THE ANALYSIS OF CORRELATION BETWEEN STUDENT LEARNING DIFFICULTIES WITH STUDENT COGNITIVE CAPABILITY IN
LEARNING CHEMISTRY OF CLASS XI HIGH SCHOOL
By:
Lestari Nababan Reg. Number 4123332008
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the requirement for Getting Degree of Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
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BIOGRAPHY
THE ANALYSIS OF CORRELATION BETWEEN STUDENT LEARNING DIFFICULTIES WITH STUDENT COGNITIVE CAPABILITY IN
LEARNING CHEMISTRY OF CLASS XI HIGH SCHOOL
ABSTRACT
Lestari Nababan (4123332009)
The difficulty in studying Chemistry students stem from difficulties in terms, understanding chemical concepts, and difficulties numbers. The student cognitive capability in SMAN 1 Sidikalang and SMAS Trisakti Medan . The research aimed 1) To know how the student perception about the chemistry topic 2) To identify how the cognitive capability that developed 3) To determine the correlation between learning student difficulties with student cognitive capability 4) To determine how the performance of the student teachers. The population was all of the students in grade XI at second semester academic year 2015/2016 . The class in SMAN 1 Sidikalang ,there is XI-IPA-2 and XI-IPA-7 and 1 classes in SMAS Trisakti Medan ,there is XI-IPA-1. The test used is a essay test consists of 8 questions on the efficiency of time and that the amount of matter that is representative ie 2 questions for each sub subject. Essay tests given to students is a test quoted from issues ever tested at the National Final Examination, after give the questionnaire and then observed the answer , the result will analized with the student cognitive. Based on result Location of difficulty predominant performed students in solving problems thermochemical subject is the difficulty in understanding the problem (29,3%). The average percentage of students who fall into the category lies the difficulty implement concepts needed is 48,04%. Factors that cause learning difficulties of students are three factor , there is Internal factors, External, The student intelligence. The student cognitive capability in SMAN 1 Sidikalang and SMAS Trisakti Medan is low.
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PREFACE
Praise and Gratitude must be prayed to Almighty God , for all the gracing and blessing that provide health and wisdom to the author so she can finish this thesis well . The title of this thesis is “The Analysis Of Correlation Between Student Learning Difficulties and Student Cognitive Capability In Learnining Chemistry of Class XI High School” that was done in SMAN 1 Sidikalang and SMAS Trisakti Medan academic year 2015/2016 .It was prepared to get degree of Sarjana Pendidikan of Chemistry Education , FMIPA , UNIMED .
On this occasion , the author also conveys a respect and gratitude to :
1. Prof.Dr. Ramlan Silaban,M.Si, as a thesis supervisor who has provided guidance and suggestion to the author since the beginning of the study until the completion in writing this thesis.
2. Dr. Zainuddin Muchtar,M.Si , Dr. Iis Siti Jahro,M.Si , Dra. Ani Sutiani,M.Si , who have provided suggestions from the planning until the completion of this thesis.
3. Prof.Drs. Manihar Situmorang,M.Sc,Ph.D , as the Academic Supervisor who always guided researcher during the lecture course and the entire along with Mr. and Mrs.Staff and Lecturer in chemistry department ,FMIPA,UNIMED.
4. Drs. Alben Sianturi as a school principals of SMAN 1 Sidikalang and Drs. L.Sitanggang M.Pd a school principals SMAS Trisakti Medan and staff which assist in the implementation of this research .
6. To all of author’s friend CESP 2012 ,IKBKK,SALY ( Sepbrina , Anggi , Lestari , and Yohana ),and special friend Dolok Roniasi Simamora , the author say thank you so much that always support the author in college and daily life .
The author has done the maximal effort in the completion of this thesis , but author is aware there are many weaknesses in terms of both of content and grammar . Author hopes the suggestions and constructive criticism from readers for completeness the thesis perfectly . At least , author hope this thesis can be useful to enrich the reader in science education .
