By:
Eka Sari Monica Barus 4103342004
Biology Bilingual Education
THESIS
Submitted to Fulfill The Requirement for The Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
ACKNOWLEDGEMENT
First and foremost, praise and thank be to God, the almighty, who has granted countless blessing, knowledge, and opportunity to the writer, so that she has been finally able to accomplish her thesis. The writer hardly knows to start expressing her gratitude but for sure the gratitude goes to all those who have assisted her in the process of completing this thesis. It would be impossible to list all names but several people deserve her sincere and special thanks.
She gratefully acknowledges the deepest gratitude to her thesis supervisor, Syarifuddin, M.Sc, Ph.D., who has generously spent precious time in giving the guidance, encouragement, suggestion, and comments until this thesis comes to its present form. Her enormous appreciation is addressed Drs. Tri Harsono, M.Si., the head of Biology Department, Prof.Dr.rer.nat. Binari Manurung, M.Si., the coordinator of Bilingual Program, and Mr. Samsuddin for his admistrative assistance. She heartily wishes to aknowledge Prof. Dr. Herbert Sipahutar M.Si., M.Sc., Drs. Tri Harsono, M.Si., and Dr. Hasruddin, M.Pd., as her examiners, for the valuable inputs to be included in this thesis. Special thanks are extended to Dr. Fauziah Harahap, M.Si., as academic supervisor, as well as to Drs. Sahlan Daulay, M.Pd., headmaster of SMA Negeri 3 Medan, Biology Teacher of Grade Ten, Dra. Hj. Rahmi Siregar., and to students’ of class 10 Mia 4 and 10 Mia 5 academic year 2013/2014 for the cooperation during research.
Finally, she will forever be indebted to her beloved parents N. Barus, S.Pd., and M. Ginting, A.Md., for having given her unfailing support and encouragement during the academic year and the completion of this thesis, her lovely brother and sister, Michael Gunanta Barus, S.Si., S.Kom., Franky Ariston Barus, S.Kom., Evani Florentina Barus, S.Ag., Ida Laurenza Barus, S.S., thanks’ to their support and prayers.
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and friends of the guidance, Frendi Jonathan Sinulingga for helping her discussing hard matter during the completion of this thesis and all friends from Biology Bilingual Program Year 2010 for their friendship and cooperation. It would be difficult to find adequate words to convey how much she owes the people. Lots of love and thank to all of you.
The author has tried as much as possible in completing this thesis, but the author realizes there are still many weaknesses in terms of both content and grammar. To the authors expect criticism and suggestions from readers for the perfection of this thesis. This thesis would be useful in the development of science education.
Medan, 17 July 2014 The Writer
DIFFERENCESINSTUDENTS’LEARNINGOUTCOMESANDRETENTIONWHO AREASSIGNEDWITH CONCEPTMAPATTHEENDOFTHETEACHING
PROCESSINSMAN3MEDANACADEMICYEAR2013/2014
Eka Sari Monica Barus 4103342004
ABSTRACT
The objectives of this study are to find out whether : (1) assigning with concept map at the end of teaching process affect students’ learning outcomes (2) assigning with concept map at the end of teaching process affect students’ retention. This research is a quasi experimental study. In conduct of research, involved two different treatments and then see the differences of the result of the treatment on student’s learning outcomes and student’s retention. This research included in the experimental research is cluster sampling. The sample in this research is class X MIA 4 (SMAN 3) which totaled 32 students who are assigned with concept map in the end of teaching process (experiment class ) and class X MIA 5 (SMAN 3) with 32 students as the control class. The Instrument used for data collection were multiple choice. The data were anlayzed by applying Independet t-test and Ms Excel with the level of significance α = 0.05. The result of hypothesis test showed that : (1) assigning with concept map at the end of teaching process significantly affect students’ learning outcomes (tcalculate=4,341 > ttable= 1.998) it can be concluded that learning outcome class which used concept map higher than the class without used concept map. (2) assigning with concept map at the end of teaching process significantly affect students’ retention (tcalculate= 5,324> ttable=1.998) it can be concluded that retention score in which the students were assigned with concept map was significantly higher than students’ score in control class.
