THE EFFECT OF USING MACROMEDIA FLASH IN PHYSICS LEARNING WITH DIRECT INSTRUCTION MODEL TO STUDENTS’ LEARNING OUTCOMES
O F HE AT AND TE MPE RAT URE SUB JECT IN GRADE X MAN 2 MODEL ME DAN ACADE MI C YEAR 2015/2016
By:
Dinda Marina Sinaga IDN 4121121006
Bilingual Physics Education Study Program
THESIS
Submitted to Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
BIOGHRAPHY
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THE EFFECT OF USING MACROMEDIA FLASH IN PHYSICS LEARNING WITH DIRECT INSTRUCTION MODEL TO STUDENTS’ LEARNING OUTCOMES
O F HE AT AND TE MPE RAT URE SUB JECT IN GRADE X using macromedia flash in physics learning to students’ learning outcomes of heat and temperature subject in grade X MAN 2 Model Medan academic year 2015/2016.
The kind of this research is quasi experiment with research design is two group pre–test and post–test. Population of this research is all of natural science students in grade X that is consisted of 10 classes there is homogeny. Sample in this research is X NS 1 as Experimental class and X NS 8 as control class that taken by random sampling technique, each sample class have 42 students. The instrument test of this research is learning outcomes test that is consisted of 15 multiple choice question with 5 answer choices and all of question is taken from national standard test. Hypothesis test that is used one party t test.
Based on the data that got the average score of pretest in experimental class is 68.09 with standard of deviation is 13.86 and the average score of pretest in control class is 59.09 with standard of deviation is 16.83. in normality test of experimental class of pretest that get Lcount < Ltable (0.1236 < 0.1367), whereas in control class Lcount < Ltable (0.1098 < 0.1367), so that both of classes are normal distributed.
In homogeny test of pretest of both samples there is Fcount < Ftable = 1.473 < 1.682 then the data pretest both homogeneous samples. After giving treatment in both samples, experimental class is learning by using macromedia flash. And control class, learning without any learning media that get the result of average score in experimental class is 80.62 with standard of deviation is 9.68 and the average score of control class is 70.69 with standard deviation is 10.65. the result of one party t test of post-test that gained tcount > ttable that is 3.149 > 1.663, thus, there is effect to students’ learning outcomes by using macromedia flash in physics learning of heat and temperature subject in grade X MAN 2 Model Medan A.Y. 2015/2016.
Keywords : Macromedia Flash, Direct Instruction (DI) Learning Model,
PREFACE
Alhamdulillahirabbil ‘alamin, Give much thanks to the Almighty Allah SWT, for all His grace and blessing up to the author so that this thesis can be completed. Thesis entitled "The Effect of Macromedia Flash in Physics Learning with Direct Instruction (DI) Model to Students’ Learning Outcomes of Heat and Temperature Subject in Grade X MAN 2 Model Medan Academic Year 2015/2016.", is submitted to get a degree of Sarjana Pendidikan, Faculty of Mathematics and Natural Sciences, State University of Medan.
The authors would like to thank Mr. Dr. Ridwan Abdullah Sani, M.Si as thesis supervisor who has provided guidance and advice to the author since the early writing of the proposal until the end of this thesis. Thanks are also extended to Mrs. Dr. Derlina M.Si as an academic counselor who has given a lot of advice and counsel in academicians of the author. Thanks also goes to Mr. Prof. Dr. Nurdin Bukit, M.Si as thesis adviser I, and Mr. Drs, Abdul Hakim S, M.Si as thesis adviser II and Mr. Dr. Eidi Sihombing, M.S as thesis adviser III who have provided suggestions and recommendations from the research plan to the preparation of this thesis. Thanks are also given to Mr. Dr. Asrin Lubis, M.Pd as a Dean of the Faculty of Mathematics and natural science of State University of Medan. To Mr. Alkhafi Maas Siregar, M.Si as Chairman of the Department of Physics and Mrs. Dr. Iis Siti Jahro, M.Si as bilingual program coordinator and all of lecturers and staff employees throughout the Department of Physics, who has helped the author. Thanks also goes to Mr. Dr. H. Burhanuddin, M.Pd as principal of MAN 2 Model Medan who has allowed the authors to conduct research and to Mr. Pandapotan Harahap, S.Pd, M.Si and Dra, Fahri Hanim, S.Pd. as physics teacher in MAN 2 Model Medan.
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helped and supported the author in her education up till now. To Fandi Ahmad Muzayyin Sinaga, Muammar Khadafi Sinaga, SE, as author’s older brothers and to Nazlia Fathul Jannah, S.Pd as author’s older sister. Specially for author’s beloved younger sisters, Rabiatul Khasanah Sinaga, who is sometimes become author’s older sister. Amanahtul Kharimah Sinaga, and Nisah Nirwana Sinaga, who have given motivation, supports, love, encouragement, stories and all of prayers, much thank for you. to author’s cutest nieces and nephews in the world, Nawal, Maliq, Nabil, Chila, Naura and Hanan, who always could make the authors smile and became her solace.
