THE IMPLEMENTATION OF INDEX CARD MATCH MODEL USING VARIOUS MEDIA TO IMPROVE STUDENTS QUESTIONING- ANSWERING ABILITY AND LEARNING OUTCOMES OF ECOSYSTEM IN CLASS X SMA NEGERI 1 BERASTAGI (ACADEMIC YEAR 2011/ 2012).

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THE IMPLEMENTATION OF INDEX CARD MATCH MODEL USING VARIOUS MEDIA TO IMPROVE STUDENTS’

QUESTIONING-ANSWERING ABILITY AND LEARNING OUTCOMES OF ECOSYSTEM IN CLASS X SMA NEGERI 1 BERASTAGI

(ACADEMIC YEAR 2011/2012)

By:

Kristina Sitanggang 408641006

Biology Bilingual Education

SKRIPSI

Submitted to the State University of Medan as Fulfillment as Sarjana Pendidikan

BIOLOGY DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

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ACKNOWLEDGEMENT

First of all, the writer would like to praise God for His Love and grace that

Has given health and wisdom to the author so this thesis can be completed

properly in accordance with planned time.

This thesis is aimed at fulfilling a requirement to get the degree of Sarjana

Pendidikan at Biology department, faculty Mathematics and natural science, State

University of Medan. During the process of writing the thesis, the writer realized

that she had many problems. Meanwhile, she has been given some suggestions,

comments, academic guidance, and moral support from her advisor and others

that she would like to express her sincere thanks.

She would like to express her great gratitude to Dr. Hj. Ely Djulia, M.Pd

as her advisor for her generous assistance, guidance, advices and valuable time to

read and discuss the thesis until it is completed. The author also would like thank

profusely to Dr. rer. nat. Binari Manurung, M.Si.,Syarifuddin, M.Sc, Ph.D., Dra.

Martina Napitupulu, M.Sc, as the lecturer team of examiners for their suggestion

and constructive criticisms for the revision of this thesis and Prof. Dr Herbert

Sipahutar, M.S, M.Sc as her academic supervisor who has guided the author

during academic program.

The greatest thanks and everlasting gratitude are fully addressed to her

beloved parents Drs. P. Sitanggang, SE and H. Siahaan for their everlasting love,

hopeful prayers in her life, and the entire moral and the financial support that have

enabled her to finish her study. Her special thanks and admiration are also due to

her beloved sisters and brother, Widya, Theresia, Erika, Okta and her special

friend Yaredi for their love, Prayer and motivation.

Special thanks are extended to Alberto Colia as the headmaster of SMA

Negeri 1 Berastagi, Mikhawati Tarigan as Biology teacher of grade 10 and

Students of Class X-2 who received the presence of the author during research in

this class

Last but not the least, many friends and professional colleagous namely ;

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and Uci), SYEVO Group of UKMKP MIPA (Bang Rambo, Meti, Keasy, and

Tari), Debora, Siti Sumari, Raja Novi, Lisda Tumanggor, Nike Anatasia and those

whose names can not be mentioned yet, who have inspired and encouraged her,

during writing of this thesis.

The writer has tried to finish this thesis as good as possible, but she is

aware there are still many weakness both of content and grammar of this thesis.

Hpefully,this thesis would be useful to the reader.

Medan, October 2012 Author,

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The Implementation of Index Card Match Model Using Various Media to Improve Students’ Questioning- Answering Ability and Learning Outcomes

of Ecosystem in Class X SMA Negeri 1 Berastagi (Academic Year 2011/ 2012)

Kristina Sitanggang (408641006)

ABSTRACT

This classroom action research aims to improve student’s questioning

-answering ability and learning outcomes through the implementation of index

card match model using various media on ecosystem topic in class X-2 SMA

Negeri 1 Berastagi. It was conducted in four cycles consists of planning,

implementation, observation and reflection steps. The sample is 30 students and is

sampled purposively. Data were collected by using student’s

questioning-answering sheets, achievement tests, and observation sheets. Then, the data were

analysed both quantitatively and qualitatively to show the improvement in each

cycle. The result described the student’s questioning-answering ability and was

categorized into HOCS (Higher order of cognitive skill) (86.67 %). The classical

completeness of student learning outcomes achieved in cycle-IV as (86.66 % ). Student’s learning outcomes based on students ability to answer higher cognitive questions show improvement, there were (72.22 %) students are able to answer

questions in analyzing, evaluating, and creating. Thus, the activity of student is

categorized as fair (3.33%), active (30 %) and very active (66.67 % ) also describe

the improvement in cycle-IV. It means that student’s questioning-answering

ability and learning outcomes were improved by implementing the index card

match model using various media on Ecosystem topic in class X SMA Negeri 1

Berastagi academic year 2011/2012

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CHAPTER III RESEARCH METHODOLODY

