THE DIFFERENCES OF STUDENTS’ LEARNING ACHIEVEMENT BY POSTER DISPLAYING ON ENVIRONMENT TOPIC GRADE X SMA OF MEDAN ACADEMIC YEAR 2015/2016.

(1)

THE DIFFERENCES OF STUDENTS’ LEARNING ACHIEVEMENT BY POSTER DISPLAYING ON ENVIRONMENT TOPIC GRADE X

SMA OF MEDAN ACADEMIC YEAR 2015/2016

By:

Febrina Suci Ramadhoni 4123342007

Billingual Biology Education

THESIS

Submitted to Fulfill the Requirements for the Degree of Sarjana Pendidikan

FACULTY OF MATHEMATIC AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

(2)

(3)

iii

THE DIFFERENCES OF STUDENTS’ LEARNING ACHIEVEMENT BY POSTER DISPLAYING ON ENVIRONMENTAL TOPIC GRADE X

SMA OF MEDAN CITY ACADEMIC YEAR OF 2015/2016

Febrina Suci Ramadhoni (ID Number : 4123342007)

ABSTRACT

The study aims to know the difference of learning achievement by poster displaying in the environmental topic. Type of the research was quasi experiment and was designed with pre-test and post-test. The population is the students in SMA Negeri 3 and 4 Medan academic year 2015/2016. The samples consists of two groups selected purpousively for each of school, grade X MIA 10 as poster making inclution group (n=40 students) and X MIA 7 as poster non-making inclution group (n=40 students). Learning method in both groups was goup discussion. In first group, used poster making inclution and poster non-making inclution for the second. Multiple choice test was the instrument for cognitive data collection and questionnaires were used for student performances. Hypothesis wass tested by t-test. The students learning achievement result showed that, the average score in poster making inclution group (74.92) was higher than poster non-making inclution group (67.13) with persentage difference is 38%. tcount with ttable is tcount > ttable ( 4.175 > 1.994) (with α=0.05 and df=78). Based on

the data from research result used tcount > ttable then H0 was rejected and Ha was

accepted. It means there is difference of learning achievement between student who were treated with poster making inclution and those treated with non-poster making inclution model on Environmental topic of Grade X in SMA at Medan Academic Year 2015/2016.

(4)

ACKNOWLEDGEMENTS

First of all the writer would like to express gratitude to Allah SWT, the most gracious and merciful for the opportunity and possibility in completing this thesis. The writer very pleasure to thank the following people.

She owes her deepest gratitude to her thesis supervisor, Dra. Martina A Napitupulu, M.Sc. who has given support, suggestion, motivation and contribution in writing this thesis, whitout her guidance, this thesis would not have been possible. And the writer also want to thanks to the academic supervisor, Prof. Dr. Herbert Sipahutar, MS, M.Sc who has give the support for at least 4 years to the writer from the beginner until the examination.

This thesis would not be completed without supports, guidances, and suggestion from many parties. First and foremost, my appreciation goes to the Dean of Mathematics and Science Faculty, Dr. Asrin Lubis, M.Pd, Vice of Dean of Mathematics and Science Faculty, Prof. Dr. Herbert Sipahutar, MS, M.Sc, Coordinator of Bilingual Biology Program, Dr. Iis Siti Jahro, M.Si, the Head of Biology Department, Dr. Hasruddin, M.Pd. And also my examiners, Syarifuddin, M.Sc., Ph.D, Dr. Martina Restuati, M.Si, and Endang Sulistyarini Gultom, S.Si.,M.Si.Apt helps are also importantly acknowledgement for the comments and suggestions.

The writer also want to thank the Headmaster of SMA Negeri 3 Medan, Drs. Syahlan Daulay, M.Pd and big thanks to biology teacher, Dessy Sianturi, S.Pd, M.Si and also to thank the Headmaster of SMA Negeri 4 Medan, Drs. Ramly, M.Pd and also to biology teacher, Nurbaina, S.Pd, M.Si who gave their time for administrating treatment and provide feedback on the work in progress. And also thankful to all students in X MIA 10 in SMA N 3 Medan and X MIA 7 in SMA N 4 Medan who participated in this research.