Unforgetfully saying thanks to my “Teacher” Nurul Wahida S.Pd, Siti Auditia S.Pd, Anisa Vibrianda S.Pd, and Taniya Rachmawati who have taught the author the most important things in this life, the way and guidance that is Islam Kaffah. To Chalila Deli Gayo as author’s long distance Friendship,who always give prayer in the far distance. To my second Family All of sisters in MHTI, chapter Campus Unimed for all of supports. to author’s closest classmate Dian, and Asmah and All of friends in Bilingual Physics Education 2012 and to all assistant laboratory of general physics 2014 who can not be mentioned one by one.
The author have done the best in finishing of this thesis, but there must be so many shortage of writing and grammar, so that the author hope for criticism and suggestions for better. Hopefully this thesis can be useful for all readers.
Medan, June 2016 Author
CONTENT LIST
Legitimation Sheets i
Bioghrapy ii
Abstract iii
Preface iv
Content List vi
List of Figures ix
List of Tables x
List of Appendices xi
CHAPTER I INTRODUCTION 1
1.1. Background 1
1.2. Problem Identification 4
1.3. Problem limitation 5
1.4. Problem formulation 5
1.5. Research objectives 5
1.6. Research Benefits 6
CHAPTER II LITERATURE REVIEW 7
2.1 Theoretical Framework 7
2.1.1 Definition of Learning 7
2.1.2 Learning Outcomes 9
2.1.3 Learning Media 10
2.1.3.1 Definition of Learning Media 10
2.1.3.2 Benefit of Learning Media 11
2.1.3.3 Kind of Learning Media 13
2.1.4 Macromedia Flash 14
2.1.5 Direct Instruction Model 16
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2.1.5.3 Steps of Direct Instruction Model 20
2.2 Subject Material 22
CHAPTER III RESEARCH METHOD 41
3.1 Location and Time of Research 41
3.1.1 Location of Research 41
3.1.2 Time of Research 41
3.2 Population and Sample 41
3.2.1. Population 41
3.2.2. Samples 41
3.3 Research Variable 41
3.4 Type and Design Research 41
3.5 Research Procedure 42
3.6 Data Collection Instrument 45
3.7 Types and Sources of Data 45
3.7.1 Type of Data 45
3.7.2 Data Source 45
3.8 Data Analysis Techniques 45
3.8.1 Learning Outcomes Test 45
3.8.2 Students’ Mastery Level 50
3.8.3 Exhaustiveness Learning In Individual and Classical 50
3.8.4 Completeness Achievement Indicators 51
CHAPTER IV 53
4.1 Results 53
4.1.1 Implementation of Pretest 53
4.1.2 Normality Test Data 55
4.1.3 Homogeneity Test 55
4.1.4 Implementation of Learning 56
4.1.5 Implementation of Post-test 57
4.2 Discussion of Results 60
CHAPTER V 64
5.1 Conclusion 64
5.2 Recommendations 64
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LIST OF FIGURES
Page
Figure 2.1 Edgar Dale’s Experience cone 12
Figure 2.2 DI model aims to achieve two of learning outcomes 16 Figure 2.3 Phases of Direct Instruction Learning 20
Figure 2.4 A gap between two concrete roadway 27
Figure 2.5 Anomaly of Water Graph 30
Figure 2.6 Bimetal Iron 31
Figure 2.7 Blackening Process 32
Figure 2.8 Heat Transfer 37
Figure 2.9 Illustration how material can be designed by thermos 40
Figure 3.1 Research Flow Diagram 44
Figure 4.1 Diagram Comparison of Data Pretest 54
LIST OF TABLE
Page
Table 2.1 Syntax of Direct Instruction Model 19
Table 2.2 Celcius, Fahrenheit, and Kelvin Scale 26
Table 2.3 Coefficient of Length Expansion 28
Table 3.1 Table of Pre-experiment Design 42
Table 3.3 Mastery Level Guidelines for Students 50
Table 4.1 Data Value of Pretest 53
Table 4.2 Normality Test of Data Pretest 55
Table 4.3 Homogeneity Test of Data Pretest 55
Table 4.4 Data Value of Post-test 57
Table 4.5 Normality Test of Data Post-test 58
Table 4.6 Homogeneity Test of Data Post-test 59
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LIST OF APPENDICES
Page
Appendix 1. Lesson Plan 69
Appendix 2. Table of Specification Instrument of learning outcomes test 111 Appendix 3. Instrument of learning outcomes test 121
Appendix 4. Student Worksheet 125
Appendix 5. Data Pretest and Post-test of Experimental Class 132 Appendix 6. Data Pretest and Post-test of Control Class 134 Appendix 7. Data of Physics Learning Outcomes Experimental and Control
Class 136
Appendix 8. Tabulation of Data Pretest in Experimental Class 138 Appendix 9. Tabulation of Data Post-test in Experimental Class 140 Appendix 10. Tabulation of Data Pretest in Control Class 142 Appendix 11. Tabulation of Data Post-test in Control Class 144
Appendix 12. Calculation of Normality Test 146
Appendix 13. Calculation of Homogeneity Test 150
Appendix 14. Hypothesis Test 152
Appendix 15. Research Documentation 156
