THE EFFECT OF COOPERATIVE LEARNING MODEL OF GROUP INVESTIGATION (GI)TYPEUSING ANIMATION
ININCREASING PHYSICS LEARNING OUTCOMES OF STUDENTS MAN 3 MEDAN A.Y.2014/2015
By: Nurul Wahida IDN 4113121047
Physics Education Study Program
THESIS
Submitted to Acquire Eligible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
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PREFACE
The researcher say the praise and gratitude to God almighty, for all the grace and blessing that provide health and wisdom to the researcher that this study can be completed properly in accordance with the planned time.
This thesis which is titled “The Effect of Cooperative Learning Model through GI Type Using Animation Media in Increasing the Physics Learning Outcome of Student MAN 3 Medan” is arrange to acquire the scholar degree of Physics Education, Faculty of Mathematics and Nature Science State University of Medan.
In this occasion, the researcher would like to Mr. Drs. Jonny H. Panggabean, M.Si as the thesis supervisor who has guide and give suggestion to the researcher from beginning until complete this research. Thanks a lot to Prof.Dr. Mara Bangun Harahap, M.S, Prof. Dr. Nurdin Bukit, M.Si, and Mrs. Rita Juliani, S.Si, M.Si who give critics and suggestion to the researcher from the planning of research until the finish of thesis writing. Thanks a lot also to Mr. Drs. Pintor Simamora, M.Si as academic supervisor who has give suggestion, guide writer while study in State University of Medan. Thanks to Mr. Purwanto, S.Si, M.Pd and Mr. Drs. Rappel Situmorang, M.Si as the content validator in this research. Appreciation were also presented to the Headmaster of MAN 3Medan, Mr. Muhammad Asrul, S.Ag, M.Pd, thanks to Mrs. Jauharah Cut Ali and Mrs. Imaniah Manik, S.Pd as the physics teacher, also to the entire staff in MAN 3 Medan who also helped the researcher to the researcher.
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and pray for this thesis from the beginning until finish. Also thanks to all of the students of Class XI IPA 3 and XI IPA 4 of MAN 3 Medan Academic Year 2014/2015 for help the researcher to do research.
The researcher has endeavored to as much as possible in completing this thesis, but the researcher is conscious there are many drawbacks in term of both content and grammar, then the researcher always welcome to any suggestions and contructive critism from the readers for this thesis perfectly. The researcher hope the content of this thesis would be useful in enriching the repertoire of knowledge.
Medan, June 2015 Researcher
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THE E FFEC T O F COOP ER AT IV E LE A RNING M ODE L O F GROUP INVESTIGATION (GI) TYPE USING ANIMATION
IN INCREASING PHYSICS LEARNING OUTCOMES OF STUDENTS MAN 3 MEDAN A.Y.2014/2015
Nurul Wahida (NIM 4113121047)
ABSTRACT
The purpose of this research is to know the effect of Cooperative Learning Model through GI type using animation media in increasing the physics learning outcome of student MAN 3 Medan in the material fluid dynamic class XI Academic Year 2014/2015, to know the physics learning outcomes of student which was taught using conventional learning in the material Fluid Dynamic and to know the significant effect in physics learning outcomes of the students that was taught using Cooperative learning model through GI type using animation media in Dynamic Fluid material.
The type of research is quasi experimental research. The population were all the student of class XI MAN 3 Medan Academic Year 2014/2015, consist of 5 class. Two class is selected random cluster sampling as sample. One class as experimental class was treatment by Cooperative Learning Model through GI type using animation media and another class as control class was treatment by conventional learning. Instrument that used as learning result test, namely objective test as the amount is twenty items that contains of five options and already valid.