Medan , June 2016 Author,
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LIST OF CONTENT
Legalization Sheet Pages
Biography i
Abstract ii
Preface iii
List of Content v
List of Figure viii
List of Table ix
List of Appendix x
CHAPTER I INTRODUCTION 1
1.1. Research Background 1
1.2. Problem Identification 3
1.3. Problem Limitation 4
1.4. Problem Formulation 4
1.5. Research Objectives 4
1.6. Research Benefits 5
1.7. Operational Defenition 5
CHAPTER II LITERATURE REVIEW 6
2.1. Theoretical Framework 6
2.1.1. Studying and Learning 6
2.1.2. Studying and Learning Process Chemistry in high school 8
2.1.3. Difficulties Students In Studying 10
2.1.4. Cognitive Learning Difficulties 13
2.2. Description of Study Material 14
2.2.1. The changes of chemistry in chemical reaction 15
2.2.2. Enthalpy and enthalpy changes 16
2.2.4. The Standard Enthalpy Change (∆H0) 20
2.2.5. Calculation of ΔH Reaction 21
2.2.5.1. Calculation ΔH Reaction Using Calorimetry 21 2.2.5.2. Calculating ΔH Reaction Using Hess Law 22 2.2.5.3. CalculatingΔH Reaction Using The Binding Energy 24
2.2.6. Heat of Combustion In Daily Life 25
2.3. Conceptual Framework 26
2.4. Hypothesis 26
CHAPTER III RESEARCH METHODOLOGY 27
3.1. Research Location and Time 27
3.2. Research Population and Sample 27
3.3. Types And Data Sources 27
3.4. Research Instruments 27
3.4.1. Diagnostic test 28
3.4.2. Questionnare 29
3.5. Type and Design Research 30
3.6. Collecting Data Technique 31
3.7. Analysis Data Interpretation 32
3.8. Valuing Cognitive Capability 34
CHAPTER IV RESULT AND DISCUSSION
4.1. Research Result 35
4.2. Students Capability 35
4.3. Presentation of Data and Data Analysis 35
4.3.1. Analysis of the difficultied students based on the scores 35 obtained by students
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cognitive capability
4.4. Discussion and Research 49
BAB V CONCLUSSION AND SUGGESTION 58
5.1. Conclusion 58
5.2. Suggestion 58
LIST OF FIGURE
Figure 2.1. Showing the changes of energy 15
Figure 2.2. The release and absorption of heat 18
Figure 2.3. Diagram Formation CO2 23
Figure 3.1. The overview of research design 31 Figure 4.1 The Diagram Grouping Students Capable of 36
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LIST OF TABLE
Table 2.1. Average binding energy (kJ/mol) 25 Table 3.1. Lattice matter to analyze the student's difficulties in 28
working on the problems subject Thermochemistry
Table 3.2. Lattice questionnaire that will be given to students 29 Table 3.5. Category Causes of Student Learning Difficulties 33 Table 4.1. Grouping Students Capable of Low, Medium, and, High 36 Table 4.2. Data Presentation and Analysis of Problem number 1 37 Tabel 4.3. Data Arranger And Analysis of Problem Number 2 38 Tabel 4.4. Data Presentation and Analysis Question number 3 38 Tabel 4.5. Data arranger and Problem analysis number 4 39 Tabel 4.6. Data arranger and analysis problem number 5 40 Tabel 4.7. Data arranger and analysis problem number 6 40 Tabel 4.8. Data arranger and analysis problem number 7 40 Tabel 4.9. Data arranger and analysis problem number 8 41 Table 4.10. The average Presentation Location of Difficulty 42
Students
Tabel 4.11. Percentage Error type Students 42 Tabel 4.12. The percentage of students each Item Difficulties 43
Questionnaire
Table 4.13. Valuing Cognitive Capability 48
LIST OF TABLE
Table 2.1. Average binding energy (kJ/mol) 25 Table 3.1. Lattice matter to analyze the student's difficulties in 28
working on the problems subject Thermochemistry
Table 3.2. Lattice questionnaire that will be given to students 29 Table 3.5. Category Causes of Student Learning Difficulties 33 Table 4.1. Grouping Students Capable of Low, Medium, and, High 36 Table 4.2. Data Presentation and Analysis of Problem number 1 37 Tabel 4.3. Data Arranger And Analysis of Problem Number 2 38 Tabel 4.4. Data Presentation and Analysis Question number 3 38 Tabel 4.5. Data arranger and Problem analysis number 4 39 Tabel 4.6. Data arranger and analysis problem number 5 40 Tabel 4.7. Data arranger and analysis problem number 6 40 Tabel 4.8. Data arranger and analysis problem number 7 40 Tabel 4.9. Data arranger and analysis problem number 8 41 Table 4.10. The average Presentation Location of Difficulty 42
Students
