LEARNING AND CREATIVE THINKING SKILLS TOWARDS STUDENTS ACHIEVEMENT
IN ACID AND BASE TOPIC
THESIS
Submitted to fulfill the requirements to Get Magister Degree of Education in Chemistry Education Program
Oleh:
NURUL WAHIDAH NASUTION NIM: 8156141012
MAGISTER PROGRAM
STATE UNIVERSITY OF MEDAN
ABSTRACT
Nurul Wahidah Nasution IDN 8156141012, Effect Of Thinking Skills Enhancement Learning Strategy Based On Collaborative Using eXe Learning And Creative Thinking Skills Towards Students Achievement In Acid And Base Topic
This research has several purpose they are (1) The difference of students achievement that is taught by Thinking Skills Enhancement Learning Strategy based on collaborative using eXe Learning with Direct Instruction, (2) The difference of students achievement between High Creative thinking kills with low creative thinking skill, (3) The interaction of both model with creative thinking skill with Learning Strategy, and (4) The relation between students creative thinking skills with students achievement. The samples of this research were students grade XI SMA Negeri 16 Medan for two classes, each class had 36 students. In experimental class that implemented the Thinking Skill Enhancement Learning Strategy based on collaborative using eXe learning while in control classs by direct instructional. This research instrument was achievement test 20 questions in form of multiple choice that had been valid and reliable. Based on the result of data requirement test, the students’ achievement in experiment and control class were normal distributed and homogeny. From the research result was got (1) The average score of normalized gain in experiment class is higher than control class those are 0.732 and 0.542. It meant there was the difference of students achievement that was taught by Thinking Skills Enhancement Learning Strategy based on collaborative using eXe Learning with Direct Instruction. (2) The students who had High creative thinking skills got N-Gain score has 0.73 is higher than students who had low creative thinking skills that was 0.54. So, there is the difference of students achievement between High Creative thinking kills with low creative thinking skill that is taught by Thinking Skills Enhancement Learning Strategy based on collaborative using eXe Learning and Direct Instruction towards students achievement. (3) There was the interaction of both model with creative thinking skills towards students achievement with sig 0.00. (4) There was the relation between students creative thinking skills with students achievement in experiment and control class with the contribution towards the students’ achievement as 54.8 %
ACKNOWLEDGEMENT
The greatest thankful to the almighty Allah SWT for His gracious,
merciful and blessing that have given the writer healthy and wisdom, to my
Prophet Muhammad SAW as my life guidance and motivator until she can
complete this thesis well accordingly to the planning time.
The thesis with the tittle “Effect Of Thinking Skills Enhancement Learning Strategy Based On Collaborative Using eXe Learning And Creative Thinking Skills Towards Students Achievement In Acid And Base Topic “ is arranged to prerequisite to get Magister Chemistry Education in Medan State
University.
In this chance, I would like to express my gratitude to my thesis
supervisor Dr. Simson Tarigan,M.Pd and Prof. Dr. Retno Dwi Suyanti, M.Si that
give me so many guidance and suggestion to prepare this thesis. My special
beloved jealousy Husband Mohamed Rinas Abdul Razack for your support, love ,
pray, attention, and tension though, always be there with me even four hours
different time ( Indonesia-Dubai) for short time until I get my master, you are the
only one. My special Sincere gratitude and beloved to my lovely father Drs. Irwan
Safii M.Pd (my Greatest Man, motivator, hero and life), my lovely mama in the
heaven Almh. Nur Isnani (who had given me 17 years time to be together with so
much greatest moments, gave me so much power to be strong girl, and gave me so
much motivation to face all terms of condition and situation in Allah way
sincerely), my lovely mom Hj.Yenih Mulyati (who cares me so much and loves
me much), thank you for all uncountable love that I got from you.
In this chance too, I say also my gratitude to :
1. Prof. Dr. Bornok Sinaga M.Pd as Directur of Postgraduate Program Medan
State University
2. Prof. Dr. Ramlam Silaban M.Si as dean of Cemistry Education Study
Program
4. Prof. Dr. Ramlam Silaban M.Si, Prof. Albinus Silalahi M.S, and Dr.Ajat
Sudrajat M.Si as my examiners for their advices, suggestions, comments,
guidance and correction to complete this thesis
5. Prof. Dr. Ramlam Silaban M.Si as validator for research instrument
6. Dr.Ajat Sudrajat M.Si, Prof. Dr Ramlan Silaban M.Si as my examiners for
their advices, suggestions, comments, guidance and correction to complete
this thesis.