Appendix 16. Table of Critical Value of Liliefors 162
Appendix 17. Table of Normal Distribution 163
Appendix 18. Table of Percentile to F Distribution 165 Appendix 19. Table of Percentile to t Distribution 167 Appendix 20. Surat Kesediaan Dosen Pembimbing Skripsi 168
Appendix 21. Surat Izin Penelitian 169
CHAPTER I
INTRODUCTION
1.1. Background
At the level of senior high school (SHS), physics is often considered essential to be taught as a separate subject to several considerations. Learning physics conducted a scientific inquiry to cultivate the ability to think, work and scientific attitude and communicate as one aspect essential life skills of senior high school (SHS) (Depdiknas, 2006)
But then in reality, Physics learning become “scary” lesson because of difficulty in understanding the physics subject, then often encountered the students of senior high school complain about physics which are difficult to understand and require a lot of energy and time to understand it. They suggest better avoid physics rather than meet difficulties when learning physics. If they are forced to learn physics, most of them just follow to fulfill obligation in school, instead of trying to understand it.
Wiyanto (2009) related to the complaint that the study of physics is very difficult, he stated, that studying physics is difficult, because it was a sense of fondness and love for students to learn physics must be grown by avoiding a boring routine. Physics became the scourge of many pupils and students. Even teachers too much to avoid physics by reason of physics is difficult. Sebayang (2011) stated that physics is a subject which is quite difficult. Because of the difficulty of understanding physics that causes them to hate physics. This statement is supported Hardhienata (2007) which stated to become a working physicists require creative abilities, intellect, and perseverance. Physics is not easy because it involves mathematical techniques, sometimes even the integration of leading edge techniques and analysis advanced geometry, such as topology
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physics. Similarly, after questionnaire about learning physics of students at MAN 2 Model Medan, only a few students were able to understand the lessons taught by physics teacher, or get the perception about physics lessons as a difficult subject and lessons which only about formulas that turned more difficult for them. The author was also having discussion with some physics teacher in MAN 2 Model Medan and the school where the author did experience training program (PPLT), the conclusion was that teachers often face difficulties when designing physics learning activities which contain abstract concepts. Thus, making the students have the difficulty to understand the materials. This is the reason of low score in physics, which has an average of 65, where the score should be more than the standard of completeness criteria (KKM) that is 80. For example, in learning concept of static and dynamic electricity, and heat and temperature, optical geometry, static and dynamic fluids, relativity theory, quantum physics, modern physics etc. where contain many abstractions. In such way that teachers need to use some tools that providing teacher to make easier for them in explaining the material in class.
complex because education prosecuted to advance the performance in all sides. To get qualified and quality learning outcomes is necessary to make rehabilitation, changing, and modernity.
One of media (computer-based) is macromedia flash, it is a computer software that used to design animation. By learning process which used macromedia flash, students not only imagine but also can observe the concept that teacher explained directly. Macromedia flash is composite among kind of media that capable of creating learning condition become interesting and fun so that give motivation to learn higher in individual of student (Ariasdi, 2008). Applications like Macromedia Flash have become easy to use and many curriculum planners and teachers are now able to create animated aids using these tools. (Eilks et al. 2009)
Similarly according to Arsyad (2007) In the process of teaching and learning, the media have an important role. Because the media can be a bridge between the teacher's explanation to the students' understanding, when a matter cannot just be explained verbally. Complexity of the material that will be delivered to students can be simplified with the help of the media.