Tabel 4.11. Percentage Error type Students 42 Tabel 4.12. The percentage of students each Item Difficulties 43
Questionnaire
Table 4.13. Valuing Cognitive Capability 48
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LIST OF APPENDIX
Appendix 1. The Identification Formula of Thermochemistry 63
Appendix 2. Instrument of Research 64
Appendix 3. The Answer 67
Appendix 4. The List Number of student has a difficulties and 71 type of problem students
Appendix 5. Questionnare about Factors Learning Students Difficulties 77 Appendix 6. The List Of Student Ability Scores 80
Appendix 7. Ability Grouping Of Student 81
1 1.1. Research Background
Learning is a process that led to the occurrence of a change or renewal of behavior and skills. Learning is basically a process of active business person to get something forming behavior towards a better direction. But in reality, not all learning activities achieved satisfactory results. There are still some students achieve learning outcomes are low and it is this which gives an idea that has not been achieved in the learning and mastery learning as well as a picture of the learning difficulties experienced by the students themselves.
One of the parameters used to measure students' mastery of knowledge and skills of the subject is academic achievement is generally shown in the form of value. Student achievement is assessed cognitive aspect as it relates to the ability of students in knowledge or memory, comprehension, application, analysis, synthesis and evaluation (Sincere Tu'u, 2004)
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The facts show that high school students consider chemistry palajaran eye difficult to learn, so that students have first felt less able to learn (Yusfiani and Situmorang, 2006). On the other hand Haryati (2009) reported the availability of qualified chemistry textbooks is very less. It can be seen from textbooks that are used in many schools still elusive students. The books there is more emphasis on the mission of delivering the knowledge or mere facts. Innovation from the author still very limited so students are often bored in reading the book.
Students' perception of something conceived and desired by the students can be a real reality, so as to encourage students to acquire something dipersepsikannya. So also in the process of learning in the classroom, students will try to elicit learning achievement when students have a positive perception of chemistry.
One of the difficulties students in learning reflected in the declining student learning outcomes. Therefore we need the right solution to overcome learning difficulties that result in low student achievement. This is in line with that expressed by Ahmadi and Supriyono (2004) that learning difficulties are obstacles that come from inside and outside the student.
Barriers include: intelligence, attention, interest, talent, health and disability, while the outer barrier of the students is the family, school and community. The circumstances in which pupils / students can not learn properly should know the cause. Analysis of the students' learning difficulties is the duty of a teacher in teaching and is a tool that can be used as a reference in locating children who require a more detailed analysis of their difficulties. Complex and abstract concepts in chemistry to make students believe that chemistry is a difficult subject. Student difficulties in understanding the concept of buffer solution needs to be analyzed to determine the cause of these difficulties, so that later can be solved (Resti Ana Marsita, 2009).
answers or test questions. Well defined indicator can be used to detect the extent to which learning outcomes can be achieved.
"The difficulty in studying Chemistry students may stem from difficulties in terms, difficulties in understanding chemical concepts and difficulties numbers" (Arifin, 1995). In chemistry class is inseparable from mathematical calculations, where students are required to be skilled in the formulation / math operations. But often encountered students who do not understand the formula. This is because students do not know the basics of good mathematics, students do not memorize mathematical formulas are widely used in chemical calculations, so that students are not skilled in using basic mathematical operations.
