THE IMPLEMENTATION MODEL OF BASIC TECHNOLOGY EDUCATION (BTE) TO IMPROVE ENTREPRENEURSHIP
SPIRIT OF STUDENTS’ ON CHEMISTRY LEARNING AT PHARMACY VOCATIONAL HIGH SCHOOL
By:
Julinton Sianturi Reg. Number 408131063 Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for getting the Degree of Sarjana Pendidikan
CHEMISTRY DEPARTEMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
iv
ACKNOWLEDGMENT
Praise and gratitude author say to God almighty, for all grace and his
blessing that provide health and wisdom to author, so this study can be done well
and accordance with the planned time. Title of this thesis are “The implementation model of Basic technology education (BTE) to improve the entrepreneurship spirit of students’ on chemistry learning at pharmacy vocational high school” that arranged to obtain the degree of chemistry, faculty of mathematics and natural
sciences State university of Medan (UNIMED).
In this opportunity, the writer would like to express him greatest thanks to
Drs Rahmat Nauli, M.Si as her thesis supervisor for his advices, guidance
comment, during the process of completing this thesis and his gratitude is also
expresses to Dr Iis Sit jahro, M.Si, Dr Zainuddin Muhtar, M.Si, Dr Mahmud,
M.Sc as his reviewer counselor for their advice, suggestion, guidance and
constructive comment in this process of completing this thesis.
The writer also thanks to Dr Retno Dwi suyanti, M.Si as the validater of
test instrument in this research, Drs Jamalum Purba, M.Si that give the great spirit
in arranging thesis in English form and as the Headmaster of chemistry
department, Dra Ani Sutiani, M.Si as the head of study program of chemistry
education, Drs P.M Silitonga, M.S. as academic counselor and to all lecture in
chemistry department. And also the writer addresses his thanks to Drs Alexander
Tarigan as headmaster of GBKP senior high school in Kabanjahe, Dra Rotua
Napitupulu as the supervisor chemistry teacher in validity of instrument multiple
choice. The writer also thanks to Desiyanti.,S.Fam, Apt as headmaster of
pharmacy vocational high school, Dra Nurmalis, M.Si as lecture and as the
supervisor chemistry teacher and Fino Yoharde as Chemistry Teacher and
assistance of Dra Nurmalis, M,Si, and to all teacher who helped the writer to do
his research well.
In addition, his special gratitude is devoted to his beloved parents,
Nahasan Sianturi and Gestariana Simanjorang and also to all dearest brothers and
sisters (April Sianturi, Desmon P. Sianturi, Uafribin Sianturi, S.Si, S.Pd, Masta
Sianturi, S.S, S.Pd, Verawaty sianturi, Tumpal Simanjorang, S.Pd) for their love,
v
The writer special thanks also goes to Wiro Naibaho, S.Pd and Saronom
Silaban, S.Pd, M.Pd, Sansah Sinaga, Rudyanto Sinaga, Andri situmorang, Rudi
Panjaitan and Raja Hiskia S, Hotman H, S.P and Angga Pradinata, S.P as my best
brother and Suriany Sitorus, Damieta Sumbayak, Winarti Sitorus, Kristina
sianturi, Lia Kemit as my best sister that give great inspiration, motivation in my
life. To my small group (Nova Sinaga, Laurent S, Rosmala S, Ruth F Ginting) on
UKMKP UNIMED. Smart and beautiful group (Corry PS, Rany HL Siburian, Rosdiana S), Marumpak Group, Chemstic Group, apa adanya group and all his friend in class of B education 2008, my friend in class of non-education 2008
(Willy F Sitanggang, Ronald Juvent, Wesly P, Eko Ahmad Samosir, Rocky T),
Bilingual 2008 (Amelia Yesika, Agustina, Dian, Jane E, Bintang Simaremare etc),
Bilingual Education 2010, B education 2009 (Tumpal Simalango, Dewi Sinaga,
juliyanti, ougest Sianturi, etc), and education 2010 (Elika Tarigan, Elsi S, Fenny
Saragih, Kartomo, etc), my all best friend PPLT at GBKP senior high school of
Kabanjane (Wery Agusnius Sinaga, Jeckson Sitorus, Albert Jeffersen S, Abadi
Einstein, Anggel Dewi P) for all their help, to togetherness, attention, and
prayers, you are My spirit Guy !. Thanks also to my best big family “IKBKK”
community for supports and prayers And to all whose name that cannot be mentioned one by one, the writer would to say “thanks for everything”
Finally, the writer hopes this thesis would be useful for those who would
like to explore more about ownership of the concept and science process skills,
especially for the students college of the chemistry department, The writer realizes
that her thesis is still far from being perfect therefore, criticism, and suggestion
are needed for further improvement of this thesis.
