THE EFFECTIVENESS OF INTERACTIVE LEARNING MODULE WITH MACROMEDIA FLASH IN PROBLEM BASED LEARNING TO
INCREASE STUDENT’S ACHIEVEMENT AND FOSTER STUDENT’S CREATIVITY IN TEACHING OF
C O L L O I D A L S Y S T E M
By:
Ilmi Fadhilah Rizki Reg. Number 4103332017
Bilingual Chemistry Education Program
THESIS
Submitted to fulfill the requirement for getting the Degree of Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
BIOGRAPHY
Ilmi Fadhilah Rizki was born in Medan on December 8th 1992. I growth in an awesome family, with my beloved mother, the best mother in this world Yusse Trisna Kurniati, S. Pd, my grandfather H.Hosein Jasra Sikumbang, and my grandmother Hj. Yusnilam Yusuf. I entered Kindergarden in TK Swasta Hang-Tuah Belawan in 1996, and then entered primary school in SD Swasta Hang-Tuah I Belawan in 1998,
ACKNOWLEDGEMENT
Thanks to Almighty ALLAH SWT who always blessed me to complete my thesis and always give me mercy so that this thesis research could be done on time.
This Thesis Had Title “The Effectiveness of Interactive Learning Module with Macromedia Flash in Problem Based Learning to Increase Student’s Achievement and Foster Student’s Creativity in Teaching of Colloidal System”. This thesis was aim to fulfill the requirement for Degree of Chemistry Education, at Chemistry Department of Faculty of Mathematics and Natural Science (FMIPA), State University of Medan (Unimed).
I would like to said my gratitude to Prof. Drs. Motlan, M.Sc, Ph.D., as the Dean of FMIPA Unimed, Prof. Dr.rer,nat Binari Manurung, M.Si., 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, I especially would like to said special gratitude to Prof. Dr. Ramlan Silaban, M.Si., as Thesis Supervisor for his guidance because he always give a tons of advice and suggestion in my thesis and also thanks to Prof. Drs. Manihar Situmorang, M.Sc., Ph.D., as Academic Supervisor for his support and advice when learning in college. The great thanks also go to alm. Prof. Dr. Suharta, M.Si., Drs. Wesly Hutabarat, M.Sc., Dr. Retno Dwi Suyanti, M.Si., and Drs. Jamalum Purba, M.Si as Thesis Examiner Lecturer. In all daily activities of them, I was lucky because they always guide and give me lot of great and brilliant suggestion.
The special gratitude to my beloved family, for all love, pray, support and sacrifice for me, for my mother, the best mother in this world Yusse Trisna Kurniati, S. Pd, my grandfather H.Hosein Jasra Sikumbang, and my grandmother Hj. Yusnilam Yusuf. For my uncles who always call to support me, Ir. Andwihardy, Drs. Firmansyah Hosen, and Ir. Muswir Wiratama, M.T and for all my big family.
Special thanks to Mr. David B. Sianipar, M.T who made my macromediaflash for this research. Greatest thanks to all my friends in CESP 2010, great to have you, great to know you, thank for this great awesome friendship. Thanks to Shofiyah, Anggi, and Rudi for being my best ever, for the laugh, anger, sad, advice, love, smile, and all, don’t let this over. Thanks for Kak Ika and Fredika, my motivation, who always support me in my hopeless condition, best place to share for this research. Thanks to these girls Amel and Sheila, who always support and for being my gossiping place since senior high school. Thanks to my brother M. Iqbal Arif, S.E for the place to share, wise words, motivation, and support. Thanks to Fery for our “we know each other”, for your “crazy” suggestion, helping me so much and Windy my best and cutest sister ever, thanks for your support, motivation and all life lessons. Thanks to Sheila, Tari, and Ari (Shofiyah’s boarding house friend) for allowing me to stay overnight when doing my thesis, for always support me. And also thanks to Indra for your act, words, thinking,, so I can get a lesson “Mistakes is not a worst thing in your life, sometimes it teach you to be more mature, to be a wise person”. And thanks for all people, whose name can’t be mentioned, who always support me. I love you all.
