THE IMPLEMENTATION OF INQUIRY STRATEGY BASED ON C O L L A B O R A T I V E T O W A R D S T H E S T U D E N T S
ACHIEVEMENT IN TEACHING BUFFER SOLUTION
By :
Nurul Wahidah Nasution Reg. Number 4103332007
Bilingual Chemistry Education Program
THESIS
Submitted to fulfill the requirement for getting the Degree of Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
BIOGRAPHY
ACKNOWLEDGEMENT
The greatest thankful to the almighty Allah SWT for His gracious, merciful and blessing that have given the writer healthy and wisdom, to my Prophet Muhammad SAW as my life guidance and motivator until she can complete this thesis well accordingly to the planning time.
The thesis with the tittle “ The Implementation of Inquiry Strategy based on Collaborative Towards the Students Achievement in Teaching Buffer Solution“
is arranged to prerequisite to get Sarjana Pendidikan Kimia in Faculty of Mathematics and Science State University of Medan.
In this chance, I would like to express my gratitude to my thesis supervisor Dr. Retno Dwi Suyanti, M.Si that gives me so many guidance and suggestion to prepare this thesis. I say also my gratitude to Prof. Drs. Motlan, M.Sc, Ph.D as Dean of Faculty of Mathematics and Natural Sciences, to Dra. Ani Sutiani, M.Si as validator for research instrument, to Prof. Dr. Ramlam Silaban, M.Si, Dr. Simson Tarigan,M.Pd, and Drs. Jamalum Purba,M.Si as my examiners for their advices, suggestions, comments, guidance and correction to complete this thesis.
I also say thanks to Prof. Dr. rer. nat. Binari Manurung, M.Si as Coordinator of Bilingual Program, Drs. Jamalum Purba,M.Si as the Head of Chemistry Department, all the lecturers and staffs of Chemistry Department, for Drs. Rahmat Nauli, M.Si as my academic advisor. The special thanks also given to all of lecturer and faculty staffs, Dra.Hj.Sri Irwati. M.Pd as the Headmaster of SMA Negeri 16 Medan, Dra. Hirwati M.Si as chemistry teacher in SMA Negeri 16 Medan and all teachers who help the writer in doing this research.
lovely mom Hj.Yenih Mulyati (who cares me so much and loves me much), my lovely grandma Nurbaiti, my lovely opung Siti Laniah, my sisters Intan and kak Dini and all my big families member also for my special beloved jealousy boy Mohamed Rinas Abdul Razack for their support, love , pray, attention, and motivation.
I also say my special thanks to my beloved bestiests Sheldudung (Ervi Luthfi Sheila Wanni Lubis), Nia (Sri rahmania), Shantyel ( Santhy Ardelina V.Br Pinem), kak Ika tonenk (Ika Ulansari) and mba fre (Fredika M.S Gultom) , for my beloved Creack Girls, Elfot ( Elfa Karmila) , Urin (Rien Wulandari), Ichot ( Aisyah Puji Lestari) and Tyottyol ( Nurul Sintya Debi) , also for my beloved friends in Chemistry Education Bilingual Programme Class 2010 (Bilchemdu’10), my PPL bestiest in Kisaran “ Yasir, Nia, Shela, Kiki, Tika, Kartika, Uli, Rofi, Shelly, Dian, Elfan and Eska” and all people who support and help the writer, also for their helping, kindness, togertherness, attention and pray that could not be explained one by one in this thesis.
This thesis had completed maximally, but he writer still hope suggestion and critics from the reader for the prefection this thesis. I hope this thesis can be useful and gie many contributions for the readers’ knowledge especially about the subject matter which is researched in this thesis.