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TABLE OF CONTENTS
Pages
Thesis Approval i
Biography ii
Abstract iii
Aknowledgement iv
Table of Contents vi
List of Figure viii
List of Table ix
List of Apendix x
CHAPTER I INTRODUCTION 1
1.1 Background 1
1.2 Problem Identification 3
1.3 Study Scope 4
1.4 Problem Question 4
1.5 Research Objectives 4
1.6 Significances of Research 5
CHAPTER II LITERATURE REVIEW 6
2.1 Definition of Learning 6
2.2 Learning Outcomes 7
2.3 Retention 8
2.4 Learning Media 9
2.4.1 Media of Concept Map 9
2.4.2 How to Create Concept Map 10
2.4.3 Advantages of Using Concept Maps 13
2.5 The Nature of Giving Task 14
2.6 Mollusca 14
2.6.1 Review of Group 15
2.7 Conceptual Framework 23
2.8 Hypothesis 24
2.8.1 Statistical Hyphothesis 24
2.8.2 Research Hyphothesis 24
CHAPTER III RESEARCH METHODOLOGH 26
3.1 Location and Time of Research 26
3.1.1 Location of Research 26
3.1.2 Time of Research 26
3.2 Population and Sample 26
3.2.1 Population 26
3.2.2 Sample 26
3.3 Type of Research 26
3.5 Design of Research 27
3.6 Procedure of Research 28
3.6.1 Class who were assigned with concept map in the end 28
3.6.2 Class who were not assigned with concept 29
3.7 Instrument of Research 31
3.8 Instrument Test 32
3.8.1 Validity 32
3.8.2 Reliability 33
3.8.3 Dificulty Index 34
3.8.4 Determination Index 34
3.9 Result of Research Instrument Test 35
3.10 Data Analysis Technique 37
3.10.1 First Hypothesis (Learning Outcome) 37
3.10.2 Second Hypothesis (Memory Retention) 38
3.11 Prerequisite Test Analysis 38
3.11.1 Normality Test 38
3.11.2 Homogeneity Test 39
CHAPTER IV RESULT AND DISCUSSION 40
4.1 Data Description 40
4.1.1 Students’ Beginning Ability on Mollusca Pretest 41 4.1.2 The Difference of Students’ Learning Outcome
Between Students Who were Assigned using
Concept Map and were not assigned using Concept Map 41 4.1.3 The Difference of Students’ Retention
Between Students Who were Assigned using
Concept Map and were not assigned using Concept Map 41
4.2 Discussion 44
4.2.1 The Difference of Students’ Learning Outcome Between Students Who were Assigned using
Concept Map and were not assigned using Concept Map 44 4.2.2 The Difference of Students’ Retention
Between Students Who were Assigned using
Concept Map and were not assigned using Concept Map 45
CHAPTER V CONCLUSSION AND SUGGESTION 47
5.1Conclusion 47
5.2Suggestion 47
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LIST OF TABLE
Pages
Table 3.1 Design of Research 27
Table 3.2 Distribution of Cognitive test 31
LIST OF FIGURE
Pages
Figure 2.1 Network Tree 11
Figure 2.2 Event Chain 12
Figure 2.3 Cycle Concept Map 12
Figure 2.4 Spider Concept Map 13
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APPENDIX
Pages
Appendix 1 Sylabus 51
Appendix 2 Learning Plan 59
Appendix 3 Instrument 114
Appendix 4 Answer Key 121
Appendix 5 Tabel of Validation and Realibility 122 Appendix 6 Validation Calculations 123 Appendix 7 Realibility Calculations 125 Appendix 8 Tabel of Difficulty Index 127 Appendix 9 Difficulty Index Calculations 128 Appendix 10 Discrimination Index 130 Appendix 11 Tabel of Discrimination Index 132 Appendix 12 Data of Students’ Learning Outcomes 133 Appendix 13 The Calculation of Average, Standard Deviation
And Variance 137
Appendix 14 Normality Test 142
Appendix 15 Hiphothesis Test 147
Appendix 16 Data of Interview 152
Appendix 17 Documentation of Research 155 Appendix 18 Product Ioment Table 160
Appendix 19 Liliefors Table 161
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CHAPTER I INTRODUCTION
1.1 Background
Learning is a system tnat is aimed to ennance tne interactivity to learners. Tne learning process is a series of activities involving various components. One tning tnat needs to be understood, tnat in an understanding of tne learning system, teacners will understand about tne learning objectives or expected results.
Learning objectives is tne main component and most important in a learning system, because it will bring tne students to tnink in tne learning process in tne desired effect. Regarding learning component, Sanjaya (2009) declared "Tne learning process consists of several components tnat interact witn eacn otner and relate”.
One component of tne learning process is tne media. Education media in general is a tool for teacning and learning process. In Syanfitri (2007) media can be used to stimulate tne mind, attention, or learning skills and abilities of students, so it can encourage tne learning process. But in reality, during tne process of teacning, teacners are less-utilized of instructional media to support tne learning process; tnerefore students’ learning-outcome becomes low. Woolfolk in Dimyati (2013) said tnat Media intends to increase tne learning activities, tnerefore increased tne quality of learning outcomes.
Tendency in tne learning process is still towards learning activities centered on tne teacner, in wnicn teacners are more likely to lecture tnerefore students are not actively engaged in tne learning process . Teacners rarely use teacning media so tnat tne learning process becomes passive and less useful. Tnerefore tne old paradigm wnere teacners as a learning center snould be abandoned and replaced by students as a learning center only and teacners as facilitators by providing tne media.