Medan, July 15th 2014 Writer,
THE EFFECTIVENESS OF INTERACTIVE LEARNING MODULE WITH MACROMEDIA FLASH IN PROBLEM BASED LEARNING TO
INCREASE STUDENT’S ACHIEVEMENT AND FOSTER STUDENT’S CREATIVITY IN TEACHING OF
C O L L O I D A L S Y S T E M
Ilmi Fadhilah Rizki (Reg. Number 4103331017)
ABSTRACT
CONTENTS LIST
Page
Legalization Paper i
Biography ii
Abstract iii
Acknowledgement iv
Contents List vi
Figures List ix
Tables List x
Appendix List xii
CHAPTER I INTRODUCTION 1
1.1. Background 1
1.2. Problem Identification 4
1.3 Problem Statement 4
1.4 Problem Limitation 5
1.5 Research objectives 5
1.6 Research Benefits 6
1.7 Operational Definition 6
CHAPTER II LITERATURE REVIEW 7
2.1. Basic Principle of Learning 7
2.2. Learning Media 9
2.3. Learning Module 11
2.4. Problem Based Learning 13
2.5. Creativity 14
2.6. Colloidal System 16
2.6.2 The properties of colloid 19
2.6.3 Liofil colloids and Liofob colloids 22
2.6.4 Water Treatment 23
2.6.5 Manufacture of Colloidal System 24
2.7. Conceptual Framework 26
2.8 Hypothesis 27
CHAPTER III RESEARCH METHODS 28
3.1. Overview of the Research 28
3.2. Research Location and Research Objects 28
3.3. Population and Sample 29
3.4 Research Variables 29
3.5 Research Design 30
3.6. Research Instrument 35
3.6.1 Validity Test 36
3.6.2 The Reliability 36
3.6.3 The Difficulty Level 37
3.6.4 Different Index 37
3.7 Data analysis techniques 38
3.7.1 Descriptive analysis 39
3.7.2 Inferential Analysis 40
3.7.2.1. Normality Test 40
3.7.2.2 Homogeneity Test 41
3.7.2.3 Normalized gain 41
3.7.2.4 Hypothesis Testing 41
3.7.3 Correlation Analysis Statistic 42
CHAPTER IV RESULT AND DISCUSSION 44
4.2 Analysis of High School Chemistry Text Book 44 4.3 The Development of Interactive Learning Module 54
4.4 Analysis of Instrument 56
4.4.1 Validity Test 56
4.4.2 Reliability Test 57
4.4.3 Difficulty level 57
4.4.4 Distinguish Index 57
4.5 Observation of Student’s Creativity 58
4.6 Data Analysis 58
4.6.1 Normality Test 60
4.6.2 Homogeneity Test 62
4.6.3 Hypothesis Test 63
4.6.3.1 The First Hypothesis Test 63
4.6.3.2 The Second Hypothesis Test 65
4.6.3.3 The Third Hypothesis Test 66
4.6.4 Percentage of Improved Learning Outcomes (Normalized Gain) 68
4.7 Discussion 68
CHAPTER IV CONCLUSION AND SUGGESTION 73
5.1 Conclusion 73
5.2 Suggestion 74
TABLES LIST
Page Table 2.1 Comparison properties of Solutions, Colloids, and
Suspensions 16
Table 2.2 Comparison of Colloidal Systems 18
Table 3.1 Research Treatment (Two classes, Pretest, and Post test) 31
Table 3.2 Instrument Specification 35
Table 4.1 The Result of Analysis of Book Code A on Topic
Colloidal System 45
Table 4.2 The Result of Analysis of Book Code B on Topic
Colloidal System 47
Table 4.3 The Result of Analysis of Book Code C on Topic
Colloidal System 49
Table 4.4 The Result of Analysis of Book Code D on Topic
Colloidal System 51
Table 4.5 The Average Score of Content, Extension, Depth, Design, and Language of Chemistry Textbook that has been
analyzed 53
Table 4.6 The Result of Questionnaire Interactive Learning Module Standardization by Chemistry Lecturer, Teachers, and
Students 54
Table 4.7 Average, Standard Deviation, Minimum and Maximum
Score of Pretest Data 59
Table 4.8 Average, Standard Deviation, Minimum and Maximum
Score of Posttest Data 59
Table 4.9 Average, Standard Deviation, Minimum and Maximum 59 Score of Gain Data
