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THE DIFFERENCE BETWEEN VIRTUAL LABORATORY MEDIA AND REAL LABORATORY TO INCREASE STUDENT’S

ACHIEVEMENT IN SENIOR HIGH SCHOOL ON LEARNING ACID-BASE TITRATION

By:

Yasir Arafat Hutapea Reg. Number 4103332029

Bilingual Chemistry Education Study Program

A THESIS

Submitted in Fulfillment of the Requirement for the Degree of Sarjana Pendidikan

CHEMISTRYDEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN

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THE DIFFERENCE BETWEEN VIRTUAL LABORATORY MEDIA AND REAL LABORATORY TO INCREASE STUDENT’S ACHIEVEMENT

IN SENIOR HIGH SCHOOL ON LEARNING ACID-BASE TITRATION

Yasir Arafat Hutapea (4103332029) ABSTRACT

The thesis entitle the difference between virtual laboratory media and real laboratory to increase student’s achievement in senior high school on learning acid-base titration. This research aimed to know if there is significant different between the using of virtual laboratory media and real laboratory due to the increasing of student’s achievement. The virtual laboratory media used was built by Macromedia Flash Pro 8. The population of research is senior high school students year XI and due to the limitation, SMAN 1 Percut Sei Tuan students year XI was choosen as sample. The samples were two classes which are selected randomly. The experiment class was treated with virtual laboratory media while the control class was treated by real laboratory. The research instruments used are questions (instrument test) for pre test and postest and character observation sheet. These instrument have been validated by the expert validator. For instrument test, it was analyzed by using SPSS 17 for the validity and realibility and using Microsoft Excell for its difficulty level and discrimination index. From 30 items of instrument test, finally gotten 20 items valid and reliable to be used.

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ACKNOWLEDGEMENT

The first and foremost, the greatest thanks to the Almighty God Allah

SWT for his grace and merciful in helping the writer to finish the thesis

completely.

The thesis entitled The Difference Between Vitual Laboratory Media and

Real Laboratory to Increase Student’s Achievement in Seior High School on

Learning Acid-Base Titration, was completely arranged as the requirement to get

the Degree of Sarjana Pendidikan in Faculty of Mathematics and Natural Science

in State University of Medan.

In this opportunity, I would like to give my gratitude to Prof. Dr. Albinus

Silalahi, M.S as my thesis supervisor that give me so many suggestions and

advices to arrange and finish this thesis. My gratitude also to the late Prof. Dr.

Suharta, M.Si, Dr. Iis Siti Jahro, M.Si, Dr. Mahmud, M.Sc, Drs. Rahmat Nauli,

M.Si as my examiner and to Dr. Zainuddin Muchtar M.Si as my academic

supervisor. Also my gratitude to Prof. Dr. Ramlan Silaban, M.Si as the validator

for character observation sheet, to Dr. Retno Dwi Suyanti, M.Si as the validator of

research media and to Drs. Ani Sutiani, M.Si as the validator for research

instrument. For all their comment, correction and suggestion in order to make this

thesis completely arranged.

Then, I would like to thank to Prof. Drs. Motlan, M.Sc, Ph.D as the Dean

of Faculty of Mathematic and Natural Science, to Prof. Dr. rer. nat Binari

Manurung, M.Si as the Coordinator of Bilingual Program, to Dr. Iis Siti Jahro as

the Secretary of Bilingual Program, to Drs. Jamalum Purba, M.Si as the Head of

Chemistry Department, to Drs. Ani Sutiani, M.Si as the Head of Chemistry

Education Program, and the all staff of chemistry department such as sister Vidya,

brother Eriadi and brother Nizam. And also to Sir Syamsudin or usually called as “Pak Sam” as Bilingual staff. My thankful also to Muliadi, S.Pd, M.Si as the Headmaster of SMAN 1 Percut Sei Tuan, to Widiya Ningsih, S.Pd, M.Si as the

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of SMAN 5 Binjai where the writer done the instrument validation process. And

those all for the administrative requirement in the research.