Medan, June 2014
CHAPTER III RESEARCH METHODOLOGY
3.1. Overie of Research 37
3.2. Research Location and Research Objects 37
3.3. Research Population and Sample 37
3.4. Research Variables 38
3.5. Research Instrument for Collecting Data 38
3.6. The Procedure of Research 41
3.6.1. The Implementation of Research Design 41
3.7. Research Instrument 44
3.7.1. Validity Test 44
3.7.2. The Reliability 45
3.7.3. Difficulty Level 46
3.7.4. Different Index 47
3.8. Technique for Collecting Data 47
3.9. Technique of Data Analysis 47
3.9.1. Normality Test 48
4.2. Data Analysis of Research Instrument 51
4.2.1. Validity of Item Test 52
4.2.2 Difficulty Index 52
4.2.3. Different Index 52
4.2.4. Reliability Index 52
4.3. Achievement of Research Result 53
4.3.1. Data Analysis of Achievement Test before Teaching Treatment 53 4.3.2. Data Analysis of Student’s Achievement after Teaching Treatment 54
4.3.3. Normalized Gain Research Data 55
4.4. Homogeneity Data 56
4.4.2. Homogeneity Data of Postest 56
4.4.3. Homogeneity Data of Normalized Gain 57
4.5. Normality Data 57
4.6. Hypothesis 58
4.6.1. Hypothesis Testing 58
4.6.2. Hypothesis Criteria 59
4.5. Cognitive Aspect Improvement 59
4.6. Discussion 61
CHAPTER V CONCLUSION AND SUGGESTION
5.1.Conclusion 68
5.2. Suggestion 68
LIST OF TABLE
Page
Table 3.1. Test Categorize of Achievement Test 38
Table. 3.2. Table of Observation Sheet of Collaborative 39
Table 3.3. Research Treatment 41
Table 4.1. The Analysis of Students Achievement from Pretest Data 54
Table 4.2. The Analysis of Students Achievement from Postest Data 54
Table 4.3. Average Value of Normalized gain 55
Table 4.4. Percentage of Students Achievement 56
Table 4.5. Result of Normality Test 57
Table 4.6. Result of Hypothesis Testing 59
Table 4.7. Average Gain of Level Cognitive Aspects in Exprimental class 60
Table 4.8. Average Gain of Level Cognitive Aspects in Exprimental clas 61
Table 4.9. Comparison of Average Gain of Level Cognitive 62
LIST OF FIGURE
Page
Figure 3.1. Research Reseach Design 43
Figure 4.1. Average Gain From Level Cognitive Aspect in Experimental Class 60
Figure 4.1. Average Gain From Level Cognitive Aspect in Control Class 61
Figure 4.1. Comparison of Average Gain 62
LIST OF APPENDIX
Page
Appendix 1 Syllabus of Chemistry Subject 71
Appendix 2 Lesson plan (Experimental Class) 77
Appendix 3 Lesson Plan (Control Class) 102
Appendix 4 Instrument Validity by Validator 115
Appendix 5 Cognitive Assessment Sheet 125
Appendix 6 Key Word 131
Appendix 7 Categorize of Instrument Test 132
Appendix 8 Data of Students 133
Appendix 9 Validity Test 137
Appendix 10 Difficulty Index of Instrument 140
Appendix 11 Different Index of Instrument 143
Appendix 12 Reliability Test 146
Appendix 13 Normalized Gain 149
Appendix 14 Homogeneity Test 150
Appendix 15 Homogeneity test of gain data 155
Appendix 16 Normality Test Of Gain Data 158
Appendix 17 Normality Test 160
Appendix 18 Hypothesis Testing 162
Appendix 19 Cognitive Aspect Improvement 164
Appendix 20 Average Gain of Cognitive Aspect 166
Appendix 21 Result Data 169
Appendix 22 Value of Chi Squere 171
Appendix 24 The list of Value in t-Distribution 176
Appendix 25 Value of F Distribution 178
CHAPTER I INTRODUCTION 1.1Background
As we know, education is one of important sector in the building of
our country, it can be as an investation for a human in long term. Beside that,
education is also one of the effort to develop all potency that have by all students
through learning processing. That’s why the learning process should be able to
make the students potency for future of the students,due to the knowledge can be implemented as long as the student’s life.
Nowadays, in teaching, especially in teaching chemistry topic faces
many difficult to get the objective of the teaching. One of the problems is the
satiation of student in learning if the teachers just explain in front of class and the
students just sit on their own seat with different intellegence of the students one to
each other. From the work Field experience (PPLT) in SMA Negeri 2 Kisaran
observation, in learning chemistry topic, the students just listen without
understanding the topic. Some of them who have high intelligence can understand
the topic just by listening and reading their book, but some of the student who didn’t know the topic just keeping silent because of some reason. The reasons are some of them didnt like the subject matter they felt bored to see the teacher just
spoke in front of class, while the other reasons are being shy to ask to the teacher
due to social reason, it can be they are being afraid if the other friend will know
about their ignorance. While, the learning proces of the students in school is not
only get the knowledge from the teacher, also through the interaction and learn
with other student, so she can develop her thinking ability, expression and keep
the social interraction with other, so that as the final result, they can have good
academic achievement. (Anonymous, 2013)
Based on the observation in SMA Negeri 2 Tangerang which was done, it
can be seen the result of the students learning outcome is higher than 70, which KKM of
the school is 27 students 67.5 % shows the good affect from chemistry learning base on
understanding the topic is 28 % because in discussion the amount of students who asked
the question also who answered the question was still less and limited in students who
have high intellegence and have high courage. The students finding information themselves, evaluating and critically analysing the information, Meeting at the Crossroads discussing it with one another, building structured arguments and drawing conclusions about the various topics under discussion. It used a constructivist approach, one of “learning as an active process rather than a result of transmission of knowledge from program to student” .( Ellis Ainslie, 2001) The learning process must be understood as something a learner does by activating already existent cognitive structures or by constructing new cognitive structures that accommodate new input. ( Dooly Melinda, 2008)
Inquiry is a dynamic and emergent process that builds on student’s natural curiosity. Inquiry-based learning is a process where students are involved in their learning, formulate questions, investigate widely and then build new understandings, meanings and knowledge. That knowledge is new to the students and may be used to answer a question, to develop a solution or to support a position or point of view. The knowledge is usually presented to others and may result in some sort of action.(Alberta, 2004). It can be seen from the observation in SMAN 1 Sleman, showed that by giving guided inquiry can increase the scientific knowledge of the students 50% and 70%. It comes before from 12.5 and 50%. So that, the learning process must be viewed as stimulus that can challege the students to do learning process. The role of the teacher is more placed as guidedor the leaning facilitator. Therefore, the students is more doing the learning process by themselves or making group discussion to each other to solve the problem with teachers guide.(sriyono, 1991).