Table 4.11 Result of Normality Test (Using SPSS-15) 60 Table 4.12 Result of Normality Test (Using Chi-Square) 61 Table 4.13 Result of Homogeneity Test (Using SPSS-15) 62 Table 4.14 Result of Normality Test (Comparing with Ftable) 62
Table 4.15 Result of First Hypothesis Test 64
Table 4.16 T-test Based on Student’s Gain in Experiment and
Control Class 64
Table 4.17 Result of Second Hypothesis Test 65
Table 4.18 T-test Based on Student’s Gain in Experiment and
Control Class 66
Table 4.19 Result of Third Hypothesis Test (Regression Linearity) 67 Table 4.20 Result of Third Hypothesis Test (Correlation Test using
SPSS-15) 67
APPENDIX LIST
Page
Appendix 1 Syllabus 77
Appendix 2 Lesson Plan (Control Class) 88
Appendix 3 Lesson Plan (Experimental Class) 101
Appendix 4 Instrument Test 117
Appendix 5 Table of Instrument Specification 126
Appendix 6 The Observation Sheet of Student’s Creativity Character 127 Appendix 7 Analysis of Suitability the Chemistry Textbook Materials
For Senior High School with 2013 Curriculum Content
Standard on Colloidal System by Expert Team 129 Appendix 8 Questionnaire for Trial the Effectiveness of Interactive
Learning Module on Colloidal System 132
Appendix 9 Calculation of Validity Instrument 133
Appendix 10 Calculation of Reliability Test 139
Appendix 11 Calculation of Difficulty Level 141
Appendix 12 Calculation of Distinguish Index 144
Appendix 13 Instrument Test (Valid) 148
Appendix 14 Table Result of Student’s Creativity in SMA Swasta
Dharwangsa Medan and SMA Negeri 3 Medan 154 Appendix 15 Result Data for Student in Experimental Class with Using
Interactive Learning Module and Problem Based Learning
(PBL) in 2 Senior High Schools 179
Appendix 16 Result Data for Student in Control Class with Using Interactive Learning Module and Problem Based Learning
(PBL) in 2 Senior High Schools 183
Appendix 17 Result Data of Students in Experimental and Control Class for 2 Senior High School (SMA
Appendix 18 Result Data of Student’s Creativity in Experimental and
Control Class for 2 Senior High School 195
Appendix 19 Calculation of Normality Test 203
Appendix 20 Calculation Of Homogeneity Test 216
Appendix 21 Calculation of Hypothesis Testing I 222 Appendix 22 Calculation of Hypothesis Testing II 225 Appendix 23 Calculation of Hypothesis Testing III 228 Appendix 24 The Calculation of Correlation Test Hypothesis III 234 Appendix 25 Percentage Of Improved Learning Outcomes
(Normalized Gain) 237
Appendix 26 Result of Chemistry Textbook Analyzed by Expert
Team 245
Appendix 27 Result of Assessment The Interactive Learning
Module 246
Appendix 28 Interactive Learning Module 247
Appendix 29 Research Documentation 248
Appendix 30 Table of F Distribution 249
Appendix 31 Table of Chi-Square, t-Distribution and r Product Moment
CHAPTER I INTRODUCTION
1.1Background
Learning is an interaction process between students with teachers and learning sources in a learning environment. Learning is the support that is given by teachers so that process of knowledge acquisition, mastery of character and ability, and also the formation of attitudes and beliefs on the students can be happened. In other words, learning is a process to help students to learn well. The learning process experienced throughout the life of human and can apply anywhere and anytime.