(5)

v

complete this thesis without them. The writers also want to thanks to all of my family espescially to Sukisman, S.Pd, M. Si and Delpi Diapari Siregar S.E that help the researches so the writer can finish the thesis on time.

The writer also appreciate the contribution of Findi Septiani, Reny Magdalena, Naimatussyifa, Durriyah, Siti Fatimah Harahap, Ramadhana Z Putri, Widya Karlina Lubis, Dwi Ayu Wendyana, Dini Ismika Putri, Mega Hardiyanti, and all friends in Bilingual Biology Education 2012 , all of member in Bilingual Biology 2011 and Bilingual Biology 2013 who have given help, support and motivation.

Writer tried the best to finish this thesis, but writer realize that still many lackness and weakness in content. Critics and advice are welcome from reader in order to perfect this thesis.

Medan, Juni 2016 The Writer

Febrina Suci Ramadhoni

(6)

CHAPTER III

RESEARCH METHOD

3.1. Location and Time Of Research 19

3.2. Population and Samples 19

3.2.1. Population 19

3.2.2. Samples 19

3.3. Research Variable 19

3.4. Type and Research Design 19

3.5. Research Instrument 20

3.5.1. Poster 20

3.5.2. Cognitive Test 21

3.6. Instrument Testing 22

3.6.1. Validity Test 22

3.6.2. Reliability 23

3.6.3. Difficulty Level 23

3.6.4. Discrimination Power 24

3.7. Research Procedure 25

3.7.1. Preparation 25

3.7.2 Implementation 25

3.8 Data Analysis 26

3.8.1. Normality Test 26

3.8.2. Homogeneity Test 26

(8)

CHAPTER IV

RESULT AND DISCUSSION

4.1. Result Result 29

4.1.1. Description of Research Data 29

4.1.1.1. Student Pretest 29

4.1.1.2. Students’ Learning Achievement 29

4.1.1.3. student’s poster 30

4.1.2. Analysis of Research Data 32

4.2. Discussion 33

4.2.1. Student’s Cognitive Aspect 33

4.2.2. Students’ Poster 33

CHAPTER V

CONCLUSION AND RECOMMENDATION

5.1. Conclusions 35

5.2. Recommendation 35

(9)

ix

LIST OF FIGURE

Figure 3.1. Chart of The Research Procedure 28 Figure 4.1. The Comparison Between Student Pretest in Poster Making

Inclution Group and Poster Non Making Inclution Group 29 Figure 4.2. The Comparison Between Student learning achievement

in Poster Making Inclution Group and Poster Non Making

Inclution Group 30

Figure 4.3. The Comparison Between indicator of poster in Poster Making Inclution Group and Poster Non Making Inclution Group 31 Figure 4.4. The Comparison Between Poster Making Inclution Group

and Poster Non Making Inclution Group in average

(10)

LIST OF TABLE

Table 3.1. Research Design 21

(11)

xi

LIST OF APPENDIX

Appendix 1. Syllabus 38

Appendix 2. Lesson Plan for poster making inclution group 42 Appendix 3. Lesson Plan for poster non-making inclution group 71 Appendix 4. Pre-Test and Post-Test Question 95

Appendix 5. answer key of the cognitive test 103 Appendix 6. Observation Sheet Of Poster Score 104 Appendix 7. Table Validity Instrument 106 Appendix 8. Calculation of Validation 107 Appendix 9. Calculation Reliability Test 109 Appendix 10. Calculation Difficulty Index 110 Appendix 11. Calculation of Discriminant Power 112 Appendix 12. Data Of Student Pretest And Posttest 114 Appendix 13. Calculation of Average & Deviation Standard of Pretest 116 Appendix 14. Calculation of Average & Deviation Standard of Posttest 118 Appendix 15. Normality Test of Research Data 120 Appendix 16. Homogeneity Test of research data 124 Appendix 17. calculation of t-test of student pretest 126 Appendix 18. Students’ Poster Score 129

(12)

Appendix 20. Table R Product Moment 134 Appendix 21. List of Critical Value for Lilieforse Test 135 Appendix 22. Table Wilayah Luas di Bawah Kurva Normal 0 ke Z 136 Appendix 23. Table of Distribution F 137 Appendix 24. Table of Distribution T 142

(13)

CHAPTER I

INTRODUCTION

1.1. Background Of Study

Learning process is a dynamic activity that teachers need to constantly observe the changes that occur in student in the class. It is a two-way communication, the teaching is conducted by the teacher as the educator, while the study carried out by the learners. In the learning process, the interaction between teacher and students will be more effective when student participate actively in the learning process. Student will be able to undestand the lesson from their experience and it will enhance the outcomes. Teacher today is the facilitator so everything in the learning process is many by the action of students.

