THE INFLUENCE OF APPLIED THE CONTEXTUAL TEACHING LEARNING (CTL) APPROACH LABORATORY EXPERIMENT
TO INCREASE STUDENT’S ACHIEVEMENT ON TOPIC SALT HYDROLYSIS IN SENIOR HIGH SCHOOL
By : Mona Sihite
Reg. Number : 409 332 013
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for the Degree of Sarjana Pendidikan
JURUSAN KIMIA
FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM UNIVERSITAS NEGERI MEDAN
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ACKNOWLEDGEMENT
Praise thank fullness is given to The Only One Savior, Jesus Christ who always help me, and have given health, strength, spirit, knowledge, and material to finish this thesis.
Title of this thesis is “The Effect of Applied the Contextual Teaching Learning (CTL) approach Laboratory Experiment to Increase Student’s Achievement on Topic Salt Hydrolysis“ that arranged to obtain the degree of Sarjana Pendidikan in Chemistry Department, Faculty of Mathematics and Natural Science, State University of Medan (UNIMED).
In this opportunity, I would to express his gratitude to Dr. Retno Dwi Suyanti, M.Si. as my thesis supervisor who has provided guidance, advices, motivation, and suggestion during the process of completing this thesis. I also give thanks to Prof. Dr. Albinus Silalahi., Dr. Iis Siti Jahro, M.Si., Drs. Marham Sitorus, M.Si., as an evaluator committee who has provided suggestion from the plan until the completion of this thesis. The gratitude also goes to Prof. Drs. Motlan Sirait, M.Sc, Ph.D., the
dean of Mathematics and Natural Science Faculty, State University of Medan, and Prof. Dr. rer. Nat. Binari Manurung, M.Si., as a Coordinator Bilingual Programme, their advices and other necessary administrative.
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of this thesis. The authors also express thank to all my friends in Bilingual Chemistry Educatioo’09 especially Mastiur, Sanny, Hilda, Alin, Dimas, for giving motivation, spirit, and pray. Thank also to my big family, Resti, Vivi, Weni, Natal, Harlen, Tasya, Floren, for support and pray, and special thanks to someone that owns my heart, thanks for the love, careness, pray, and motivation. I also would like to say thank you to all whose names cannot be mentioned one by one for their support and friendship through my academic years.
The author tried for maximal effort in the completion of this thesis. Authors hope the critique and suggestions from readers for completeness the thesis perfectly. Finally, the writer hopes this thesis can be useful to enrich the reader in science education and for further improvement of this thesis.
Medan, January 2014
The Writer,
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THE INFLUENCE OF APPLIED THE CONTEXTUAL TEACHING LEARNING (CTL) APPROACH LABORATORY EXPERIMENT TO INCREASE STUDENT’S ACHIEVEMENT ON TOPIC SALT HYDROLYSIS
Mona Sihite (409332013) ABSTRACT
This thesis explains about the influence of applied the contextual teaching learning (CTL) approach laboratory experiment to increase student’s achievement on topic of salt hydrolysis. The aimed of this research is determined the student’s achievement on topic salt hydrolysis is learned by contextual teaching learning approach laboratory experiment.
The population of this research is all of students in SMA Negeri 3 Medan grade XI Science. The samples are 2 class from students in SMA Negeri 3 Medan by purposive random sampling methods. The experimental class is learned by contextual teaching learning approach laboratory experiment and control class is learned by conventional method. The instruments are using multiple choice tests to see the
student’s achievement. The instrument of research is standardized by expert validators and empiric validity. Data is analysis by Microsoft Excel for Windows 2007. The result of test is standardized and there is obtained 25 valid items with reliability 0,604.
The influence of applied contextual teaching learning (CTL) approach
laboratory experiment to increase student’s achievement is obtained from student’s
ability to answer the questions before teaching treatment (pretest) and after teaching treatment (posttest) and the data are used to know normalized gain. The research result showed that the data are normal distribution and sample are homogeneous. Experimental class is learned by contextual teaching learning approach laboratory experiment in high category, the average value of gain is (0,825 ± 0,101) and control class which learned by conventional method can increase student’s achievement in medium category, the average value of gain is (0,603 ± 0,122).
