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THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON THE STUDENTS ACHIEVEMENT IN TEMPERATURE TOPIC AT VII GRADE IN SMP N 1 TEBING TINGGI ACADEMIC YEAR 2013/2014.

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THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON THE STUDENT’S ACHIEVEMENT IN TEMPERATURE TOPIC

AT VII GRADE IN SMPN 1 TEBING TINGGI A C A D E M I C Y E A R 2 0 1 3 / 2 0 1 4

By:

Fitriah Andriani Rambe Reg. Number 4103322011 Bilingual Physics Education Program

THESIS

Submitted to Acquires EligibleSarjana Pendidikan

PHYSICS DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

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ii

BIOGRAPHY

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iv

PREFACE

Alhamdulillah, praise and thanks to Allah SWT who has give guidance, health and wisdom to the author that this study can be completed properly in accordance with the planned time. Shalawat and Salam to Rasulullah Muhammad SAW, hopefully His Syafaat will abundant.

Thesis entitled "The Effect of Guided Discovery Learning Model on the Student’s Achievement in Temperature Topic at VII Grade in SMP N 1 Tebing Tinggi Academic Year 2013/2014", prepared to obtain a Bachelor's degree Physical Education, Faculty of Mathematics and Natural Science in State University of Medan.

On this occasion the authors like to thank Mr Dr. Ridwan Abd. Sani, M.Si as Thesis Advisor who has provided guidance and suggestions to the author since the beginning of the study until the completion of this thesis writing. Thanks also to Mr. Prof. Drs. Motlan Sirait, M.Sc., Ph.D, Mrs. Dr. Derlina, M.Si, Mr. Drs. Eidi Sihombing, M.S, who have provided input and suggestions from the research plan to complete the preparation of this thesis. Thanks also presented to Drs. Sehat Simatupang, M. Si as the Academic Supervisor and also the entire Lecturer and Staff in Physics Department FMIPA UNIMED who have helped the author. Appreciation were also presented to Headmaster, Juniater Pane, S.Pd, Rosmiati, S.Pd, and all teachers in SMP N 1 Tebing Tinggi who have helped during this research.

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Rofi Anggriani, Uli Dofa Sirait, who have helped, prayed and gave supported to author. I also would like to thank to my sisters Dia Anisyah and Siti Nurhaida who have helped and gave suppported during my research.

The author realized that this thesis is out of perfect caused by knowledge and grammar. That’s why, the author do hope constructivism’s advice and suggestion in order to make this thesis is useful for all of us.

Medan, June 2014 Author,

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THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON THE STUDENT’S ACHIEVEMENT IN TEMPERATURE TOPIC

AT VII GRADE IN SMP N 1 TEBING TINGGI A C A D E M I C Y E A R 2 0 1 3 / 2 0 1 4

Fitriah Andriani Rambe (Reg. Number : 4103322011)

ABSTRACT

The objective of this research is to know the effect of using Guided Discovery learning model on the students’ achievement especially in temperature topic at VII Grade SMP N 1 Tebing Tinggi.

The research method is quasi experiment. The populations are all the VII grade students in semester II that consist of 9 classes SMP N 1 Tebing Tinggi. The samples of this research conduct two classes and consist of 70 students, 34 students from experiment class and 36 students from control class and define by random cluster sampling.

The results that obtained: pre test mean value of experiment class is 42.06 and control class is 40.3. And then post test mean value of experiment class is 70 and control class is 65.28. Normality of the test result from both samples are normal and homogenous. In the testing of hypothesis for average similar ability, the criteria is: H0 is accepted if -ttable < tcount < ttable and H0 is rejected if tcount has another score, where ttable obtained from list of t distribution. From the calculation of t-test for concept mastery using α = 0.05, obtained tcount = 0.507, where ttable = 1.99. It means, experiment class and control class have same ability. And for post test, the criteria is : Ha is accepted if tcount > ttable and Ha is rejected if tcount has another score. From the calculation of t-test for α = 0.05, obtained tcount = 1.73, where ttable = 1.67. So, there is effect of Guided Discovery Learning Model on the Student’s Achievement in Temperature Topic at VII Grade in SMP N 1 Tebing Tinggi Academic Year 2013/2014.