7. All the lecturers in Medan State University that has taught and guided the
writer
8. Desi Yulian S.Pd that had given a lot of information and help the
administration of the writer
9. Dra.Hj.Sri Irwati. M.Pd as the Headmaster of SMA Negeri 16 Medan, and
Dra. Hirwati M.Si as chemistry teacher in SMA Negeri 16 Medan
10. My lovely grandma Nurbaiti, my lovely opung Siti Laniah, my sisters Intan
and kak Dini and all my big families member for their support, love , pray,
and attentionn.
11. My special thanks to my beloved bestiests Sheldudung (Ervi Luthfi Sheila
Wanni Lubis)(That never change since bachelor till master, always keep
Galau and Labil), Nia (Sri rahmania)(The best from senior high school till
master, si orang aneh) Shantoso ( Santhy Ardelina V.Br Pinem)(Now
become a good wife, that always keep in touch even for having a log lunch for 5 hours and can‟t stop talking), Love you tiga kesayangan
12. For my partner in crime that always help me “Dian Aria Ningsih”
13. For my beloved friends in Chemistry Education Postgraduate Programme
Class 2015, specially for Tari ”si menye-menye”, Bang Awi “abangda tertua dan terbijaksana”, Yogi “si xxxxx”, atika “ si polos”, kristina „ si raden”, lia, eni and bang gaung “better to be called as bang guang”, thank for your support and time for having many trip, fun, joyful hangout and “koro-koro” as always, also other all classmates that I can‟t mention one by one. Thanks for your support and help the writer, also for their helping, kindness,
May Allah SWT, gives the blessed for your help and support that you had
given. The writer hope this thesis can be useful and give many contributions for the readers‟ knowledge especially about the subject matter which is researched in this thesis.
Medan, March 2017
vi
List of Figure and Picture xii
List of Appendix xiii
2.1.The Nature of Learning Chemistry 8
2.1.1. Enhancement Thinking Skills Learning Strategy 8
2.1.2. Creative Thinking Skills 11
2.1.3. Collaborative Learning 15
2.1.4. E-Learning 17
2.1.5. Learning outcomes 18
2.1.6. DirectInstruction Model 20
2.1.7. Acid and Base Topic 22
2.2. Relevant Research Result 29
2.3. Thinking Framework 32
vii
CHAPTER IIIRESEARCH METHODOLOGY
3.1. Research Location and Research Objects 35
3.2. Research Population and Sample 35
3.3. Research Variables 35
3.4.Research Instrument for Collecting Data 36
3.4.1. Test of Creative Thinking Skills 36
3.4.2. Test of Students Achievement 37
3.4.3. Collaborative Learning Observation 38
3.5. The Procedure of Research 39
3.5.1. Implementation of Research Design 39
3.6.Research Instrument 42
3.6.1. Validity Test 42
3.6.2. The Reliability 43
3.6.3. The Difficulty Level 43
3.6.4. Different Index 44
3.7.Technique for Collecting the Data 45
3.8.Data analysis Techniques 45
3.8.1. Normality Test 45
3.8.2. Homogeneity Test 46
3.8.3. Normalized Gain 46
3.8.4. Hypothesis Testing 47
3.8.5.Criterium of Accepted Hypothesis 48
CHAPTER IVRESULT AND DISCUSSION
4.1. Research Result 50
viii
4.3.1. The Analaysis Data of Students’ Achievement before
Implementing the Teaching Treatment 53
4.3.2. The Analysis Data of Students’ Achievement after
Implementing Teaching Treatement 54
4.3.3. Normalized Gain Research Data 55
4.3.4. Creative Thinking Skills Achievement 56
4.4. Test of Research Treatment 57
4.4.1. Normality Test Research Data 57
4.4.2 Homogeneity Data 58
4.3.4.1. Homogeneity Data of Pretest 58
4.3.4.2. Homogeneity Data of Posttest 58
4.3.4.3. Homogeneity Data of Normalized Gain 58
4.5. Hypothesis Testing 59
4.5.1. First Testing 61
4.5.2. Second Hypothesis 62
4.5.3. Third Hypothesis 62
4.5.4. Fourth Hypothesis 64
4.6. Collaborative Learning Observation Result 65
4.7. Discussion 67
4.7.1. The difference of students achievement that is taught
by Thinking Skills Enhancement Learning Strategy based on
collaborative using eXe Learning with Direct Instruction 68