Medan, July, 2012 Author
iii
THE IMPLEMENTATION MODEL OF BASIC TECHNOLOGY EDUCATION (BTE) TO IMPROVE ENTREPRENEURSHIP
SPIRIT OF STUDENTS’ ON CHEMISTRY LEARNING AT PHARMACY VOCATIONAL HIGH SCHOOL
Julinton Sianturi (Reg Number 408131063)
ABSTRACT
vi
1.2. Problems Identification 4
1.3. The Scope of Research 4
1.4. The Problem Statement 5
1.5. The objective of Research 5
1.6. The significance of Research 6
1.7. Operational Definition 7
CHAPTER II LITERATURE STUDY
2.1. Overview Of the Study 9
2.1.1. Understanding of learning 9
2.1.2. Learning Activities 10
2.1.3. The essence of chemical and chemistry learning 11
2.1.4. Learning Outcomes 12
2.1.4.1. Varieties of learning outcomes 13
2.1.5. Conventional model 14
2.1.6. Basic technology education (BTE) 15
2.1.6.1. How to learning activities of students through the
BTE (Basic technology education) model 16 2.1.6.2. How the students’ to learn through the BTE model 17
2.1.7. Science Process Skill (SPS) 21
2.1.8. Ownership of the concepts 25
2.1.9. Chemical representation 27
vii
2.1.11. Vocational high school 29
2.1.12. Entrepreneurial 30
2.1.13. Entrepreneurial motivation 31
2.1.14. Description of study materials 32
2.2. Conceptual Framework 42
2.3. Hypothesis 44
CHAPTER III METHODOLOGY OF RESEARCH
3.1. Location and time of research 46
3.2. Population and sample of research 46
3.3. Variable of research 46
3.4. Instrument of Research 47
3.5. Design of Research 48
3.6. The instrument Analysis 52
3.7. Technique of data analysis 55
3.7.1. Science process skills (SPS) 55
3.7.2. Ownership of the concepts 58
3.7.2.1. Student Learning Outcomes Data 58
3.7.2.3. Improve Learning Outcomes (gain) 58
3.7.3. Level of mastery or understanding of microscopic, macroscopic
and symbolic 59
3.8. Analyzing of Data 60
3.8.1. The Normality of Test. 60
3.8.2. Two Variances Similarity Test (Homogeneous) 61
3.9. Hypotheses Test 61
CHAPTER IV RESULT AND DISCUSSION
4.1. Result or research 65
4.1.1. Instrument of data analysis
4.1.1.1. The Validity of the test 65
4.1.1.2. The Reliability test 66
4.1.1.3. The Difficulty level of Instrument 66
4.1.1.4. The Discrimination Index of Instrument 66
4.1.2. The description of data 66
4.1.2.1. Ownership of the concepts 66
4.1.2.2. Percantages of ownership of the concepts 68
4.1.2.3. Chemical representation 69
viii
4.1.3. Description of data analysis 72
4.1.3.1. The Normality of Test 72
4.1.3.2. The Homogeneity of Test 73
4.1.4. Testing of hypothesis 74
4.1.5. Entrepreneurship Aspect 75
4.1.5.1. Behavior assessment 75
4.1.5.2. Product assessment 76
4.1.5.3. Eentrepreneurship Yen 76
4.2. Inventions of research 76
4.3. Discussion 77
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusions 87
5.2. Suggestions 88
REFERENCES 89
ix
LIST OF TABLES
Page Table.2.1. Five types of Learning Outcomes and the Performances Made
Possible by Learners, with examples. 13
Table 2.2. Indicators of science process skills 21
Table 2.3. Comparasion properties of colloid, solutions and suspension 33
Table 2.4. Types of collloids 34
Table 2.5. Dissimilarity between hydrophilic sol and hydrophobic sol 40
Table 3.1. Design of research 48
Table 3.2. The Guidelines of scoring 55
Table 3.3. Interpretation category of IPK in learning process 57
Table 3.4. The calculate result then converted science skills process 58
Table 3.5. Assessment indicators of Level of Mastery or understanding of
Microscopic, macroscopic and symbolic 60
Table 4.1. Averages pre test, post test and N-Gain in control and experiment