Based on observation that done by observers with using observation sheet of student activity, conclude that activity of students in experiment class more active than control class.

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LIST OF CONTENT

Page

Ratification Sheet i

Biography ii

Abstract iii

Preface iv

List of Content vi

List of Figure ix

List of Table x

List of Appendix xi

CHAPTER I INTRODUCTION

1.1 Background 1

1.2 Problem Identification 3

1.3 Problem Limitation 3

1.4 Problem Formulation 3

1.5 Research Objective 3

1.6 Research Benefits 4

CHAPTER II LITERATURE REVIEW

2.1 Definition of Learning 5

2.2 Learning Purposes 6

2.3 Learning Activities 7

2.4 Learning Achievement 8

2.4.1Cognitive Domain 8

2.5 Definition of Science 9

2.5.1Importance of Science Teaching 10

2.5.2Approaches to Science Teaching 11

2.5.3Process of Science 12

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2.6.1Definition of Direct Instructional Model 12

2.6.2Syntax of Direct Instructional Model 13

2.6.3Steps of Learning and Teaching in Direct Instructional Model 14

2.7 Discovery Learning Model 14

2.7.1Constructivism Theory 14

2.7.2The Understanding of Discovery Learning Model 15

2.7.3Aims of Discovery Learning Model 16

2.7.4Syntax of Discovery Learning Model 16

2.7.5The Advantages and Disadvantages of

Discovery Learning Model 18

2.8 Teaching Material 19

2.8.1Temperature 19

2.8.2Temperature Measurement 20

2.9 Conceptual Framework 20

2.10 Research Hypothesis 21

CHAPTER III RESEARCH METHOD

3.1 Research Location and Research Time 22

3.2 Population and Sample of the Research 22

3.2.1Population of Research 22

3.2.2Sample of Research 22

3.3 Research Variable 22

3.3.1Independent Variable 22

3.3.2Dependent Variable 22

3.4 Type and Research Design 23

3.4.1Type of Research 23

3.4.2Design of Research 23

3.5 Research Procedure 23

3.6 Research Instrument 24

3.6.1Learning Achievement 24

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3.6.3Content Validity 29

3.6.4Validity Test 29

3.7 Data Analysis Techniques 29

3.7.1Determine Average Value 29

3.7.2Determine the Standard Deviation 30

3.7.3Homogeneity Test 30

3.7.4Normality Test 31

3.7.5Average Similar Ability 31

3.7.6Hypothesis Test 33

CHAPTER IV RESEARCH RESULT AND DISCUSSION

4.1Research Result 35

4.1.1Pre Test Score of Student in Experiment and Control Class 35

4.1.2Data Analysis of Pre Test 37

4.1.2.1 Normality Test of Pre-Test Data in Experiment Class 37

4.1.2.2 Homogeneity test of Pre Test 37

4.1.2.3 Average Similar Ability Test 38

4.1.3Post Test Score of Student in Experiment and Control Class 38

4.1.4Data Analysis of Post Test 40

4.1.4.1 Normality Test of Post Test Data in Control Class 40

4.1.4.2 Homogeneity test of Post Test 40

4.1.4.3 Hypothesis Test 41

4.2The Effect of Problem in Experiment and Control Class 41

4.3Observation 42

4.4Discussion 44

CHAPTER V CONCLUSION AND SUGGESTION

5.1Conclusion 46

5.2Suggestion 46

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LIST OF FIGURE

Figure 2.1 Thermometer 19

Figure 3.1 Overview of Research Planning 24

Figure 4.1 Column Diagram Pre test score data in Experiment and

Control Class 36

Figure 4.2 Column Diagram Post test score data in Experiment and

Control Class 39

Figure 4.3 Diagram of Average Score in Experiment and Control

Class for Each Category 42

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LIST OF APPENDIX

Appendix 1 Lesson Plan 1 49

Appendix 2 Lesson Plan 2 68

Appendix 3 Lesson Plan 3 85

Appendix 4 Student Worksheet 1 102

Appendix 5 Student Worksheet 2 103

Appendix 6 Student Worksheet 3 104

Appendix 7 Lattice of Instrument 105

Appendix 8 Learning Achievement Test 111

Appendix 9 Guidelines for Scoring Observation of Learning

Activity in Experiment Class 115

Appendix 10 Guidelines for Scoring Observation of Learning

Activity in Control Class 117

Appendix 11 Observation of Student Activity in Experiment Class 119 Appendix 12 Observation of Student Activity in Control Class 128 Appendix 13 Data of Pre Test and Post Test in Experiment Class 137 Appendix 14 Data of Pre Test and Post Test in Control Class 138 Appendix 15 Mean and Deviation Standard Calculation 139