Learning has a similar meaning with teaching, although both of them have a different connotation. In the education context, teachers teach so that students can learn and master the lesson content to achieve something specified objective (cognitive), can also influence attitude changing (affective aspect), and skills (psychomotor aspects) of students, but this teaching process gives an impression, it is just the only one side job, that is teacher’s job. While in learning process implies the interaction between teachers and students.
Quality of learning depends on students’ motivation and teacher’s creativity. Students who have high motivation are supported by teachers who are able to facilitate the motivation to carry on the successful achievement of learning targets. Learning targets can be measured through attitudes and abilities changing of students through the learning process. Good instructional design, supported by good facilities, coupled with teacher creativity will make students more easily to reach the target of learning.
Based on preliminary survey conducted in SMA Negeri 3 Medan in 2013 it was found that the main problems frequently happen to the students is their perceptions that think that chemistry is the hard materials. The big reasons of students’ difficulties when studying chemistry is students still find difficulties to understand the textbook that used in teaching and learning process and sometimes the teachers cannot explain the materials very well. Other reasons of students’ difficulties are the teachers rarely to make some experiment in laboratory and making some interactive media, and because of that the students feel bored because they just know chemistry is a calculated material. Actually chemistry is interested materials because chemistry can be finding directly in our daily life phenomenon. Because of the reason, more than 75% of students agree that in learning chemistry required learning support facilities such as modules that not only contain words but also some picture and animation to make chemistry more interested.
One effort that can be done to solve the problem as described above is adding some learning media, which is using interactive learning module. According to Nasution, (2005) The objective of learning module are, (1) to open the students’ challenge to study based on their acceleration, (2) to open the students’ challenge to study on their learning styles, (3) to give the choice from a number of topic in a subject matter, (4) to give the opportunity so that students are able to know their weaknesses and revise it by remedial module, remedial test, or varicosity in teaching style. There are some advantages of learning with the module according to Mulyasa, (2003), as compared with other teaching materials are: (1) Focus on individual abilities of students, because in fact they have the ability to work independently and take more responsibility for their actions. (2) The control of the learning outcomes through the use of competency standards within each module that must be achieved by learners. (3) The relevance of the curriculum indicated by the destination and way of achieving, so that learners can find the link between learning and results to be obtained.
interactive learning module using macromedia flash to show animation and using problem-based learning model to make students creative and have critical thinking to solve some chemistry problem. Problem-based learning is characterized by students working in pairs or small groups to investigate puzzling, real life problem. In problem-based learning, students will give some problem that come from real-life or from the environment phenomenon, and then they analyze them, and discuss it in groups in class. This is very interactive learning, so that students can change their perceptions about chemistry is a bored lesson, a lesson just can calculate something.
It has been proved by Masitho Purnama Sari in her Research entitled The Effectiveness of Interactive Learning Module to Improve SHS Student’s Learning Outcomes on The Teaching of Redox. The results of her research in SMA Negeri 3 Medan are students who use learning modules is 50.92% higher than students without use learning modules which amounted to 36.94% and it is also in SMA Swasta Al-Ulum Medan are students who use learning module is 44.5% higher than students without use learning modules which amounted to 36.90%. It is also proved by Dameita Sumbayak in her research entitled The Development of Chemistry Learning Module To Increase Student’s Achievement on The Teaching and Learning of Oxidation and Reduction Reaction. The result of her research on the experimental class (used learning module) is 52.48% higher than the control class (without used learning module) is 51.12%. It is shown for students who learn chemistry without use module is higher than students who learn chemistry without use module. It can see in the result of research, the average of students learning outcomes with using module higher than the average of students learning outcomes without using module.
