THE EFFECTIVENESS OF INTERACTIVE LEARNING MODULE TO IMPROVE SHS STUDENT’S LEARNING OUTCOMES ON THE
TEACHING OF REDOX
By:
Masitho Purnama Sari Reg. Number 409332025
Bilingual Chemistry Education Study Program
THESIS
Submitted to fulfill the requirement for getting the Degree of Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
THE EFFECTIVENESS OF INTERACTIVE LEARNING MODULE TO IMPROVE SHS STUDENT’S LEARNING OUTCOMES ON THE
TEACHING OF REDOX
Masitho Purnama Sari (Reg. Number 409332025) ABSTRACT
The effectiveness of Interactive Learning Module on the teaching of Redox is explained here. This research conducted into three schools, those are SMAN 3 Medan, SMA Swasta Al-Ulum Medan and SMA Swasta Sutomo 2 Medan by using of media Interactive Learning Module in experimental class and Chemistry Text Book in control class.
The effectivity of Interactive Learning Module to improve Senior High School student’s learning outcomes had found out from the ability of students answered the test before and after teaching and learning process. The result of this research showed that in SMAN 3 Medan and SMA Swasta Al Ulum Medan, the teaching and learning process with used Interactive Learning Module could improved SHS student’s learning outcomes. In SMAN 3 Medan, the effectiveness of Interactive Learning Module of experiment class (50,92%) better than control class (36,94%). In SMA Swasta Al-Ulum Medan, the effectiveness of Interactive Learning Module of experiment class (44,5%) better than control class (36,90%). However in SMA Swasta Sutomo 2 Medan, the effectiveness of Interactive Learning Module of experiment class (34,52%) smaller than control class (39,76%). It means that Interactive Learning Module was effective to improve student’s learning outcomes.
ACKNOWLEDGEMENT
Thanks to Almighty Allah SWT who has blessed the writer to complete
her thesis and also he always give the writer mercy so that this research could be
done on time.
This Thesis had titled "The Effectiveness Of Interactive Learning
Module To Improve SHS Student’s Learning Outcomes On The Teaching Of
Redox". This thesis was aim to fulfill the requirement for Degree of Chemistry
Education, at Chemistry Department of Faculty of Mathematic and Natural
Science (FMIPA), State University of Medan (UNIMED).
Prior the writer would like to said thanks to Prof. Drs. Motlan, M.Sc, Ph.
D, as the Dean of FMIPA UNIMED, Prof. Herbert Sipahutar, M. Sc, as the
Coordinator of Bilingual Program in FMIPA UNIMED, Dr. Iis Siti Jahro, M. Si,
as Secretary of Bilingual Program in FMIPA UNIMED, and also Drs. Jamalum
Purba, M. Si, as Head of Chemistry Department.
In this Thesis arrangement writer especially would like to express special
gratitude to: Prof. Dr. Ramlan Silaban, M.Si, as Thesis Supervisor for his
guidance because he always give me brilliant suggestion in my Thesis. The writer
also said thanks to academic advisor, Drs. Marudut Sinaga, M. Si, who supported
the writer when learning in the collage. The great thanks also goes to Prof. Drs.
Manihar Situmorang, M.Sc, Ph.D, Drs. Marham Sitorus, M.Si, and Drs.
Eddyanto, Ph.D as Thesis Examiner Lecturer. In all daily activities of them, I was
lucky because they always guide and give me great suggestion. Also for Dr. Retno
Dwi Suyanti, M. Si, as validator of the Interactive Learning Module and Content
Validation.
The writer said thanks Drs. Sahlan Daulay, M. Pd, as Head Master of
SMAN 3 Medan, Sofyan Siregar, S. Ag, as Head Master of SMA Swasta
Al-Ulum Medan, and Hendra S.T., M. Pd, as Head Master of SMA Swasta Sutomo 2
Medan. Also said thanks to all the teachers who help me in the research Demse
The special gratitude to my parents Kasim Ama. Pd, and Asmarawati,
my brother Fahrul Rozi and my sister Linda Hariana S. Pd, also to my sweet
young brother and sister M. Alfarizi and Nur Annisa Al-Jannah for their spirit and
financial support, always patience and pray during my study.
Special thanks to all my friends in Class Bilingual Chemistry Education
2009, for my best friends (Fitri, Ika, Yeni, Lia, Irna, Rahmi, Dayat, Siro, and
Laila) also for sisters Lia, Dila, brother Bibi who have given me spirit to finish my
study.The writer also would like to said thanks to all whose name can’t be
mentioned one by one for their support and friendship in my life.
