Program
A THESIS
Submitted to Fulfill The Requirement for Getting the Degree of Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
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THE IMPLEMENTATION OF GUIDE AND FREE INQUIRY LEARNING MODEL TO IMPROVE STUDENT’S LEARNING OUTCOMES IN
SENIOR HIGH SCHOOL ON LEARNING ACID-BASE TITRATION
Biuti Fourtuna (4123332002) ABSTRACT
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ACKNOWLEDGEMENT
The first and foremost, the greatest thanks to the Almighty God Allah
SWT for his grace and merciful in helping the writer to finish the thesis
completely.
The thesis entitled The Implementation of Guide and Free Inquiry
Learning Model to Improve Student’s Learning Outcomes in Senior High School
on Learning Acid-Base Titration, was completely arranged as the requirement to
get the Degree of Sarjana Pendidikan in Faculty of Mathematics and Natural
Science in State University of Medan.
In this opportunity, I would like to give my gratitude to Dr. Iis Siti Jahro,
M.Si as my thesis supervisor that give me so many suggestions and advices to
arrange and finish this thesis. My gratitude also to the late Prof. Dr. Albinus
Silalahi, M.S, Dr. Simson Tarigan, M.Pd, Drs. Jasmidi, M.Si, as my examiner and
to Dra. Ani Sutiani, M.Si as my academic supervisor. Also my gratitude to Dr.
Retno Dwi Suyanti, M.Si as the validator for research instrument and validator for
character observation sheet. For all their comment, correction and suggestion in
order to make this thesis completely arranged.
Then, I would like to thank to Dr. Asrin Lubis, M.Pd, as the Dean of
Faculty of Mathematic and Natural Science, Dr. Iis Siti Jahro, M.Si as the
Coordinator of Bilingual Program, to Nora Susanti, S.Si, Apt., M.Sc, as the
Secretary of Bilingual Program, to Agus Kembaren, S.Si., M.Si, as the Head of
Chemistry Department, and the all staff of chemistry department. And also to Sir Syamsudin or usually called as “Pak Sam” as Bilingual staff. My thankful also to Tukiani, S.Pd, as the Headmaster of SMA Swasta Harapan Bangsa where the
writer done the research process and to Rudianto Manik, S.S, as the Headmaster
of SMA Swasta YAPIM Medan, where the writer done the instrument validation
process. And those all for the administrative requirement in the research.
My special gratitude to my beloved parents, Kapten Cpl Legino and Cikya
Misnuti, M.Si, to my beloved brothers, Romodhona Nuryadi, S.T and Ridhoni
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Family Members from my father’s family or my mother’s family for their pray
and motivation given to me during the writing process of this thesis. Thanks to
Yasir Arafat Hutapea, S.Pd, for help me and give the suggestion during the
beginning to the end of my course in the college. Thanks to Syahriza Ayu
Ramadhani, S.Pd, for help me until the research process was done in the school.
Thanks to my solid partners in the class, Rolina and Fridayuni, for being more
than a best friend in helping me through my daily activity inside campus and also
for my all lovely members of Chemistry Education Study Program 2012, for what
we had through together during the four years. For my friends in Field Experience
Program in SMAN 1 Tebing Tinggi, because this field experience had inspired me
to arrange the background of this research. And the last, thanks to Wita Loka
Rizki, for accompany me when do the validation instrument test in the school.
I have already done this thesis with my best, but still needed the
suggestion from the reader in order to make it better. I hope this thesis can be
useful and giving contribution to the reader and especially in education.
