THE COMPARISON OF WORKSHEET AND INDEX CARD MATCH AS A MEDIA ON COLLABORATIVE LEARNING MODEL ON STUDENTS’
LEARNING OUTCOME IN LEARNING OF BUFFER SOLUTION BASED ON LESSON STUDY
By:
Seruni Olivia Gita Ramadhani Reg Number 4123332018 Chemistry Education Study Program
A THESIS
Submitted to fulfill The Requirement for Getting The degree of Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
iii
THE COMPARISON OF WORKSHEET AND INDEX CARD MATCH AS A MEDIA ON COLLABORATIVE LEARNING MODEL ON STUDENTS’
LEARNINGOUTCOME IN LEARNING OF BUFFER SOLUTION BASED ON LESSON STUDY
Seruni Olivia Gita Ramadhani (Reg Number : 4123332018)
ABSTRACT
This research have objective to find a significant difference in students’ learning ouctomes in learning of buffer solution between student taught by
collaborative learning model based on lesson study using worksheet media and
index card match media. The population of this research were all student XI
grades at even semester in academic years 2015/2016 in SMA Panca Budi Medan.
Sample on this research were research class in above school. The research then
followed by pretest as the preliminary evaluation before the teaching treatment,
and treated by Collaborative learning model based on lesson study with worksheet
media in experiment class-1 and index card match media in experiment class-2.
After that gave posttest and the data collected in this research as evaluation test. In
pretest, average of pretest in experiment class-1 is 41.83 and in experiment class-2
is 35.33. In posttest, in experiment class-1 is 88 and experiment class-2 is 79.67.
The gain of students’ learning outcome from experiment class-1 and class-2 are
78% and 68 %. The increasing of lesson study’s indicator from one meeting to
second meeting are 69.93 % up to 88.31% in Experimental class 1 and for
Experimental Class 2 are 67.96% up to 88.18%.
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ACKNOWLEDGMENT
Firstly, the greatest thankfulness is given to Almighty God, Allah SWT who
always that gives blessing and provides health, wisdom, strength, spirit, knowledge
and everything for writer in composing this thesis accordance with the planned time. The title of thesis is “Comparison of Worksheet and Index Card Match as a Media on Collaborative Learning Model on Students’ Learning Outcome in Learning of Buffer Solution Based on Lesson Study” that arranged to obtain the degree of
Sarjana Pendidikan in Chemistry Department, Faculty of Mathematics and Natural
Science, State University of Medan (UNIMED).
In this opportunity, the writer would like to express my thankfulness and great
appreciation also big thanks for Dr. Zainuddin Muchtar, M.Si as my thesis supervisor
for this valuable time spent in giving guidance, advices, motivation and suggestions
during completing this thesis. The writer also thanks to Dra. Ani Sutiani, M.Si., Dr.
Ir. Nurfajriani, M.Si., and Dr. Marham Sitorus, M.Si as examiner for this thesis that giving me advices, suggestion, guidance and constructive comments for this thesis’s completeness.
The writer also say thanks to Dr. Asrin Lubis, M.Pd as the Dean of
Mathematics and Natural Science Faculty, State University of Medan, Dr. Iis Siti
Jahro, M.Si as the coordinator Bilingual Department, Nora Susanti, S.Si, Apt., M.Sc.,
and Mr. Syamsudin as administrator of Bilingual Office for their advices and other
necessary administrative business. The great thanks are also given to Dr. Iis Siti
Jahro, M.Si as my academic supervisor for this guidance during my academic process
in this University. The writer also say thanks to Prof. Retno Dwi Suyanti, M.Si as my instrument’s validator and media validator in this research.
The author appreciation also given to principal of SMA Panca Budi Medan.
Rusdi Ramli, SE and also the teacher M. Akhyar, S.Pd. Also for all of the staff in
v
A deepest love, appreciation and thank you so much also for my dearest
parents Dharma Bakti and Nurviana Annas, BA also for my dearest brother Ottis
Yudha Prawira Ramadhan, SP.d, for their motivation, advice, prayers and financial
support to me during my university lecture process.