Some research result that had been done by other research by using same computer-based media that is macromedia flash can increase the learning outcomes. In a journal “The Effects of Varied Animation in Multimedia Learning: Is the extra effort worthy?” (Rias, 2011) stated that improved learning actually occurred and which version of the animation produced the better outcome. As same as “The Effect of Computer-Assisted Instruction on the Learning of Black Body, Compton and X-Rays” it stated that animations which were prepared with Macromedia Flash 8.0 Program. The result of the study shows that students taught by computer supported animations were performed better scores than those in traditional teaching group (p < 0,05) (Akcay and Unal, 2011)
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STAD which is integrated with the Media computers Macromedia Flash on Topic acid-base and salt" "(Hand, 2011) stated that the learning outcomes of students increased by 46.60%. Additionally, the findings showed that students changed their perception of science and technology learning as a result of teaching and learning with integrated animations. Students felt greater interest in learning, and emphasized more the use of technology and experiments during lessons. (Y, 2009)
Based on the description above, thus, author would like to do a research about
“The Effect of Using Macromedia Flash with Direct Instruction (DI) Model to the Students’ Learning Outcomes of Heat and Temperature Subject in Grade X MAN 2 Model Medan Academic Year 2015/2016”
1.2. Problem Identification
Based on that background, there are some problems that can be identified as follows:
1. Teacher difficult to explain physics material which load abstract concept without presence the visualization, especially for material heat and temperature so that cause of difficulty for student in understanding the material being taught.
2. Selection of media that is not suitable and less interesting can be difficult for teachers to convey material physics with abstraction and can bother the fair communication between teachers and students.
3. The lack of optimizing technology utilization by teacher in the class. 4. There is more student that unlike learning physics.
5. More students suggest physics as difficult lesson and complex matter and complicated to understand.
6. Lack of students’ interesting in physics learning because of teacher cannot interest in teaching process.
8. Learning outcomes of students in grade X MAN 2 Model Medan in Physics is less than KKM (minimal completeness criteria).
9. The media that used by teacher less interesting for students.
10.More teachers confuse to choose suitable and effective media in physics learning.
1.3. Problem Limitation
Remember the imposingly scope of problem and by considering the constraints of time, funds, and the ability of researchers, this study is limited to a few things as follows :
1. This research is limited to the use of macromedia flash
2. This research is limited to the use direct instruction (DI) model. 3. This research is limited to the students’ learning outcomes. 4. This research is limited to the heat and temperature subject.
1.4. Problem Formulation
Based on the background of problem, identify of problems, and circumscription of problem, hence the abbreviation of problem in this research are:
1. How are students’ learning outcomes in physics learning by using macromedia flash with direct instruction learning model of heat and temperature subject in grade X MAN 2 Model Medan academic year 2015/2016?
2. How are students’ learning outcomes in physics learning without using macromedia flash with direct instruction learning model of heat and temperature subject in grade X MAN 2 Model Medan academic year 2015/2016?
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1.5. Research Objectives
Based on the previous problem formulation, so the following is some objectives of research:
1. To know the students’ learning outcomes by using macromedia flash with Direct Instruction learning model to the students’ learning outcomes of heat and temperature subject in grade X MAN 2 Model Medan academic year 2015/2016.
2. To know the students’ learning outcomes without using macromedia flash with direct instruction learning model to the students’ learning outcomes of heat and temperature subject in grade X MAN 2 Model Medan academic year 2015/2016.
3. To know the effect of using of macromedia flash with direct instruction learning model to the students’ learning outcomes of heat and temperature subject in grade X MAN 2 Model Medan academic year 2015/2016.
1.6. Research Benefits
Benefits of research that hopefully can be reached are:
1. For teacher, Giving motivation to teacher to be more active in development media especially to upgrade quality and process of teaching and learning in class.
2. For school: there are two benefits, this research will give worth suggestion to any school or institution especially school where will be held this research to increase the quality of physics learning.
3. For student, this research will give motivation to them in understanding physics, or can change their perception about physics as uninteresting or annoyed and scary lesson, and about the difficulties by using attractive media such as macromedia flash.
4. For researcher, this research will increase knowledge, skills, ability and experience in completing the competence of teacher as teacher candidate. 5. For physics education study program and society, to be the comparison
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS 5.1 Conclusion
The conclusion of this study is based on findings from the data of research, systematic grain is done by paying attention to the research that has been formulated. The conclusions of the research of heat and temperature subject in grade X MAN 2 Model Medan academic year 2015/2016 obtained are:
1. Students’ learning outcomes of physics by learning with learning media animation macromedia flash in experimental class before being given treatment pretest average of students is 68.09 and after being given treatment postest average of students is 80.62.
2. Physics learning outcomes of students by learning without macromedia flash animation in control class before being given treatment pretest average of students is 59.09 and after being given treatment postes average of students is 70.69 .
3. There is an effect with using macromedia flash animation on learning outcomes of students in class X with the value of tcount > ttable = 3.149 > 1.663 at significance level α = 0.05.
5.2Recommendations
Based on the research results and conclusions of the above, then as a follow-up of this study suggested some h al as follows:
1. For students, especially students of MAN 2 Model Medan should always do the preparation and more active learning in every learning activity in order to obtain better learning outcomes. Then, they can determine the best media that can help them to get attractive learning and make them not easily boring.
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