chemistry topic, and then students will analyze that by using experimentally in a small group discussion. Not only experimentally activity in interactive learning module also has multi-media concepts, that is macromedia flash. It will make an animation, so the students will become interest and understand deeply about the chemistry topics. Looking at the problem of learning as above, researcher interested in conducting research that’s title “The Effectiveness of Interactive Learning Module with Macromedia Flash in Problem Based Learning to Increase Student’s Achievement and Foster Student’s Creativity in Teaching of Colloidal System
1.2Problem Identification
Based on the backgrounds that have been raised from the issues, the problem can be identified are:
1. The ability of students to understand and apply chemical concepts is still low, because they think that chemistry is not interested based on the textbook that they used
2. There are still the chemistry book that is not suitable with curriculum nowadays as learning media
3. Teachers always have difficulties to prepare interactive media in teaching and learning process
4. The textbook used in senior high school still not using the facilities such as, laboratory, computer, internet to the maximum using for chemistry learning
1.3. Problem Statement
Based on the background above, the problem statement of this research are:
2. How is the respond of lecturer, teacher, and students on the interactive learning module composed based on 2013 curriculum in colloidal system as the subject matter?
3. Are the student’s achievement between using interactive learning module is higher than student’s achievement with textbook regularly publisher?
4. How does the effectiveness of interactive learning modules on the teaching of colloidal system to foster student’s creativity?
5. How much the correlation of creativity towards student’s achievement on the teaching of colloidal system?
1.4 Problem Limitation
This research was limited to the problem on the arranging and applying the interactive learning module with macromedia flash animation in problem-based learning on the teaching of colloidal system by comparing the class which using the interactive learning module with the class without using interactive learning module in XI grade 2nd semester.
1.5 Research objectives
The purposes of this research are:
1. To obtain teacher's perception on colloidal system as the subject matter on the textbooks based on KTSP curriculum that is being used
2. To obtain the interactive learning module based on 2013 curriculum that is suitable for students to their competence in topic colloidal system
3. To know the student’s achievement that using interactive learning module is higher than student’s achievement with textbook regularly publisher.
5. To know the contribution of creativity towards student’s achievement on the teaching of colloidal system.
1.6. Research Benefits
The benefits of this research are:
1. As input material for chemistry teachers to use this interactive learning module as learning media that will be used in teaching of the learning material especially colloidal system
2. As a comparison or input for researcher who want to investigate the effectiveness of this interactive learning module in student’s achievement and student’s creativity that is related with this research objectives
1.7. Operational Definition
1. SHS is refers to Senior High School
2. Learning Module is one of the teaching materials are packed full and systematic, in it contains a set of learning experiences planned and designed to help students master the specific learning objectives
3. Learning outcomes is the ability of students after the teaching and learning process, include in student’s achievement as cognitive aspect and student’s character as affective aspect
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
From the data analysis, researcher could conclude:
1. The teacher’s perception on colloidal system as the subject matter on the textbooks composed based on KTSP curriculum for grade XI in 2nd semester was good. But in some criteria (content, extension, depth, design, and language) in chemistry textbooks are need to be revised. The extension and depth of subject matter should be explain deeply, the design of chemistry textbook should be interested with figure and need some animation, and the language of chemistry textbook should be interactive so it can foster student’s creativity. So researcher had a revision and made the interactive learning module which is aim to increase student’s achievement and foster student’s creativity.
2. The respond of lecturer, teachers, and students on the interactive learning module that has been composed by researcher based on 20131 curriculums in colloidal system as the subject matter was very good. It can be seen that the score that they give in the questionnaire for interactive learning module was very good. The interactive learning module also has been validated by expert team and didn’t need to revise
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4. The interactive learning module can foster student’s creativity because the average of percentage in all meeting of student that taught with interactive learning module with macromedia flash in Problem Based Learning is significant higher that student’s that taught with Direct Instruction without interactive learning module. And the student’s creativity has significant higher in both of the treatment
5. The student’s creativity and student’s achievement is directly proportional and has positive correlation in student’s that is taught using interactive learning module with macromedia flash in Problem Based Learning. The higher achievement that the student’s get, it is also influence of the student’s creativity, so the percentage of the creativity is higher also.
5.2Suggestion
From the result of research, there are some suggestion in order to increase student’s achievement and foster student’s creativity, those are:
1. For chemistry teacher, it is so important to use standard interactive learning module with macromedia flash in Problem Based Learning because it can increase student’s achievement and student’s creativity. And also in interactive learning module, the teaching and learning process will be more interactive and interested so the student’s will be enjoy studying and understand the subject matter more
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