Appendix 16 Normality Test 141

Appendix 17 Homogeneity Test 144

Appendix 18 Average Similar Ability Test 147

Appendix 19 Hypothesis Test 150

Appendix 20 Research Documentation 153

Appendix 21 List of Critical Value for Liliefors 156 Appendix 22 List of Percentile Value for Distribution t 157 Appendix 23 List of Area under Normal Curve 0 to z 158

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1

CHAPTER I INTRODUCTION

1.1 Background

Gagne in Sridevi (2008) state that science is what the scientist does. It is a process by which we increase and refine our understanding and of the universe through continuous observation, experiment, application and verification. Sciences is the body of knowledge, a way of thinking, a way of investigation, and a way of experimentation in the pursuit of exploring the nature (Sridevi, 2008:5). Just like the branches of a tree, a branch of science is made up of many smaller branches. Physics is smaller branches of science.

According to Gagne (Rao, 2008:21) in science learning process needs to do what scientist do. Scientists do observe, and classify and measure, and infer, and make hypotheses and perform experiments. All those skills can be acquired through a process of inquiry learning (discovery), lab activities or experiments so that students get hands-on experience and discover the process themselves.

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and easy to forget what they already learned. So, the student’s achievement in physics subject still low.

To improve student’s achievement in physics subject, teachers can perform a variety of ways, for example by using a model of effective teaching and learning in accordance with the objectives set in the curriculum. Constructivism associates learning to the building of one’s own knowledge, is much more appropriate to today’s situation, in that it views learning in the perspective of the learner. The teacher is considered as a cognitive guide while the learner is empowered to construct his own meaning, not just memorize the right answer. Constructivism is not a new concept. It is learning or meaning making theory. It suggests that individuals create their own understanding, based upon the interaction of what they already know and believe and the phenomena or ideas which they come into contact (Sridevi, 2008:9). One model of learning based on constructivist views is Discovery Learning Model.

The aim of the Discovery Learning was as a powerful instructional approach that guides and motivates learners to explore information and concepts, embrace new knowledge, and apply new behaviors back on the job. Using this methodology, organizations can educate their employees quickly and with higher levels of retention than traditional training methods.

Based on the experience of Researchers at the Integrated Field Experience Program (PPLT) in SMP Negeri 1 Tebing Tinggi, low yields physics student learning because teachers present material with conventional methods, speeches, and giving tasks. This causes students are less actively and less their achievement because not directly involved in the learning process so that students irresponsive, this all will certainly have an impact on value of students and will cause a minimum completeness criteria (KKM) ofSMP N 1 Tebing Tinggi not be reached or is below standard students that is 75.

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1.2 Problems Identification

Based on the background above, the problems identification of this research are as follows:

1. Students’ achievement in physics subject are still relatively low 2. Students are less actively in the physics learning activities 3. Lack of interaction among students in physics learning activities 4. Lack of media learning utilization

5. Learning model still not variety in physics learning activities

1.3 Problems Limitation

In order to keep this research become more focused and directed, the researcher limit the problems as the following

1. Learning model used is Guided Discovery Learning Model on the experimental class and Direct Instruction on the control class.