Medan, June 2016
Writer
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LIST OF CONTENTS
Page
AGREEMENT SHEET i
BIOGRAPHY ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
LIST OF CONTENTS vi
LIST OF FIGURES ix
LIST OF TABLES x
LIST OF FORMULAS xi
LIST OF APPENDIXES xii
CHAPTER I INTRODUCTION 1
1.1 Background 1
1.2 Problem Identification 4
1.3 Problem Limitation 4
1.4 Problem Statement 4
1.5 Research Objectives 5
1.6 Research Benefits 5
CHAPTER II LITERATURE REVIEW 7
2.1 Inqury Learning 7
2.1.1 Definition Inquiry Method 7
2.1.2 Component Inquiry Learning Model 7
2.1.2.1 Principles of Inquiry 7
2.1.2.2 Syntax Inquiry 9
2.1.3 Supporting Inquiry 10
2.1.4 Interaction Patterns Inquiry Method 10
2.1.5 The Characters are Formed By Students From The Inquiry Learning 10
2.2 Character of Cooperation 11
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2.4 Acid-Base Titration 13
2.4.1 The Definition of Tiration 13
2.4.2 Understanding of Acid-Base Titration 14
2.4.3 The Principle of Acid-Base Titration 16
2.8 Hypothesis 16
CHAPTER III RESEARCH METHODS 18
3.1 Research Location and Research Objects 18
3.2 Population and Sample 18
3.3 Research Design 18
3.4 ResearchVariable 19
3.4.1 Independent Variable 19
3.4.2 Dependent Variable 20
3.5 Research Procedure 20
3.5.1 Arranging The Research Instrument 21
3.5.1.1 Validity Test 22
3.5.1.2 Reliability Test 23
3.5.1.3 Difficulty Level Test 24
3.5.1.4 Distinguish Index Test 24
3.5.2 Observing Sheet 25
3.5.3 Teaching Treatment 28
3.5.4 Data Collection and Analysis 28
3.5.4.1 Normality Test 28
3.5.4.2 Homogenity Test 29
3.5.4.3 Hypothesis Test 29
CHAPTER IV RESULT AND DISCUSSION 32
4.1 Instrument Analysis 32
4.1.1 Instrument Test Analysis 32
4.1.1.1 Validity Test 32
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4.1.1.3 Difficulty Level Test 33
4.1.1.4 Distinguish Index Test 33
4.1.2 Instrument Non Test Analysis 34
4.2 Research Result of Pre Test 34
4.2.1 Normality Test of Pre Test 35
4.2.2 Homogeneity of Pre Test 36
4.3 Student’s Achievement 36
4.3.1 Research Result of Post Test and Gain 36
4.3.2 Normality Test of Post Test and Gain 37
4.3.3 Homogeneity Test of Post Test and Gain 38
4.3.4 Hypothesis Test of Student’s Acievement 38
4.4. Student’s Character 39
4.4.1 Normality Test of Student’s Character 40 4.4.2 Homogeneity Test of Student’s Character 40 4.5.3 Hypothesis Test of Student’s Character 41 4.5.4 Hypothesis Test for Correlation Between Student’s Character 42
with Student’s Achievement
CHAPTER V CONCLUSION AND SUGGESTION 44
5.1 Conclusion 44
5.2 Suggestion 44
REFERENCES 45
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LIST OF FIGURES
Page
Figure 2.1 Titration to determine the concentration of a solution of acid/base 14
using standard solution of acid/base with known molarity, M
x
LIST OF TABLES
Page
Table 2.1 Syntax Inquiry 9
Table 2.2 Indicators and color change at a particular pH 15
Table 3.1 The research design 19 Table 3.2 Distribution of Instrument Test (Acid-Base Titration) 22 Table 3.3 Lattice of student’s cooperation of observation sheet 26 Table 3.4 Lattice of student’s activeness of observation sheet 27 Table 4.1 The result of pre test 35 Table 4.2 The description of normality test 35
Table 4.3 The description of homogeneity test 36
Table 4.4 The result of post test 37 Table 4.5 The description of normality test 37 Table 4.6 The description of homogeneity test 38
Table 4.7 The data of hypothesis test of student’s achievement 39
Table 4.8 The description of student’s character result 39
Table 4.9 Normality Test of Student’s Character 40
Table 4.10 Homogeneity Test Data of Student’s Character 40
Table 4.11 The data of hypothesis test of student’s character 41
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LIST OF FORMULAS
Page
Formula 3.1 Validity Test 23
Formula 3.2 Reliability Test 23
Formula 3.3 Difficulty Level 24
Formula 3.4 Distinguish Index 24
Formula 3.5 Character 28
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LIST OF APPENDIXES
Page
Appendix 1. Syllabus 47
Appendix 2. Lesson Plan 51
Appendix 3. Spesification table of student’s achievement 63
Appendix 4. Instrument Test 76
Appendix 5. Key Answers 84
Appendix 6. Pre test / Post test 85
Appendix 7. Key Answers 91
Appendix 8. Acid-Base Titration Experiment Worksheet 92
Appendix 9. Observation Sheet of Student’s Character 93
Appendix 10. Difficulty Level Test of Instrument 97
Appendix 11. Discrimination Index Test of Instrument 99
Appendix 12. Validity Test of Instrument 102
Appendix 13. Reliability Test of Instrument 103
Appendix 14. Pre test and Post test Result 104
Appendix 15. Gain Result 106
Appendix 16. Homogeneity Test 108
Appendix 17. Normality Test 110
Appendix 18. Hypothesis Test 113
Appendix 19. Students Character 115
Appendix 20. Hypothesis Test For Multiple Correlation 123
Appendix 21. Research Documentation 125
Appendix 22. Letter of Confirmation to be Thesis Supervisor 127
Appendix 23. Letter of Approval for Conducting Research from 128
FMIPA Unimed
Appendix 24. Letter of Confirmation for Having Conducted Research from 129 SMA Swasta Harapan Bangsa Appendix 25. Letter of Confirmation for Having Conducted Research 130
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Appendix 26. Letter of Recommendation for Student’s Character 131
Observation
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CHAPTER I INTRODUCTION
1.1Background
Chemistry is the study of the structure, composition, properties, material
changes, and accompanying energy. The scope of chemistry learning is not
limited to the use or derivation, but is a product of a collection of facts, theories,
principles, and laws were obtained which was developed based on a series of
