THE EFFECTIVENESS OF WEB-BASED LEARNING MEDIA
IN IMPROVING STUDENT’S ACHIEVEMENT
ON THE TEACHING OF SALT HYDROLYSIS
By: Rudi Purwanto Reg. Number 4103332024
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Getting Degree of Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
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BIOGRAPHY
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ACKNOWLEDGEMENTS
I would like to praise and gratitude to Allah SWT for His bless bring this thesis into being. Than I would like to say peace be upon him for my beloved messenger Muhammad pbuh who always guide me with his sunnah.
This thesis “The Effectiveness of Web-based Learning Media in Improving Student’s Achievement on the Teaching of Salt Hydrolysis” was written to fulfill to get Sarjana Pendidikan Kimia (S.Pd) degree, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan.
In this opportunity, I am particularly pleased to acknowledge the outstanding contributions of Drs. Eddyanto, Ph.D as my thesis supervisor who gave many important supplements in making this thesis. Than I would like to thank to Prof. Dr. Albinus Silalahi, M.S, Dr. Simson Tarigan, M.Pd, and Drs. Rahmat Nauli, M.Si who have given many advices to me from the beginning until this thesis finished. My thanks also go to Dr. Retno Dwi Suyanti, M.Si as my academic supervisor who has guided me for almost four years in my study at the collage. I wish to thank to all lecturers and staffs of Bilingual/International Program and Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan. I also would like to thank to SMA Negeri 1 Padang Tualang and SMA Negeri 1 Tebing Tinggi, especially for head master Mr. Sungkowo, S.Pd and Mr. Mhd.Syarif, M.Si., M.Pd than chemistry teachers, Mrs. Saragih, S.Pd, Mrs. Y Silaban, S.Pd, and Mrs. Jenny Pasaribu, S.Pd.
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Aziz M. D. Nasution, Primsya, Rajo Hasyim Lubis, Firman, Khairuzzaman, Rudi Hartofo, Solikin, Indra Lasmana Tarigan, Rio Agus, and Fitra Syaifullah, and all members of UKMI Ar-Rahman especially from year 2010. Than all my beloved family from Forum Mahasiswa Muslim Langkat. The last but not the least, I would like to thank to all members of BKPRMI Padang Tualang and Remaja Masjid Al-Ikhlas Tanjung Selamat, especially to Susanto.
Finally, the author wishes that this thesis can be useful for education especially in the process of teaching and learning.
Medan, 1 August 2014 Author,
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THE EFFECTIVENESS OF WEB-BASED LEARNING MEDIA IN IMPROVING STUDENT’S ACHIEVEMENT ON
THE TEACHING OF SALT HYDROLISIS Rudi Purwanto (4103332024)
ABSTRACT
This study investigated the effectiveness of web-based learning media in improving student’s achievement on the teaching of salt hydrolysis. The aims of the study is to investigate the difference of student’s achievement, student’s motivation and interest in studying salt hydrolysis after applying web-based learning media compared with text book.
The population of this study was all grade eleventh students of science of senior high school that have internet connection. The sample was 60 students that are chosen purposively than they were divided into two groups which were control and experiment class. Control class was treated by using text book and experiment class treated by using web-based learning media. Both classes were given same pretest and posttest to obtained data of student’s achievement. Than both classes were given a series of questionnaire to investigate student’s motivation and interest. The results of analysis shows that mean of experiment class is 80.6667 and control class mean is 69.3333 so the difference is 11.3333. The average data of student’s motivation from experimental class is 4.21389 and control class is 2.49351, so the mean difference of student’s motivation is 1.72038. Than for student’s interest data comparison between experiment and control class, experiment class has average data 4.27843 and average data of control class is 2.45980, so the difference is 1.81862.
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2.1.1. Learning in Online Environments 8
2.2. Learning Media 10
2.2.1. Learning with Book 11
2.2.2. Learning with Computers 11
2.3. Weblog 12
2.4. Web-based Learning 13
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2.6. Salt Hydrolysis 16
2.7. Hypothesis 16
CHAPTER III RESEARCH METHODOLOGY
3.1. Research Overview 17
3.1. Research Time and Location 19
3.2. Research Population and Sample 20
3.3. Research Variable and Instrument 20
3.4. Research Design 21
3.5. Research Procedures 21
3.5.1. Development Web-Based Learning Media 22 3.5.2. Arranging the Research Instrument 22
3.5.2.1. Validity Test 23
3.5.2.1. Reliability Test 23
3.5.2.1. Difficulty Level 24
3.5.2.1. Distinguish Index 24
3.5.3. Implementation of Teaching and Learning Process 25
3.5.4. Teaching Treatment 26
3.5.5. Data Collection and Analysis 27
3.5.5.1. Normalized Gain 28
4.1. Preparation of Weblog Content 30
4.2. Developing of Weblog 30
4.3. Research Instrument Arrangement 30
4.3.1. Validity Test 32
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4.3.3. Difficulty Level Test 32
4.3.4. Distinguish Index Test 33
4.4. Research Data Collection and Analysis 33
4.4.1. Normality Test 33
4.4.2. Homogeneity Test 34
4.4.3. Hypothesis Test 35
4.4.3.1. Hypothesis Test of Hypothesis 1 36 4.4.3.2. Hypothesis Test of Hypothesis 2 37 4.4.3.1. Hypothesis Test of Hypothesis 3 37
4.5. Discussion 38
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 43
5.2. Suggestion 43
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List of Table
Table 3.1. The design of research the web-based learning media in improving student’s achievement in teaching of salt hydrolysis.