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LIST OF TABLE
Page Table 2.1 Differences CTL withConventionalLearning 17 Table 2.2 The Property of Salt Made from Weak Acid and Weak Base
Depends on the Values of pH, Ka, Kb, [H+], and [OH-] 22
Table 3.1 The design of the research 28
Table 3.2 Category Difficulty Level of Test Items 32
Table 4.1 Difficult Index 38
Table 4.2 Different Index 39
Table 4.3 The Analysis Data of Student’s Achievement from Pre-test 41 Table 4.4 The Analysis Data of Student’s Achievement from Posttest 41
Table 4.5 Average Value of Normalized Gain 44
Table 4.6 Percentage of Student’s Achievement 45
Table 4.7 The Result of Hypothesis Test 46
Table 4.8 Average Gain the Level of Cognitive Aspect in Experiment Class 47 Table 4.9 Average Gain the Level of Cognitive Aspect in the Control Class 47 Table 4.10 Compare of Average Gain of Cognitive Aspect in the Experiment
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LIST OF FIGURE
Page
Figure 3.1 Flow Chart Overview of Research 29
Figure 4.1 Average gain from the level of cognitive aspect in
experiment class 47
1 CHAPTER I INTRODUCTION
1.1 Research Background
Learning is an activity in order to acquire knowledge, skills, and positive values by utilizing a variety of sources for learning. Activity of student’s in the learning process not only to listening and writing. Learning involves two parties namely the students as learner and teacher as facilitator. The most important activity in learning is a learning process. The learning process has several features the following: (1) learning to realize its nature, in this case the students feels that he is learning, arise in him the motivation to have a knowledge of the expected. (2) results obtained with the process of learning; in this case knowledge is not acquired spontaneously and instantly, but gradually (Slameto, 2010).
Learning chemistry is closely associated with experiments suitable with the characteristic of chemistry as an experimental science. There are 2 important things that must be noticed in studying the chemistry that is chemistry as a result of the finding of experts such as principles, laws, theories, and the chemistry as process that is scientific work such as laboratory experiment method. One effort to improve student’s achievement is to use laboratory experiment method. By laboratory experiments method, activities students will be more focused attention on the learning process and not on other things as well students have the opportunity to develop the ability to observe all things that are involve in the process and can take the expected conclusions (Nurasiyah, 2010).
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students have been expected to blindly alone those relationships, outside the classroom activities.
The empirical evidence can be strengthened by some research results that show problems in class lessons: First, most students are more interested and their achievements in mathematics, science, and language in creased dramatically when helped to make connections between new information and knowledge/experience they have. Second, most students learn efficiently when they are allowed to work cooperatively with students in a group.
Unit Level Curriculum, that KTSP signaling in implementation strategy use with emphasis on student performance (contextual teaching and learning). So in this, the function and role of the teacher as a mediator only more students to formulate their own proactive about phenomena related to the focus of studyis contextually not textually.
According to contextual learning theory, that learning only occurs when students process new information or knowledge so that information or knowled get or understand them up three interms of reference (memory, experience and responsiveness of their own). Contextual learning is not a new concept. The application of contextual learning in American class rooms was first proposed by John Dewey. In 1916, Dewey proposed a curriculum and teaching methodologies
associated with students' interests and experiences.
Development of the understanding gained during the conduct literature review it became clear that CTL is a combination of many "good practice" and several education reform approaches that are meant to enhance the relevance and use of functional education for all students. Contextual teaching is teaching that allows student’s kindergarten through high school to streng then, expand, and apply their knowledge and academic skills in a variety of challenges in school and outside of school in order to solvereal-world problems or issues that are simulated (University of Washington, 2001).
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teachers connect of teaching materials with the real-world situations and motivates students to make connections between knowledge and its application to their lives as family members, citizens, and works. In others words CTL is learning that occurs in close relationship with actual experience. Learning process took place naturally in the form of student’s activities and has their own work, not a transfer of knowledge from teacher to students (Trianto, 2008).
Based on the result of research that done by Zulfadhilah (2013) through Contextual Teaching Learning (CTL) approach in using media based on computer on colloid in class XI IPA SMAN 1 BatangKuis have the influences of increasing student’s chemistry learning outcomes is 48,13%. In addition, research has been conducted by Nina Astuti(2012) concludedin her research that also usedContextual Teaching Learning (CTL) models in colligative properties of solution in class XII odd semester Academic Year 2012/2013 have the influences of increasing student’s chemistry learning outcomes in class experiment is average 73,33 ± 8,71 and average gain of learning autcomes is 0,708 with effectivity 10,88% (SMA N 1 Binjai), 73,42 ± 8,72 and average gain learning autcomes 0,675 with effectivity 9,78% (SMA N 5 Binjai), and 75,64 ± 8,27 71 and average gain of learning autcomes is 0,711 with effectivity 9,28% (SMA N 6 Binjai) and result of research that done by SantiUtari (2010) through Contextual
Teaching Learning (CTL) in SMP N 15 Medan about topic acid, base, and salt have the influences of increasing student,s chemistry learning autcomes pretest average 26,032 ± 9,229 and posttest average 83,258 ± 10,254 in class experiment and class control is pretest average 21,645 ± 11,509 and posttest 68,129 ± 10,544 so based on average difference pretest and posttest is 23,109% and effectivity gain is 30,348%.
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situation, so they will give their attention and inters in materials that taught (Situmorang, 2010). In the research that conducted by Hasibuan (2009), she got the increasing of students achievement until 16,40% by applying laboratory experiments method in learning of elements, compound and the mixture at junior high school.
