THE EFFECTIVENESS OF TEACHING MODEL TO INDUCE THE CONCEPTUAL CHANGE (M3PK) SIMSON TARIGAN TO
INCREASE STUDENT’S ACHIEVEMENT ON TEACHING SOLUBILITY AND SOLUBILITY PRODUCT
By: Novelita Tamba Reg. Number 4123332014
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 EFFECTIVENESS OF TEACHING MODEL TO INDUCE THE CONCEPTUAL CHANGE (M3PK) SIMSON TARIGAN TO INCREASE STUDENT’S
ACHIEVEMENT ON TEACHING SOLUBILITY AND SOLUBILITY PRODUCT
NOVELITA TAMBA (4123332014) ABSTRACT
The main objective in this research is to know the student’s achievement by using teaching model to induce the conceptual change (M3PK) Simson Tarigan on the teaching solubility and solubility product. This research was conducted in SMAN 1 Sidikalang. The samples are two classes from XI grade, one class as an experimental class and one class as a control class. The research instrument that used in this research is instrument test (evaluation test). The instrument test was already validated. Based on validity, there are 24 questions are valid and rcount for reliability test is 0.78. It means that the questions are reliable with high categories. Pretest was given to both of class to know the prior knowledge of students and then given different teaching treatment. From the research result, the average posttest in experimental class is 82.16 ± 6.39 with gain 0.74 (high), while for the average of posttest in control class is 77.83±5.36 with gain 0.70 (high). The percentage of student’s achievement in experiment class is 74% while the percentage of student’s achievement in control class is 70%. The pretest and posttest data of this research had been analyzed by using normality test and homogeneity test. It is a requirement to do hypothesis test. Based on hypothesis test using t-test was gotten value of significance rcount (0,019) < significant level (0.05), so the Ha is accepted and Ho is rejected. It means that there is significant differences in student’s achievement that taught by M3PK with student’s achievement that is taught by conventional method on solubility and solubility product.
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ACKNOWLEDGEMENT
Praise and gratefull writer wanna deliver to Trinity Jesus Christ for all His
uncountable grace so I can finish this thesis suitable with the time that has been
determine.
This thesis entitled ”The Effectiveness of Teaching Model to Induce the Conceptual Change (M3PK) Simson Tarigan to Increase Student’s Achievement on the Teaching Solubility and Solubility Product” arranged to get the degree of Sarjana Pendidikan Kimia, Faculty of Mathematics and Natural Sciences in State
University of Medan.
In this opportunity I wanna say thanks to my thesis supervisior Mr. Dr.
Simson Tarigan, M.Pd who has given guidance and many suggestion to writer
since proposal research until finish this thesis. The writer also wanna say thanks to
Mr. Dr. Rahmat Nauli, M.Si as my Academic Councelor as long as writer in state university of Medan. I don’t forget to say thanks to Mrs. Dr. Murniaty Simorangkir, M.Si., Mrs. Dr. Ir. Nurfajriani, M.Si and Mr. Drs. Jasmidi, M.Si as
my thesis examiner who give me suggestion, comment, and improvement to
compile this thesis. Gratitude will be deliver to Dr. Iis Siti Jahro, M.Si as
coordinator of Bilingual Program and Agus Kembaren, S.Si, M.Si as head of
Chemistry department who give chance to writer to do research.
The writer also say thanks to School Principle of SMA N 1 Sidikalang,
Mr. Drs. Alben Sianturi, and Mr. Drs. Silas Sihombing as chemistry teacher for
help and guide me when doing the research to complete this thesis.
Special gratitude to my beloved parents, my father J. Tamba and my
mother R. Situmeang for the unconditional love to support me in every situation
of my life Thanks for care, love, prayer, support, educate, and strengthen me.
Thank you to my beloved brothers and sisters, Nonoo, Paskah, Nico and Agnes
who prayed and gave me encouragement to complete my study.
Special thanks to my best partner ever, Rocky for caring, helping, and
always support me to finish this thesis. The writer also thanks to my friends,
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all of my friends in CESP’12, Lestari, Elviana, Meliana, Seruni, Rina, Lisna,
Hariati, Frida, Saadah, Nova, Rimbun, Suditro, Arif, Wita, Mariana, Ivana,
Rolina, Descey, Biuti, Taufik. Thanks for this 4 years guys and let’s go to the next
ambition. And to my friends of boarding house Silvi, thanks for laugh, happiness,
sadness and always support each other.
And thanks for all of people, whose name can’t be mentioned, who always
support me. I love you all.