21
Table 4.1. Summary of Research Data. 34 Table 4.2. Summary of Normality Test of Control and
Experiment Class. 35
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List of Formula
Formula 3.1. Product Moment Correlation Formula 23
Formula 3.2. Formula of KR.20 23
Formula 3.3. Standard Deviation Formula 23
Formula 3.4. Difficulty Level 24
Formula 3.5. Distinguish Index 24
Formula 3.6. Normalized Gain 28
Formula 3.7. Statistical Hypothesis 29
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List of Figure
Figure 3.1. The overview of research planning preparation of standardized weblog to senior high school students
and its effectiveness in improving student’s
achievement on the teaching of salt hydrolysis.
18
Figure 3.2. The process of testing standardized website
effectiveness in improving student’s achievement
on the teaching of salt hydrolysis.
19
Figure 4.1. Average Score of Pretest and Posttest. 41 Figure 4.2. Average Score of Student's Motivation and
Student's Interest 41
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List of Appendix
Appendix 1 Syllabus 47
Appendix 2 Lesson Plan (Experiment Class) 52 Appendix 3 Lesson Plan (Control Class) 64
Appendix 4 Analysis of Instrument 76
Appendix 5 Instrument Specification 86
Appendix 6 Written Instrument 87
Appendix 7 Answer Key 91
Appendix 8 Student’s Motivation and Interest Questionnaire 92
Appendix 9 Learning Materials 107
Appendix 10 Learning Media (Weblog) 110
Appendix 11 Learning Media (Power Point) 116
Appendix 12 Validity of Instrument 120
Appendix 13 Reliability of Instrument 121 Appendix 14 Difficulty Level of Instrument 122 Appendix 15 Distinguish Index of Instrument 123 Appendix 16 Research Data of Control Class
(Class Treated by Conventional Learning Media) 124
Appendix 17 Normality Test 126
Appendix 18 Homogeneity and Independent T-test 128
1 students who reported that they cannot achieve chemistry although they try hard (Kunduz & Secken, 2013). It is why some researches should be conducted to solve the problem in learning chemistry.
2 Beside chemistry stated as a hardest subject, chemistry is also a central science subject. It is why chemistry should be taught and studied in a special and effective way. Unlike some other disciplines, mostly humanities, chemistry has always required a writing participation. Consider the lecture aspect: while listening to the lecture and/or viewing its slides may be well enough to get the point in history or culture studies, it is quite insufficient to figure out chemistry. If one wants to become really proficient, s/he should repeatedly write chemical symbols, formulas, equations, etc. as s/he sees them either at a lecture or in a textbook – synchronously, and after the lecture or the textbook – asynchronously. Perhaps, neither of eight major subcategories of chemistry knowledge identified by introductory chemistry teachers (chemical language, atomic structure, molecular structure, properties of matter – the chemical structure domain; chemical reactions, kinetics, thermodynamics, and equilibrium – the chemical reactivity domain) can be mastered without student’s active writing, and often with instructor’s writing participation. When it comes to the laboratory aspect, it is obvious that participation is a key: chemistry proficiency is nothing without analytical / synthetical – manual skills one can develop only by actual participation not merely viewing and listening (Slabin, 2013). So it can be concluded that to teach chemistry there are many aspects that should be mastered by chemistry teacher. The major aspects are the way in teaching and how far teacher understands chemistry itself.
3 If we talks about the role of media in learning, in the traditional learning environment, it is the teacher who transfers knowledge to the learner through the medium of printed materials, particularly textbooks. There is not much technology usage, and the practice of asking students to collaborate is often lacking (Badeleh & Sheela, 2011). Recently teaching and learning with new information and communication technologies have become of increasing interest (Nick, 1999). The actual growing importance of information and communication technologies is reflected in many areas, including the Chemistry teaching. A powerful tool for obtaining a lot of information is the Internet, which offers a variety of electronic teaching materials: videos, electronic presentations, educational programs, animations, simulations of processes, learning texts, discussion forums, lists of links, etc. These materials, respectively references to them can be grouped in specialized chemical teaching portals (Mrázová and Müller, 2010).
