By:
Siti Eliza Hasningsih Reg. Number. 4103342024 Bilingual Biology Education
THESIS
Submitted as a to Fulfill The Requirement for The Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
MATHEMATICS AND SCIENCE FACULTY STATE UNIVERSITY OF MEDAN
BIOGRAPHY
Siti Eliza Hasningsih was born in Medan, North Sumatera on February 5th 1993.
Her father is H. Khoirum Rijal, ST, MAP and her mother is Hj. Ema Elpiani,
S.Sos. She is the first of two children. In 1997, she started her first education in
TK Muhammadiyah Bustanul Athfal in Lubuk Pakam, Deli Serdang and then
continued her study at SDN 101898 in 1998 and finished her Primary School on
2004. After that she continued her study to SMP Negeri 1 Lubuk Pakam and
graduated in 2007. Later the author continued her study to SMA Negeri 1 Lubuk
Pakam and graduated in 2010. In the middle of 2010, the author accepted in
Biology Bilingual Education study program in Biology Department, Faculty of
Mathematic and Natural Sciences, State University of Medan and did the thesis
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ANALYSIS OF STUDENTS’ LEARNING DIFFICULTIES IN STUDYING NERVOUS SYSTEM IN CLASS XI SMAN 1 LUBUK PAKAM.
Siti Eliza Hasningsih 4103342024
ABSTRACT
This research aims to analyse the students’ learning difficulties on nervous system subject matter and the factors that affected it in SMAN 1 Lubuk Pakam Academic Year 2016-2017. The population in this research is all the MIA students in the class XII with total amount of 192 students. Data collection instrument in this study using test and queestionnaires given to all students. Research results shows kinds of learning difficulties faced by the students on nervous system subject mattter was indicated into the academic learning difficulties, which can be seen from cognitive aspects. Based on Bloom’s taxonomy by C1 – C6, the level of learning difficulties of the students in SMAN 1 Lubuk Pakam in each cognitive aspects ranged from very low difficulty category to very high difficulty category. In sequence, the average percentage are 16, 41% on C1, 28,75% in C2, 46,46% in C3, 64,41% in C4, 77,95% in C5 and 92,88% in C6. The percentage of students’ learning difficulties from five learning indicators ranged from high caategory to very high difficulty category, where the average percentage are 53,8% in the first indicator, 39,06% in second indicator, 40,97% in third indicator, 69,66% in th indicator, and 45,44% in 5th indicator. Internal factors that affected the students learning difficulties in learning nervous system subject matter is which belong to very influential category is the factor of interest, intelligence, motivation, and psychology. External factors that included to influential category is subject matter and family environment.
ACKNOWLEDGEMENT
First and foremost, praise and thanks to Allah SWT for all the graces and
blessings, knowledge, and opportunity to the author that she finally able to
accomplish her thesis. The writer express her gratitude towards all that had
assisted her in the process of completing this thesis titled Analysis of Students’
Learning Difficulty in Studying Nervous System in Class XI SMAN 1 Lubuk
Pakam.
On this occasion the author would like to present deep gratitude and
forever indebted to her beloved parents, her father H. Khoirum Rijal. ST, MAP
and her mother Hj. Ema Elpiani S.Sos, for their full support, encouragement, and,
for always believing in the author and her ability, for the nonstop prayer, and for
the huge love, enormous patience, and understanding. The author can not ask for a
better parents than them. And also to the only sister, Dwina Elfika Putri for all the
support and for always reminding the author to be a better adult. Also thanks for
the late grandma Hj. Syamsiah for the love and support, always believing in her
and never doubted her.
The writer deeply acknowledge gratitude to Dr. Hasruddin, M. Pd as the
thesis supervisor and the head of Biology Department who had been generously
supervising and spending his precious time in giving guidance, suggestions,
encouragement until this thesis come to its present form. The enourmous
appreciation is adressed to Dr. Fauziyah Harahap, M.Si, Dr. Melva Silitonga, MS.
and Endang Sulistyarini Gultom, S.Si, M.Si, Apt as the examiners that had given
constructive criticisms and valuable advices to be included in this thesis. Also
thanks to her academic counselor, Mr. Syarifuddin, M.Sc, Ph.D for his
generousity and support. The writer also would like to thank Dr. Iis Siti Jahro, M.