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TABLE OF CONTENTS
Page
Legalization sheet i
Biography ii
Abstract iii
Preface iv
Table of Contents vi
List of Figures ix
List of Tables x
List of Appendix xi
CHAPTER I INTRODUCTION 1
1.1. Background 1
1.2. Identification of Problem 4
1.3. Limitation of Problem 4
1.4. Formulation of Problem 5
1.5. Objectives of Research 5
1.6. Benefits of Research 6
CHAPTER II LITERATURE REVIEW 7
2.1. Theoretical Framework 7
2.1.1. Learning Definition 7
2.1.2. Learning Outcomes 7
2.1.3. Definition of Learning Model 7
2.1.4. Cooperative Learning Model 8
2.1.4.1 Characteristic of Cooperative Learning 9
2.1.4.2. Objective of Cooperative Learning 9
2.1.4.3. Syntax for Cooperative Learning 10
2.1.4.4. Theoretical and Empirical Support Cooperative Learning 10
2.1.4.5. Cooperative Learning type Group Investigation (GI) 11
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2.1.5. Conventional Learning 14
2.1.6. Media of Learning 15
2.1.6.1. Animation Media 16
2.1.6.2. Functions of Animation 16
2.2. Literature of Subject Matter 16
2.2.1 Dynamic Fluid (Hydrodynamic) 16
2.2.1.2. Streamline and Equation of Continuity 16
2.2.1.3. Bernoulli’s Equation 18
2.2.1.4. The Applications of Bernoulli’s Principle 20
2.3. Preceding Research 27
2.4. Conceptual Framework 29
2.5. Research Hypothesis 30
CHAPTER III RESEARCH METHODOLOGY 31
3.1 Place and Time of Research 31
3.2. Population and Sample of Research 31
3.2.1 Population of Research 31
3.2.2 Sample of Research 31
3.3. Design and Variable of Research 31
3.3.1. Design of Research 31
3.3.2. Variables of Research 32
3.4. Instrument of Research 32
3.4.1. Instrument for cognitive 32
3.4.2. Content Validity 33
3.5. Techniques of Data Collecting (Procedure of Research) 34
3.6. Techniques of Data Analysis 36
3.6.1.Determine Mean 36
3.6.2. Determine Deviation Standard 36
3.6.3. Data Conditional Test 36
3.6.3.1.Normality test 36
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3.6.4. Hypothesis Test 38
CHAPTER VI RESEARCH RESULT AND DISCUSSION 40
4.1. Result of Research 40
4.1.1 Description of Data Research 40
4.1.1.1. Data Research Sample Pretest and Postest 40
4.1.2. Data Conditional Test 44
4.1.2.1. Normality Test 44
4.1.2.2. Homogeneity Test 45
4.1.3. Hypothesis Test of Research 45
4.2. Discussion 46
CHAPTER V CONCLUSSION AND SUGGESTIONS 49
5.1. Conclussion 49
5.2. Suggestion 49
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LIST OF TABLES
Page
Table 2.1. Comparison of Teacher-Centered and Student-Centered 8 Table 2.2. Syntax of Cooperative Learning Model 10 Table 2.3 A particle in laminar flow follows a streamline 17
Table 2.4.Preceding Relevant Research 28
Table. 3.1. Design of Research of Two Group 32
Table 3.2. Specification of Instrument Test 33
Table 4.1. Data of Pretest in Experimental and Control Class 40 Table 4.2. Summary of the Calculation of t-test 42 Table 4.3 Posttest Data of Experimental and Control Class 42
Table 4.4 Value of Worksheet of Students 44
Tabel 4.5. Normality Test of the Posttest data Experimental Class and
Control Class 44
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LIST OF APPENDIX
Page
Appendix 1 Lesson Plan I 53
Appendix 2 Lesson Plan II 60
Appendix 3 Lesson Plan III 67
Appendix 4 Students Worksheet I 76
Appendix 5 Students Worksheet II 81
Appendix 6 Students Worksheet III 85
Appendix 7 Specification Table of Instrument 89
Appendix 8 Instrument Assessment 99
Appendix 9 Instrument of Content Validation by Validator 104
Appendix 10 Pretest and Posttest Data 107
Appendix 11 Calculation of Data 109
Appendix 12 Normality Test of Data 115
Appendix 13 Homogeneity Test of data 117
Appendix 14 Difference Test (t-test) 119
Appendix 15 Value of Critical Liliefors Test 121
Appendix 16 Table Range Under Normal Curve 0 ke Z 122
Appendix 17 Table of Persentil Value for F Distribution 123
Appendix 18 Table of Persentil Value for t Distribution 125
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LIST OF APPENDIX
Page
Appendix 1 Lesson Plan I 53
Appendix 2 Lesson Plan II 60
Appendix 3 Lesson Plan III 67
Appendix 4 Students Worksheet I 76
Appendix 5 Students Worksheet II 81
Appendix 6 Students Worksheet III 85
Appendix 7 Specification Table of Instrument 89
Appendix 8 Instrument Assessment 99
Appendix 9 Instrument of Content Validation by Validator 104
Appendix 10 Pretest and Posttest Data 107
Appendix 11 Calculation of Data 109
Appendix 12 Normality Test of Data 115
Appendix 13 Homogeneity Test of data 117
Appendix 14 Difference Test (t-test) 119
Appendix 15 Value of Critical Liliefors Test 121
Appendix 16 Table Range Under Normal Curve 0 ke Z 122
Appendix 17 Table of Persentil Value for F Distribution 123
Appendix 18 Table of Persentil Value for t Distribution 125
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CHAPTER I
INTRODUCTION
1.1. Background