4 The advantages that can be got from using ICT in teaching cannot be unconnected with World Wide Web. The World Wide Web provides an excellent environment for interaction between teachers and students. Web-based tele-education environments have become important aspects of the development of domestic and foreign universities. Adaptive learning is applied in this context, to provide a range of instructional environments to suit learners’ characteristics or backgrounds, and thus facilitate their learning. The rapid development of the WWW-based network, based on a variety of technologies, is establishing an adaptive learning environment with an infrastructure that is becoming increasingly practical. Therefore, the meaning, content and informational structure of adaptive learning must be clarified to establish a foundation for developing the adaptive learning system (Own, 2010). WWW is a life style for many students now. Almost students have connection with web every time because it is so easy
to connect with the web using their mobile phone. So, the development of online learning media is a need because it is parallel with student’s life style.
Nowadays, educators in chemistry are using the WWW in a number of ways for the delivery of information. These include the development of specific courses, often replacing traditional lecture courses using WWW-based material. Alternatively, specific resources can be selected by the instructor and used as part of a course. There are many collections of such resources on the WWW, including those which have been independently reviewed. This process gives the instructor confidence in the accuracy and suitability of such materials (Yates, 2000).
5 1.2.Problem Identification
Based on the explanation in the background, the problems that can be identified are:
1) Why does chemistry become difficult to be understood by students and it has been reported that they cannot achieve chemistry although they try hard? 2) Student’s motivation and interest are still low so that the students’
achievement decrease so that how to increase student’s motivation and interest should be found.
3) Learning process of chemistry still uses traditional environment on it, even though ICT has been growth and becomes student’s lifestyle so that how to connected ICT to the learning process in order to make students become more active in learning process.
1.3.Research Scope
The research only investigates the effectiveness of learning media, in this case web-based learning media compared with textbook, so it does not investigate learning model or method. The research investigates student’s achievement, student’s interest and student’s motivation. The topic of teaching is salt hydrolysis taught to grade eleventh of science department at senior high school.
1.4.Research Problems
The problems that were observed are:
6 3) Do the web-based learning media give higher significant difference of
student’s interest compared with text book on the teaching of salt hydrolysis?
1.5.Research Objectives
The research objective was to investigate the best media to teach salt hydrolysis. Specific objectives of the study are:
1) To investigate the difference of student’s achievement in salt hydrolysis by looking student’s achievement on solving problems dealing with related chemistry subject after applying web-based learning media compared with textbook.
2) To investigate the difference of student’s motivation in studying salt hydrolysis after applying web-based learning media compared with textbook. 3) To investigate the difference of student’s interest in studying salt hydrolysis
after applying web-based learning media compared with textbook.
1.6.Research Significance
The benefits expected from this research are explained in the following: 1) To get an effective media of teaching that can improve student’s achievement
in teaching of salt hydrolysis.
2) The web made will be a very useful to be used as the learning media because it’s really easy to accessed and the contents are complete.
7 1.7. Operational Definition
To explain some terms of the title, these are some operational definitions: 1) Web-based learning media can be defined as a media of learning containing
information technology-enabled and supported form of distance learning in which the traditional restrictions of classroom learning have disappeared. 2) Discovery learning, in a discovery learning students are encouraged to learn
mostly through their own active engagement with the concepts and principles, and teachers encourage students to have the experience and conduct experiments that lets them discovers the principles for themselves.
3) Student’s Achievement is the changing of behavior obtained by students after undergoes learning activities.
4) Student’s Interest is an individual's relatively enduring psychological predisposition (preference) to re-engage in particular classes of objects, events, or ideas over time and is content specific. In essence, individual interest develops slowly and tends to belong-lasting and is considered to be relatively stable.
43 CHAPTER V
CONCLUSION AND SUGGESTION 5.1.Conclusion
From the data analysis, researcher concludes that:
1) Student’s achievement of class taught by using web-based learning media has higher significant difference compared with class taught by using print media (book) on the teaching of salt hydrolysis. So, web-based learning media gives 17.65 % higher student’s achievement than print media (textbook).
2) Student’s motivation of class taught by using web-based learning media has higher significant difference compared with class taught by using print media (book) on the teaching of salt hydrolysis. So that web-based learning media can make student’s motivation become good.
3) Student’s interest of class taught by using web-based learning media has higher significant difference compared with class taught by using print media (book) on the teaching of salt hydrolysis. It has been proven that web-based learning media can make student’s interest become good and student interests to study.
5.2.Suggestion
From the result of research, there are some suggestion in order to increase student’s achievement, motivation, and interest, those are:
44 suggested to use multiple choice instrument that has been passed the validity, reliability, difficulty level, and distinguish index test.
45 REFFERENCE
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