Classes 66
Table 4.2. Percentage of ownership of the concepts before and after learning
Process 69
Table 4.3. The %chemical representation at pre test condition 70
Table 4.4. The %chemical representation at post test condition 70
Table 4.5. Averages initial condition, final condition and N-gain in
control and experimental classes 71
Table 4.6. The Normality test at ownership of the concepts aspect 73
Table 4.7. The normality test at science process skills aspect 73
Table 4.8 The homogeneity test of research data of ownership of the concepts
Aspect 73
Table 4.9. Summary data hypothesis I and II 74
Table 4.10. Summary data hypothesis III. 74
Table 4.11. Analysis instrument table (Difficulty index) 77
Table 4.12. Percentage SPS at initial condition 83
x
LIST OF FIGURES
Page
Figure 2.1. Laboratory room sketches of BTE (Basic technology education) 18
Figure 2.2. Three level of representation in chemistry (Chittelborough, 2004) 28
Figure 2.3. Interaction between fat, water and soap 28
Figure 2.4. solution, suspension, and colloid ( Source :
http://www.julintonchemistryarea.blogspot.com, accessed on 12th
Feb 2012, o’clock 15:39 pm) 32
Figure 2.5. Tyndall effect process Source:
http://www.julintonchemistryarea.blogspot.com, accessed on
14thFeb 2012, o’clock 11.00 pm) 35
Figure 2.6. Brown motion Source:
http://www.julintonchemistryarea.blogspot.com, accessed on
14thFeb 2012, o’clock 11.30 pm) 36
Figure 2.7. Electrophoreses Source:
http://www.julintonchemistryarea.blogspot.com, accessed on
14thFeb 2012, o’clock 11.45 pm) 36
Figure 2.8. Adsorption process Source :
http://www.julintonchemistryarea.blogspot.com, accessed on
14thFeb 2012, o’clock 14.06 pm) 37
Figure 2.9. Coagulation Source:
http://www.julintonchemistryarea.blogspot.com, accessed on
14thFeb 2012, o’clock 14.20 pm) 37
Figure 2.10. Purification of water Source: chemistry book for grade XI natural
Science 38
Figure 2.11. Dialysis process Source:
http://www.julintonchemistryarea.blogspot.com, accessed on
14thFeb 2012, o’clock 14.25 pm) 38
Figure 2.12. Ice cream Source:
http://www.julintonchemistryarea.blogspot.com, accessed on
14thFeb 2012, o’clock 14.30pm) 39
Figure 2.13. Soap Source:
http://www.julintonchemistryarea.blogspot.com, accessed on
xi
Figure 2.14. Structure formula of Soap Source :
http://chemistrylearning.blogspot.com accessed on
2ndFeb 2012, o’clock 15:15 pm 41
Figure 2.15. Conceptual Framework 43
Figure 3.1. The scheme of research steps 51
Figure 4.1. Score averages of pre test, post test and N-gain percentage between
control and experiment classes 67
Figure 4.2. Graph of concepts between control and experiment classes 69
Figure 4.3. Diagram of chemical representation before and after teaching and
learning process 70
Figure 4.4. Score averages of pre test, post test and N-gain percentage between
control and experimental classes 72
Figure 4.5. Animation about tyndall effect (Colloidal properties) 81
Figure 4.6. Appearance video about colloidal phenomena of ice cream to improve
xii
LIST OF APPENDIXS
Page
Appendix 1. Syllabus 92
Appendix 2 . Lesson Plan 98
Appendix 3. Test Instrument 132
Appendix 4. Key of the answer 139
Appendix 5. Specification of Instrument 140
Appendix 6. Test Instrument to identification students’ initial concepts 141
Appendix 7. Key of the answer to identification students’ initial concepts 143 Appendix 8 . Specification of instrument to identification students’ initial concept 150
