THE DEVELOPMENT OF LEARNING MODULE ON THE TEACHING OF HYDROCARBON FOR RSBI AND SBI STUDENTS
By: Jane Elnovreny Reg. Number 081244310010
Bilingual Chemistry Education Study Program
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
ACKNOWLEDGMENT
Thanks to the Almighty God Jesus Christ who has blessed the writer to complete her thesis. This thesis is aimed to fulfill the requirement for degree of Sarjana Pendidikan at the Chemistry Department of Faculty of Mathematics and Natural Science (FMIPA), State University of Medan (UNIMED).
In completing this thesis the writer has received a lot of assistance. The writer especially would like to express my special gratitude to my thesis advisor respectively for the academic guidance, Prof. Drs. Manihar Situmorang, M.Sc, Ph. D., for his valuable time spent in giving encouragement, guidance, and suggestion until this thesis is completed. and also great thanks for Drs. Rahmat Nauli, M.Si as my academic advisor who have support me while learning in university.
The gratitude also goes to Prof. Drs. Motlan, M.Sc, Ph. D., the dean of Mathematics and Natural Science Faculty, State University of Medan, Prof. Herbert Sipahutar, M.Sc, Ph.D., and Dr. Iis Siti Jahro, M.Si., the head and secretary of Bilingual Department, and also thanks to Mr. Drs. Jamalum Purba, M.Si. respectively for their advices and other necessary administrative business. Great thanks for Prof. Dr. Ramlan Silaban, M.Si, Dr. Zainuddin Muchtar, M.Si, and Drs. Eddyanto, Ph. D as my examiner lecturers who gave comment, suggestion, and guidance.
The gratitude is also directed to my beloved extraordinary parents Drs. Eidi. Sihombing, MS and Dra Debora Rospita, M.Si., together with my beautiful grandma S. R. Siahaan, and my beloved sisters, Juli, Kristy, my beloved brothers, Anes and Koko for their moral and financial support, patience, and pray, during the completion of this thesis.
My special thank is extended to my beloved friend, Bintang Shine Simaremare and Meycan Sumbayak, special friends Pipin, Eva, Titin, Amel, all Bil Chem ’08 and all my friends: k’ Yofrina, Hafiz, Fachmi, Valen, Dame, Julinton who have given spirit and moral support that amused the writer during spare time. Great thanks for Youth CCA who support in pray such k’ Maria, k’ Mio, b’ Kibo, Welly, Nius. The writer also would like to say thank you to all whose names cannot be mentioned one by one for their support and friendship through my academic years.
Medan, 23 July 2012
The writer,
The Development of Learning Module on the Teaching of Hydrocarbon for RSBI and SBI Students.
Jane Elnovreny (NIM 081244310010)
Abstract
LIST OF CONTENT
1.1 The Background of the Study 1
1.2 The Identification Problem 4
1.3 The Problem Statement 5
1.4 The Scope of the Study 5
1.5 The Objectives of the Study 6
1.6 The Significance of the Study 6
1.7 The Operational Definition 6
CHAPTER II LITERATURE REVIEW
2.1 Learning Process 8
2.2 Media 8
2.3 Module 10
2.3.1 The Difference between Module and Textbook 12
2.3.2 Function of Module 13
2.3.3 The Objective of Writing Module 13
2.3.4 Advantage of Module 14
2.4 Learning Module 14
2.5.1 The Objective of KTSP 16
3.1 Location and Time of Research 26
3.2 Population and Sample 26
3.3 Research Variable and Research Instrument 27
3.4 Types of Research 27
4.1 Survey of High School Chemistry Text Book 39 4.2 Analysis of High School Chemistry Textbook 39 4.3 The Development of Chemistry Learning Module 50 4.4 Validation of Instruments and Data Analysis 52
4.4.1 Validation of Instrument 52
4.4.3. Difficulty Level of Instrument 53
4.4.4. Different Index of Instrument 53
4.5 Data Analysis 54
4.5.1 Normality Evaluation Test 54
4.5.2 Homogeneity Evaluation Test 54
4.6 Student’s Achievement before Teaching Treatment 55 4.7 Student’s Achievement after Teaching Treatment 56
4.8 Hypothesis Testing 59
4.8.1 The third Hypothesis 59
4.8.2 The Fourth Hypothesis 60
4.9 The Increase of Student’s Achievement Percentage 61
4.10 Discussion 62
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion 64
5.2 Suggestion 65
LIST OF FIGURE
Figure 2.1 Branch from Hydrocarbon 17
Figure 3.1 Flow Chart of Research Procedure to Standardized 31 Of Module, The Development of Learning Module on The
Teaching of Hydrocarbon for RSBI and SBI Students
LIST OF TABLE
Table 2.1 The name from molecular formula of Alkanes 18 Table 2.2 The name from molecular formula of Alkyl 19 Table 3.1 Research design of the developed learning module to 28
increase students’ achievement on the teaching of hydrocarbon.