Subject matter of abstract and concrete chemistry requires direct observation by the students towards the object and the material being discussed. Therefore, by using practical teaching methods are very effective delivery of teaching materials for students will be confronted with real situation. Practical methods of implementation in the laboratory is expected students will have the ability to think scientifically, is able to find scientific facts, identify, think critically and be able to accept criticism from fellow students owned a difference. Students are asked to experience for her/his, seek the truth and draw conclusions from what has been taught (Simanjuntak, 2010).
Students are often difficult to understand the subject matter of abstract chemical or chemical material which microscopic. This difficulty will bring adverse implications for students understanding of chemical concept, because basically the facts that abstract or a microscopic is explanation for the facts and concept concrete, (Guru IT, 2009). Generally, teacher only emphasize the learning
by using conventional method, are used in communicate the learning matter so that there is no interaction in learning (Yamin, 2004).
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The chemistry topics of salt hydrolysis is categorized as a difficult subject to be taught to the students as the contents of the subject are difficult to understand. Salt hydrolysis is one of the subject matter in the even semester of Grade XI Sciences. From that learning activity so teacher has to combine the theory and practice when teaching of salt hydrolysis. So to make it easier for students to learn the salt hydrolysis, the author argues that CTL models with laboratory practicum method to be used to teaching salt hydrolysis.
From description above then the researcher interested in conducting research about practical method by the title: “The Influence of Applied the Contextual Teaching Learning (CTL) approach Laboratory Experiment to Increase Student’s Achievement on Topic Salt Hydrolysis“.
1.2 Problem Identification
Based on the background above, problem identifications of this research as follow:
1. The low of students learning result in chemistry lessons 2. Students had difficulty in studying chemistry
3. Students are rarely taught to solve the problem and to make connections between knowledge and its application to their lives.
4. In teaching and learning process not grow the enthusiasm from students, especially to do experiment for use nature material.
1.3 Scope of Research
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1.4 Problem Formulation
1. Whether is student’s achievement that taught with contextual teaching learning (CTL) approach laboratory experiment is higher than conventional method on topic of salt hydrolysis?
2. What cognitive aspect of the student’s achievement that taught with contextual teaching learning (CTL) approach laboratory experiment on topic of salt hydrolysis?
1.5 Research Objective
The objectives of this research are:
1. To know the better method CTL on topic of salt hydrolysis to get the best students achievement.
2. To know whether the student’s achievement that taught with contextual teaching learning (CTL) approach laboratory experiment is higher compared to conventional method on tropic of salt hydrolysis.
1.6 Research Significance
The significances of the research are:
1. As an input for the teacher, especially chemistry teacher in teaching
learning process must have learning strategy to getting the learning models that can increase student achievement in chemistry on topic of salt hydrolysis.
2. To make the student’s learning be a meaningful by contextual teaching learning (CTL) in teaching learning process.
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1.7 Operational Definition
1. Contextual Teaching and Learning is a conception of teaching and learning that helps teachers relate subject matter content to real world situations, and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires. Contextual teaching and learning involves, namely:Constructivism, Inquiry, Questioning, Learning Community, Modeling, Reflections, Authentic Assessment, expected learning more meaningful for students(Rusman, 2011).
2. Laboratory in natural science is a place where teacher and student doing an experiment, observation, and research. Laboratory is place which support activity in class. Otherwise activity in class is support in laboratory’s activity. By experiment method students have skill using science method in face of all problems, so they are not easy to believe something that is not truth yet certain. Using laboratory experiment in process of chemistry teaching, very effective because the students is confronted with real situation, so they will give their attention and inters in materials that learned. The laboratory experiment will give more
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the research result in the discussion obtained the conclusion as below:
1. Student’s achievement that taught with contextual teaching learning (CTL) approach laboratory experiment is higher than conventional method on topic of salt hydrolysis. The statement support the data research result of hypothesis test is t count = 1,939 and t table = 1,667, then t count > t table (1,939 > 1,667). The calculation result shows that Ha is received and Ho is rejected. The average normalized gain for experiment class is 0,825 ± 0,101 (high category) and control class is 0,603 ± 0,122 (medium category).
2. The cognitive aspect of the student’s achievement that taught with contextual teaching learning (CTL) approach laboratory experiment on topic of salt hydrolysis is C1, C2, C3, and C4. The statement support the data research result average of normalized gain from the level of cognitive aspect C1 is 0,71 (high category), C2 is 0,82 (high category), C3 is 0,90 (high category), and C4 is 0.79 (high category). Based on the research results can be concluded
cognitive aspect C3 (application) is higher than cognitive aspect C1, C2, and C4.
5.2. Suggestion
From the result obtained from this study, some suggestion had to be raised in order to the learning process on chemistry is effective in increasing of student’s achievement, they are:
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2. It is suggested to other researcher in order to notice the relevant topic so that research result for the next will be better and the activity of student’s will be increase.
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