2. Conducted to determine the influence of the Guided Discovery Learning Model on students’ achievement in physics subject.

1.4 Problem Formulation

The problem formulation of this research :

Is there any effect of using Guided Discovery Learning model on the students’ achievement in Temperature topic at VII grade in SMP N 1 Tebing Tinggi?

1.5 Research Objective

The research objective is as follows:

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1.6 Research Benefits

The benefits of this research are:

1. For School : Can give a good contribution in order to improve the learning process and improve the quality of schools by increasing student achievement and teacher

professionalism.

2. For teacher : As a consideration in selecting learning model in learning physics.

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the result of research and data collection, can be concluded that: Student’s achievement in experiment class was greater than student’s achievement in control class. So, Guided Discovery Learning Model has

effect on student’s achievement in Temperature topic at VII grade in SMP

Negeri 1 Tebing Tinggi.

5.2 Suggestion

According to the data of student’s achievement and the experience of author when applying the Guided Discovery Learning Model in class, so the author gives suggestion as below:

1. For the next researcher who wants to do research using Guided Discovery Learning Model, its better the teacher give motivate to the student to develop their confidence for present their discuss result, because some of student do not want to present it.

2. For the next researcher who wants to do research using Guided Discovery Learning Model expected to allocate the time for each step because Guided Discovery Learning Model require much time especially when student collecting data, processing data, and present their discuss result. 3. For the teacher can use the Guided Discovery Learning Model to increase

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REFERENCE

Akanmu, M. A., (2013), Guided-discovery Learning Strategy and Senior School Students Performance in Mathematics in Ejigbo, Nigeria. Journal of Education and Practice Vol.4, No.12, 2013

Balım, A., G. (2009). The Effects of Discovery Learning on Students’ Success and Inquiry Learning Skills. Egitim Arastirmalari-Eurasian Journal of Educational Research, 35, 1-20.

Cahyo, Agus N., (2013), Teori-Teori Belajar Mengajar, Diva Press, Jogjakarta.

Cobb, T., (1999), Applying Constructivism: A Test for the Learner as Scientist, Educational Technology Research and Development.

Cohen, M. T., (2008). The Effect of Direct Instruction versus Discovery Learning on the Understanding of Science Lessons by Second Grade Students. NERA Conference Proceedings.

Djamarah, S. Bahri, (2002), Strategi Belajar Mengajar, PT Rineka Cipta, Jakarta.

Fakultas Matematika dan Ilmu Pengetahuan Alam Univertias Negeri Medan, (2012), Pedoman Penulisan Proposal dan Skripsi Mahasiswa Program Studi Pendidikan, FMIPA Unimed, Medan.

Kementerian Pendidikan dan Kebudayaan, (2013), Ilmu Pengetahuan Alam, Kementerian Pendidikan dan Kebudayaan, Jakarta.

Oloyede, O. I., (2010), Comparative Effect of the guided Discovery and Concept Mapping Teaching Strategies on Students’ Chemistry Achievement. Humanity and Social Sciences Journal

Rao, D. Bhaskara, (2008), Science Process Skills of School Students, Discovery Publishing House, New Delhi.

Sanjaya, W., (2006), Strategi Pembelajaran Berorientasi Standar Proses Pendidikan, Kencana Prenada Media Group, Jakarta.

Sardiman, A.M., (2010), Interaksi dan Motivasi Belajar Mengajar, Raja Grafindo Persada, Jakarta.

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Sridevi, K.V., (2008), Constructivism in Science Education, Discovery Publishing House, New Delhi.

Sudijono, A., (2009), Pengantar Evaluasi Pendikan, Rajawali Pers, Jakarta.

Sudjana, (2005), Metoda Statistika, Tarsito, Bandung.

Sudjana, (2009), Penilaian Hasil Proses Belajar Mengajar, Remaja Rosdakarya, Bandung.

Trianto, (2011), Mendesain Model Pembelajaran Inovatif-Progesif, Prenada Media, Jakarta.

Gambar

Figure 2.1 Thermometer

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