Special thanks are given to all my love classmate in Bilingual chemistry
Education 2012 that always gives me the best memory in my education process and
help me through this also. For my senior high school bestie those are Putri Swastanti,
S.Gz., Laswita Indah Pratiwi, Siti Maryam Hanum, S.H., Anita Rizky Lubis, S.P.,
Fatya Ulfa, S.Psi thanks for motivate me and your infinity laugh, also for loving me.
The last, thanks for my awesome cousins ever in the earth.
Finally, writer hope this can be used for those who would like to explore more
about learning model in solubility and solubility product topic. The writer realize that
this thesis is still far from being prefect therefore critique and suggestion are needed
for further improvement of this thesis.
Medan, July 2016
The Writer,
Seruni Olivia Gita R
vi
TABLE OF CONTENT
Ratification Sheet i
Biogrpahy ii
Abstract iii
Acknowledgment iv
Table of Content vi
List of figure ix
List of table x
List of Appendix xi
CHAPTER I INTRODUCTION 1
1.1 Research Background 1
1.2 Problem Identification 5
1.3 Problem Limitation 5
1.4 Problem Formulation 7
1.5 Research Objective 7
1.6 Research Significanc 7
1.7 Operational Definition 8
CHAPTER II THEORITICAL REVIEW 9
2.1 Theoritical Framework 9
2.1.1. Definiton of Learning 9
2.1.2. Definition of Learning Outcome 10
2.2 Colaborative Learning Model 12
2.2.1. Definition of Collaborative Learning Model 12
2.2.2.The Syntax of Collaborative Learning Model 12
2.2.3.The Characteristics, Advantages and Disadvantages of Collaborative Learning
Model 13
2.3 Lesson Study 14
2.4 Learning Media 17
2.4.1. Worksheet Media 18
2.4.2. Index Card Match Media 19
2.5 Buffer Solution 20
2.7 Conceptual Framework 25
2.8 Hypothesis 25
vii
3.1 Research Location and Research Objective 26
3.2 Population and Sample 26
3.3 Research Variable 26
3.4 Research Design 27
3.5 Research Procedure 29
3.6 Research Instrument 31
3.7 Data Collection Technique 31
3.7.1. The Instrument of Data Collection 31
3.7.1.1. Validity Test 31
3.7.1.2. Reability Test 32
3.7.1.3. The Difficulty Level 33
3.7.1.4. Different Index of the Item Test 33
3.7.2. Data Analysis Technique 34
3.7.2.1. NormalityTest 35
3.7.2.2. Homogeneity Test 35
3.7.2.3. Hypothesis Test 35
3.7.2.4. The Increasing of Learning Outcome 36
CHAPTER IV RESULT AND DISCUSSION 37
4.1 Research Result 37
4.2 Data Analysis of Research Instrument 37
4.2.1 Validity Test 38
4.2.2 Reliability Test 38
4.2.3 Difficulty Test 38
4.2.4 Discrimination Index 39
4.3 Achievement of Research Result 39
4.3.1 Students' Learning Outcome 39
4.3.2 Normalized Gain 40
4.3.3 The Achievement of Lesson Study 40
4.4 Analysis Data 42
4.4.1 Normality Data 42
4.4.2 Homogeneity Data 42
4.4.3 Hypothesis Test 43
viii
CHAPTER V CONCLUSION AND SUGGESTION 47
ix
LIST OF FIGURE
Page
Figure 2.1 The Scheme of Lesson Study 15
Figure 3.1 The Flow Chart of Research Design 27
x
LIST OF TABLE
Table 3.1. The design of research 27
Table 4.3.1. Student’s Learning Outcome 39
Table 4.3.2 The table of Normalized Gain 40
Table 4.3.3. The percent of indicator lesson study 1 41
Table 4.3.4 The percent of indicator lesson study 2 41
Table 4.4. Normality Test of Student’s Pretest 42
Table 4.5. Homogeneity of Pretest 43
xi
LIST OF AAPPENDIX
Appendix 1 Syllabus 51
Appendix 2 Lesson Plan 53 Appendix 3 Lattice of Instrument 67
Appendix 4 Instrument Test (Before Validation) 82
Appendix 5 Key Answer 88
Appendix 6 Instrument Test (After Validation) 89
Appendix 7 Student Worksheet (meeting 1) 93
Appendix 8 Student Worksheet (meeting 2) 95
Appendix 9 Index Card Match (meeting 1) 97
Appendix 10 Index Card Match (meeting 2) 99
Appendix 11 Observation sheet of Lesson Study 1 101
Appendix 12 Observation sheet of Lesson Study 2 102
Appendix 13 Observation sheet of Lesson Study 2 103
Appendix 14 Validity Test 104