Table 3.2 Conformity Analysis Module Learning Materials with 29 Chemistry Education Unit Level Curriculum Content
Standards
Table 4.1 The Result of Standard Analysis of Book Code A 40 Contents on the Topic Hydrocarbon
Table 4.2 The Result of Standard Analysis of Book Code B 42 Contents on the Topic Hydrocarbon
Table 4.3 The Result of Standard Analysis of Book Code C 44 Contents on the Topic Hydrocarbon
Table 4.4 The Result of Standard Analysis of Book Code D 47 Contents on the Topic Hydrocarbon
Table 4.5 Average Percentage of Feasibility Content, Feasibility 48 Extension, Feasibility Depth , Feasibility Design Layout
and Feasibility Language for Books that Analyzed.
Table 4.6 The Result of Questionnaire of Module Standardization 51 By Chemistry Lectures, Chemistry Teachers and also
International Students
Table 4.7 Average and standard deviation of student’s 55 Achievement in the pre-test
Table 4.8 Average value and standard deviation of student’s 57 achievement in Post Test-1
Table 4.9 Average value and standard deviation of student’s 58 achievement in Post Test-2
Table 4.10 Data of the post test 1 for high group in experimental 60 and control class
Table 4.11 Data of the post test 1 for low group in experimental 60 and control class
and control class
LIST OF APPENDIX
Appendix 1. SYLLABUS 69
Appendix 2. Lesson Plan 75
Appendix 3. Instrument Test 98
Appendix 4. Key Answer 105
Appendix 5. Table of Instrument Specification 106 Appendix 6. Questionare For Trial The Chemistry Teaching Module 119
On Hydrocarbon
Appendix 7. Calculation of Validity Test 120 Appendix 8. Validity Test of Instrument 121 Appendix 9. Calculation of Reliability Test 122 Appendix 10. Reliability Test of Instrument 123 Appendix 11. Calculation The Test of Difficulty Level 124
Of Question
Appendix 12. Difficulty Level Test of Instrument 125 Appendix 13. Calculation of Different Index Test 126 Appendix 14. Different Index Test of Instrument 127 Appendix 15. Table of Class Grouping Based On High and Low Group 128
In Each School
Appendix 16. Calculation of Normality Test 134 Appendix 17. Calculation of Homogeinity Test 136 Appendix 18. Calculation of Hypothesis testing 137 Appendix 19. The Result of Questionnaire of Module Standardization 143
by the Chemistry Lecturer
Appendix 20. The Result of Questionnaire of Module Standardization 144 by the Chemistry Teacher
Appendix 21. The Result of Questionnaire of Module Standardization 145 by the Chemistry International Student
Appendix 22. The Result of Questionnaire of Module Standardization 146 by the Lecturer , TeacherChemistry International
Appendix 23. Percentage Activity of Hydrocarbon Learning Module 147
Appendix 24. Research Documentation 149
Appendix 25. Hydrocarbon Module 168
Appendix 26. Value of Chi-Square 169
CHAPTER I INTRODUCTION
1.1 The Background of the Study
Learning is a complex process that happens to everyone all his life. Learning process occurs because of the interaction between person and his environment. Therefore, learning can occur anytime and anywhere. One sign that a person has learned is that there is a change in this person's behavior was caused by the change in level of knowledge, skill, or attitude. (Arsyad, 2009). Models of teaching can also be regarded as models of learning when we help students to get information, ideas, skills, values, ways of thinking, and the purpose of expressing themselves we actually teach them to learn. (Joice, et all 2009)
Development of science and technology increasingly encourage reform efforts in the utilization of technology in the learning process. The teachers are required to be able using the tools (i.e. textbook, media, module, power point, etc) that can be provided by the school, and did not close the possibility that accordance with the development demands of the times (Arsyad, 2009). Regarding with the development of science and technology, the teacher should use technological things such as computer in teaching learning process. It will make students easy to understand the study materials.