Medan, June 2016
Writer
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LIST OF CONTENT
Agreement Sheet i
Biography ii
Abstract iii
Preface iv
List of Content vi
List of Figures ix
List of Tables x
List of Appendices xii
I. CHAPTER I ( INTRODUCTION )
1.1. Research Background 1
1.2. Problem Identification 3
1.3. The Scope of Study 4
1.4. Problem Formulation 4
1.5. Problem Limitation 4
1.6. Research Objectives 4
1.7. Research Benefits 5
1.8. Operational Defenition 5
II. CHAPTER II ( LITERATURE REVIEW )
2.1. Theoretical Framework 7
2.1.1. Reality of Chemistry 7
2.1.2. Defenition of Study 8
2.1.3. Defenition of Learning Outcomes 10
2.2. Teaching Model 11
2.2.1. Teaching Model to Induce the Conceptual Change (M3PK) 11
2.2.2. View of Constructivism 13
2.2.3. General Strategy of Conceptual Change 14
2.2.4. Alternative Concepts 17
2.2.5. The Conditions To Make Conceptual Change 18 2.2.6. New Concepts and Possibilities Occurring 19 2.2.7. The View of Teaching Model to Induce the Conceptual
Change in Science 20
2.2.8. The Excellence of Teaching Model to Induce the
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2.3. Operational Sequence in Teaching Model to Induce
Conceptual Change (M3PK) 23
2.3.1. The Syntax of Teaching Model to Induce the Conceptual
Change (M3PK) 25
2.4. Conventional Method 26
2.5. Media of Handout 28
2.6. Solubility and Solubility Product 30
2.7. Conceptual Framework 34
2.8. Research Hypothesis 36
III.CHAPTER III ( RESEARCH METHOD)
3.1. Research Location and Time of Research 37
3.2. Population and Sample of Research 37
3.2.1. Population 37
3.2.2. Sample of Class 37
3.2.3. Sample of Student 37
3.3. Research Variable 38
3.4. Research Instrument 38
3.5. Research design 42
3.6. Implementation Stage of Research 42
3.7. Research Procedure 43
3.8. Data analysis Technique 44
IV.CHAPTER IV (RESULT AND DISCUSSION)
4.1. Research Result 47
4.2. Analisis Instrument Test 47
4.2.1. Content Validity Test 47
4.2.2. Validity Test 48
4.2.3. Reliability Test 48
4.2.4. Difficulty Index 48
4.2.5. Distinguish Index 48
4.3. Data Analysis of Research Result 49
4.3.1. Student’s Achievement 49
4.3.2. Normality Test 50
4.3.3. Homogeneity Test of Student’s Achievement 51 4.3.4. Normalized Gain of Student’s Achievement 52
4.3.5. Hypothesis Test 52
4.3.5.1. Hypothesis Test of Student’s Achievement 53 4.3.6. Percentage of Student’s Achievement 54
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V. CHAPTER V (CONCLUSION AND SUGGESTION)
5.1. Conclusion 57
5.2. Suggestion 57
References 58
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LIST OF TABLES
Table 2.1 The Syntax of Teaching Model to Induce the Conceptual Change
(M3PK) 25
Table 3.1 The Classification of Content Validity Analysis 39
Table 3.2 Research Design 42
Table 4.1 Student’s Achievement Data 49
Table 4.2 Normality Data 50
Table 4.3 Homogeneity Test of Student’s Achievement 51
Table 4.4 Normalized Gain of Student’s Achievement 52
Table 4.5 Hypothesis Test of Student’s Achievement 53
Table 4.6 Percentage of Student’s Achievement 54
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LIST OF FIGURES
Figure 2.1 Structure Concept to do the Conceptual Change 15
Figure 2.2 The Example of Conceptual Change 17
Figure 2.3 The Scheme of Teaching Model to Induce The Conceptual
Change(M3PK) 21
Figure 3.1 Research Procedure Scheme 43
Figure 4.1 Chart of Student’s Achievement Data 50
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LIST OF APPENDICES
Appendix 1 (Learning Syllabus) 60
Appendix 2 (Lesson Plan) 63
Appendix 3 (Synthax of M3PK) 91
Appendix 4 (Handout) 95
Appendix 5 (Validation Sheet) 102
Appendix 6 (Instrumen Test) 114
Appendix 7 (Key of Answer) 118
Appendix 8 (Calculation of Validaty Test) 119
Appendix 9 (Calculation of Reliability Test) 122
Appendix 10 (Calculation of Difficulty Level) 124
Appendix 11 (Calculation of Distinguish Index) 127
Appendix 12 (Table of Validaty Test) 128
Appendix 13 (Table of Reliability Test) 129
Appendix 14 (Table of Difficulty Level) 130
Appendix 15 (Table of Distinguish Index) 131
Appendix 16 (Data of Student’s Achievement) 132
Appendix 17 (Data of Pretest and Posttest Control Class) 135
Appendix 18 (Data of Pretest and Posttest Experiment Class) 136
Appendix 19 (Calculation of Normality Test) 137
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Appendix 21 (Data of Normalized Gain) 142
Appendix 22 (Hypothesis Testing) 144
Appendix 23 (Table of Critical Value from r-Product) 146
1 CHAPTER I INTRODUCTION 1.1. Research Bacground
Chemistry Education at this time have an important role, because
chemistry is the basic knowledge for development of technology. Chemistry is
one of the subject matter that considered to be difficult by the students, so
students less interested to learn it. The difficulty related to the character of
chemicals, like the concept, material and calculation. In addition, students inclined
consider that study is the load, not a favourite. Therefore, learning of chemistry
should be designed in such a away to be more affective and innovative
(Marpaung, 2013).