In achieving learning outcomes that expected, it is necessarily to consider factors that affect the learning process. One of them is the strategy of teachers in choosing a model of learning, so that the appropriate teaching and learning strategies will provide a satisfactory student learning outcomes. As expressed by Ramadhan, (2008), "Physics lesson taught with the aim to prepare students to be able to apply the concepts of physics in daily life by practicing, doing the observations, doing the experiments, discussing, and drawing the conclusions from the activities". So that the students discover, prove, realize and apply the concept in daily life. Thus it doesn’t emphasize the physics lesson result only, but the process to get the results preferred.
Based on the experience of teaching at SMA Negeri 1 Perbaungan when implementing PPL (teaching training) it appears that in physics learning in class
XII-Science, students tend to be passive to the teaching provided by teachers, it make the student have low interest in studying physics.
From the results of observation done to the mark of student’s MAN 3 Medan, it show that the general test results achieved by students in physics as an indicator of cognitive competence achievement is quite disappointing the teacher. The physics average mark obtained by the students didn’t reach the Complete
Minimal Criteria (CMC) as known as KKM.
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students argue that the physics is not attractive and it is the most difficult . These factors influence student learning outcomes become low.
The conditions that occur in the classroom that researcher obtained when observing one of the classes, the learning process is still teacher center (teacher-oriented) that teachers act as a major subject in the teaching learning material by conventional and lecturing method, and the students just receive what’s given by the teacher. This is why the learning outcomes are not in line of expectations, since students only get theoretical knowledge and act passively, while teachers are active in providing information.
One of part that plays an important role in the resolution of this problem is the teacher. The teacher as a facilitator role in providing services to facilitate students in learning activities. It is very urgent for teachers to understand the characteristics of the subject matter, learners or students, and learning methodologies in the learning process, especially about the selection of a modern learning models (Trianto, 2010)
One of alternative that can be developed by teachers to improve students’ physics learning outcome is using teacher’s approaching in choosing the way of learning that able to give motivation to increase the students interest of physics to be more active and creative in learning. The teacher must continue to be able to direct a more precise, efficient and effective way of teaching.
For that aim, it is necessary to use a model of learning in hopes of student learning outcomes can be improved, especially in the teaching of dynamic fluid,. There is a possibility of less precise application of learning models as a factor in the lack of the ability of students to solve problems of dynamic fluid. If the learning model is not appropriate, then it will have a negative impact on learning outcomes. So that it is necessary to use a suitable model of learning in hopes of student learning outcomes can be improved, especially in solving problems of dynamic fluid, and one of the many valuable learning model is effective in improving student learning outcomes is a model of Cooperative Learning.
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of group and discussed jointly with another group. Research conducted in Solihatin (2007: 13), found that “Applying the model of cooperative learning, it develops students' attitudes and behavior towards democratic atmosphere in the classroom". In addition, the use of small groups of students to encourage students more excited and motivated to learn science.
Solihatin’s Research (2007: 13), found that "the use of cooperative learning models are very encouraging 20% increase in student achievement and can enhance students' ability to learn independently".
The results of the above research shows that cooperative learning models have a very high effectiveness for the acquisition of student learning outcomes, in terms of its influence on the mastery of the subject matter as well as training and developing of attitudes and social skills that are beneficial to students in his community life.
Sanjaya (2006) said that the cooperative learning model can be used by teachers when:
a. She stressed the importance of a collective effort on the side of individual effort in learning
b. If the teacher requires all students (not just smart students only) to get success in learning.
c. If teachers want instilling that students can learn from other friends, and learn from other people's assistance.
d.If the teacher wants to develop communication skills as part of the curriculum content
e. If the teacher wants to increase motivation of students and increase their level of participation
f. If the teacher requires the development of students' ability to solve problems and find solutions solving.