Appendix 9 . The calculation of instrument test 151
Appendix 10. The calculation of data samples 165
Appendix 11. Students’ learning outcomes data 168
Appendix 12. The calculation of ownership of the concepts improvement or gain 170
Appendix 13. The calculation of standard deviation, variances for control and
experimental classes 173
Appendix 14. The calculation of Normality test 179
Appendix 15. The calculation of test Homogeneity 185
Appendix 16. The calculation of chemical representation 189
Appendix 17. Capability improvement percentage of chemical representation 197
Appendix 18. Hypothesis Test 202
Appendix 19. The calculation of science process skills 207
Appendix 20. The calculation gain at science process skills aspect 212
Appendix 21. The calculation of science process skills (SPS) 215
Appendix 22. The calculation of standard deviation, variances for control and
xiii
Appendix 23. The calculation of test homogeneity at science process skills aspect 226
Appendix 24 Hypothesis II 229
Appendix 25 Hypothesis III 233
Appendix 26 The calculation of test correlation 237
Appendix 27 From of behavior assessment 239
Appendix 28 From of product assessment 241
Appendix 29 Scale measure of entrepreneurship yen 244
Appendix 30 Documentations of research 249
Appendix 31 Chi Square values 255
Appendix 32 The value of r Product Moment 256
Appendix 33 Table of distribution-t (Table-t) Values 257
Appendix 34 List of distribution precentile value 258
87
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the result of research and the analysis of data, it could be
concluded as explanation below:
1. Implementation model of basic technology education (BTE) can be
improving the ownership of students’ concept of students’ on colloidal
systems matter that proved with T-Test, averages gain in Experiment class is
(76.09±8.33) and control class (55.62±8.92) at significance level 5% Ha
received and refuse Ha (tcount (9.22) > ttable(1.55))
2. Implementation model of basic technology education (BTE) can be
improving Science process skills of students’ on colloidal systems matter.
That proved with T-Test, averages gain in Experiment class is (80.64±7.89)
and control class (64.47±6.91) at significance level 5% Ha received and
refuse Ha (tcount (9.43) > ttable(1.70))
3. There is relation that linier and significance between two variables, those are
science process skills and ownership of the concepts. The equation regression
is 26.59 +0.71x and correlation value of it 68.57%. It means very high
correlation between two variables. The yen of students’ in entrepreneurship
case in experiment class is 23.33%, which categorized high, 6.67%, which
categorized enough, 20%, which categorized less, while in control class is
13.33%, which categorized high, 10%, which categorized enough,
53.33%,which categorized less and 23.33% students’ at control class is not
interest to be an entrepreneur.
88
5.2. Suggestion
Based on the calculations of this study, the authors can provide advices as
follows:
1. Chemistry teachers, especially in pharmacy vocational high school
APIPSU of Medan could apply model of basic technology education
(BTE) as an alternative model to improve entrepreneurship spirit of
students’ on chemistry learning
2. Readers and the other researcher, as a new information and references to
do a sort research in other time
3. It is need to do the next research with the other subject matter as an
89
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