THE DEVELOPMENT OF INNOVATIVE LEARNING MODULE ON THE TEACHING OF SALT HYDROLYSIS
BASED ON CURRICULUM 2013
By:
Bernike Firmayanti Aruan
Reg. Number: 4103332012
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill The requirement for Getting the Degree of Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
iv
ACKNOWLEDGEMENT
The greatest praise and thanksfulness to the Almighty God for Hid Grace
and Blessing who always give health, spirit, strength, and everything to the author
in finishing this thesis well and accordance to the planning time.
The title of this thesis is “ The Development of Innovative Learning Module on Teaching of Salt Hydrolysis Based on Curriculum 2013” has been arranged to obtaine the degree of Sarjana Pendidikan in Department of Chemistry, Faculty of
Mathematics and Natural Science (FMIPA), State University of Medan
(UNIMED).
In this oppurnity, I would like to express the great appreciation to Prof.
Drs. Manihar Situmorang, M.Sc.,Ph.D., as my Thesis Supervisor and Prof. Dr.
Ramlan Silaban, M.Si., Dr. Zainuddin Muhtar,M.Si., Dr.Marham Sitorus, M.Si., as
the contributor for their valuable time spent in giving guidances, advices,
motivations, comments, and suggestions during the process in finishing this thesis.
I also says thanks to Prof.Drs. motlan, M.Sc.,Ph.D., as the dean Faculty
of Mathematics and Natural Sciences, State University of Medan, then
Dr.rer.nat.Binari Manurung, M.Si., and Dr.Iis Siti Jahro,M.Si., as the head and
Secretary of Bilingual Program. Great thanks to Dr. Retno Dwi Suyanti, M.Si., and
Dra. Ani Sutiani, M.Si., as the expert lecturer to Standarize the module, validate the
instrument test and flash animation in this research. And also thanks to
Syamsuddin, S.E., as bilingual staff for helping in administrative assitance and
kindness.
I am gratitute also to all lectures who have rendered their knowledge and
experience during academic program in university, the principle and teacher of
SMAN 5 Medan, the principle and teacher of SMA Swasta Santo Thomas 1 Medan,
and the principle and teacher of SMAN 1 Percut Sei Tuan who have given their
helping, motivation and support to finish the research.
The deepest and special gratitude, appreciation and love to my beloved
parents, B. Aruan and R. Sihombing for their countless love, supports, prays,
motivation and careness and also to my beloved younger brother, Rinaldi Eka
v
Revalina Aruan who have given great motivation during this research. And
unforgetfuly to my aunt and uncle from Aruan’s family and Sihombing’s family for
their supporting that make me spiritfully.
Special thanks also goes to Paduan Suara Ostentus as a place where i
learn become the strong personality. Especially for my friend, Sinitta Ella Siregar,
Dewi N Marpaung and all of Bilingual Chemistry 2010, my sister Kristina
Maranatha Ginting, Endang Saragih, Lisnawaty Gultom, Febry Limbong, Putri
Hutahaean, Jane Lumbantoruan, S.Pd and my brother, Vladilen Marbun, David
Julianto Sirait, Roy Adi Putra Manalu, Sanhot Simare-mare and Dimas F
Simatupang, S.pd and everyone who cannot be mentioned his/her name for their
support and friendship during my academic years.
Finally, I hopes this thesis would be useful for everyone who like to
explore more about the learning media and method that suitable to learn salt
hydrolysis notably and chemistry generally. May God bless us forever.
