THE EFFECT OF GUIDED DISCOVERY LEARNING ON STUDENTS’ SCIENCE PROCESS SKILL AND LEARNING OUTCOME AT
ECOSYSTEM TOPIC IN GRADE X SMA NEGERI 2 KISARAN ACADEMIC YEAR 2014/2015
By :
Zelfani Ayuza SID 4113342015 Bilingual Biology Education
A Thesis
Submitted to Fulfill The Requirement for Degree Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
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ACKNOWLEDGEMENT
First and foremost, I would like to said Alhamdulillahirabbil’alamin to Allah SWT, the almighty, who has granted countless blessing, knowledge and opportunity to the writer, therefore the thesis entitled “The Effect of Guided Discovery learning on Students science Skill Proces and Leraning outcomes at Ecosystem topic in Grade X SMA Negeri 2 Kisaran Academic year 2014/2015” finally have ben completed.
Apart from the effort of me, the success of thesis depends largery on the encouragement and guidelines of many others. I take this opportunity to express my gratitude to the people who have been instrumental in the successful completion of this thesis.
I would like to shows my greatest appreciation to Prof.dr.rer.nat. Binari Manurung, M.Si. as the thesis supervisor. I can’t say thank you enough for his tremendous support and help and motivation therefore, I feel motivated and encourage every time attended meeting. Without his encouragement and guidance this thesis wouldn’t have materialized.
The deepest gratitude to Drs. Tri Harsono, M.Si. as the academic lecturer, Drs. Zulkifli Simatupang, M.Pd. as the head of Biology Departement, Prof.dr.rer.nat Binari Manurung, M.Si. as the coordinator of bilingual program, Mr. Samsuddin as the administrative assistance, Prof. Drs. Motlan, M.Sc, Ph.D, as dean of faculty of mathematics and Natural Science, Medan State University.
The enormous appreciation is addressed to Dra. Cicik Suryani, M.Si, Drs. H. Mhd. Yusuf Nst, M.Si, Dra. Hj. Elly Djulia, M.Pd. and Dra. Meida Nugrahalia M.Sc, as the examiners, for the valuable inputs to be included in this thesis and generously spent precious time in giving the guidance, encouragement, suggestions, and commnets on this thesis.
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A very special thanks to my beloved parents Mr. Zamri S.Pd, Almh. Dra. Yusmaini Yasin, and Nazmah Fitri S.E. for the eternal love, motivation, and fully support to accomplish the thesis. My lovely sister Zoraya Maysura who keep support whatever problems have to overcome.
Finally, motivation and support received from her lovely friends of Bilingual Biology Education 2011 who turned as like as Family during this four years. The brothers and sisters from Biology Bilingual 2012 and 2013. Her roommate Latifa Sahara, Luzy Lefiana and Afrini Hidayati. Beloved friend during Field Experience Program, Sapta, Asifa, Atika, Lydia, Dwi, Lia, Guruh, Siti, Sinta, Riris and Tyan, for their friendship and coorperetion.
Writer reliazed there so many mistakes found during completed the thesis, therefore the comments and advices is really expected. Hopefully the thesis usefull for all readers.
Medan, Juni 2015 Writer
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THE EFFECT OF GUIDED DISCOVERY LEARNING ON STUDENTS’ SCINECE PROCESS SKILL AND LEARNING OUTCOMES AT
ECOSYSTEM TOPIC IN GRADE X SMA NEGERI 2 KISARAN ACADEMIC YEAR 2014/2015
Zelfani Ayuza (NIM 4113342015) ABSTARCT
The research aims to know the effect of guided discovery learning on students’ science process skill and learning outcomes at ecosystem topic. This research was done in SMA Negeri 2 Kisaran. This research used quasi experiment type with pretest-posttest control group design. Population is the whole students in grade X SMA Negeri 2 Kisaran on 2nd semester, consisting of seven classes. Sample was taken using technique of purposive sampling. The number of research sample is 40 students for class experiment and 40 students for class control. The data of learning outcomes is taken by using instrument test in form of multiple choice which has been tested for the validity and reliability, while the data of Science Skill Process is taken by using instrument test in form of essay question from sevent indicators.
The data analysis used t-test, from the result of pretest calculation obtained the data both classes are distributed normally and homogeny, with tcount <ttable (1.06<1.991), therefore H0 accepted, means the cognitive of students before treatment are similar. During the treatment process class experiment was learned by using guided discovery learning model, while class control was learned by conventional learning model.