Si as the coordinator of Bilingual Program, to Mr. Jamaret Hasugian for all his
great administrative assistance, and all of the lecturers of the Biology Bilingual
Education Program who had taught her in her academic years.
Special thanks are extended to the headmaster of SMAN 1 Lubuk Pakam,
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Jamiatun Nur Simbolon, and all the teachers in SMAN 1 Lubuk Pakam that had
helped the author during the research for the completion of this thesis. Special
thanks for the friends in ABM Perbaungan, Rikcy Almeda, Sheila Khairuna
Pulungan, Chairany Rizka, Anggi Paramita Daulay, Cici Purnama Sari, Wulida
Dinil Arifah, Fery Surya Perdana and Jovan Sitinjak, for their encouragement,
support, prayer, and laughter. Thanks were also delivered to all my friends in
Bilingual Biology Class 2010 who have helped and gave supported to author.
Also thanks to her school friend in P3K, Indah Cacing, Fahmi Tapir, Uni, Bobby,
Tamitemot, Sai, and Zki who always gives the author strength, support, and joy.
Also special thanks to Ilda Pohan, Ade Ine, and Indah Koto for the company, the
stories, the shared experience, encouragement, and the happiness. The author also
give the big thanks to Rikcy Almeda and Sheila Khairuna Pulungan that has
helped and taught the author so much, and to support the author so much, without
them it will be very hard for the author to finish the thesis. Last but not least thank
you for Rony Fhebrian that always be the best of friend, for be the best company
in the time of hardship and give strength to the author to finish the thesis. Thanks
to all the people, who the name had not been mentioned yet, that had helped and
supported the author in any other way.
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, then the authors welcome any suggestions and constructive
criticism from readers for this thesis perfectly. The author hopes the contents of
this paper would be beneficial to contribute ideas in education..
Medan, April 2017
Author,
LIST OF CONTENT
Page
Approval Sheet i
Biography ii
Abstract iii
Acknowledgement iv
List of Content vi
List of Figure vii
List of Table ix
List of Appendices x
CHAPTER I INTRODUCTION 1
1.1. Background 1
1.2. Problem Identification 3
1.3. Problem Boundary 3
1.4. Problem Formulation 4
1.5. Research Objectives 4
1.6. Research Significance 4
CHAPTER II LITERATURE REVIEW 6
2.1. Definition of Learning 6
2.2. Learning Difficulties 7
2.3. Factors of Learning Difficulties 9
2.4. Diagnosis of Learning Difficulties 12
2.5. Nervous System 14
2.5.1. Parts of Nervous System 14
2.5.2. Nerve Cells 15
2.5.3. Central Nervous Sytem 18
2.5.4. Peripheral Nervous System 20
2.5.5. Nervous System and Brain Disorders 21
CHAPTER III RESEARCH METHOD 23
3.1. Research Time and Location 23
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3.1.2. Location 23
3.2. Research Population and Sample 23
3.3. Research Instrument 23
3.3.1. Validity 24
3.3.2. Reliability 25
3.3.3. Difficulty Level 25
3.3.4. Distinguishing Matter 26
3.4. Questionnaire 26
3.5. Type of Research 29
3.6. Research Procedure 29
3.6.1. Preparation 29
3.6.2. Research 29
3.7. Data Analysis Techniques 31
CHAPTER IV RESULT OF RESEARCH AND DISCUSSION 35
4.1. Description of Research Data 35
4.2. Analysis of Students’ Test Result 36 4.2.1. Analysis of Students’ Test Result in Each Cognitive Aspects 36 4.2.2. Analysis of Students’ Test Result in Each Indicator Aspects 37
4.2.3. Result of Questionnaire 38
4.3. Discussion of Research Result 40
4.3.1. Test Result of Students’ Learning 40
4.3.2. Analysis of Factors Influencing Students’ Learning Difficulty 45
CHAPTER V CONCLUSION AND SUGGESTION 49
5.1. Conclusion 49
5.2. Suggestion 50
REFERENCES 51
LIST OR FIGURE
Page
Figure 2.1. Nerve Pathway from Receptor to Effector 15
Figure 2.2. Neve Cells Structure 16
Figure 3.1. Research Procedure 30
Figure 4.1 Histogram Chart of Students Learning Difficulty
Percentage in Cognitive Aspects 36
Figure 4.2. Histogram Chart of Students Learning Difficulty
Percentage in Learning Indicator 38
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LIST OF TABLE
Page
Table 2.1. The Effect of Autonomic Stimulation Choice 21
Table 3. Indicator of Tests 24
Table 3.1. Scoring of Questionnaire Statement 27
Table 3.2. Questionnaire Base 27
Table 3.3. Distribution of Students’ Learning Difficulties on
Cognitive Aspect 32
Table 3.4. Distribution of Students Learning Difficulties on
Learning Indicators 32
LIST OF APPENDICES
Page
Appendix 1 Research Instrument 53
Appendix 2 Research Instrument Base 57
Appendix 3 Questionnaire 58
Appendix 4 Questionnaire Base 62
Appendix 5 Validity 64
Appendix 6 Reliability 68