Moreover, in general, the students already assume that the chemical subjects daunting and tedious, consequently there is little students who are not even interested in understanding and mastering the basic concepts of chemical materials. There are many students who have ambitious heavily in education, especially in chemistry, but there are students who do not like chemistry lessons. This condition I have found typing writer implementing integrated field experience program (PPLT).
It certainly did not expect because it can affect the success of the learning process chemistry. So that every student can master the chemistry lesson well of course depends not only on teachers' efforts but also takes their interest in learning based on the self-consciousness rather than coercion.
Seeing how important interest in learning for students, researchers are interested in conducting research titled “ The Analysis Of Correlation Between Student Learning Difficulties With Student Cognitive Capability In Learning Chemistry Of Class XI High School ” .
1.2. Problem Identification
From the background the identification problem in this research are:
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2. The factors that cause students of SMAN 1 Sidikalang and SMAS Trisakti Medan have difficulty in learning chemistry is mainly subject Thermochemistry
3. The relationship between students 'learning difficulties with students' cognitive cabilities
1.3. Problem Limitation
To have the matter investigated to a lesser extent, the existing problems ie should be limited to learning materials Thermochemistry which refers to the education unit level curriculum class XI IPA in second semesters.
1.4. Problem Formulation
As for the formulation of the problem in this research are:
1. Which is learning indicators students' learning difficulties in learning chemistry on the subject of thermochemistry?
2. How cognitive abilities of students in learning chemistry on the subject of acids and bases?
3. What is the relationship between the difficulties students with students' cognitive abilities?
1.5. Research Objectives
1. To know how the student perception about the chemistry topic 2. To identify how the cognitive capability that developed
3. To determine the correlation between learning student difficulties with student cognitive capability
1.6. Research Benefits
The benefits are expected after this research is : 1. For chemistry teacher
The results of this study are expected to provide information to teachers about the chemistry of learning difficulties experienced by students, especially in Thermochemistry learning.
2. For students
This research is expected to help students in finding the problems it faces, especially when studying the acids and bases
3. For other researchers
This research can be used as reference materials and reference for further research
1.7. Operational Definition
1. Learning difficulties referred to in this study are the factors - factors that affect students' learning difficulties are characterized by declining results obtained by the student. The usual difficulty comes from within the students, parents, chemistry teacher, school and difficulty in understanding the material being taught. (Syah, 2012)
2. Cognitive abilities in question in this research is the ability possessed by the students in understanding the problems that are tailored to the Taxonomy of the level of knowledge (C1) to analysis (C4). (Arikunto, 1993)
3. Thermochemistry
Thermochemistry is the study of the energy and heat associated with chemical reactions and/or physical transformations. A reaction may release or absorb energy, and a phase change may do the same, such as in melting and boiling. Thermochemistry focuses on these energy changes, particularly on the system's energy exchange with its surroundings.
58 BAB V
CONCLUSION AND SUGGESTION
5.1. CONCLUSION
Based on the research results that have been obtained, the authors conclude as follows :
1. The point of the difficulties learning of students are : a. Student difficulties in understanding matter b. Student difficulties in the concept of prerequisite c. Student difficulties in applying the concepts needed d. Difficulty in arithmetic operations
2. The cognitive abilities of students in learning chemistry on the subject of thermochemistry is low , because up to 51% have a difficulties in learning and it means is some student have a low ability to remains their learning.
3. The relationship between the difficulties students with students’ cognitive abilities is a memory and the memory has a major role in the achievement of academic achievement .
5.2. SUGGESTION
As for suggestions from the author is as follows :
1. In teaching a new chemistry concepts to students, teachers should inform interest in the new concept with the concepts of chemistry that has been studied before, so that more students understand that the real nature of the chemistry that sequence.
2. Should pengajara to understanding of the concept is emphasized so that students can master the material in preparation for the next study material
3. Students are given more practice questions, especially questions that have relevance to chemistry concepts on previous material
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