1.2. Identification of Problem
Based on the background above the writer identifies the problems as follows:.
1. In learning process, the students interaction between one to other students are passive and still low social.
2. The students need an active learning method to increase their ability in learning and increase their learning community.
3. The method which the teacher use to teaching still contrary with curriculum requirements to achieve the objective like the students active learning
1.3. Research Scope
This learning model that held is to increase the achievement of the students in learning Buffer solution. The achievement can be seen from the effectiveness of the inqury strategy based on collaborative by seeing their value increasing in studying Buffer solution. This research will be held in SMA Negeri 16 Medan that involved the students in second grade and will be taken two classes.
1.4. Prolem Limitation
The problem limitation in this research are : 1. Research will be done in SMA Negeri 16 Medan 2. The subject matter is buffer solution
3. Lack of the student brave to ask question to the teacher or the other student, so the implementation of guided inquiry strategy base on collaborative
6. Influenced is observed by student’s achievement that be taught with guided inqury strategy based on collaborative in experiment class
1.5. Problem Statement
Based on the problem limitation, problem statement in this research are : 1. Is the student achievement in learning buffer solution with teaching by
inquiry strategy base on collaborative higher than student achievement in learning buffer solution with direct instruction method
2. Is the cognitive aspect will be improved by implementation learning buffer solution with inquiry strategy base on collaborative
1.6.Research Objectives
The reasearch objective is to know the best teaching method on the teaching of buffer solution . Specific objectives of the study were :
1. To know the student achievement in learning buffer solution with inquiry strategy based on collaborative compare with student achievement in learning buffer solution with direct instruction method
2. To know the improvement of students cognitive aspect in learning buffer solution with inquiry strategy base on collaborative compare with the improvement of students cognitive aspect in learning buffer solution with direct instruction method
3. To know the Collaborative Learning improvement in learning Process
1.7.Research Benefit
The research benefits on this research are :
be affect to students achievement in learning especially in buffer
Collaborative learning is a situation in which two or more people learn or attempt to learn something together. COllaborative learning is based on the model that knowledge can be created within a population where members actively interact by
sharing experiences and take on asymmetry roles
.
(http://en.wikipedia.org/wiki/Collaborative_learning)
Inquiry learning strategies (ILS ) is a series of learning activities that emphasize the process of thinking critically and analysts to search and find their own answer to a problem that is questionable.
Learning is the person process to get some skills, ability, and attitude (Gredler,M.Bell.1991)
Direct instructional model is a learning model that emphasizes the mastery of concepts and / or changes in behavior with emphasis on deductive approach, with the following characteristics: (1) transformation and skills directly; (2) a specific learning goal-oriented; (3) learning materials that have been structured; (4) have a structured learning environment; and (5) structured by the teacher. (Sudrajad,2011)
CHAPTER V
CONCLUSION AND SUGGESTION 5.1. Conclusion
1. the students achievement in the experimental class that is taught by inquiry strategy based on collaborative is higher than the control class that is taught by direct instructional in teaching buffer solution.
2. the cognitive aspects thatas is improved by the implementation of inquiry strategy based on collaborative is C1, C2, and C3. The average of normalized gain from the level of cognitive aspects is C1 ( 0.73 included high category), C2 (0.76 included high category) and C3 (0.72 included high category).
3. The improvement of the collaborative learning in experimental class shown that sociality of the students is high, in the point of caring others (88%). While the low is in active using media (63%) because of they have discussed and enjoy it with their friends and impress to know from the other students.
5.2. Suggestion
1. For the chemistry teachers should use the inquiry strategy based on collaborative in teahcing buffer solution, because it will be able to increase the students’ achievement and can make the students be active to share and discuss also find the answer of the problem by theirselves, because it can increase their critically thinking.