Medan, July 2014
Author,
iii
THE DEVELOPMENT OF INNOVATIVE LEARNING
MODULE ON TEACHING OF SALT HYDROLYSIS BASED
ON CURRICULUM 2013
Bernike Firmayanti Aruan (Reg.Number : 4103332012) ABSTRACT
x
LIST OF TABLE
Page
Table 2.1. Core Competence and Basic Competence For Chemistry Subject Class
XI for Senior High School/Madrasah Aliyah Base on Curriculum
2013,(KD 4.12 is the basic competence about Salt Hydoris Topic that
will be applie in innovative learning module with it become the
chemistry subject) 10
Table 2.2. The Changing Paradigm or Mindset on Curriculum 2013 16
Table 2.3. Summary on the topic of Salt Hydrolisis (The properties of salt
hydrolysis) 21
Table 3.1. the research design of the effectivity of development of innovative
learning module on teaching of salt hydrolisis base on curriculum 2013 28
Table 3.2. Analysis of suitability the chemistry learning textbooks or module for
Senior High School with Curriculum 2013 on teaching of Salt
Hydrolisis 30
Table 3.3. Questionnaire For Standarizing The Innovative Learning Module Of
Chemistry On The Topic Salt Hydrolysis 32
Table 3.4. The Criterion Validity of Innovative Learning Module to Increase
student’s achievement on the teaching of Salt Hydrolysis 33
Table 4.1. The Description of Bilingual Chemistry Textbook that are included the
survey 37
Table 4.2. The Result of Descriptive Analysis of Chemistry Textbook Code A, B,
C,and D that relate to Topic Salt Hydrolysis 39
Table 4.3. Type of Innovation in chemistry learning module on the topic of salt
hydrolysis 42
Table 4.4. The Quality of Innovative Learning Module on Teaching of Salt
Hydrolysis based on curriculum 2013 for SMA/MA Class XI based on
Chemistry Lecturer (P), Teacher (Q), and Student (R). The value is the
average from group of responden (total of responden is 20). Assessment’s Criteria: 3-4 = very good, 2-3=good, 1-2= bad, 0-1=very
xi
Table 4.5. Average and Standard Deviation of Student’s Achievement in pretest 45
Table 4.6. Average and Standard Deviation of Student’s Achievement in
Posttest 1 46
Table 4.7. Average and Standard Deviation of Student’s Achievement in
ix
LIST OF FIGURE
Page
Figure 3.1. The Flowchart of Research Procedure To Standarize
Module, The Development of Innovative Learning Module
on the Teaching of Salt Hydrolisis Base on Curriculum
xii
LIST OF APPENDIX
Page Appendix 1. Innovative Learning Module on Teaching of Salt Hydrolysis
Based on Curriculum 2013 56
Appendix 2. Syllabus 57
Appendix 3. Lesson Plan 61
Appendix 4. Specification Table of Student’s Achievement Test 79
Appendix 5. Instrument Test 86
Appendix 6. Key Answer 89
Appendix 7. Questionnaire for Trial the innovative learning module on the
teaching of salt hydrolysis 90
Appendix 8. Questionnaire Result of Innovative Learning Module
Standarization by Chemistry Lecturers of UNIMED 91
Appendix 9. The Questionnaire Result of Innovated Chemistry Learning
Module Standarization by Chemistry Teachers of SMAN 5
Medan, SMAS Santo Thomas 1 Medan, and SMAN 1 Percut Sei
Tuan 92
Appendix 10. The Questionnaire Result of Innovated Chemistry Learning
Module Standarization by Students in SMAN 1 Percut Sei Tuan 93
Appendix 11. The Questionnaire Result of Innovated Chemistry Learning
Module Standarization by Chemistry Lecturer, Teachers and
Students in Senior High School 94
Appendix 12. Table of Grouping Class (High and Low Group) For Three Senior
High School 95
Appendix 13. Calculation Of Normality Test 101
Appendix 14. Calculation Of Homogenity Test 105
Appendix 15. Calculation Of Hyphotesis Test 106
Appendix 16. The Percentage Average Of Student’s Achievement 113
Appendix 17. The Percentage of Effectivity 114
Appendix 18. Documentation 115
1
CHAPTER I
INTRODUCTION
1.1Research Background
One of education’s problem is the low quality of eduaction in Indonesia. Where it is always discussed although using unit national curriculum as pedoman
but the quality of eduaction in indonesia is still low. Therefore, the government
try their best to increase the quality of education, which is start from elementary
school to the university. Increasing the quality of education can be performed
continously, conventionally or through innovation. Innovation in education is seen
as the central concept for obtaining change for a better education(Wikpedia,2012).
One of innovation to increase the quality education is innovation in
teaching and learning activities, where the innovation of teaching and learning
activities is very interesting to discuss because the implementation of the right teaching method would increase student’s achievement in learning chemistry. To help student in teaching and learning activities, students need learning media as
learning sources such as learning module or textbook to make them more
understand about chemistry learning material . Therefore, doing development of
chemistry learning material through making innovative learning modules with the
certain chemistry topic because they are important done especially to provide
good quality chemistry learning material that will be studied by student. To
improve the basic concept for students to learn could be conducted through
providing a good teaching materials such as text books and modules related to the
student development ( Saragih and Situmorang, 2012).
Learning chemistry emphasizes providing learning experiences directly
through the use and development of process skills and scientific attitudes.