3.1 Location and Time Research 26

3.2 Subject of research 26

3.3 Type and design of research 26

3.3.1 Type of research 26

3.3.2 Research design 26

3.4 Procedure 27

Cycle -I 27

Cycle- II 28

Cycle-III 29

Cycle-IV 30

3.5 Research variable 32

3.6 Instrument of research 32

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3.6.2 Observation sheet 32

3.6.3 Ecosystem achievement test 32

1. Validity test 34

2. Reliability test 34

3. Difficulty index 35

4. Discrimination index 35

3.7 Data analysis techniques 36

3.7.1 Analysis of student’s questioning-answering sheet (index card) 36

3.7.2 Student’s activity level 37

3.7.3 Student’s mastery level 37

3.7.4 Student’s learning completeness 38

3.7.5 Student’s learning outcomes based on student ability to 39 answer the question at the particular cognitive level

CHAPTER IV RESULT AND DISCUSSION

4.1. The Result of Instrument Test 40

4.1.1. Validity Test 40

4.1.2. Reliability Test 40

4.1.3. Difficulty Index 40

4.1.4. Discrimination Index 40

4.2. Description the Result of Research 40

4.2.1 Student’s questioning-answering ability on Index Card 41

4.2.2.Student’s activity 43

4.2.3 Student’s learning outcomes 46

4.2.3.1 Student’s mastery level 47

4.2.3.2 The completeness of student learning outcomes 48 4.2.3.3 Student’s learning outcomes based on student ability 49 to answer the question at the particular cognitive level

4.3. Cycle I 50

4.4 Cycle II 54

4.5 Cycle III 58

4.6 Cycle IV 62

4.7 Discussion 65

CHAPTER V CONCLUSION AND RECOMMENDATIONS

5.1. Conclusion 71

5.2. Suggestion 71

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TABLE LIST

Table 2.1: The Bloom taxonomy to asses level of question 12

Table 2.2: The Index card match implementation 16

Table 3.1: Grating question based on Bloom Taxonomy 32

Table 3.2: The Ecosystem test content 34

Table 3.3: The Categorize of student mastery level 38

Table 4.1: The Percentage of student’s questioning-answering ability 42

based on Bloom taxonomy from cycle I- cycle IV

Table 4.2: The Percentage of learning activity cycle I – cycle IV 44 Table 4.3: The Average of student’s learning outcomes from cycle I 47

to cycle IV

Table 4.4: The Percentage of student’s mastery level in cycle I- cycle IV 48

Table 4.5: The Percentage of student’s learning outcome completeness 49

from Cycle I to cycle IV

Table 4.6: The Percentage of student’s learning outcome based on 50

students’ ability to answer the question at the particular cognitive

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FIGURE LIST

Figure 2.1: The Taxonomy of Educational Objectives 8

Figure 2.2: The example of Index Card 15

Figure 2.3: Ecosystem 18

Figure 2.4: Tundra 20

Figure 2.5: Taiga 21

Figure 2.6: Desert 21

Figure 2.7: Meadow 21

Figure 2.8: Savana 22

Figure 2.9: Tropical rain forest 22

Figure 2.10: Deciduous forest 23

Figure 2.11: Food chain 23

Figure 2.12: Food web 24

Figure 3.1: Design of ICM model implementation 31

Figure 4.1: Diagram of student’s questioning-answering ability in ICM 43

model on the ecosystem topic (cycle I- cycle IV)

Figure 4.2: Diagram of student’s activity of index card match 45

model implementation on ecosystem topic

Figure 4.3: The comparison of student’s activity from cycle-I to cycle-IV 46

Figure 4.4: Diagram of student’s learning outcomes of index card match 47

Figure 4.5: Diagram of Student Learning Outcome based on students 51

Ability to answer the question at the particular cognitive level

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APPENDIX LIST

Appendix 1: Syllabi 74

Appendix 2: Lesson plan 75

Appendix 3: Comprehension test on ecosystem topic in class X on 102

SMAN 1 Berastagi (cycle –I)

SMAN 1 Berastagi (cycle –II)

SMAN 1 Berastagi (cycle –III)