4.7.2. The difference of Creative thinking kills students achievement 69
4.7.3. The interraction of both model with creative thinking skill with
ix
4.7.4. The relation between students creative thinking skills with
students achievement 72
CHAPTER VCONCLUSION AND SUGGESTION
5.1. Conclusion 73
5.2. Suggestion 73
LIST OF TABLE
Page
Table 2.1 The Reference of Creative Thinking Skills Observation 13
Table 2.3 Characteristic Syntax of Direct Instruction 21
Table 2.4 Comparison among Arrhenius, Bronsted Lowry and Lewis Theory 24
Table 2.5 Litmus Colour Changing 25
Table 2.6 Indicator Solution Colour Changing 25
Table 2.7 Relevant Research 29
Table 3.1 The Instrument Lattice of Creative Thinking Skills 35
Table 3.2 Instrument Lattice of Students Achievement 36
Table 3.3 Table of Observation Sheet of Collaborative 37
Table 3.4 Observation Sheet of eXe Learning 38
Table 3.4 Research Treatment 39
Table 4.1. The recapitulation of istrument test analysis 51 Table 4.2. The Analysis of Students’ Achievement from Pretest Data 53 Table 4.3. The Analysis of Students’ Achievement from Posttest Data 54
Table 4.4. Average Value of Normalized Gain 55 Table 4.5. Percentage of Students Achievement 56
Table 4.8. Normality Test of experiment and control class by using Microsoft
Excel 57
Table 4.9. Conclusion of Annava two ways test 60
Table 4.10. Correlation test reuslt between thecreative thinking skills and
students’ achievement 61
Table 4.11. Summary of Regression Test creative thinking skills with studets’
achievement 61
Table 4.12. The result of Post Hoc Test with LSD Test Thinking Skills
Enhancement Learning Strategy based on collaborative using
eXe Learning and Direct Instruction 63
LIST OF FIGURE AND PICTURE
Page
Figure 2.1 Figure of Thinking Skills 13
Picture 2.1 Collaboration data transfer among partner organization 15
Picture 2.2 The reaction of using lone electron pairs to form the coordination
bonding between ammonia with BF3 23
Picture 2.3, The natural Idicator 26
Picture 2.4 pH Meter Digital 27
Figure 3.1 Scheme of Research Design 41
Picture 4.1. Average Graphic of N-gain in experiment and control class 55
Picture 4.2.The interraction between Thinking Skills Enhancement Learning
Strategy based on collaborative using eXe Learning and Direct
Instruction with creative tinking skills (High and Low)
towards students’ achievement (N-Gain) 64
Picture 4.3. Graph betweeen Indicator of collaborative Learning with Score
xiii LIST OF APPENDIX
Page
Appendix 1 Syllabus 80
Appendix 2Lesson Plan : Experimental Class 88
Appendix 3Lesson Plan : Control Class 110
Appendix 4Lattice of Creativity Thinking Skills 122
Appendix 5Instrument Lattice Of Students Achievement 128
Appendix 6 Instrumen Penelitian 130
Appendix 7 Key Answer 137
Appendix 8 Observation Sheet Of Collaborative Learning 138
Appendix 9 Exe Learning 140
Appendix 10 Data Of Students In Experiment And Control Class 166
Appendix 11 Calculation The Validity Of Item Test 170
Appendix 12 Reliability Of Instrument Test 172
Appendix 13 Difficulty Level Of Instrument 174
Appendix 14 Different Index Of Instrument 177
Appendix 15 Calculation The Distractor Of Item Test 179
Appendix 16 Normalized Gain Data In Experiment And Control Class 183
Appendix 17 Data Of Students Creative Thinking Skills In Experiment And
Control Class 189
Appendix 18 Normality Test For Experimental Class And Control Class 193
xiv
Appendix 20 Homogeneity Tes For Gain Data 201
Appendix 21 Annava Two Ways Result 202
Appendix 22 Collaborative Learning Observation 208
CHAPTER I INTRODUCTION 1.1. Research Background
There are two main components that have big role in learning and teaching
process they are student and teacher. In this process, there is the goal to achieve. To
get the best achievement in teaching and learning process needs a coordination
between students and teacher by applying some rule of education or study theority.
