THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON STUDENTS ACHIEVEMENTS AT CHARACTERISTICS OF WAVES TOPIC IN SMA N 1 MEDAN CLASS XI ACADEMIC YEAR 2014/2015.

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By:

Yohana Glorya Tobing ID Number. 4113121077

Bilingual Physics Education Study Program

THESIS

Submitted to Acquire Eligible Sarjana Pendidikan

PHYSICS DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN

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PREFACE

The authors say the praise and gratitude to God Almighty, for all the graces and blessings that provide health and wisdom to the author that this study can be completed properly in accordance with the planned time.

Thesis entitled " The Effect of Guided Discovery Learning Model on Student’s Achievements at Characteristics of Wave Topic in SMA N 1 Medan Class XI Academic Year 2014/2015", prepared to obtain a Bachelor's degree Physical Education, Faculty of Mathematics and Natural Science in State University of Medan.

On this occasion the authors like to thank Mr Alkhafi Maas Siregar, M,Si. as Thesis Supervisor who has provided guidance and suggestions to the author since the beginning of the study until the completion of this thesis writing. Thanks also to Prof. Drs. Motlan, M.Sc.,Ph.D., Drs. Pintor Simamora, M.Si., and Drs. Rahmatsyah, M.Si. who have provided suggestions from the research plan to complete the preparation of this thesis. Thanks also presented to Drs. Sehat Simatupang, M.Si, as the Academic Supervisor and also the entire Lecturer and Staff in Physics Department FMIPA UNIMED who have helped the author. Appreciation were also presented to Headmaster and all teacher in SMA N 1 Medan especially Mam Remedi Sagala who have helped during this research.

My endless love is dedicated to my beloved family. A lot of thanks must be delivered to my beloved father, Remus M Lumban Tobing and my mother, Mastaida Sitompul. Thank you very much for your love in my life and thanks for all the prayers that you pray to God for me. And also my sister, Flo Tobing, my only one brother Willy Tobing, Netha Tobing and all family who have prayed and gave me encouragement to complete my study in UNIMED.

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The author has endeavored to as much as possible in completing this thesis, but the author is aware there are many drawbacks in terms of both content and grammar, then the authors welcome any suggestions and constructive criticism from readers for this thesis perfectly. The author hope the contents of this paper would be useful in enriching the repertoire of knowledge.

Medan, July 2015 Author,

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THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON STUDENT’S ACHIEVEMENT AT CHARACTERISTICS

OF WAVES TOPIC IN SMA N 1 MEDAN CLASS XI ACADEMIC YEAR 2014/2015

Yohana Glorya Tobing (4113121077)

ABSTRACT

The purpose of this research was to see the effect of Guided Discovery Learning Model on Student’s Achievement at Characteristics of Waves Topic in SMA N 1 Medan Class XI Academic Year 2014/2015.

The research method was quasi experimental. The populations were all 2nd grade students add semester that consist of 13 classes SMA N 1 Medan. The samples of this research conduct two classes and consist of 74 students, 37 from experiment class and 37 from control class and define by cluster random sampling.

The results that were obtained: post-test mean value of the experiment class was 75.94 and 75.02 was the mean value for control class. Standard deviation for two classes was 14.94 and 12.48. Normality of the test result from the both samples was normal and homogenous In the testing of hypothesis for postest, the criteria is: H0 is accepted if tcalculate < ttable and H0 is rejected if tcalculate has another score, where ttable obtained from list of distribution t. From the calculation of test t for concept mastery using α = 0.05, obtained tcalculate = 3.78, where ttable = 1.668. So that, there was the significant effect of Guided Discovery Learning Model on Student’s Achievement at Characteristics of Waves Topic in SMA N 1 Medan Class XI Academic Year 2014/2015. Based on observation that done by observers with using observation sheet of affective and psychomotor, conclude that affective and psychomotor students in experiment class higher than control class.

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2.6 Direct Instructional Learning Model 10 2.6.1 Syntax of Direct Instructional Learning Model 10 2.6.2 The Advantages and Disadvantages 12 2.7 Guided Discovery Learning Model 12 2.7.1 Aims of Guided Discovery Learning Model 13 2.7.2 Syntax of Guided Discovery Learning Model 14 2.7.3 The Advantages and Disadvantages 15

2.8 Conceptual Framework 16

2.9 Teaching Material 16

2.9.1 Comprehension about Wave 16

2.9.1.1 The Basic Wave Equation 17 2.9.1.2 Transversal Wave 18 2.9.1.3 Longitudinal Wave 19 2.9.2 Sinusoidal and Stationer Wave 19 2.9.2.1 Sinusoidal Wave 19 2.9.2.2 Stationer Wave 21

2.9.3 Characteristics of Wave 24

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2.9.3.3 Wave Diffraction 28 2.9.3.4 Wave Interference 29 2.9.3.5 Wave Polarization 29