Medan, July 17th 2013 The Writer,
LIST OF CONTENT
Page
Legalization Paper i
Biography ii
Abstract iii
Acknowledgment iv
List of Content vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I INTRODUCTION
1.1 Background 1
1.2 Problem Identification 4
1.3 Problem Statement 4
1.4 Problem Limitation 4
1.5 Research Objectives 5
1.6 Research Benefits 5
1.7 Operational Defenition 5
CHAPTER II LITERATURE REVIEW
2.1 Module As An Instructional Material 6
2.2 Module As An Learning Media 6
2.3 Learning Module 7
2.3.1 Elements of Learning Module 7
2.3.2 Characteristic Learning Module 9
2.3.3 Structure Learning Module 9
2.3.4 The Advantages of Learning Module 10
2.5 Oxidation Reduction Reaction 12
2.5.1 Development of Oxidation and Reduction Concept 12
2.5.2 Basic Rules For Assigning Oxidation States 14
2.5.3 Changes of Oxidation States in Redox Reaction 16
2.5.4 Autoredox Reaction (Disproportionate Reaction) 17
2.5.5 Naming Compounds 18
2.5.6 Application of Redox Concept 20
2.6 Conceptual Framework 21
2.7 Hypothesis 21
2.7.1 Verbal Hypothesis 21
2.7.2 Statistic Hypothesis 22
CHAPTER III RESEARCH METHODOLOGY
3.1 Place and Time of Research 23
3.2 Population and Sample of Research 23
3.3 Research Variables 23
3.4 Research Design 24
3.5 Research Instrument 26
3.5.1 Validity Test 27
3.5.2 The Reability Test 27
3.5.3 The Difficulty Level 28
3.5.4 Different Index 28
3.6 Data Analysis Techniques 29
3.6.1 Analysis of High School Chemistry Text Book 29
3.6.2 Normality Test 30
3.6.3 Homogenity Test 31
3.7 Hypothesis Testing 31
CHAPTER IV RESULT AND DISCUSSION
4.1 Survey of High School Chemistry Text Book 33
4.2 Analysis of High School Chemistry Text Book 33
4.3 The Development of Interactive Learning Module 44
4.4 Validation of Instrument Test 46
4.4.1 Validity Test 46
4.4.2 Reability Test 47
4.4.3 Difficulty Level 47
4.4.4 Different Index 47
4.5 Data Analysis 47
4.5.1 Normality Test 48
4.5.2 Homogenity Test 48
4.6 Hypothesis Testing 48
4.7 Percentage of Improved Learning Outcomes 49
4.8 The Cognitive Domain Developed By Using 49
Standard Interactive Learning Module
4.9 Discussion 50
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion 52
5.2 Suggestion 53
LIST OF FIGURE
Page
LIST OF TABLE
Page Table 2.1 The Examples of Naming Binary Compounds 19
Table 2.2 The Examples of Naming Polyatomic Compounds 20
Table 2.3 The Examples of Naming Acid Compounds 20
Table 3.1 Research Design (Two Groups, Pretest and Pos Test) 24
Table 3.2 Instrument Specification 26
Table 4.1 The Result of Analysis of Book Code A On Topic 34
Redox Reaction
Table 4. 2 The Result of Analysis of Book Code B On Topic 36
Redox Reaction
Table 4.3 The Result of Analysis of Book Code C On Topic 38
Redox Reaction
Table 4.4 The Result of Analysis of Book Code D On Topic 40
Redox Reaction
Table 4.5 The Result of Analysis of Book Code EA On Topic 42
Redox Reaction
Table 4.6 The average of content, extension, depth, design and 43
language of chemistry text book that analyzed by expert team
Table 4.7 The Result of Questionnaire Interactive Learning Module 45
Standardization by Chemistry Lecturer and Teachers
Table 4.8 Result of Percentage of Improved Student’s Learning 49
CHAPTER V
CONCLUSION AND SUGGESTION 5.1 Conclusion
From the data analysis, researcher could conclude:
1. The teacher’s perception about chemistry text book for grade X especially
in topic redox was good. But in some criteria (content, extension, depth,
design and language) there are weakness. So, researcher had a revision and maked interactive learning module which is aim to improved student’s learning outcomes.
2. The interactive learning module which made by researcher was validation
to the expert and it was good. The developed of interactive learning
module was done based on standard competence and basic competence of
the syllabus in Curriculum of Education Unit Level (KTSP).
3. The interactive learning module could developed student’s learning
outcomes in SMAN 3 Medan, SMA Swasta Al Ulum Medan and SMA
Swasta Sutomo 2 Medan.
4. The interactive learning module was effective to improve student’s
learning outcomes in SMAN 3 Medan, SMA Swasta Al-Ulum Medan and
SMA Swasta Sutomo 2 Medan.
5. From post test data in 3 school (SMAN 3 Medan, SMA Swasta Al-Ulum
Medan and SMA Swasta Sutomo 2 Medan), researcher found that the
students able to answered question until C4 level. It means that the
instrument test were given to the students could developed the cognitive
5.2Suggestion
From the result of research, there are some suggestion in order to improved student’s learning outcomes, those are:
1. It’s so important to the chemistry teacher to use the standard interactive learning module on the teaching of redox because it can improve student’s learning outcomes.
2. Researcher suggest to the target school to use standard interactive learning
module in teaching and lerning process of chemistry because it can improved student’s learning oucomes.
3. Researcher hope to the next researcher to develop the
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BIOGRAPHY
Masitho Purnama Sari was born in Petatal on April 12th 1991. My
beloved parents are Kasim Am. Pd and Asmarawati. I growth in an extraordinary
family, especially the third child from five siblings. I entered SDN 010150 Petatal
in 1997. Then three years in MTs.N Lima Puluh since 2003 and was graduate in
2006. Then I continued my study in SMA Swasta ERIA Medan and was
graduated in 2009. I pass SMA and was received in chemistry department, State
University of Medan. I had great chance when I was appreciated to study in
Bilingual and International class, Faculty of Mathematic and Natural Science,