This coordination is used to be interractive and educative between students and
teacher, so that students can build the knowledge actively and the learning process is
hold interractively, inspiratively, delightly, also can motivate the students to achieve
the competence. Because the competence and ability of a teacher is very needed to
create the learning strategies to stimulate students thinking skill. In the reality, many
of teacher holds the learning process and force students to memorize information
without understanding the information and connect to real life. As the result, when
the students gradutae from school, they are smart in theoritical but low in application
(Tohri, 2011)
Special in chemistry, chemistry is one of required for Natural Science Class in
Senior High School. Because of many materials are in concept which the fact
connects each other. Therefore, some of students assume that chemistry is a
confusing material and difficult to be understood (Hidayatullah, Copriady, & Herdini
2015). Beside that, Many students still do not know about the fact of chemistry in
daily life especially in acid and base pH. Where, the function in learning chemistry in
Senior High School is to give the basic chemistry concept to develop the knowledge
in University and also as the lifeskill in society, and enhace the creativity in daily life.
In learning and teaching process, the methode variation is used by teacher still
unvariative tend to conventional one. So that, the students still do not have more time
to explore their creative thinking in learning process. Because, needed thinking and
creative idea in making (formulating) and solving the problem in daily life, also
the learning process in class use the true strategy of learning.(Saefuddin, 2012). By
creative thinking skills can be guided by a model that includes reflective judgement,
attitudes, idea generation and self regulations.so that, the creative thinking skills are
essential in learning process (Baum, 2010). This is caused Basically, every person
was born with the creative skills. The surrounding of the person will be the factor that
can influenced the creativity of a person. If the creative skills does not build, it will
not develop and will be hidden skill at the end. In education, the creativity skill is
developed through the learning process that activates mentality and physically of
students, such as through assessment, that consist of complex thinking skills
(Panjaitan, 2011).
The core of creativity is creative thinking. That is why, now we have to focus
on how to imrpove creative thinking ability. In creative thinking, the process of
thinking will change essentially, it will utilize the estensive analysis, conjugation,
entailment and relevance. Leads to mindet breakthough, thinking of divergent
(Chena. et al, 2015). Creative thinking is as combination of logical and divergent
thinking based on intuition. Therefore, creative thinking involves logic and intuiton.
This thing is useful for producing new things. The new things are the indication of
creative thinking (Saefuddin, 2015). Creative thinking skill, is one of importat
higher-order thinking skill to be developed. When stundets enter the higher education
in intuitions, they will need to accelerate development and build on the basic to
develop their creativity (Songkram,2015).
Thinking Skills Enhancement Learning Strategy (SPPKB) is a learning
strategy that focus on thinking skills of students. In Thinking Skills Enhancement
Learning Strategy (SPPKB) , the teacher will guide the students to find the concept of
problems through the dialogic process continously so the students will find the
answer of the problems by thinking logically. So that, students will not only know the
material but they can develop their idea and creativity through language ability
verbally. By this strategy can teach the students to think deeply, and develop their
increasing in thinking skills to solve the problem, and got 80,2% as the other results.
(Nurohman, 2014)
Computer technology develops very fast and many of application in this world
especially in educational world as learning media. By computer media, teacher will
be easier to explain the material that is abstrack and difficult to be imagined by
students (Copriady, 2014). The useful of technology in education is to attract student
interested in learning the difficult concept. The ability of teacher in mastering the
teachnology can affect to the students. E-learning is a common media to deliver the
subject material in education, beside that many intuitions make the training for this.