Based on Tiastra ( in the Wawan, 2012), there are three things that caused
the chemicals are considered to be difficult, among other : 1) Speech method and
asked responsible still dominate in teaching and learning process so students often
assume chemistry as a boring learning; 2) students learning the chemistry in spite
of the purpose of the daily life but oriented for the test; 3) just a little students who
able to continue to higher education level, this is certainly resulted in the spirit
low of students to learning chemistry.
In the world of education, teaching and learning process dan using the
exactly method in present the material can help the student to know and to
understand everything was presented by teacher. Through the right learning,
students expected able to know and to understand the material so useful in real
life. One of the succes indicator of teaching and learnig process can be seen from student’s achievement. Student’s achievement is the mirror of knowledge, skill, and attitude. The success of teaching and learning process is the main thing that
coveted in implement the education in the school. The main component in
teaching and learning activity are tearcher and student. In this case, the students to
be the subject of learning. So, the learning paradigm that centered to the teacher
2
The teaching process according to piaget’s actually composed of three stages, namely assimilation, accommodation, and equilibration (Suciati and
Irawan, 2005:11). Assimilation Process is the unification process new
information into existing cognitive structures in the mind of the students. The
process of accommodation is the cognitive structure adjustment to new situations.
Equilibration is a continuous process of adjustment between assimilation and
accommodation. At this stage of assimilation should be observed that the
cognitive structures already present in the minds of students means students have
prior knowledge, it must be adapted to the new information on the interaction
between teacher and students.
If the student’s prior knowledge is not accordance with scientific reality, it is necessary to change the concept of the teaching process. Therefore, teachers
need to use a learning model that can make it easier for students to understand and
master the concept truth (Ihsan, 2005).
So, teacher need to using the learning model that can make it easy for
students to know and to understand the concept/theory/principle that teacher
should mastered. One of learning model that can be done by teacher is by using
Model of Teaching to induce the Conceptual change (M3PK), is a teaching model
based on constructivism through that knowledge was constructed in the minds of
the students by the students themselves, so the most important task of a teacher is to induce student’s initial concept and the concept of change (Tarigan, 1999).
And in the teaching process by applying Model of Teaching to Induce the Conceptual Change (M3PK) it will be identification of the student’s prior knowledge, structuring a concept or concepts change, evaluate the final draft
remedial students and students who are capable of doing intuitive low by high ability student so intuitive concept of the students is the development of student’s prior knowledge and the concept of the end of the students become intelligible,
plausible, and fruitful.
The success of the Model of teaching to Induce the Conceptual Change
(M3PK) in teaching has been investigated them by : Tetty M. Lumban Gaol
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the mean of the student’s score in experiment class for posttest is 7.78. Hermawan Purba (2010) is the mean of the student’s score in control class for posttest is 73.12 and the mean of the student’s score in experiment class for posttest is 82.00. Monalisa perangin-angin (2013) is the mean of the student’s
score in control class for posttest is 75.26, and the mean of the student’s score in
experiment class for posttest is 85.73.