From the result of data calculation there was differences of mean between the two classes, the value obtained from class guided discovery are 82.8 with deviation standard 7.35 and class conventional 76.92 with deviation standard 8.18. From the result obtained tcount is about 2.88 and ttable 2.002. Therefore can be concluded that tcount > ttable it means Ha accepted. By using t-test two tail seven indicators were tested. The result shows science process skill in class experiment significantly higher than class control. By the other words it can be concluded that there is effect of guided discovery learning on students’ science skill process and learning outcomes at ecosystem topic in grade X SMA Negeri 2 Kisaran Acdemic Year 2014/2015.
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TABLE OF CONTENT
ABSTARCT ... iii
CURRICULUM VITAE ... ii
ACKNOWLEDGEMENT ... iv
TABLE OF CONTENT ... vi
LIST OF TABLE ... viii
LIST OF FIGURE ... ix
LIST OF APPENDIX ... x
CHAPTER 1 ... 1
INTRODUCTION ... 1
1.1 Background ... 1
1.2 Problem Identification... 4
1.3 The Scope of Research ... 4
1.4 Research qestions ... 5
1.5 Research Objectives ... 5
1.6 Significances of research ... 5
CHAPTER II ... 6
THEORETICAL REVIEW ... 6
2.1 Theoretical Framework ... 6
2.1.1 Science Process Skill ... 6
2.1.1.1 Observation ... 8
2.1.1.2 Interpreting ... 8
2.1.1.3 Predicting ... 9
2.1.1.4 Using the tools and materials ... 9
2.1.1.5 Applying the concept ... 9
2.1.1.6 Planning a Research ... 9
2.1.1.7 Communicating ... 9
2.1.1.8 Asking a question ... 10
2.1.2 Learning Outcome ... 10
2.1.2.1 Knowledge (C1) ... 10
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2.1.2.3 Applying (C3) ... 11
2.1.2.4 Analysis (C4) ... 11
2.1.2.5 Evaluation (C5) ... 11
2.1.2.6 Creation (C6) ... 11
2.1.3 Learning Models ... 11
2.1.4 Guided Discovery Learning Model ... 12
2.1.4.1 Adventages models Guided Discovery ... 15
2.1.4.2 Disadvantages Model Guided Discovery ... 16
2.1.5 Conventional Learning Model ... 17
2.1 Critical Framework ... 17
2.3 Formulation of Hypothesis ... 19
CHAPTER III ... 20
RESEARCH METHOD ... 20
3.1 Research Location and Time ... 20
3.2 Population and Research sample ... 20
3.2.1 Population of Research ... 20
3.2.2 Research Sample ... 21
3.3 Variable of Research ... 21
3.4 Type and Design of Research ... 21
3.4.1 Type of Research ... 21
3.4.2 Design of research ... 22
3.5 Instrument of Research ... 23
3.5.1 Instrument Test for Students Learning Outcome ... 23
3.5.2 Validity ... 25
3.5.3 Reliability ... 25
3.5.4 Index Difficulty ... 26
3.5.5 Discrimination Power ... 27
3.5.6 Instrument Test for Science Skill Process ... 27
3.6 Research Procedure ... 28
3.6.1 Preparation stage (Planning) ... 28
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3.6.3 Final stage (Collecting and Processing data) ... 29
3.6 Data Processing ... 31
3.7.1 Learning Outcome Data Analyzing ... 31
3.7.2 Science Process Skill data analyzing ... 31
3.7.3 Test Similarity two averages ... 32
3.7.3.1 Test Normality ... 32
3.7.3.2 Test Homogeneity ... 33
3.7.3.3 Hypothesis Test ... 34
CHAPTER IV... 35
RESULT AND DISCUSSION ... 35
4.1 Result Research ... 35
4.1.1 Result of Instrument Test ... 35
4.1.2 Research Data of Learning Outcomes... 35
4.1.2.1 Data of Pre-test in class Guided Discovery and class conventional ... 35
4.1.2.2 Data of Post-test in class Guided Discovery and class Conventional ... 37
4.2 Science Process Skill ... 39
4.2.1 The average Of Scinece Process Skill ... 39
4.2.2 The Data Of Science Process Skill In Class Guided Discovery and Class Conventional ... 40
4.2.3 Normality Test For Science Process Skill ... 42
4.2.4 Homogeneity Test For Science Process Skill ... 44
4.2.5 Hypothesis Test (t-test) ... 44
4.3 Discussion ... 46
4.3.1 Learning Outcomes ... 46
4.3.2 Science Process Skill ... 47
CHAPTER V ... 51
CONCLUSION AND RECOMENDATION ... 51
5.1 Conclusion ... 51
5.2 Recomendation ... 51
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LIST OF TABLE
Table 2.1 Variety of Science Process Skills type ... 8
Tabel 2.2 The stages of Guided discovery Model according to Arends ... 13
Table 3.1 Number of students grade X SMA Negeri 2 ... 20
Table 3.2 Group pre-test-post-test design ... 22
Tabel 3.3 Specification of Ecosystem topic ... 23
Table 3.4 Test Reliability Index Criteria... 26
Table 3.6 Table of Discrimination Power ... 27
Table 3.7 Indicators of Science Skill Process ... 28
Tabel 3.8 Category for Learning outcomes... 31
Table 4.1 Result of Pretest and posttest ... 38
Table 4.2 Deviation Standard of Science Skill Process ... 40