Appendix 7 Difficulty Level 72
Appendix 8 Distinguishing Matter 77
Appendix 9 Tabulation of Students’ Learning Test in Cognitive Aspect 81
Appendix 10 Calculation percentage in Cognitive Aspect 85
Appendix 11 Tabulation of Students’ Learning Test in Indicator 89
Appendix 12 Tabulation of Questionnaire Result 92
Appendix 13 Table of t Product Moment 96
Appendix 14 Syllabus 99
1
CHAPTER I INTRODUCTION
1.1 Background
Education is a major key to create competent human resources for the
betterment of the country. Education is a very crucial thing to ensure a nation’s development and life continuity. Also, education is a nation’s advancement benchmark, and becoming the mirror of society’s personality. The education itself
should have a certain quality. The quality of the education is related to the students’ success in learning which can be seen from the learning achievement obtained.
Learning is an implementation of the educational efforts. Learning in both explicit and implicit way shows a change in someone’s behaviour and personality based on a certain experience or practice. Everybody has their own experience on
something, thus they learn something from it and the changes to that person called
the learning process.
Learning is not just transferring knowledge from teachers to students. It is
an understanding process where relatively permanent changes are caused by
information and experience. These changes do not solely refers to outcomes of the learners’ behaviour that are manifeslty oserveable, but also to attitudes, feelings, and intellectual processes that may not be so obvious (Atkinson et. al. in Chu,
2008). Learning for understanding can be achieved if the educators make the effort to find out what stundets’ conceptions of learning are and what constitues understanding.
Djamarah, (2011) propose a formulation that learning as a sequence of
body and soul, psychophysic towards individual development thoroughly, in the
relation of elements of creativity, feels, initiative, cognitive, affective, and
psychomotor. As the result of the learning process itself can be seen from the
change of the behavior as the result of experience. Teaching and learning as
teaching (instructional), experiences (process) of teaching-learning, and the result
of learning.
This thing is a difficult problem for teachers. The difficulty is because
student is not just as an individual with the uniqueness they have, but also as a
social being with different backgrounds. These individual differences have to be
considered in applying learning strategies, in order to make the students develop
fully and master the learning materials thoroughly. Everybody has their own
problem in learning things. Especially in every school in many kinds and levels,
there must be students that have difficulties in learning. Learning activities for
each individual is not always occurs smoothly. Sometimes it might be difficult for
the students to understand the learning material. In the matter of the eager to
learn, sometimes the students have high spirit, but in the same time they are
lacking in the ability to concentrate. This is the reality happened within student in
their daily life related to their learning activity.
There are some difficult subject matters faced by the students and they are
not capable of accepting some topics in Biology subject matter. Based on research
done by Tekkaya (2001) which identified some difficult concepts in Biology, it is
shown that nervous system is one of difficult concept in Biology. Nervous system
taught as a subtopic in Human Regulatory System topic in senior high school
class XI. If the diagnosis’ done earlier, the difficulties in learning this topic can be
resolved. These things are done in order to make the students understand better
about learning the concept of nervous system.
Another background of this research is the low points of learning
outcomes reached by the student in nervous system learning material in class XI
IPA SMAN 1 Lubuk Pakam. The result shows that 30% of learning outcomes
point in nervous system is under the KKM (Kriteria Ketuntasan Minimal /
Minimum Completeness Criteria) that has been sets. Related to this condition,
students are assumed having difficulties in learning the nervous system. This
information obtained from the observation that has been done in SMAN 1 Lubuk
Pakam and the statement biology teacher class of SMAN1 1 Lubuk Pakam, Mrs.
3
Therefore efforts should be made to increase students’ achievements and a way to do it is by knowing the problems faced by the students that affect their
learning outcomes in Biology subject matter, especially in nervous system.