activities that seek answers to the what, why and how. Based on the outline, the
chemistry includes two parts, namely the chemical as process and chemical as
process a product. Chemistry as product includes a set of knowledge consists of
facts, concepts, and principles of chemistry. While chemistry as processes
covering skills and attitudes possessed by scientists to acquire and develop
chemical products. This means that in learning chemistry is not enough just
through any cognitive aspect, affective and psychomotor aspects absolute
involved (Depdiknas, 2005).
In reality, not all teachers implement practical chemistry in the learning
process. From 29 senior high schools surrounded in Medan, showed that 65.5%
of senior high schools have the laboratory but have not properly used it, because
laboratory activity has not been implemented in accorance with the expected
quality and quantity (Jahro, 2010). Other facts prove that in some schools the
implementation of teaching methods with practical hard to do even
implementation is often omitted because of: the absence of a chemistry laboratory,
shared with the laboratory of physics and biology, insecurity in the laboratory as
hazardous chemicals, classes are crowded, lack of time, lack of material , cost of
equipment, as well as the inability of teachers to effectively use the laboratories
and their negative attitude towards laboratory applications (Eralp, 2009).
In the teaching and learning activities, each teacher must develop the
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example, the character of cooperation and involvement of the student.
Individualistic attitudes, selfishness, indifference, lack of sense of responsibility,
communicate and lack of empathy is a phenomenon that shows no social value or
character in daily life. In fact, in these conditions, education can provide a
substantial contribution. Education can contribute in overcome social problems
because education has the function and role in improving human resources. But
the character development in schools has not yielded the expected results. Many
of the causes behind why the development of character in the world of education
has not yielded the expected results. Factors could cause stems from the
curriculum, design or implementation of the supporting factors of learning
(Syaodih, 2009)
Given this research, need for a variety of learning approaches that can help
students to understand and explore the chemistry subject matter. After preliminary
studies derived from researcher Zawadzki (2010) concerning the application of
the method of guided inquiry learning are senior high school students, it is known
that the process of learning with guided inquiry allows students to develop
students' skills in communication, teamwork, management, and the ability to think
a high level, like thinking about things that are abstract, and then represented it
into something more tangible.
Based on the research that has been conducted by Rosyda Safrida (2007),
using the inquiry method shows that the average cognitive achievement in the
cycle I increased of 47.61 with classical completeness 27.91% to 77.42 with
thoroughness 83.72% classical. In the cycle II reaches 86.89 with classical
completeness 100%. In the cycle III reached 89.77 with classical completeness
100%. Average results affective learning cycle I, II, and III are respectively 72.31;
77; and 80.39. While the average results of psychomotor learning cycle I, II, and
III consecutively is 72.09; 76.31; and 78.78. This suggests that student learning
outcomes can be improved through the application of the model inquiry learning
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Results of research conducted by Barthlow (2011) shows that guided
inquiry can help students to represent chemical phenomena that are
macroscopically into symbolic, such as the nature of the acid-base titration that
can not be observed by naked eye can be determined by calculating the pH of the
solution with the formula titration , so that students are easy to understand. Based
on the research that has been conducted by Lina Veronica Purba (2015), shows
that the results, for the class of guided inquiry obtained by the average value of
75.63 while for class Direct Instruction was 69.1. The experimental class I
obtained percent increase learning outcomes as much as 63.02%, while the
experimental class II obtained percent increase learning outcomes as much as
60.98% , thus it can be concluded that the results of studying chemistry student
with guided inquiry-based learning powerpoint media. Nurhamidah Nasution
(2014), results showed differences in learning outcomes of students who are
taught chemistry with guided inquiry using with a chemistry student learning
outcomes are taught without using guided inquiry. The average value of the
pre-test experimental class of students is 28.27 and post-pre-test 81.15 with an average
gain of 0.50. While the average value of the pre-test students on control class is
29.52 and post-test is 78.3 with an average gain of 0.30. While the percentage
increase in the experimental class learning outcomes 73% and 68% in the control
class. This shows there is a learning outcome by 5%. It shows that the results of
studying chemistry student using guided inquiry learning model is higher than the
results of studying chemistry students without using guided inquiry learning
model. According Recktenwald & Edwards (2010), the guided inquiry learning
process students are given tasks that are authentic. So that students are expected to
choose the method of solving problems independently, not only run a series of
standard measures.