SMAN 1 Berastagi (cycle –IV)

Appendix 7: Key answer 120

Appendix 8: Table validity and realibility 122

Appendix 9: Calculation of validity instrument achievement test 123

Appendix 10: Calculation of realibility instrument achievement test 125

Appendix 11: Table of discrimination index 126

Appendix 12: Calculation of discrimination index 127

Appendix 13: Table of difficulty index 130

Appendix 14: Calculation of difficult index 131

Appendix 15: Analysis sheet of student’s questioning-answering on index 133

card in cycle-I

card in cycle-II

card in cycle-III

card in cycle-IV

Appendix 19: Observation sheet of implementation ICM in ecosystem topic 149

card in cycle-IV

Appendix 20: Student’s activity in cycle-I 151

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Appendix 22: Student’s activity in cycle-III 153

Appendix 23: Student’s activity in cycle-IV 154

Appendix 24: Pre-test score 155

Appendix 25: Post-test score in cycle-I 156

Appendix 26: Post-test score in cycle-II 157

Appendix 27: Post-test score in cycle-III 158

Appendix 28: Post-test score in cycle-IV 159

Appendix 29: Student’s learning outcomes based on cognitive level in 160

Cycle-I

Cycle-II

Cycle-III

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CHAPTER I INTRODUCTION

I.1. The Background of the Study

Biology is a branch of science which focus on living things. The

characteristic of biology learning is the using logical and rational thinking,

organized and discipline nature. Biology emerged from human curiosity in daily

problems. Numerous questions such as what, how, why and who are the questions

that always appear because human has sense and ability to learn (Prawirohartono:

4).

Based on Dewey learning theory, critical thinking is defined as the

intellectually disciplined process of actively and skillfully conceptualizing,

applying, analyzing, synthesizing, and evaluating information gathered by

observation, experience, reflection, reasoning, or communication, as a guide to

belief and action. Student think things through for himself, raise question and find

relevant information by himself. Critical thinking attaches huge importance to

giving reasons and to evaluating reasons as well as possible. It is contrasting with

the kind of thinking in which student just receive ideas and information from someone else, that is call a “passive process” ( Fisher, 2001).

Questions play an important role in the processes of teaching and learning

because children’s achievement and their level of engagement depend on the

types of questions. The national and international literature has mainly focused on

the importance of questioning as a teaching technique and as a strategy in

promoting interactive classrooms, teachers are not necessarily taught the essential

knowledge and skills to conduct effective questioning episodes which facilitate

higher-order thinking.

Haynes and Bailey (2003) in Lisa (2008 :95) emphasized the importance

of asking the right questions to stimulate students' critical thinking skills. Other

researchers Brown and Kelley (1986) in Lisa (2008: 95) also focused on

integrating questioning techniques into class discussions to support an educational

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Based on practical teaching experiences in SMA Negeri 1 Berastagi, it was

found problems in carry out the learning process, especially the lack participation

of students for asking-answering activities in the classroom. Some students who

have high cognitive levels and activity that dominate the learning, while other

students just be silent and passive. Students ability for asking- answering and

critical thinking are very necessary to be improved.

This problems have confirmed by interviewing biology teacher in grade

ten . Based on the data student learning outcome of ecosystem topic in academic

year 2010/2011 still low 65, which is more than 50 % students have score under

KKM, while the minimum score is 75.

In learning process, teacher try to give knowledge and information as she

can and learners actively collect or accept it. The process of teaching and learning

is much dominated by memorizing activities. Teacher use power point media, but

most of students still passive because learning activity is teacher-centered and

media used by teacher is not enough to build cognitive domain of student.

Implementation of index card match models using various media in the

learning process is to generate student questioning ability and stimulate student

activity in learning, assist the effectiveness of the learning process, directing the

attention of students to concentrate on the content, facilitate the achievement of

the goal to understand and recall information provided. Learning becomes more

attractive, bringing a new variation for students learning experiences so that

students are not bored and not being passive, and can overcome the limitations

of the senses, space and time with presents an overview of the object being

studied in the classroom.

In common learning process, the topic just reviewed by student with

narrative summary and abandon their critical thinking. Index Card Match is classroom review models that expected to develop student’s critical thinking by improve questioning and solving problem ability in team work. This model

is suitable to be applied in the learning ecosystem because ecosystem is one of

the subject matter of biology that studies about the environment and its

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and can raise many questions as it directly relates to life.