Table 4.11 NormalityTest For Science Skill Process ... 43
Tabel 4.7 Result of Homogeneity test on class control and class experiment ... 44
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LIST OF FIGURE
Figure 2.1 General Stages of Guided Discovery ... 15
Figure 2.2 Conceptual Framework ... 18
Figure 4.1 The Chart of comparison of pre-test ... 36
Figure 4.2 The Chart of comparison betweet post-test result ... 37
Figure 4.3 The Mean of Science Skill Process... 39
1 CHAPTER 1 INTRODUCTION
1.1 Background
Biology learning process emphasizes providing direct experience to develop competence so that learners are able to understand the nature around. Therefore, ideally biology lessons learned scientifically to improve the learning outcomes of students. Unfortunately, the importance of the scientific study of Biology is not accompanied by action-oriented learning process skills of students in the school. Science Process Skill in learning biology is still very low, evident from the research data PISA (Program for international assessment of students) the latest in 2012, Indonesian students reading level ranks 61st out of 65 countries members of PISA, the reading level of the Indonesian students lags behind neighboring countries, Thailand (50) and Malaysia (52). For mathematical literacy, students Indonesia was ranked 64th, and literacy Science was ranked 64th with a score of 382. (PISA, 2012)
Based on the fact that the authors obtained from interviews with subject teachers of biology in high school during Field Experience Programe (PPL) time in SMA Negeri 2 Kisaran, students tend more to memorize the concepts, theories, and principles without interpret the acquisition process. Learning with the lecture method causes less active of students in the teaching-learning process. Directed learning to memorize therefore, students are theoretically clever but poor in application. Teachers have been applied some learning model such discussion method, but the results not show progress, students held discussions method tends inactive and can’t express their opinion, it just some students are active on discussion, while others tend to rely on students are usually active in the class.
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semester, these was done if there is semester exams which require a Biology lab assessment or report on Learning activities of teacher to the principal. From some results above indicate that learners in SMAN 2 Kisaran has a low ability in the Science Skill process of Biology.
As weel as the facts finding, the results of studying Biology’s students at SMAN 2 Kisaran is still unsatisfactory. There are still many students who have not passed the minimum completeness criteria (KKM). Minimum completeness criteria (KKM) in SMAN 2 Kisaran is 80, while more than half of the students scored below 80. To deal with this problem needs to be implemented innovative learning model that can increase the ability of Science Process Skill and student learning outcomes. Guided Discovery can be used as an alternative that is expected to develop Scientific Process Skill of students in the subjects of biology that will enhance the learning outcomes as well.
According to Sani (2013) guided discovery learning is a method which is uses by teacher to build the concept in students mind by teacher guidance. Another idea from Warner (Simanjuntak, 2011), by with Guided Discovery models student is given to concrete materials and questions. In order to answer the question, student work individually or in small groups to explore, is observed, and discover the answer. It will improve science process skills of the students themselves. Dimyati and Mudjiono (2012) stated that by increasing students science process skill, it’s mean giving a changes to the students working by knowledge, not only explain or listen to explanation about knowledge. In other side, students will be happy and enjoy the learning because they are more active and not being passive students anymore.
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outcomes showed that the experimental group had a problem solving ability. Meanwhile, Oghenevwede (2010) through the research entitled Effects of Discovery and Inquiry Approaches in Teaching and Learning of Biology on Secondary Schools Students’ performance in delta state, nigeria, concluded that the discovery method was superior and more effective than the inquiry method. Therefore science teachers should consistently make use of the discovery approach in teaching biology.