If we create the classrooms where students are engaged in meaningful tasks and where students are motivated to learn, then teachers need to be able to employ a variety of techniques to promote active in-depth learning. There are many more ways to learn than by “telling”. Learning isn’t about pouring information into students’ heads; learning requires thought. As Confucius noted, “Learning without thought is perilous.” By the same standard, “Teaching without thought is a waste of time!” Twenty-five hundred years ago Confucius understood that learning is an active process. He reminds us of that concept by scripting the following saying: What I hear, I forget; What I see, I remember; What I do, I understand (Goodland, 1987)

The conventional way of teaching is still dominated by “telling” students as one way approach. Students are not considered as partner to achieve the learning process ultimate goal, which is changing in behaviour. Previous researchers indicated that visual media can be used to complement conventional approaches when teaching and learning and improve student performances. Salomon and Cowen in Jagger (2012) proved that students learn new abstracts and novel concepts in both verbal and visual form and visual media make concepts more accessible to students and enhance lateral recall of information. Pinker in Jagger

(14)

(2012) reinstated that visual media can support students to retain and apply new concepts to real life situations.

Poster is considered as one of media and has become one of the most important types of scientific communication at societal meetings and scientific conferences. The power of the poster is that the communicants can directly discuss their data and interpretations one-on-one or in a small group atmosphere. The feedback generated during these discussions generally proves to be more useful than the feedback in question and answer sessions following the more traditional oral presentation/lecture. The data and data analyses are visually available in a well developed local flow in a poster presentation.

Posters have since been used as educational strategy in several studies. According to Denzine (1999), poster session allows participation by the audience by communicating with one another. The poster can be used to develop vital research literacy skills and this in turn serves the future professional education. In addition, the extent to which a poster is used as a teaching resource can create an impact to students in a class. Poster presentations will also encourage an interactive discussion. He proposed that students can perform activity to make posters in their learning activity. He claimed that poster is the faster way of delivering information and it can be a right way of predicting student capability of imagination, and also providing time and space for student to exchange ideas among them in a friendly environment. Poster can be a media where activity to describe an object, to establish graph and table, to record data, and to draw a diagram can be considered as the skills where student can perform their actual capability of learning.

(15)

3

tended to reproduce information, consider a concern for grades and task requirements, and is characterized by minimal mental effort (Cross & Steadman; Prosser & Trigwell in Myka & Rubenheimer, 2005).

There are practical activities of environment pollution (KD 3.10) where students are required to analyse the data of environment changing and its effect to life. The problem solving of the environment problem by designing the recycling process of waste products and the promoting sustainable environment in KD 4.10, are considered to be time-consuming process. Teachers might find it difficult to conduct activity where practical and analytical tasks are both effort and time demanding in the first place. Poster is considered to tack the problem of time limitation for both teacher and students.

There is an urgency of using poster to improve student’s academic performance. This research was intended to explore the creativity by making poster on student’s academic achievement in the topic of environment SMA 3 & SMA 4 Medan Year 2015/2016.

1.2. Problem Identification

Based on the background, the problem can be identified as follows: a. Student were not actively enggaged in the learning process,

b. Students were observed to have difficulties to communicating the result of the topic delivered by the teacher,

c. The topic of environment is a time-consuming activity for both teacher and students.

1.3. The Scope of Study

(16)

1.4. Research Question

Based on the background previously mentioned the author formulate research questions: Is the student’s learning achievement in poster making inclution group higher than student’s learning achievement in poster non-making inclution group?