2.10 Research’s Hypothesis 31

CHAPTER III RESEARCH METHOD

3.1 Location and Time Research 32

3.2 Population and Sample of Research 32

3.2.1 Population of Research 32

3.2.2 Sample of Research 32

3.3 Research Variable 32

3.3.1 Independent Variable 32

3.3.2 Dependent Variable 32

3.4 Type and Design of Research 32

3.4.1 Type of Research 32

3.4.2 Design of Research 32

3.5 Research Instrument 33

3.5.1 Validity Test 34

3.6 Research Procedure 34

3.7 Data Analysis Techniques 37

3.7.1 Determine the Average Value 37 3.7.2 Determine the Standard Deviation 37

3.7.3 Implement Test Normality 37

3.7.4 Determine Homogeneity Test 38

3.7.5 Hypothesis Testing 39

CHAPTER IV RESULT OF RESEARCH AND DISCUSSION

4.1 Result of Research 42

4.1.1 Students’ Achievement in Cognitive Domain 42 4.1.1.1 Pretest Data of Experiment and Control Class 42 4.1.1.2 Posttest Data of Experiment and Control Class 43

4.1.2 Data Analysis Test 44

4.1.2.1 Normality Test 44

4.1.2.2 Homogeneity Test 45

4.1.2.3 Hypothesis Test 45

4.1.3 Students’ Learning Achievement in Affective Domain 47 4.1.4 Students’ Learning Achievement in Psychomotor Domain 48

4.2 Discussion 50

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusions 54

5.2 Suggestions 55

REFERENCES 56

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LIST OF TABLE

Table 2.1 Syntax of Guided Discovery Learning Model 14

Table 3.1 The design of the research 33

Table 3.2 Specification of learning achievements 33

Table 3.3 Categories of students’ ability 34

Table 4.1 Frequency distribution of Pretest Result in Experiment

and Control class 42

Table 4.2 Frequency distribution of Posttest Result in Experiment

and Control class 43

Table 4.3 Average value, standard deviation and variance in control

and experiment class 44

Table 4.4 Normality test 45

Table 4.5 Homogeneity test 45

Table 4.6 Conclusion of t test calculation 46

Table 4.7 Criteria of Affective Domain 47

Table 4.8 Result of Affective Domain 48

Table 4.9 Criteria of Psychomotor Domain 48

Table 4.10 Result of Psychomotor Domain 49

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LIST OF FIGURE

Figure 2.1 Instructional and Nurturing Effects on Direct Instruction

Model 11

Figure 2.2 Transversal Wave 18

Figure 2.3 Longitudinal Wave 19

Figure 2.4 Sinusoidal Wave 19

Figure 2.5 Stationary Wave reflection with fixed tip 22 Figure 2.6 Stationer Wave reflection with end free 23 Figure 2.7 Changes of the waveform when the wave propagates 24 Figure 2.8 Changes of wavelength in the ripple tank 25 Figure 2.9 Diagram of refraction in the ripple tank 25 Figure 2.10 Schematic diagram of wave refraction 26 Figure 2.11 Waveform through a single narrow slit 28 Figure 2.12 Waveform through a single width slit 28

Figure 2.13 Interference of the wave 29

Figure 2.14 Polarization of wave 30

Figure 2.15 Polarization process 31

Figure 3.1 The overview of research plan 36

Figure 4.1 Chart of Pretest result Experiment and Control class 43 Figure 4.2 Chart of Posttest result Experiment and Control class 44 Figure 4.3 Chart of Affective Domain in Experiment and Control Class 48 Figure 4.4 Chart of Psychomotor Domain in Experiment

and Control Class 49

Figure 4.5 Chart of Cognitive, Affective and Psychomotor Domain

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LIST OF APPENDIX

Appendix 1 Lesson Plan (1) 57

Appendix 4 Student Worksheet 1 79

Appendix 5 Student Worksheet 2 83

Appendix 6 Table Specifications of Learning Test Result 85

Appendix 7 Learning Achievement test 92

Appendix 8 Pre-Test Mark of Experiment and Control Class 94 Appendix 9 Post-Test Mark of Experiment and Control Class 95 Appendix 10 Calculation of Average Score and Deviation Standard

of Pre-Test and Post-Test in Experiment Class 96

Appendix 11 Normality Test 102

Appendix 12 Homogeneity Test Data 107

Appendix 13 Hypothesis Test 109

Appendix 14 Scoring Guideline of Affective Domain 112 Appendix 15 Affective Assesment of Experimental Class 114 Appendix 16 Psychomotor Assesment of Experimental Class 117 Appendix 17 Affective Observation of Control Class 120 Appendix 18 Affective Observation of Control Class II 123 Appendix 19 Psychomotor Assesment of Control Class 126 Appendix 20 Psychomotor Assesment of Control Class II 128 Appendix 21 List of Critical Value of Liliefors 130 Appendix 22 List of Percentil Value to t Distribution 131 Appendix 23 Table Domain Range under Normal Curve 0 to z 132

Appendix 24 F Distribution Value 133

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1.1Background

Education is learning about knowledge, skills, and habits of a group of people passed down from one generation to the next through teaching, training, or research . Education is often the case under the guidance of others, but also allows a self-taught. Education is not only an obligation, beyond that education is a necessity where humans will be developed with the education. The purpose of education itself vary, depending on each individual personally saw education itself, education can improve the economic status, help to get the comfortable job, some are looking at education means transportation to bring it to the level it all.