According to some researches, researchers concluded that, (1) chemistry is not
famous subject matter for students; (2) chemistry is not able to improve students’
cognitive ability; (3) chemistry make a gap between teacher and students; (4)
2
is no relationship among the materials. According Silitonga (2005), the reality is
often faced by teacher in school is that students often think chemistry is a
difficulty lesson so that is not unusual for a student felt unable to advance in
studying chemistry.
These difficulties have an impact on student’s learning result are less satisfactory. Chemistry is an experimental science, can not be learned only by
reading, writing or listening it. Chemical Sciences not only learn to master a body
of knowledge of facts, concepts, principles, but also is a process of discovery and
mastery of the procedures or the scientific method. Therefore, in teaching
chemistry there are two important issues that must be considered, namely the
chemical as a product of the scientists in the form of facts, concepts, principles,
laws, and theories of chemistry as a process of scientific work.
Many Chemistry topics that students assume difficult to understand because
Usually teachers explain the chemistry topic by conventional method, difficult
language to be gotten, not interest student and inappropriate learning media
especially topic about salt hydrolisis which contain many the variaty of learning
activity such as concept understanding, observation of laboratory activity, and
analysis problems base on the basic competence which is expected from the
material is determining the type of salt hydrolysis in the water and pH of the
solution(Simatupang,2013). Therefore, need to doing the innovation of teaching
and learning process through innovative learning module of chemistry topic that
will help teacher and student in learning process.
The development of innovative learning module on teaching of salt
hydrolisis base on curriculum 2013 is very important as it is known that
innovative teaching and learning be able to motivate students to learned effective
that may improve students achievement in chemistry. The development of
chemistry learning module and textbook from Senior High School and Madrasah
Aliyah (SMA/MA) are important done to get the good quality chemistry learning
module and textbook that can be used by student appropriate to curriculum 2013.
The good quality and standard chemistry learning module will be able to help
3
main discussion that be learned. According to Bain, et.all. (2005), A good
textbook is expected help the students to understand the concept of chemistry
clearly.
Innovative learning module of chemistry class XI in Senior high School
will be developed base on curriculum 2013, the implementation of curriculum
2013 start on 2013, curriculum 2013 is applied because more effective learning
and emphasis on character education. This curriculum requires teachers to be
more patient, attentive and undersatnding, as well as having the creativity and
dedication to grow the confidence of learners. Teaching and learning process in
curriculum 2013 will be improved by using the variety of approaches that put
more emphasis on learner competence, which includes knowledge, skills, and
activities of learners in thinking and acting.
Based on the description, the researcher is interested in conducting
research on developed the learning material on teaching of Salt Hydrolisis base on
Curriculum 2013 because curriculum 2013 has the difference the way of assessment student’s achievement than the curriculum that had been used before. The writer is interested to conduct a research titled
“THE DEVELOPMENT OF LEARNING MATERIAL ON TEACHING OF SALT HYDROLISIS BASE ON CURRICULUM 2013.”
1.2Problem Identification
Base on the background which has been described previously, some problems
can be identified as the following:
1. Learning modules are important to improve student’s achievement and
motivation in learning chemistry subject
2. Learning modules on the teaching of chemistry subject that be used by
school must be developed to make students easy to understand, interested
to study, innovative, and more active in teaching and learning activity to
improve their learning outcomes.
3. Students are difficult to understand about salt hydrolisis chemistry topic
4
such as concept understanding, observation of laboratory activity, and
analysis problems base on the characteristic
4. Teachers have to skill to teach the materials of chemistry by the apropriate
methods and models to makes students motivate and active in teaching and
learning activity.
5. The availability of quality learning modules appropriate to the curriculum
2013 are needed to support implementation curriculum 2013.
6. The development of learning materials on the teaching of Salt Hydrolisis based on curriculum 2013 is needed to improve student’s learning outcomes.
1.3Research Scope
The research Scope is The Development Of Innovative Learning Module
On Teaching Of Salt Hydrolisis Base On Curriculum 2013. This study was conducted to develop innovative learning module of high school students class XI
Natural Science program in school year 2014/2015 base on curriculum 2013 to
improve the quality of learning process (innovation of learning method and learning model), and student’s achievemant. The variety of learning material will be developed by researcher that adapted to the subject of Salt Hydrolisis based on
curriculum 2013 and doing evaluation and standardization of learning materials
by chemistry lecturer, teachers and students.
1.4Problem Formulation
To give the direction of this research, problem formulation is needed to limit
the research that will ficilitate discussion of the problems raised. The problem
formulation of this research are :
1. How to develop chemistry innovative module to meet student’s
competence based on chemistry curriculum 2013?