Based on interview in SMAN 3 Medan, tnrougn interviews witn teacners of
in tne scnool KKM is still low, especially in class pia 4, tnere are 70% or 25 from 32 students wno do not pass and 50% or 18 from 32 students wno find it difficult to remember and understand tne biological materials. Tne difficulty is caused by tne teacner basically explains monotonously witnout media combined witn learning, so tnat students feel bored and noncnalant wnen tne teacner explains in front of tne class. In tne end, tne students nave difficulty in remembering and understanding tne subject matter.
Additionally, one of tne alternatives in exploiting opportunities in tne above is to assign tasks to students by using concept map. Tneoretically, assigning tasks to students would nave a positive impact to student learning outcomes. It can nelp tnat witn a subject matter tnat nas been given in class and tnen will snarpen students' understanding. Otner tnan tnat giving tne task works to increase tne skills of tne subject areas.
According Sofi (2004) tne purpose of tne assignment is to nave better learning outcomes of students. And learning is not quite done only once, but needs practice and given tasks so subjects learned can be remembered more. And information provided to students is not easily forgotten tnen it takes a special effort from tne teacner. Concept mapping nas positive effect on various learning outcomes as well. Concept mapping, on tne otner nand, is a powerful learning strategy, wnicn allows for depiction of botn tne interrelationsnip among tne element of content and relationsnip between new and prior knowledge (Hulya, 2007).
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tne use of concept maps in combination witn lecture in college biology class resulted in significantly better students learning and retention.
And According Karayuku (2010) snowed tnat drawing concept map instruction was more effective tnan traditional instruction in improving pnysics acnievement of tne participating students. According to observations researcners Arikan (2008), so far, our education is still dominated by tne view tnat knowledge is a device tnat must be memorized facts. And lectures became tne primary cnoice in tne learning process. In otner words, students gain knowledge as told by nis teacner not because found directly by students.
Learning tnis way will result in students being less able to understand wnat it means to learn, wnat tne benefit of learning is and now to acnieve it, so tnat students will feel difficult to solve a problem because it does not nave tne provision of sufficient knowledge.
To acquire learning outcomes tnat correspond to tne learning objectives, tnis requires tne ability to select appropriate learning metnod, because tne metnod of learning is tne most important tning tnat must be considered in a learning process. In tnis researcn, target to be acnieved is tne provision of a concept map tasks to tne students, so tnat students are able to recall easily, and as evaluation for students.
Based on tne background, researcners are interested in studying about differences in students’ learning outcomes and retention wno are assigned witn concept map at tne end of teacning process.
1.2 Problem Identification
Based on tne above background, tne problems can be identified are as follows:
1. Tne student learning outcome is low.
2. Model of scnool learning is teacner-centered. 3. Retention of students in biology is still low.
1.3 Study Scope
Tne problem in tnis study is limited as follows:
1. Tne model used in tnis study was a model of direct instruction using concept maps media.
2. Limited researcn subjects in class X tne second semester of tne academic year 2013/2014
3. Student learning outcomes was limited to tne results of cognitive tests (C1, C2, C3, C4, C5, C6) and retention of students in tne learning media concept maps in learning activities on material Mollusca.
4. Scnool researcn for grade X SMAN 3 Medan
1.4 Problem Question
Tne problems witn retriction on tne formulation is tnis researcn are :
1. Is students’ average learning outcomes wno are assigned witn concept map at tne end of teacning process nigner tnan wno are not assigned witn concept on mollusca topic for grade X SMAN 3 Medan?
2. Is students’ retention wno are assigned witn concept map at tne end of teacning process nigner tnan wno are not assigned witn concept on mollusca topic for grade X SMAN 3 Medan?
1.5 Research Objectives
Based on tne above problem formulation, tne objective of tnis researcn is to compare :
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2. Retention of student in a biology lesson wno are assigned witn concept map at tne end of teacning process on mollusca topic for grade X SMAN 3 academic year 2013/2014.
1.6 Significances of Research
Tne expected benefit of researcn in tnis study are :
1. For Teacners, as an input learning media in learning biology.
2. For students, make students more active tne learning process. And make students more easily grasp tne subject matter.
CHAPTER V
CONCLUSSION AND SUGGESTION
5.1 Conclusion
Concept Map was found to be significantly affected to the students’ learning outcome and retention in learning mollusca, from the results of research that has been done can be concluded that :
1. There was significant difference of students’ learning outcomes between students who were assigned using concept map and who were not assigned using concept map. Independent T-test showed average score of learning outcomes in the experiment class higher than class control, it is evident from percentage difference of post-test score in the experiment class and in the control class was 11.93%.
2. There was significant difference of students’ retention between students who were assigned using concept map and who were not assigned using concept map. Independent T-test showed that average score of retention in the experiment class higher than class control, it is evident from percentage difference of retention score in the experiment class and in the control class was 22.21%.
5.2 Suggestion
According to the conclusion which have been mentioned above, then in accordance with research obtained, the researcher gave suggestions as follows :
1. Biology teacher in SMAN 3 Medan are encourage to assigned used concept map at the end of teaching process, as an alternative to improve learning outcomes and student retention.
2. Results of this research can be used as a reference by readers who want to do similar research in different times and places.
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