Based on the background submitted above, researcher interested to do a
research on students in class XI IPA SMAN 1 Lubuk Pakam with the title: “Analysis of Students’ Learning Difficulties in Studying Nervous System in class XI SMAN 1 Lubuk Pakam”
1.2. Problem Identification
The problem can be identified based on the background above are as
follows:
1. In average of 30% of students that learned nervous system do not achieve
the KKM (Kriteria Ketuntasan Minimal / Minimum Completeness
Criteria).
2. Students are difficult to understand subtopics in nervous system..
3. Lack of students knowledge to understand the language and terminology
used in textbook and in the classroom, makes it difficult to grasp the
meaning of the concept.
1.3. Problem Limitation
The problem in this research is being confined in:
1. Learning difficulties in studying nervous system in cognitive ability
aspects (C1– C6) in class XI IPA SMAN 1 Lubuk Pakam Academic Year
2016-2017.
2. Learning difficulties in studying nervous system in indicators of learning
aspects in class XI IPA SMAN 1 Lubuk Pakam Academic Year
2016-2017.
3. Factors causing the learning difficulties studying nervous system in class
1.4. Problem Formulation
In accordance with the stated issues, the problem can be formulated as
follows:
1. How are the learning difficulties in studying nervous nystem in cognitive
ability aspects in class XI IPA SMAN 1 Lubuk Pakam Academic Year
2016-2017?
2. How are the learning difficulties in studying nervous system in indicators
of learning aspects in class XI IPA SMAN 1 Lubuk Pakam Academic Year
2016-2017?
3. What are the factors causing the learning difficulties studying nervous
system in class XI IPA SMAN 1 Lubuk Pakam Academic Year
2016-2017?
1.5. Research Objectives
The objectives of this research are:
1. Knowing the learning difficulties in studying nervous system in cognitive
ability aspects in class XI IPA SMAN 1 Lubuk Pakam Academic Year
2016-2017.
2. Knowing the learning difficulties in studying nervous system in indicators
of learning aspects in class XI IPA SMAN 1 Lubuk Pakam Academic Year
2016-2017.
3. Knowing the factors causing the learning difficulties studying nervous
system in class XI IPA SMAN 1 Lubuk Pakam Academic Year
2016-2017.
1.6. Research Significance
The benefits that can be taken from this research are:
5
2. For the teachers, to give enlightenment to teachers on where the students’
difficulties in topic nervous system lie so the teacher can get the best solution to make the students’ understand the Nervous System.
3. For the development of science, to be the additional book towards
educational discourse in Indonesia.
4. For the students, as an input material in learning especially in learning the
topic nervous system so that later the students can improve the learning
achievements.
5. For other researchers, as a reference to do a research related to the analysis of students’ learning activity in nervous system topic.
6. For the campus, as a source for the lecturers in devoting themselves in the
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
From the research that was done to the studenst in grade XII MIA in SMAN 1
Lubuk Pakam Academic Year 2016/2017 there are three conclusions as follows:
1. Learning difficulties on nervous system subect matter in cognitive aspect of
application (C3), analisys (C4), synthesis (C5) and creation (C6) were
categorized very high while knowledge (C1) was categorized a low difficulty
and comprehension (C2) was categorized as moderate difficulty.
2. Learning difficulties in nervous system subject matter in first indicator, second,
third, and fifth learning indicator were categorized as very high difficulty,
subject matter in fourth indicator were categorized as moderate difficulty.
3. Factors influencing students’ learning difficulties on nervous system subject
matter from internal factors that is very influential is interest factor while
psychology, intelligence, and motivation were categorized as very influential,
health factor were catogorized low influential. While from external factors the
most influential is subject matter. Family environtment was categorized as high
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5.2. Suggestion
The suggestions of this research are as follows:
1. For parents, in order to guide their children in learning at home and not
overload the child with work sto that it can lead fatigue in child that can cause
learning difficulties
2. For school, in order to provide appropriate learninng medium for
instructionalmateral of nervous system subject matter so that the students could
find it easier to understand and arre interested in learning nervous system
subject matter
3. For Biology teacher in Grade XI SMAN 1 Lubuk Pakam in order to further
improve the quality of learning in a way that make us of various teaching
methods and the use of props when ecplaining the nervous system subject
matter
4. For students Grade XI MIA SMAN 1 Lubuk Pakam to be more active in
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