To overcome the problems occurred, guided inquiry method can be
applied in the learning process. According Roestiyah (2001) excess guided
inquiry learning methods are: (1) To encourage students to think and formulate
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initiative, (3) Teaching is becoming more focused on students, (4) Students can
establish and develop their own concepts. With the application of guided inquiry
learning method is expected to increase students' understanding of the subject
matter of acid-base titration, so that student learning outcomes will also increase.
In addition to the expected application of guided inquiry method will also enhance
the activity of students in following the lessons or think.
Based on the problems that describe above, the author are interested in
doing research with title :
The Implementation of Guide and Free Inquiry Learning Model to Improve Student’s Learning Outcomes in Senior High School on Learning Acid-Base Titration
1.2. Problem Indentification
Based on the background that explained above, problems can be identified
as follows:
1. Why do little teachers not apply the experimental method in learning
chemistry?
2. Is the strategy that has been applied of teacher can improve student’s
achievement on learning chemistry?
3. Is using inquiry learning model can improve student’s achievement?
4. Is using inquiry learning model can improve student’s character?
1.3. Problem Limitation
Based on the scope of problems in indentifying the problems above, the
problem limitation are:
1. The subject matter that had been in this research is Acid-Base Titration.
2. Teaching method was applied in this research are Inquiry Learning Model.
3. Student’s character that had been measured in this research are
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4. Student’s achievement that had been measured in this research is cognitive
aspect of the level C1,C2, C3,and C4.
1.4. Problem Statement
Based on the background described above, then the problem can be
formulated as follows:
1. Is the student’s achievement using the guide inquiry model higher than
using the free inquiry model?
2. Is the student’s character of cooperation using the guide inquiry model
higher than using the free inquiry model?
3. Is the student’s character of activeness using the guide inquiry model
higher than using the free inquiry model?
1.5. Research Objective
Based on the problem statement above, the objective in this reasearch are:
1. Knowing the student’s achievement which taught by using the guide
inquiry model higher than student’s achievement which taught by using
the free inquiry model.
2. Knowing the student’s character of cooperation which taught by using
the guide inquiry model higher than student’s character of cooperation
which taught by using the free inquiry model.
3. Knowing the student’s character of activeness which taught by using the
guide inquiry model higher than student’s character of activeness which
taught by using the free inquiry model.
1.6. Research Benefits
This study is expected to provide benefits, especially for chemistry
teachers and also for the other researcher about how to improve learning through
inquiry leaning model in student achievement on the learnig of acid-base titration.
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1. For Chemistry teacher, inquiry learning model as an effort which can
improve student’s achievement and students character of cooperation and
activeness.
2. For other researchers, it can be a modal to make a further research related
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1Conclusion
After conducted the research and done some analyzing process of research
data result, the researcher concluded:
1. The student’s achievement using the guide inquiry model is higher than
using the free inquiry learning model.
2. The student’s character of cooperation using the guide inquiry learning
model is higher than using the free inquiry learning model.
3. The student’s character of activeness using the guide inquiry learning
model is higher than using the free inquiry learning model.
5.2Suggestion
Considering to the result of the research, the researcher suggests:
1. For chemistry teacher, it is suggested to use guide inquiry learning model
on the learning of acid-base titration
2. For chemistry teacher, this guide inquiry learning model is good to be used
also in improving the students character in cooperation and activeness on
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