The students can construct the knowledge of students through media (Mafenya,
2013). This model of e-learning is very important to enhance the creative thinking of
students by including the implementation of teaching strategies, and teaching
methods(songkram, 2015). The media that can be used is eXe learning, from the other
reaserach that we could know the eXe learning can be enhanced the students
achievement in teaching Hyrdrocarbon subject matter where the data got ttable 1,66
while tcalculation 4,29 (ttable <tcalculation) (Hidayatullah. et all, 2015)
The students and teacher interraction, between students and students
interraction also has part to achieve the competence. Many of students can not
intteract well each other. Some of them feel that they have more knowledge than
other friends, so to build the coordination skills between students also needs the
right strategy because the students learning activity is the main factor to achieve the
competence.
The collaborative learning can be classified as less-structured form of
cooperative learning and has short term task. Students working in a group, work
together on a some task nto achieve the learning competence. The task is arranged so
that the students can work and discuss each other in a group also make a contribution
each other. (Cooper, 2008). By studying in collaborative form can encourage and help
students to get the new for life and continue as a student in University. (Brownie,
1999). The main goal of collaborative learning is to develop learning progression on
chemistry knowlegde to addres the authentic problems. Example when determining
the quaity of water in real life, the students will need the creative thining to solve
about this ( Stzeinberg. et all, 2014).
The other learning environment can be created based on differences in learning
styles. One of this learning style is, replace the traditional learning style by
implementing the traditional one to be the innovative one used the e-Learning
(Ozyurt & Ozyurt, 2015). Through the e-learning collaborative students is more
capable to communicate with the other students to solve the problem in colaborative
way (Al-Rahmi,2016). The learning based on technology combined with collaboative
give chance to students to produce the projects by coordinating and sharing each
other(Ozdamlia, Bicem,Ercag,et al . 2010).
Based on the problems above, the writer decides to make the reasearch entitle “Effect Of Thinking Skills Enhancement Learning StrategyBased On Collaborative Using eXe LearningAndCreative Thinking Skills Towards Students Achievement In Acid and Base Topic”
1.2. Problem Identification
As the direction that is used as the reference in this research, the writer
identifies the problems as follows
1. Passive interaction between students and teacher in learning process
2. The stategy that is used by teacher in teaching chemistry is still not suitable to
build the chemistry concept understanding of students
3. Less of social interaction between students in learning process
4. Students still have low creative way in solving problem of chemistry
5. There is difference of students achievement that is taught by Thinking Skills
Enhancement Learning Strategy based on collaborative using eXe Learning
with Direct Instruction
6. There is difference of students achievement between High Creative thinking
7. There is interaction of Thinking Skills Enhancement Learning Strategy based
on collaborative using eXe Learning and Direct Instruction with creative
thinking skill
8. There is relation between students creative thinking skills towards students
achievement
1.3. Problem Limitation
The writer makes the problem limitation as following :
1. Passive interaction between students and teacher in learning process
2. The stategy that is used by teacher in teaching chemistry is still not suitable to
build the chemistry concept understanding of students
3. Less of social interaction between students in learning process
4. Students still have low creative way in solving problem of chemistry
1.4. Problem Statement
Based on the problem limitation above, so the problem statements in this research are :
1. Is there difference of students achievement that is taught byThinking Skills
Enhancement Learning Strategy based on collaborative using eXe Learning
with Direct Instruction?
2. Is there difference of students achievement between High Creative thinking
skills with low creative thinking skill?
3. Is There interaction of Thinking Skills Enhancement Learning Strategy based
on collaborative using eXe Learning and Direct Instruction with creative
thinking skill ?
4. Is there relation between students creative thinking skills towards students
1.5. Research Objectives
The reasearch objective is to know the best teaching methodein teaching acid
and base. Specific objectives of the study were :
1. To know whether there is difference of students achievement that is taught by
Thinking Skills Enhancement Learning Strategy based on collaborative using
eXe Learning with Direct Instruction?