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The rapidly development of information and technology now, able to apply as media that support in creating the helping device in learning process. Using of software that developed with interactive animation program that is visualized can make the students able to understand the real physics concept (Ramadhan, 2008)
The combination of Cooperative Learning Type GI that use the game tournament with animation media will make physics learning more attractive and it can take students’ interest and become love physics as science so that they learn physics enthusiastic and enjoy it as funny learning and at last it increase their achievement and physics learning outcomes than use conventional learning.
Based on the background above, the researcher are interested in doing research with the title, The Effect of Cooperative Learning Model through Group Investigation (GI) Type Using Animation Media in Increasing Physics Learning Outcomes of Students MAN 3 Medan.
1.2. Identification of Problem
Based on the background above, we can identify the problems that are relevant to this research are:
1. The learning process still dominated by the teacher (teacher center)
2. The students are less active in asking questions and arguing the argument
during the physics learning process in the classroom
3. Students argue that the physics is not attractive and it is the most difficult lesson.
4. The physics average mark obtained by the students didn’t reach the
Complete Minimal Criteria (CMC) it means the students learning outcome is low.
1.3. Limitation of Problem
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1. Effect of physics students' learning outcomes seen in the presence of a significant effect of learning cooperative learning model through GI Type using animation media.
2. The physics learning outcomes of student are the cognitive scores that represent the conceptual knowledge obtained from the research instrument test with the topic is the dynamic fluid and for psychomotor is the inquiry skills
3. This research will be conduct to students of class XI MAN 3 Medan in Even Semester Academic Year 2014/2015
1.4. Formulation of Problem
To clarify the research problem, the boundary problem in this research are:
1. How the physics learning outcomes of the student which was taught using
Cooperative learning model through GI type using animation media in material Fluid Dynamic?
2. How the physics learning outcomes of student which was taught using conventional learning in the material Fluid Dynamic?
3. Is there the significant effect of Cooperative learning model through GI type using animation media in Increasing Physics Learning Outcomes of Students MAN 3 Medan?
1.5. Objectives of Research
The objective of this study are as follows:
1. To know the physics learning outcomes of the student which was taught
using Cooperative learning model through GI type using animation media in material Fluid Dynamic.
2. To know the physics learning outcomes of student which was taught using conventional learning in the material Fluid Dynamic
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1.6. Benefits of Research
The expected benefits of this research are: 1. For the students
Instilling the ability to cooperate in resolving the problem, create a pleasant atmosphere in the learning of physics and encourage the students’ interest to learn the physics so that increase student physics learning outcomes.
2. For the teacher
As the reference to choose the learning model that suitable to the subject matter.
3. For University Students
As a matter of information for students who are conducting research using cooperative learning model of learning in improving the quality of the learning process in education world.
4. For Researcher
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusion
Based on the the results of analysis, statistical testing, and discussion, it can be conclude that the learning in Dynamic Fluid material in increasing the physics learning outcomes of students MAN 3 Medan A.Y. 2014/2015 are :
1. The average mark of the students Physics learning outcomes that were learned by the Cooperative Learning of GI Type using animation is higher than the average mark of the students Physics learning outcomes that were learned by the conventional learning.
2. There are significant difference between the students Physics learning outcomes that were learned by the Cooperative Learning of GI Type using animation is higher than the average mark of the students Physics learning outcomes that were learned by the conventional learning.
3. There are significant effect between the students Physics learning outcomes that were learned by the Cooperative Learning of GI Type using animation is higher than the average mark of the students Physics learning outcomes that were learned by the conventional learning.
5.2 Suggestions
Based on the research result and discussion before, researcher give suggestion as follows:
1. To the next researcher who want to do the research about cooperative learning of GI type suggested to be more directly or guide the students to be more active while work in group by ask to every student in group about what student already do in group so the students will be motivated to be active in solving the group students worksheet and investigation.
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cooperative learning of GI type using animation, so when teaching and learning process the students already know what will they do.
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Topic Grade XI SMA Negeri 5 Binjai. A.Y. 2012/2013, Thesis, FMIPA,