My special gratitude to my beloved parents, Saufi Hutapea, S.Pd.I and Ramayanti Hasibuan, to my beloved brothers, M. Yazid Rif’ad Hutapea and M. Nurul Yafi Hutapea and all my Hutapea and Hasibuan Family Members for their

pray and motivation given to me during the writing process of this thesis. Thanks

to my Solid partners, Biah, Debby, and Yogi, for being more than a best friend in

helping me through my daily activity inside and outside campus. To my

badminton partners; Andre, Indra, Rudi and Yogi for spending your time as our

refreshing moment. To my best girls; Fenny, Lina and Melisa for time, joke, laugh

and moment we shared and also for my all lovely members of Chemistry

Education Study Program 2010, for what we had through together during the four

years. For my brothers and sisters in HMI; Dedi, Mora, Yola, Sulis, Nurul Ilmi,

Safwan, Tiara, Fai and many more, thanks for your support. For my friends in

Field Experience Program in SMAN 2 Kisaran, because this field experience had

inspired me to arrange the background of this research. And the last, thanks to

Ilmi Fadhilah, for introducing Pak David B. Sianipar, M.T in helping me for the

making of Virtual Laboratory Media, built by Macromedia Flash 8.

I have already done this thesis with my best, but still needed the

suggestion from the reader in order to make it better. I hope this thesis can be

useful and giving contribution to the reader and especially in education.

Medan, August 2014

Writer

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LIST OF CONTENTS

Page

AGREEMENT SHEET i

BIOGRAPHY ii

ABSTRACT iii

ACKNOWLEDGEMENT iv

LIST OF CONTENTS vi

LIST OF FIGURES ix

LIST OF TABLES x

LIST OF FORMULAS xi

LIST OF APPENDIXES xii

CHAPTER I INTRODUCTION 1

1.1 Background 1

1.2 Scopes of The Research 5

1.3 Problem Formulation 5

1.4 Problem Limitation 5

1.5 Research Objectives 6

1.6 Research Benefits 6

CHAPTER II LITERATURE REVIEW 7

2.1 Essence of Learning 7

2.1.1 Essence of Learning Chemistry 7

2.1.2 Chemistry Learning Outcomes 8

2.2 Learning Media 9

2.3 Laboratory 12

2.3.1 The Real Laboratory 12

2.3.2 Virtual Laboratory 12

2.4 Acid-Base Titration 13

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2.4.2 Determining the Molarity of an Acid or a Base Solution 14

2.4.3 Types of Titration 15

2.5 Hypothesis 17

CHAPTER III RESEARCH METHODS 18

3.1 Research Location and Research Objects 18

3.2 Population and Sample 18

3.3 Research Design 18

3.4 ResearchVariable 19

3.5 Research Procedure 20

3.5.1 Arranging The Research Instrument 21

3.5.1.1 Validity Test 22

3.5.1.2 Reliability Test 22

3.5.1.3 Difficulty Level Test 23

3.5.1.4 Discrimination Index Test 24

3.5.2 Teaching Treatment 24

3.5.3 Data Collection and Analysis 25

3.5.3.1 Normality Test 25

3.5.3.2 Homogenity Test 25

3.5.3.3 Normalized Gain 25

3.5.3.4 Hypothesis Test 26

CHAPTER IV RESULT AND DISCUSSION 27

4.1 Research Result Overview 27

4.2 Instrument Analysis 27

4.2.1 Validity Test 27

4.2.2 Reliability Test 28

4.2.3 Difficulty Level Test 28

4.2.4 Discrimination Index Test 28

4.3 Research Result 29

4.4 Research Data Result 29

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4.4.1.1 Before Learning Treatment 30

4.4.1.2 After Learning Treatment 30

4.4.2 Normalized Gain 31

4.4.3 Student’s Character 31

4.5 Research Data Result Analysis 32

4.5.1 Question Answered Analysis 32

4.5.1.1 Question Answered Analysis in Pre Test 32

4.5.1.2 Question Answered Analysis in Post Test 33

4.5.2 Normality Test 35

4.5.3 Homogeneity Test 35

4.5.4 Hypothesis Test 36

4.6 Discussion 37

CHAPTER V CONCLUSION AND SUGGESTION 40

5.1 Conclusion 40

5.2 Suggestion 40

REFERENCES 41

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LIST OF TABLES

Page

Table 3.1 The research design 19

Table 3.2 Lattice of Instrument Test (Acid-Base Titration) 22

Table 4.1 The class division and the number of sample 29

Table 4.2 The result of pre test 30

Table 4.3 The result of post test 30

Table 4.4 The result of gain 31

Table 4.5 The description of student’s character result 32

Table 4.6 Question answered analysis in pre test 32

Table 4.7 Question answered analysis in post test 33

Table 4.8 The description of normality test 35

Table 4.9 The description of homogeneity test 36

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LIST OF FORMULAS

Page

Formula 3.1 Validity Test 22

Formula 3.2 Reliability Test 23

Formula 3.3 Difficulty Level 23

Formula 3.4 Discrimination Index 24

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LIST OF FIGURES

Page

Figure 2.1 Titration to determine the concentration of a solution of acid/base 14