Recent research by Fatokun and Eniayeju (2014) from the Department STME, Faculty of Education, Nasarawa State University, under the title The effect of concept mapping- guided discovery integrated approach on Chemistry students achievement and retention shows the results of the t-test analysis of the retention test from experimental group (used Guided by models) was Significantly better than that of the control group (traditional method) p <0.05. another research from Akanbi and Kalawole (2014) examined the effects of guided discovery (GD) and self-learning (SL) strategies on senior secondary school students’ achievement in biology, shown the result that Self learning and guided discovery strategies improved students’ achievement in biology. It is, therefore, recommended that teachers, curriculum developers and textbook writers adopt these two strategies for the improvement of students’ learning outcomes in biology.
Ecosystem is the subject matter for Biology lesson in grade X, that learning about the concept, facts and process. Most students know and understand the subject matter in concept only, and poor in process, this is cause the students low in order to understanding the relationship between the subject matter concept and the application in daily life. Finally this is gives an impact to the students learning outcome which is still low and poor in Science process skill.
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including; students ability to describe result observation, classification, predict, interprets, filed questions, plan experiment, applying concept and communicating.
Based on the problem that describe above, the research with entitled “The Effect of Guided Discovery Model on Science Process Skill and Learning Outcome for Ecosystem Topic in Grade X SMA 2 Kisaran” will be done.
1.2 Problem Identification
Based on the background above, problem identification in this research are follow :
1. Indonesian Students’ Science Process Skill is still low, that problem causing Indonesian Students’ ranked on 64th from 65 countries.
2. Students in SMA Negeri 2 Kisaran tend more to memorize the concepts, theories, and principles without interpret the acquisition process.
3. Teaching and learning process is still using conventional method and discussion.
4. Students that rarely hold an experiment biology in the laboratory, almost never.
5. Students’ Learning outcome in SMA Negeri 2 Kisaran is still under standard and didn’t pass Minimum Competences Criteria (KKM).
1.3 The Scope of Research
In this research, the research problem definition is:
1. Science Process Skill in this research is ability of student to describe result
classification, interpretation, prediction, applying, planning,
communication and asking a question.
2. Learning in this research done in Guided Discovery model as experiment class and Conventional Learning as control class.
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Understanding (C2), application (C3), analysis (C4), evaluation (C5), and creation (C6) at ecosystems topic.
1.4 Research qestions
Based on the background and research scope, research question can be Formulated as follow:
1. Is there any effect on Students’ Scienc process e skill that of Guided Discovery Learning model on science skill process of students at ecosystem topic in grade X SMA Negeri 2 Kisaran?
2. Is there any significant differences of Guided Discovery Learning model on students learning Outcome of students at ecosystem topic in grade X SMA Negeri 2 Kisaran?
1.5 Research Objectives
Based on the formulation of the problem above, the objective of this research is to determine:
1. The Effect of Guided Discovery learning models on Science process skills about Ecosystem Topic in class X SMA 2 Kisaran.
2. The Effect of Guided Discovery learning models on students’ Learning Outcome about Ecosystem Topic in class X SMA 2 Kisaran
1.6 Significances of research
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CONCLUSION AND RECOMENDATION 5.1 Conclusion
Based on the result of the research that have been gained from the data analysis and hypothesis test, therefore the conclusion arranged as follow :
1. The result of research showed that the result of learning outcomes of students that taught by guided discovery learning model is higher than students who taught by conventional learning model at ecosystem topic in grade X SMA Negeri 2 Kisaran Academic Year 2014/2015.
2. There is significant differences of science skill process between two classes at the skill of Prediction, Application, Planning and asking, while there is no significant difference of science skill process between two classes at the skill of classification, interpretation and communication at ecosystem topic in grade X SMA Negeri 2 Kisaran Academic year 2014/2015. Totally the result of science skill process in class guided discovery significantly higher than class conventional.
5.2 Recomendation
1. For the teacher, especially Biology’s Teacher expected to uses models that
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2. In this research student was litele bit confused to implemented the biology
in daily life, because they are usually just listening about the concept without real implementation or experiment, therefore, For the next researcher, expected to be giving the students more example about implementation biology in daily life and increasing the curiosity of students about skill process, therefore they are be able to doing experiment well.
3. This esearch was done by exerimen method on students activity, because
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