School is one of the educational system that serves to help improve the quality of human resources. From the nation's education children receive in school, will be able to change the mindset and creativity to create a welfare state with a good and growing economy. School is part of the design that made by the Government in the field of education with the operational foundation is the curriculum. This curriculum goals of education is the nation expected to be made by systematically to achieve the nation of Indonesia.

Graduate competencies described in three dimensions: (a) attitudes,(b) skills and (c) knowledge, accordance with the Peraturan Menteri Pendidikan dan

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Physics is one of the compulsory subjects in high school (SMA) that must be completed. Many students who complain are not too fond of physics because they consider physics lesson is difficult. Once the researchers conducted observations back at SMA Negeri 1 Medan, researchers can conclude that there are problems that occur during the process of learning physics, both from teachers, students and schools. A total of 11% very fond of physics, 54% liked the physics lesson and 35% have normal response in physics. Many of them consider the lessons of physics are just a compulsory lessons. They learned just to complete their learning process. Observations from SMA Negeri 1 Medan also showed that as many as 53% of students happy working on a way of discussion, 17.33% happy if working independently in the process of matter, 17.33% felt indifferent and sometimes lazy to do and 12.34% happy if the students about the given an easy matter. From the data is known that the daily examination results at SMA Negeri 1 Medan 57% have not crossed the line of standard minimum competency (KKM) for sciences subject.

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Factors that led to the above due to lack of students' understanding of physics concepts. Lack of students' understanding of the concepts of physics can be addressed by changing the learning models. Guided Discovery Learning model of learning can improve learning outcomes for students in this learning model can better understand what is being learned. In applying the learning model Guided Discovery Learning teachers act as mentors to provide the opportunity for students to learn actively, as the opinion of the teacher should be able to guide and direct the learning activities of students in accordance with the purpose (Sardiman, 2005). Such conditions would like to change the teaching and learning activities are teacher-oriented to student-oriented.

1.2 Problem’s Identification

1. Student have usual response to Physics lessons. 2. The results of student’s Physics is unsatisfactory. 3. Lack of comprehension student about Physics concept.

1.3. Limitation Problem

Given the extent of the problem in learning is a necessary limitation in this study as follows:

1. The research do in SMAN 1 Medan, 2014-2015 academic year. 2. The research do in class XI Sciences 1 and XI Sciences 2 3. The gathering of data will be only from the school’s targets.

4. The models applied in this research is Guided Discovery Learning models

1.4. Problem’s Formulation

Based on the problems described above, hence the formulation problems in this research are:

1. How the student learning achievement after applied Guided Discovery Learning models?

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3. Is there any difference of student learning achievement using Discovery Learning with using Direct Instruction model?

1.5. Research Objectives

The goals of this research are:

1. To know the student learning achievement after applied Guided Discovery Learning Model.

2. To know the student learning achievement applied the Direct Instruction Model

3. To know the differences in student learning achievement by using Guided Discovery Learning models with direct instruction models.

1.6. Research Benefits

1) For school: The results of this research are expected to increase of the quality of school as student’s learning achievement and teacher’s increase of professionalism.

2) For teacher: The results of this research are expected to be input in expanding knowledge and insights about Discovery Learning models in teaching science, that Become one of alternative models of teaching as the effort to improve student’s learning achievement.

3) For student: The results of this research are expected to increase of students learning achievement in learning physics.

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Based on data analysis and discussion of research results, obtained general conclusion that application of Guided Discovery Learning model in student’s learning achievement at characteristics of waves topic have sufficient criteria to improve students’ learning achievements in cognitive, effective and psychomotor domains. Based on research questions that presented earlier, we can conclude some of the following:

1. Result of students’ learning outcomes of using Guided Discovery

Learning model in Characteristics of waves topic at the 2nd_grade

students in High School 1 Medan in experiment class have average score 42.27 in pretest and 75.94 in posttest, while control class have average score 38.70 in pretest and 75.02 posttest.

2. Depend on Testing hypothesis for pretest data using t test two side. From

calculation result got that tcalculate < ttable there is 1.23 < 1.665. Based on this result, result we can conclude that experiment and control class have same initial ability.

3. There is significant difference of students’ learning outcomes using

Guided Discovery learning model and direct instructional model in Characteristics of wave topic at class XI SMA N 1 Medan.

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5.2. Suggestions

This research is still far from perfect research. Based on the research results that have conducted, researcher gives the following suggestions:

1. For the next researcher in order to give more attention and guidance to

students who are less active.

2. For the next researcher who wants research about Guided Discovery

Learning to use the time as effectively as possible.

3. For the next researcher who wants research Guided Discovery Learning

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