The conventional method which is a way of explains information verbally
to some listeners, this activity centered on the speaker and the communication that
occurs in the same direction that often apply in the class. Many Coventional
teaching methods which use of teacher to present a subject matter that makes the
students tend to be lazy to think and just listen without understand what was said
by the teacher, this is make the students sleepy and bored quickly. Therefore, a
teacher required to be able to present the subject matter as interesting as possible,
so that the students feel interest and creativity to be active in chemistry
(Roestiyah, 2001).
Chemistry has sub-chapters, one of them is Solubility and Solubility Product. Research that will be done is to see the increasing of student’s Achievement especially on the Teaching Solubility and Solubility Product. Based
on the descriptive above, so that the researcher are interested in doing research
with tittle “The effectiveness of teaching to induce the conceptual change
(M3PK) Simson Tarigan to increase student’s achievement on teaching Solubility and Solubility Product”
1.2. Problem Identification
Based on the background, the problems of study that identify are :
1. Model of teaching to induce the conceptual change could be used as a
learning method when the teaching process is done in Senior High School.
2. The effectiveness of M3PK in topic Solubility and Solubility Product by
looking the student’s achievement on solving problems after using M3PK
4
1.3. The Scope of Study
Based on the problem identification, this research must have the scope of
study, so that make the researcher does not extend the problem catch. There are
the scope of study in this research. They are:
1 The research is conducted at the Senior High School (SHS) class XI
(Superior) using KTSP curriculum, semester 2, T.A. 2015/2016
2 The subject matter that observed in this research is Solubility and
Solubility Product.
3 Teaching method which is used in this research is M3PK and
Conventional Method.
1.4. Problem Formulation
Based on the background, the problems of study that identify are :
1. Is there the difference in student’s achievement using M3PK with
conventional teaching method?
2. How many the percentages of student’s achievement using M3PK?
1.5. Problem Limitation
The Problem Limitation in this research are Solubility and Solubility Product,
Model of Teaching to Induce the Conceptual Change (M3PK), student’s
achievement in grade XI on the teaching Solubility and Solubility Product, seen
from the evaluation after being treated..
1.6. Research Objectives
Based on the problem statement above, the objectives these research are:
1 Knowing the difference of student’s achievement by using M3PK with
conventional method on teaching Solubility and Solubility Product.
2 Determining the percentage of student’s achievement by using M3PK with
5
1.7. Research Benefits
There are benefits from this research for researcher, teacher and learder. The general benefit is to increase reseracher’s experience in the teaching chemistry. The specific research benefits are:
1. Benefits for students
Provides opportunities for students to learn with different learning models
so that they can optimize their potential
2. Benefits for Teachers
Provide feedback to teachers about the learning model that can improve
learning outcomes and learning activities of students during the learning
process
3. Benefits for Student Researcher
Gaining experience learning model, the selection of material, and develop
a selection of instruments.
4. Benefits for Schools
As one alternative to improve the system of teaching in the learning
process.
1.8. Operational Defenition
1. Teaching Model to Induce the Conceptual Change (M3PK) is a Learning
Model which aim to induce the right and structured concept to students.
M3PK is a Learning Model that constructivism. In this case, students
guided to build their own understanding or in other words students become
the center in the learning. In this model, the conceptual change focused on
three aspects, there are : intelligibility is the concept that has a meaning or
significance in students. The second aspect is Plausible that is students
believe that the concept that has been received correctly. And the Third
concept is Fruitfull that is give the “Fruit” for himself.
2. Coventional Learning in this research is the learning with Expository
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giving the example and it’s completion, then Teacher give the questions to be done by students, and discussing together in the class.
3. Handout is written material that prepared by Teacher to enrich the
knowledge of students. Handout that used is Handout in Handcopy form
which will be used as a Literature by students in Teaching and Learning
57 CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the research that have been done, can be concluded that:
1. There is a significant differences in student’s achievement that is taught by
teaching model to induce the conceptual change (M3PK) Simson Tarigan
with student’s achievement that is taught by conventional method on
solubility and solubility product.
2. The percentage of student’s achievement in experiment class that taught
by teaching model to induce the conceptual change (M3PK) Simson
Tarigan is 74% and in the control class that taught by conventional method
is 70%. So, the increasing of student’s achievement is 4%.
5.2. Suggestion
1. For chemistry teacher, they should make innovation in teaching of
chemistry, one of the ways is by apply ‘Teaching Model to Induce the
Conceptual Change (M3PK) Simson Tarigan”, because this models can
increase student’s achievement in chemistry.
2. For the other researcher, as an information to get more literature and
reference to do the same research in different time and place.
3. Necessary the relevant futher research with different subject matter as the
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