2. How to design of innovative learning module through integration of
laboratory activity, outside activity, and learning media into chemistry
5
3. How to standarize chemistry innovative module to obtain standard and
innovative module on teaching of salt hydrolisis?
4. How effective in the developed innovative module to improve students
achievement on teaching of chemistry salt hydrolisis?
5. Are the student interested on using standard innovative module to meet the requirement on student’s competence in curriculum 2013?
1.5Research Objectives
The objective of this research is to increase the understanding of students in
Salt Hydrolysis as a topic in chemistry subject, and increase the student’s
achievement. The specific objectives have been achieved in this research are the
following:
1. To develop chemistry innovative module to meet student’s competence
based on chemistry curriculum 2013
2. To design of innovative learning module through integration of laboratory
activity, outside activity, and learning media into chemistry material of salt
hydrolisis To develop the learning material that is suitable for student to
improve their learning outcomes in topic of Salt Hydrolisis
3. To standarize chemistry innovative module to obtain standard and
innovative module on teaching of salt hydrolisis
4. To investigate the effectivity of the developed innovative module to
improve students achievement on teaching of chemistry salt hydrolisis
5. To know the student’s interesting on using effective in the developed
innovative module to improve students achievement on teaching of
chemistry salt hydrolisis
1.6Research Benefits
In general, with the development of Learning material base on curriculum
2013 in the preparation of chemistry module is expected to provide benefits in the
form of improved quality of the learning process on the topic of Salt Hydrolysis.
6
1. Knowing the Effectiveness of developing innovative learning module to
increase the students achievement in Salt Hydrolysis concept.
2. As the addition of literature review or reference for creating another
learning material based on curriculum 2013 in another subject matter in
chemistry in Senior High School and for teacher in teaching-learning
process.
3. Increase the researcher’s knowledge toward developed innovative learning
module based on curriculum 2013 that can be used in the teaching and
learning process to improve the quality of education in Indonesia
4. As important input for prospective teacher that developed innovative
learning module based on curriculum 2013 can be as alternative choice to improve student’s outcomes
5. To enrich the students’research in additional do the usual research
especially to student in chemistry department in State University of
54
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the result of research that obtained from the result of data analysis, it
could be stated some conclusion as follows:
1. The responden’s perception of bilingual chemistry textbook shown that
textbook code B (75% )were better than code A (50%), Code D (50%) and
Code C (35%).
2. The Standard innovated learning module that developed by researcher got
the positive response from the chemistry lecturers, teachers and students
with point that given is 3.44.
3. The innovative learning module on teaching of salt hydrolysis based on curriculum 2013 could meet student’s competence by looking at the result of data analysis obtained, where the high group in experiment class
(86±5.63) is higher than in control class (79.16 ± 4.75). for low group in
experiment class (80 ± 4.73) is also higher than in control class (74.5 ± 5.31).
4. The result hypothesis test about the effectivity of innovative learning
module shown that in high group tcount >ttable, 9.72 > 1.31 and in low group
tcount > ttable, 8.0 > 1.31. it could be concluded that the innovative learning
module on teaching of salt hydrolysis based on curriculum 2013 is effective to improve student’s achievement in high and low group. The innovative learning module on teaching of salt hydrolysis based on curriculum 2013 can meet the requirement on student’s competence in curriculum 2013 by looking at the result of hypothesis test where in high
group tcount > ttable, 5.1 > 1.31 and in low group tcount > ttable, 4.235 > 1.31
5. The percentage average of student’s acvievement in experiment class (high
group 45.93% and low group 67.125%) is higher than in control class
55
percentage of effectivity where in experiment class (high group 99.4219%
and low group 97.5155%) is higher than in control class (high group
92.8454% and low group 92.216%). So it could be conclude that the
innovative learning module on teaching of salt hydrolysis based on
curriculum 2013 is more effective to improve student’s achievement than
chemitry textbook.
5.2 Suggestion
Based on the conclusion above, there are some suggestions that have to be
stated in order to make the teaching and learning process in chemistry become
more effective to improve student’s achievement as follows:
1. It is suggested that the chemistry teacher should give the standard and
good innovative chemistry learning module based on curriculum 2013
generally as main learning media to student especially learning module on
teaching of salt hydrolysis to improve student’s achievement.
2. It is suggested to next researcher could improve the better innovative
learning module based on curriculum 2013 with adding the teachig method
that suitable to chemistry topic and interested experiment by using
animation or video but still use the standard and good innovative learning
module as main learning media.
3. It is suggested to school holder for developing and providing the standard
and good innovative learning module to be used in teaching and learning
56
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