Nowadays the government is promoting a new learning process, i.e.
learning model PAIKEM (Pembelajaran Aktif Inovatif Kreatif Efektif dan
In Indonesia, educational issues facing the low quality of education at every level and educational unit. Program RSBI was born based on the provisions of law the national education system (Law No. 20 of 2003) Article 50, Paragraph 3 which states the government and / or local governments conduct at least one unit of education at all levels of education to be developed become international standard education units. To meet these requirements, particularly the Ministry directorate general of elementary and secondary education management has initiated several schools that are expected to apply quality standards to the international school (Rianto, 2009).
RSBI teachers are required to be able to explain the material by using English as instruction language, they also can choose textbook or media as addition in teaching process. In fact, there are still many teachers who teach with conventional methods and lectures. It is not uncommon that most students feel tired and bored in learning process which only applies one direction method. Various attempts to improve the quality of education have been carried out, from training to increase the quality of teachers, improving curriculum periodically, education facilities and infrastructure improvements. (Muslich, 2007)
Science teachers must become critical consumers of their science textbooks. They must be willing to question the use of their textbooks, and they must discover what the content of the textbook will offer in terms of teaching and student learning. Teachers should reflect on the results of their search for good textbooks, what this means in relation to their own thinking about content, and how to most effectively facilitate instruction (Kirk, et all 2001).
with the content of curriculum. Most textbooks provide too many explanations in each topic. However, it is not well developed so the materials are not relevant to the key ideas and do not help the students in understanding the basic idea of the topic (Situmorang, 2010)
To ensure access to the material in the textbook for all students, teacher in order to provide study guides with questions and activities. These guides assist students as they read selections, highlight key points, and provide a structure for reflection. Teachers might also highlight the text when possible. By providing alternative reading materials and activities, using audiotapes, or giving students opportunities to read the text aloud, teachers can support the text. When teachers use the textbook as a resource and reference, students learn to do the same. By designing their own activity or lab-focused lesson, teachers can employ alternative technologies and reading sources (Kirk, 2001)
According to the Silaban (2010) research in master program about book analysis, the correspondence of the suitability about content with standard competence and basic competence also other component from five books which has been analyzed is not enough because there are some materials which is not suitable with the indicator. From the result of her research, the conclusion was taken from book A: 82%, book B 70%, book C 65%, book D 88% and E 75%. Thus, it suggested noticing the suitability of content from the arrangement of material systematically so the readers will read the books based on the standardization of BSNP.
implementation of individual learning that gives confidence in individual ability and makes students have confidence to study independently. One of the real evidence in individual learning is to give the students a module. According to Arshyad (2009), module is a learning material that can be used by students to learn independently. It is easily understood by the students. Thus, a good selection of modules will be able to help students learn and understand the topic of discussion which is learnt by the students.
Using module as a source of learning is one of strategies of active learning process, because in this process students are not only as listeners but they are also active in the learning process. The using of this module makes teachers act only as facilitators so the students are active in the learning process. The modules do not only apply the using of modules but they also implement the using of multi-media and various methods. Thus, it makes students be able learn the modules by themselves. They can learn anytime and anywhere independently. On the other hand, the largest proportion of book is not in accordance with the content of curriculum. Most textbooks provide the many explanations in each topic but it is not well developed. Concerning with the problems of learning above, the writer is interested in conducting research which is titled “The Development of Learning Module on the Teaching of Hydrocarbon for RSBI and SBI Students.”
1.2 The Identification Problem
Based on the background explained above, there are some problems are identified to make the research be focused, they are:
1. How is the sequence of chemistry materials to be arranged in the module in order that the topic of hydrocarbon is easy to learn and makes the competence based curriculum?
3. How do chemistry teachers, lecturers, and students opinion towards the standard learning module on the subject of hydrocarbon?
4. How is the effectiveness of learning modules on the subject of hydrocarbon in improving students’ learning outcomes?
1.3 The Problem Statement
As for the formulation of the problem in The Development of Learning Module on the Teaching of Hydrocarbon for RSBI and SBI Students are:
1. How to make module in the topic of hydrocarbon possible to use as a learning media in SBI and RSBI students?
2. How do the chemistry teachers, lecturers, and students’ opinion on the standard learning module in the topic of Hydrocarbon?