Appendix 15 Reliability Test 106
Appendix 16 Difficulty Level 108
Appendix 17 Discrimination Index 110
Appendix 18a Gain Exp. Class 1 112
Appendix 18b Gain Exp. Class 1 113
Appendix 19 Lesson Study 114
Appendix 20 Normality Test 122
Appendix 21 Homogeneity Tes 125
Appendix 22 Hypothesis Test 127
1 CHAPTER I INTRODUCTION 1.1. Background
Education is one embodiment of dynamic human culture and development
terms. Therefore, the change or education development is a thing that should
happen in step with the change of life culture. Change means a remedial education
on every level that should continously carried out in anticipation of future interest.
The main Problem in learning on formal education (school) is the low
absorptive capacity of learners. This is evident from the result of students’
learning still low. Achievement is certainly result of learning conditions that are conventional and doesn’t make the student aware of participants, actually how to learn it. In other word, the learning process is still dominated by the teacher and
not provide access for student to develop independently in the process of thinking
(Triantto, 2009).
Learning centere attention on “how to make students learn”, and not on “what is the students learn about”. That’s way educator has to plan for make students interaction. One of them is to design learning model. Learning thorugh model in order “Help the student to found their identity in social environment and to solve problem with support groups”. With learning through model, students will know the journey of life also the hard work to achieve the success.
The matter of the buffer solution is one of the lessons in senior high school
chemistry class XI topic buffer solution includes definition of buffer solution,
characteristic of buffer solution, calculate the pH of the buffer solution and its
functions. Buffer solution is a concept that adequately represent the abstract of
chemistry lesson. So that, chemistry subjects is difficult to be understood by
students. This is relevant to the results of research conducted by experts including
of Wiseman and Nakhel in Rusyamansyah (2004) shows many stidents easily
2
of chemistry. Rusyamansyah state that “Disinterest of students to chemistry
subject either caused to ignorance of students about the usefulness of the material
being studied chemistry in daily life. In addition, because of the way teachers
teach focuses on books.
Research that supports students in learning about difficulties of the buffer solution is as follow “Analysis of Difficulty Understanding Buffer Solution in Regular Students Class XI and Class XI RSBI Senior High School 1”. Based on analysis of the survey data, the percentage obtained by difficulties in the concept of buffer solution is experienced by 58% of regular students, while the students’ difficulties RSBI of 46.68%. The difficulty of the concept of pH and pOH
calculations using principles of chemical equilibrium in the students’ regular
classroom diffculties is 39.5% while RSBI graders is 19.99% On the concept of
computation buffer solution pH on the addition of a little acid or alkaline regular
grade students having difficulty is 55.63%, while RSBI graders is 47.09%. While the concept of the function’s buffer solution in the living body and in everyday life, the difficulty in the regular classroom students 77.5%, while the difficulty
RSBI graders 81.7%. The factors that cause students difficulty in understanding
the material buffers the readiness of students to receive course materials,
important concepts that are prerequisites for studying concepts further, planting
material concept of a buffer solution that is less deep, strategy learning by rote
and not exhausvie, lack of practice questions and how students solve problems.