Figure 2.2 The curve of titration between strong acid – strong base 15

Figure 2.3 The curve of titration between strong acid – weak base 16

Figure 2.4 The curve of titration between weak acid – strong base 16

Figure 2.5 The curve of titration between weak acid – weak base 17

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LIST OF APPENDIXES

Page

Appendix 1. Syllabus 43

Appendix 2. Lesson Plan 47

Appendix 3. Spesification table of student’s achievement 60

Appendix 4. Instrument Test 73

Appendix 5. Key Answers 81

Appendix 6. Pre test / Post test 82

Appendix 7. Key Answers 88

Appendix 8. Acid-Base Titration Experiment Worksheet 89

Appendix 9. Observation Sheet of Student’s Character 90

Appendix 10. Difficulty Level Test of Instrument 94

Appendix 11. Discrimination Index Test of Instrument 96

Appendix 12. Validity Test of Instrument 99

Appendix 13. Reliability Test of Instrument 100

Appendix 14. Pre test and Post test Result 101

Appendix 15. Gain Result 103

Appendix 16. Homogeneity Test 105

Appendix 17. Normality Test 106

Appendix 18. Hypothesis Test 110

Appendix 19. Students Character 111

Appendix 20. Research Documentation 115

Appendix 21. Virtual Laboratory Media 117

Appendix 22. Letter of Confirmation to be Thesis Supervisor 119

Appendix 23. Letter of Approval for Conducting Research from

FMIPA Unimed 120

Appendix 24. Letter of Approval for Conducting Research from Dinas

Pendidikan, Pemuda, dan Olahraga Kabupaten Deli Serdang 121

Appendix 25. Letter of Confirmation for Having Conducted Research from

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xiii

Appendix 26. Letter of Confirmation for Having Conducted Research

Instrument Validation from SMAN 5 Binjai 123

Appendix 27. Letter of Recommendation for Student’s Character

Observation 124

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CHAPTER I INTRODUCTION

1.1Background

The process of learning is often be the one case in school. From the

teaching and learning process will be obtain a result. To obtain optimal learning

results, influenced by the teaching and learning components, such as: how to

organize the material, the strategy adopted, the media used and others (Silberman,

2007). Learning is the most basic activities in the overall education process in

schools. Educational objectives achieved or not depends a lot on how the learning

process experienced by students as a protege (Slameto, 2003).

Based on the above opinion is clear that learning activities are psychic and

physical activity of students in the learning process through the guidance of the

teacher. At the time of an active student, by itself it is also active soul, and vice

versa. A teacher can only be present and provide learning materials, students are

processing and digesting itself in accordance with the will, skills, talents, and

background.

As accepted throughout the world the idea of using student centred

constructivist based instructional methods is widely accepted, since teacher

centred, traditional instructional methods has given insufficient opportunities for

student to construct their own learning. Eliciting students’ individual capabilities,

intelligence and creative thinking can only be achieved through student centered

instructional methods.

Although constructivism is a learning theory that describes the process of

knowledge construction, it is the application of what are often referred to as

‘constructivist practices’in the classroom and elsewhere that provides support

for the active knowledge-construction process. Since, most of the contents of

science lessons are abstract topics, to make students to understand such

topics it is necessary to use constructivist based student centered instructional

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The concept of ‘‘learning by doing’’ is certainly not new; however, allowing the student to learn by doing within the classroom context is a departure

from traditional methods. In this context, laboratories are important components

of education to make students to gain experience. Especially when thinking that

chemistry is totally an applied branch of science, the importance of laboratory

applications in instruction is clearly understood. In the chemistry laboratory

students become active in their learning by seeing, observing and doing. Such

kinds of application cause not only a better but also a permanent learning. Many

researchers in science education admitted that laboratory studies increase students’ interest and abilities for the science subjects (Bryant and Edmunt, 1987). The chemistry has its own characteristics. The difficulties in studying

chemistry related with its characteristic, they are: 1) a number of chemistry is

abstract, 2) chemistry was simplification from the fact, 3) chemistry are

succesived and developed quickly, 4) chemistry is not only consisted of numeric

problem but also the explanation of its facts, laws, terms and ect. 5) many material

have to be studied (Situmorang, 2010). So, we need an appropriate method and

media due to those characteristics.