1.5. Research Objective

Based on the formulation of problem the objective of research is to explore the student’s learning achievement by poster making inclution and poster non-making inclution group in SMA 3 & SMA 4 Medan.

1.6. Significances of Research

The expected benefits of the research are:

1. For researcher, the finding is an information about problem and solution in the teaching and learning process.

2. For teachers, as an alternative way of dealing with any time-consuming topic in the field.

(17)

35

35 CHAPTER V

CONCLUSION AND RECOMMENDATION

5.1. Conclusion

The research is again showing the importance of posters in increasing student’s learning achievement. This research showed that students producing posters are more capable to produce good piece of work when the process of making posters was supervised. There are several indicators that help teachers to guide and supervise students to reach its maximal achievement.

There is a significant difference on student learning achievement and student’s poster percentage between students who were supervised and who were not, when they produce posters as a way of evaluating their performance in the topic of Environment.

5.2. Recommendation

Based on the result and conclusion above, the researcher recommends: 1. Students should use poster displaying model to improve their performance as it

has been proved in this research that learning process were more interesting. 2. Teacher are encouraged to use poster to deliver the topic of environment but

(18)

REFERENCES

Akister, J., Bannon, A., & Mullencer-Lock, H. (2000). Poster presentations in social work education assessment: A case study. Innovations in Education and Training International, 37(3): 229. Retrieved October 17, 2007, from ProQuest Education Journals database.

Anitah, S ( 2008). Media Pembelajaran. Surakarta: LPP UNS dan UNS Pers. Aziz, R.H.A.& Jusoff , K (Corresponding author): Effective Poster Teaching

Strategy towards Risk in Studying Fraud. International Eduation Studies Journal Vol.2, No. 1. www.ccsenet.org/journal.html

Chute, D.L. & Bank, B. (1983). In: Aziz, R.H.A.& Jusoff , K (Corresponding author): Effective Poster Teaching Strategy towards Risk in Studying Fraud. International Eduation Studies Journal Vol.2, No. 1. www.ccsenet.org/journal.html

Denzine, G.M (1999). An example of innovative teaching: Preparing graduate students for poster presentations. Journal of College Student Development, 40(1): 91. Retrieved October 17, 2007, from ProQuest Education Journals database.

Eskilson, S. (2012). Graphic Design: A New History, Yale University Press, 2012, pp. 43-7.

Gosling, P. (1999). Scientist's Guide to Poster Presentations. New York: Kluwer. ISBN 978-0-306-46076-0.

Heiman, G. (1999). Research methods in psychology. Boston: Houghton Mifflin Company.

Hess, G & Brooks, E. (1998). The Class Poster Conference as a Teaching Tool. North Carolina State University. Journal of Natural Resources and Life Sciences Education

Izatt, S., & Rita. D. (2015). Educational Perspectives: Effective Visual Display of Poster Presentations. NeoReviews April 2015, VOLUME 16 / ISSUE 4.

Jager, T. (2012). Using Visual Media to Enhance Science Teaching and Learning in Historically Disadvantaged Secondary Schools. Tshwane University of Technology in South Africa. DOI: 10.7763/IPEDR. 2012. V47.

(19)

37

Myka, J. L. & Raubenheimer, C. D. (2005). Action research implemented to improve Zoology laboratory activities in a freshman biology majors course Electronic Journal of Science Education, Vol. 9, No. 4, June 2005.

Newbrey, M.G & J.M Baltezore (2006). Poster Presentations: Conceptualizing, Constructing & Critiquing The American Biology Teacher. Washington: Nov/Dec Vol. 68, Iss. 9; pg. 550, 5 pgs.

Sisak, M.E. (1997). Poster sessions as a learning technique. Journal of Chemical Education, 74(9), 1065-1067. Retrieved October 17, 2007, from ProQuest Education Journals database. (Document ID: 13973310).

Slavin, R. (2007). Educational research in an age of accountability. Boston: Pearson Education.

THE DIFFERENCES OF STUDENTS’ LEARNING ACHIEVEMENT BY POSTER DISPLAYING ON ENVIRONMENT TOPIC GRADE X SMA OF MEDAN ACADEMIC YEAR 2015/2016.