From these data I can conclude that the teaching and learning needs of suite
learning strategies.
The use of student teams can be an especially effective teaching strategy
for several reasons. First, it allows the instructor to support students in learning a
valuable skill that employers continually rank as critical to workplace success:
how to work together and support each other in learning and discovery. Second,
becoming effective and productive team members allows students to develop their
independent learning skills by working individually on a portion of a group
3
members. And finally, integrating teamwork into a course can result in adding
structure to out-of-class time and increasing student accountability for their
learning. Obviously, team-based learning is not appropriate for all content, but it
can usually be adopted in some form in any course.
Collaborative learning and the community building that it supports can
greatly enhance the student experience. When community exists in the course,
students are more committed to the content and the activities surrounding the
content; are more comfortable asking questions; ultimately become more actively
involved in their learning; and are more likely to complete the course. Through a
variety of collaborative activities, starting early and persisting throughout the
course, participants can foster and encourage community, collaboration, and team
building among their students.
Looking for a reason the implementation of collaborative learning seems
to be a very easy thing. There is more research regarding the methods of learning
in small groups than the research of other teaching methods, including lectures
(Johnson & Smith, 1991).
In an effort to implement a more effective collaborative learning leading to
enhanced student learning activity, it needs to be coupled with the activity of
Lesson Study (LS). This is reasonable because the Lesson Study series of
emphasis on students' learning activities. Besides that, the things that put forward
at this stage of reflection is authentic data from the observation, which is used as
the basis for the subsequent improvement in the quality of learning. Although,
according to Ueno (2013), that Lesson Study does not give priority to resolving
the problems and difficulties but dividing issues, interact, and thinking to tackle
the problem together. From the description above, shows the importance of
implementing collaborative learning through lesson study activities as an effort to
improve students' learning activities
4
Visual,Text, Module, Print media, Audio, Audio-visual, Web, and so many
others. The word of “Media” is come from latin in plural form “medium”, means
middleman or agent. Association for Educationand Communication Technology
(AECT), defined media as every form and channel that used for information
process. National Education Association (NEA) defined media as every object
that could be manipulated, seen, listened, read, or be discussed with instrument that used for that event. While Heinich (1982) defined media as “the term refer to anything that carries information between a source and a receiver”.
Kemp & Dauton (1985) classified media into 8 kinds,those are (1) print
media (2) figure media (3) overhead transparacies (4) audiotape recorder (5) slides
and filmstrip (6) ulti-image presentation (7) video and life film (8) computer. Media is really helpful in learning chemistry. It support students’ to understand chemistry more far. Media is medium between Subject Matter, Teacher and Students’ itself.
Worksheet is one of the learning resources that can be developed by the
teacher as a facilitator in the larning activities. Worksheet drawn can bedesigned
and developed in accordance with the conditions and situations of learning
activities that will be faced. Worksheet is also amedium of learning because it can
be used in conjunction with other learning or other learning media. Worksheet is a
source of learning and medium of learning depends on the learning activities
designed.
Index card match is an educational media that can be used in the learning
process, in the form of a rectangular shaped card with a size that can be
customized, containing words such as questions about the material being studied
and other card contains the answer. Media education in the form of matching
cards will make the lot of being away from the tension that will facilitate the
students receive lessons and students are expected to be easier to learn and
understand the contents of the material.
The reason the researcher choose Collaborative learning model with
5
increase the students achievement thorugh students’ team , students’ kill, collaboration in group work, and the researcher use two different medias in order
to know which one of the media can increase the students’ learning outcome optimally on teaching buffer solution, lesson study can improve teachers’ proffesioanlism, by using lesson study teacher can fix the sortage in the learning
process.