Acid-base titration is one of chemistry subject matter served in senior high

school. This matter must be discussed in class XI. The materials are widely

consisted of things that are needed to be understood not just by reading the book

or simply asking the teacher. This matter is full of abstract thing, because we

discuss about very small particles and their interaction to another. Therefore, to

make the teaching of acid-base titration more interesting and be easily understood,

some experimental method must be applied. In other word, laboratory method is

quiet good for this matter.

Although laboratory application in students’ learning has a very important place in science education, in use, it has some limits and problems, especially in

developing countries. From 29 Senior High Schools surrounded in Medan,

showed that 65.5% of Senior High School have the laboratory but have not

properly used it, because laboratory activity has not been implemented in

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Spesifically, the main problems of this laboratory method conducted in our

region can be summarized as the author faced the teaching and learning process

during my field experience in SMAN 2 Kisaran for August until November 2013

as follows: 1) In conducting experiments and arranging with equipment, the

laboratory activities are quite expensive, 2) For planning and application, it is

much time consuming, 3) Checking students’ performance during the activities

can be difficult in over-crowded classes and 4) The Lack of laboratory or

equipment, or insufficient lab conditions which limits the teacher to perform a

simple lab activity.

As mentioned above, in the real situation, sometimes due to the limitation

of equipment, limited time allocated for the topic or insufficient laboratory

conditions, force teachers to perform laboratory activities in crowded groups, or

sometimes a demonstrational activity can be performed. This application is

opposed to the basic constructivist philosophy at laboratory method which accepts

that knowledge can be gained through personal experience and observation. When

taking these limitations into consideration looking for appropriate alternatives is

inevitable. Among these alternatives, the use of educational technologies, more

specifically use of computer in supporting the laboratory methods can be a logical

one.

Many researchers and educational practitioners believe that Virtual reality

(VR) technology has provided new insights to support education. Today’s

educational technology practices should indeed be couched in the constructivist

paradigm. This plays out in terms of developing systems that are situated in the

real world as much as possible and are as experiential as possible. VR’s capability

to facilitate constructivist-learning activities is one of its key advantages.

Therefore, as an experiential learning tool, virtual reality is an enactive

knowledge-creation environment. (Tuyzuz, 2010)

Interactive learning environment by using animations and simulations for

abstract topic, where students become active in their learning, provide

opportunities for students to construct and understand difficult concepts more

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simulations generally increase learning speed by allowing students to express their

real reactions easily. Better designed simulations provide students opportunities to

express their cognitive style and to choose from the computer screen. Such

opportunities allow students to develop their own hypothesis about the topic and

develop their own problem solving methods.

Therefore, use of VR in labs, in other word, use of virtual laboratory or

simulation programs, overcomes some of the problems faced in traditional

laboratory applications and make positive contributions in reaching the objectives of an educational system. It is not always possible to see the results of students’ studies in a real laboratory application, especially in inadequate laboratory

conditions. Use of simulation programs can overcome that mistakes occur as a

result of such laboratory conditions or misuse of the laboratory.

One of the most promising computer applications in science instruction is

the use of simulations for teaching material, which cannot be taught by

conventional laboratory experimentation (Mintz, 1993). But can a simulation be

as effective as a conventional laboratory or replace it? More than two decades

several studies have been performed about whether the computer simulation experiments or traditional laboratory experiments are effective on the students’ achievement about science subjects. The answer would be that it depends on the

concept or the situation.

For example, the comparison of achievement among students instructed

using hands-on Chemistry labs versus those instructed using virtual Chemistry

labs (eLabs). They found out that there were no significant differences in

achievement gain scores for the traditional versus the online students. They

commented on that the findings obtained from their study demonstrated that

students who completed the traditional, hands-on labs performed as well as

students who completed the virtual labs (Kerr et al, 2004). In our country, this

Virtual Laboratory has been tested for Senior High School especially in Medan.

The student achievement taught by using computer-based learnig media (Virtual

Lab) is significantly higher than conventional method on solubility and solubility

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Based on the reasons mentioned above, the author tries to apply this

Virtual Laboratory in research, entitle:

The Difference Between Virtual Laboratory Media and Real Laboratory to Increase Student’s Achievement in Senior High School on Learning Acid-Base Titration

1.2. Scope of The Research

In order to make it easier to understand the problem and to simplify the

implementation of the research, it is necessary to make a scope of study, they are:

1. The subject matter is Acid-Base Titration

2. The media that is used is virtual laboratory

3. The program that is used to support the media is macromedia flash

1.3. Problem Formulation

Based on the background described above, then the problem can be

formulated as follows:

1. Is there a significant difference of student’s achievement on learning the

acid-base titration using of virtual laboratory and real laboratory ?