The relevance research concerning on index card match models conducted

by Emiyanti (2011). The results showed that the Index Card Match Model can improve student’s motivation , this proves that the motivation to study have increased fom 40.48% in first cycle to 62.36 % in the second cycle and in the third

cycle to be 80.68%.

Research relevance for index card match also have been done by Farihatul

( 2009) on the application of learning strategy Index Card Match (Looking

for Match) to improve learning outcomes on Photosynthesis topic in class VIII

in SMP AL-1 Surakarta Islamic School year 2008/2009. The result indicate

that application of learning ICM can improve students learning outcomes. The

result is 80% of reach the indicator of completeness.

From the description above, the author is interested in doing research on

The Implementation of Index Card Match Models (ICM) Using Various Media to Improve Students’ Questioning-Answering Ability and Learning Outcomes of Ecosystem in Class X SMA Negeri 1 Berastagi (Academic Year 2011/2012)

I.2. Problem Identification

Based on the background of the issues raised above, several issues can be

identified, namely:

1 . Learning process of ecosystem topic is teacher-centered .

2. Model used of ecosystem topic are not appropriate and less variation

3. Students have lack ability to ask question and think critically

4. Students have less courage to raise question and answer in english

5. The score on ecosystem topic in academic year 2010/2011 is still low 65, that

is more than 50% student get score under the minimum score (KKM), while

the score minimum (KKM) is 75.

I.3. Scope of Problem

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1. This is a classroom action research (CAR) in ecosystem topic

2. Research was conducted in class X-2 SMA Negeri 1 Berastagi, which is still

lacking in questioning ability and learning outcomes

3. This research was conducted to observe student questioning ability and student

learning outcomes using index card match models and various media

I.4. Research Question

Based on the background and limitation issues, research problems are

formulated as follows:

1. Is there any improvement of students’ questioning-answering ability, during the

implementation of index card match model using various media of ecosystem

in class X SMA Negeri 1 Berastagi?

2. Is there any improvement of student learning outcomes, after implementation of

index card match model using various media of ecosystem in class X SMA

Negeri 1 Berastagi?

I.5. Objective

1. To know the improvement of students’ questioning-answering ability during

implementation of index card match model using various media of ecosystem

in class X SMA Negeri 1 Berastagi academic years 2011/2012

2. To know the improvement of student learning outcomes after implementation

of index card match model using various media of ecosystem in class X SMA

Negeri 1 Berastagi academic years 2011/2012

I.6. Significance

This research is expected to provide benefits as follows:

1. Give input to the author and teacher to choose and apply profer,effective and

efficient learning model in improving student questioning ability and student

learning outcomes.

2. Students are expected to have particular capabilities of asking- answering

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2. Provide input and information to the other researcher that perform the same

research topic.

1.7. Operational Definition

1. Index cards match model is used in active and joyful learning to review the

subject matter by finding pairs of index cards which is contain a question or

answer clue on ecosystem topic in class X SMA Negeri 1 Berastagi

2. Questioning ability is a must- have ability for student that will give important

role in the processes of teaching and learning because children’s achievement,

and their level of engagement, depend on the types of questions of ecosystem

topic class X semester II that can be observed using student’s questioning

-answering sheet (Index Card)

3. Various media is anything that can be used to distribute information about

ecosystem from teacher to student so it can stimulate thoughts, feelings,

concerns , interests and students attention in such a way which include power

point, video and concept map.

4. Learning outcomes is the result obtained by students after learning process on

ecosystem topic in Class X SMA Negeri 1 Berastagi that can be observed by student’s comprehension test and observation sheet.

5. Ecosystem topic is about interaction between organisms and their non

living-environment in a certain area. The topic include the hierarchy of life,

component of ecosystem, types of ecosystem, energy flow and biogeochemical

cycle at class X semester II that will be reviewed using index card match

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CURRICULUM VITAE

Kristina Sitanggang was born in P.Siantar on October 31, 1990. Her

Father name is Drs. P. Sitanggang, SE, and her mother is H. Siahaan. The author

is the first child of five. In 1996, the author started the primary school in the SD

Parulian II Medan and graduated at 2002. The author continued to elementary

school in SMP Advent I Medan and graduated at 2005. She continued her high

school in SMA Advent I Medan and finished it 2008. The author was accepted in

Biology Bilingual Education Program in Faculty Mathematics and Natural

Sciences, State University of Medan in the same year (2008). Studying in the

program, she was the member of UKMKP (Unit Kegiatan Mahasiswa Kristen