Based on the background, researcher interests inconduction research with
the title:
“The Comparison of Worksheet and Index Card Match As AMedia on Collaborative Learning Model on Student’s Learning Outcome in Learning of Buffer Solution Based on Lesson Study”
1.2. Problem Identification
Based on the description of the background, some of the problems that can
be identified are as follows:
1. In learning process, teacher still use a teacher-centered learning
2. The chemistry topic of buffer solution is catagories as a difficult subject matter because many student don’t understand that cause the students’ learning outcome still low.
3. The students need learning model that can make an interaction to another
students thorugh team work.
4. Too litlle of using media in learning prcoess.
1.3. Problem Limitation
Based on the background above, the limitation of problem can be
identified as below:
1. The research is conducted in SMA Panca Budi Medan on grade XI
Science 2015/2016.
2. The model that we used in this research is Collaborative Learning based
6
3. The comparison of worksheet media and index card match media will we
used in learning process.
4. The subject of material is Buffer Solution.
1.4. Problem Formulation
To provide guidance that can be used as reference in the research, th researcher
make the problem formulation as follows:
1. Is there a significant difference in student learning outcomes in learning of
Buffer Solution between student taught by collaborative learning model
based on lesson study using worksheets media and index card match
media?
1.5. Research Objectives
The point of this research objectives is :
1. To find a significant difference in student learning outcomes in learning of
Buffer Solution between student taught by collaborative learning model
based on lesson study using worksheets media and index card match
media.
1.6. Research Significances
The expected benefits of this research is
1. Students: to train students to be more active, creative, and be able to
collaborate in study team to solve chemical problems; especially buffer
solution
2. Teacher: can be used as input and consideration in choosing a model of
7
3. Schools: can help create learning model guide and make differences for a
good instructional media with others media.
4. The other researcher: provide information about the comparison
collaborative learning model based on lesson study using worksheets
media and collaborative learning model based on lesson study using index
card match to increase students’ learning otucome in subject Buffer
Solution.
1.7. Operational Definition
The operational definition in this study are:
1. Collaborative learning model is an instructional method in which students
team together on an assignment. In this method, students can produce the individual parts of a larger assignment individually and then “assemble” the final work together, as a team.
2. Lesson study is a process in which a teacher constantly tries to improve
teaching techniques by working together with other teachers to verify and
criticze different teaching techniques.
3. Learning media can be intepreted as a tool in the learning process and used
to stimulate thought, feelings, abilities or skills of students so that the
motivatiob inn the learning process.
4. Buffer solution is the material that covers the concept, calculation and
application in life. The buffer solution is a reaction between a strong acid
with a weak base, a strong base with a weak acid and a strong acid and a
strong base.
5. Worksheet is a student worksheet in the form of print media / is kind of
handout is meant for students to learn in a focused and unbiased jobs done
by students in the form of questions and activities to be carried learners.
6. Index card match media is paired in a media card that is applied in the
form of games were held to test the student's ability. Wherein, the card
8
card contains matter in accordance with the content with the answers that
have been randomized to be answered with a match by the students in the
47 CHAPTER V
CONCLUSION AND SUGGESTION 5.1Conclusion
After do the experiment, the data analysis and hypotesis testing, researcher
get the conclusion, as follow:
1. The increasing of students’ learning outcome through Collaborative learning
model based on Lesson Study with using Worksheet media is higher with the
percentage is 75% than using Index Card Match media is 69%.
2. The increasing of lesson study’s percentage from one meeting to second
meeting in experimental class 1 is 67.96% to 88.28% and for experimental
class 2 is 67.7% to 86.93%.
5.2Suggestion
Based on result and discussion, there are some suggestion that must be raised:
1. It is suggested for chemistry teacher to use Collaborative learning model
based on Lesson study with Worksheet media in purpose to increase students’
learning outcome.
2. It is ssuggested for another researcher that want to implement the same model
with different learning topic.
3. It is suggested for chemistry teacher to use the fit model and media in purpose
to increase students’ learning outcome.
48
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