3. How does the learning modules of hydrocarbon to improve learning outcomes of Senior High School students in Academic Year 2011/2012? 4. How do the effectiveness of learning module on the subject hydrocarbon?
1.4 The Scope of the Study
In this learning, the scope of The Development of Learning Module on the Teaching of Hydrocarbon for RSBI and SBI Students are:
1. Establish and develop a learning module on the subject of chemistry that refers to the standard hydrocarbon feasibility of the content, presentation and language and also will be taught in X grade Senior High School. 2. Assessment and revision of these modules to teachers and students until
the resulting product of the learning modules.
1.5 The Objective of the Study
This proposal have objective to know the affectivity of innovative learning module on the teaching of hydrocarbon, and the specific objectives of the study are:
1. To obtain a develop chemistry hydrocarbon module based on curriculum content standards.
2. To know how the opinion chemistry lecturers, teachers, and students toward chemistry learning module on the subject of hydrocarbon.
3. To find out how the learning modules on the subject of hydrocarbon easy to understand and to improve students’ learning outcomes.
4. To know how the effectiveness of learning modules on the subject of hydrocarbon in improving students’ learning outcomes.
1.6 The Significance on the Study
This study of The Development of Learning Module on the Teaching of Hydrocarbon for RSBI and SBI Students is expected as follows:
1. For Chemistry teacher, to use learning module as an effort which can improve learning outcomes
2. For Students, to increase understanding of chemical concepts, particularly the subject of hydrocarbon.
3. For other researchers, to make a further research related to the study.
1.7 The Operational Definition
There are some operational definition in this study The Development of Learning Module on the Teaching of Hydrocarbon for RSBI and SBI Students that is:
2. The develop Hydrocarbon module is a module that obtained from standardization of module
3. SBI (Sekolah Bertaraf Internasional)is refers to school that fulfill national standards of education and enriched by reference to the educational standards of one member of the Organization for Economic Development (OECD) and / or country that has certain advantages in the field of education that have competitiveness in the international forum (Administrator, 2010). RSBI (Rintisan Sekolah Bertaraf Internaional) is
refers to Sekolah Standard Nasional(SSN) that prepare students based on
Standard Nasional Pendidikan (SNP) Indonesia and the internasional standard so expected graduates to have international competitiveness (http://file.upi.edu/Direktori/FIP/JUR._ADMINISTRASI_PENDIDIKAN/ 197907122005011-NURDIN/PENGERTIAN_RSBI.pdf).
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
After conducted research, and analyze the data have gotten some conclusion, they are:
1. Standard chemistry module has been developed in order to be used as learning media on the teaching of Hydrocarbon for SBI and RSBI students. The developing of chemistry module was design by analyzing fourth bilingual textbook that analyze based on curriculum content standard that consisted of standard competence and basic competence. The content of the module consists of standard chemistry materials, illustration, problem solving, evaluation test and key answer that are design is easy and interesting to be read.
2. There are good opinion from lecturer, teachers and students for module. It can seen from result of the development of learning module based on the result of module judgement had gotten the average of the all components the average of overall judgement is 3.60.
3. These learning module can increase student learning outcomes by seeing the average of high group learning outcomes in experiment class is 64.333 ± 11.509 while for control class is lower than it 55.500 ± 11.897. And also for low group, average of student’s
achievement, experiment class 62.333 ± 8.285 also higher than control class49.000 ± 10.833
learning module is effective towards student’s achievement in low group.
5.2 Suggestion
From the results obtained from this study, some suggestions had to be raised in order to the learning process on chemistry is effective in increasing of student’s achievements, they are:
1. It’s important to chemistry teachers to use standard innovated chemistry module in the teaching process of Hydrocarbon because the module given interest or impression in learning process and can increase student’s achievement.
2. It is suggested to school holder to provide standard innovated chemistry module in their school to be used in teaching and learning process, especially for the teaching chemistry. Because the standard innovated chemistry module could increase student’s achievement in chemistry.
BIOGRAPHY
Jane Elnovreny was born in Bandung on November, 3rd 1990. My beloved