2. To know whether there is difference of students achievement between High
Creative thinking skills with low creative thinking skill
9. To know whether t*here is interaction of Thinking Skills Enhancement
Learning Strategy based on collaborative using eXe Learning and Direct
Instruction with creative thinking skill
3. To know whether there is relation between students creative thinking skills
towards students achievement
1.6.Research Benefits
This research is expected can give benefits to some parts either directly or
indirectly, as following :
1. As one of strategy for chemistry teacher to produce the learning situation
actively and creatively
2. As one of strategy for chemistry teacher to make students creative in using
computer technology one of them is using the eXe Learning
3. Can be used as learning media to practise studets creative thinking skill
1.7.Operational Definition
1. Thinking Skills Enhancement Learning Strategy is a learning model that focus
experience as tyhe material for solving the problem that is formulated
(Sanjaya, 2007)
2. Collaborative learning is a situation in which two or more people learn or
attempt to learn something together. Collaborative learning is based on the
model that knowledge can be created within a population where members
actively interact by sharing experiences and take on asymmetry roles
(Al-Rahmi, 2016)
3. Creative thinking is as the cognitive activities entire set that is used by
individuals according to a specific object, problem and condition, or a type of
effort toward a particular event and the problem based on the capacity of the
individuals (Birgili, 2015).
4. Students achievement is The result that is achieved in the form of number or
scores after giving the test of learning in every ending of learning process.
The score of students is as the reference to see the students understanding the
topic in learning process (Dimyati dan Mudjiono. 2006)
5. Direct instruction model is one of teaching method that is designed special for
supporting the stduents learning process that related with declarative and
procedural knowledge that structured well that can be taught by acitivity
CHAPTER V
CONCLUSION AND SUGGESTION 5.1. Conlusion
Based on the research result, and discussion so that can be got some
conclusion as following :
1. There is the difference of students achievement that is taught by Thinking Skills
Enhancement Learning Strategy based on collaborative using eXe Learning
with Direct Instruction. The average score of normalized gain in experimental
class that is taught by Thinking Skills Enhancement Learning Strategy based on
collaborative using eXe Learning 0.732 is higher than in control class that is
taught by direct instruction 0.542.
2. There is the difference of students achievement between High Creative thinking
kills with low creative thinking skill that is taught by Thinking Skills
Enhancement Learning Strategy based on collaborative using eXe Learning
and Direct Instruction towards students achievement. students’ achievement in high creative thinking skill categorize has N-Gain 0,730 and students’
achievement in low creative thinking skill categorize has N-Gain 0,544.
3. There is the the interraction of both model with creative thinking skill with
students achievement. In class that is taught by Thinking Skills Enhancement
Learning Strategy based on collaborative using eXe Learning with High
creative thinking skills has average 0.771 is higher than in control class that is
taught by direct instruction has average 0.353. While in Low creative thinking
skills in experiment class has average 0,736 higher than in control class has
0.690.
4. There is relation between students creative thinking skills with students
achievement. The correlation value (R) 0.740 and determination coefficient is
implemented with Thinking Skills Enhancement Learning Strategy based on
collaborative using eXe Learning has contibution or influence towards the
students’ achievement 54.8 %.
5.2. Suggestion
As the folow up of this research, there are some suggestion as following :
1. In implementing Thinking Skills Enhancement Learning Strategy based on
collaborative using eXe Learning to arrange the time efficiently and suitable
with the syntax that will be done in learning process.
2. When use the eXe Learning as learning media, it will be better the teacher
check the computer and in focus availability, if there is no the facilitate in
school for computer access, so the students can bring their own laptop, and for
infocus can borrow from other.
3. Teacher has to be update for the learning media as the reference that can be
used for the other learning process to make the learning process fun and
Nurul Wahidah Nasution was born on June
27th, 1992. Father’s name is Drs.Irwan Safii M.Pd and mother’s name is Nur Isnani. The writer does not have any brother and sisters. In 1997 the witer went to
Taman Kanak-Kanak Al-Quran (TKA) Taman
Pendidikan Al-Quran (TPA) Hidayatush Shibyaan.
After in 1998 the writer went to Swasta Elementary school in SD Swasta
PAB 27 then moved to SD NEGERI 064013 on 2003 and gradute on
2004. Then, the writer went to State Junior High School in 2004 at SMP
Negeri 16 Medan, then after graduate she went to SMA Negeri 16 Medan
in 2007 and graduate on 2010. 2010 went to State University of Medan
and went to Bilingual Chemistry Education Program.
On 2015 the writer passed the examination to Postgraduate
Program in State University of Medan and went to Chemistry Education
Program. The writer finished and had the thesis examination on 31st