2. Is there an improvement of students character of responsibility and

activeness on learning acid-base titration by using virtual laboratory

media ?

1.4. Problem Limitation

This research focuses on the difference virtual laboratory media and real laboratory to increase student’s achievement on learning acid-base titration and observing the improvement of students character of responsibility and activeness

taught by virtual laboratory media. The research was conducted in Class XI of

Senior High School in Medan, and the topic that was taught by this media is

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1.5. Research Objective

The research is done by the purpose to know:

1. There is a significant difference in student’s achievement of learning the

acid-base titration between the using of virtual laboratory and real

laboratory.

2. There is an improvement of students character of responsibility and

activeness on learning acid-base titration by using virtual laboratory

media.

1.6. Research Benefits

This study is expected to provide benefits, especially for chemistry

teachers and also for the other researcher about how to improve learning through

computer-based learning (virtual lab) in student achievement on the learnig of

acid-base titration. The expected benefits of this research are spesifically

described as follows:

1. For Chemistry teacher, computer-based learning (virtual lab) as a learning

media and as an effort which can improve student’s achievement and

students character of responsibility and activeness

2. For other researchers, it can be a modal to make a further research related

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40 CHAPTER V

CONCLUSION AND SUGGESTION

5.1Conclusion

After conducted the research and done some analyzing process of research

data result, the researcher concluded:

1. The students achievement who were taught by virtual laboratory had

significant different with the students achievement who were taught by

real laboratory on the learning of acid-base titration

2. The students character of responsibility and activeness who were taught by

virtual laboratory media had improve

5.2Suggestion

Considering to the result of the research, the researcher suggests:

1. For chemistry teacher, it is suggested to use virtual laboratory as a learning

media on the learning of acid-base titration

2. For chemistry teacher, this virtual laboratory media is good to be used also

in improving the students character in reponsibilty and activeness on the

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Aiello, N. C., & Wolfe, L. M., (1980), A meta-analysis of individualized instruction in science, Boston: American Educational Research Association.

Al-Rasyidin and Nur., (2011), Teori Belajar dan Pembelajaran, Medan: Perdana Publishing

Amalia, E., (2012), Pengaruh Penggunaan Laboratorium Virtual dan Laboratorium Real Terhadap Sikap Ilmiah dan Hasil Belajar Kimia Siswa SMA pada Pokok Bahasan Larutan Penyangga, Tesis, Program Pascasarjana Universitas Negeri Medan, Medan.

Arikunto, S., (2011), Dasar-Dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara

Arsyad, A., (2009), Media Pembelajaran, Rajawali Pers, Jakarta.

Bryant, R. J. and Edmunt, A. M., (1987), They like lab-centered science, The Science Teacher, 54(8), 42-43.

Collette, A.T. and Collette, E.L., (1989), Science introduction in the middle and secondary schools (2nd end.), Ohio, USA: Merrill Publishing Company.

Douglas, J. E., (1990), Visualization of Electron Clouds in Itom and Molecules, Journal of Chemical Education, 67, 42-43.

Eralp, A., (2009), Developing an Interaction Virtual Chemistry Laboratory Enriched with Costructivist Learning Activities for Secondary School, Procedia Social and Behavioral Science 1(1): 895.

Fitria, D., (2010), Aplikasi Multimedia Mata Pelajaran Biologi Tentang Pembelajaran Sistem Pencernaan Manusia Bagi Siswa Kelas VI, Skripsi, Fakultas Ilmu Komputer Universitas Mercu Buana, Jakarta.

Gilbert, S., (1996), Making the Most of a Slow Revolution, Change, 28(2), 10-23.

Greenbowe, T., (1994), An Interactive multimedia software program for exploring electrochemical cells, Journal of Chemical Education, 71, 555-557.

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Jahro, I. S., (2009), Analisa Penerapan Metode Praktikum Pada Pembelajaran Ilmu Kimia di Sekolah Menengah Atas, 1(1): 20-26.

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Lewis, N. S., (1993), The Caltech Chemistry Animation Project, Journal of Chemical Education, 70: 739-740.

Mintz, R., (1993), Computerized Simulation as an Inquiry Tool, School Science and Mathematics, 93(2): 76-80.

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Sung, W, T. and Ou, S, C., (2002), Learning computer graphics using virtual reality technologies based on constructivism – case study of the webdegrator system, Interactive learning environments, 10(3), 177-197. Tıelemans, G., and Collis, B. (1999), Strategic requirements for a system to

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Gambar

Figure 2.1  Titration to determine the concentration of a solution of acid/base    14

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