IMPLEMENTATION OF INQUIRY LEARNING MODEL BY USING VIDEO DEMONSTRATION TO INCREASE STUDENT’S ACHIEVEMENT IN BUFFER
SOLUTION TOPIC
By:
Halimah Tusakdiah 408631002
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Getting Degree of Sarjana Pendidikan
CHEMISTRY DEPARTEMENT
FACULTY OF MATEMATHICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
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IMPLEMENTATION OF INQUIRY LEARNING MODEL BY USING VIDEO DEMONSTRATION TO INCREASE STUDENT’S
ACHIEVEMENT IN BUFFER SOLUTION TOPIC
Halimah Tusakdiah (408631002) ABSTRACT
vi
LIST OF CONTENTS
Page
Legalization sheet i
Biography ii
Abstract iii
Acknowledgment iv
List of Contents vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I INTRODUCTION
1.1. Background 1
1.2. Problem Identification 4
1.3. Problem Limitation 4
1.4. Problem Statements 4
1.5. Research Objectives 4
1.6. Research Benefits 5
CHAPTER II LITERATURE STUDY
2.1. Definition of Learning 6
2.2. Learning Principles 7
2.3. Learning Outcomes 8
2.4. Factors that influence the process and learning outcomes 9
2.5. Definition of Inquiry 9
2.5.1. Step by step learning inquiry 11
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2.6. Media 14
2.6.1. Selection of appropriate media 15
2.7. Essence of Computer 15
2.7.1. Audio media to learning 16
2.7.2. The types of audio media 18
2.7.3. Video 20
2.7.4. Advantages and weakness of video learning media 21
2.8. Overview of Buffer Solution 23
2.8.1. The Definition of Buffer Solution 23
2.8.2. How does buffer solution maintain pH value 24
2.8.3. How does buffer solution work in human body? 25
2.8.4. Calculation pH of Buffer solution 25
2.8.5. Make Buffer solution 26
2.8.6. Determine the pH of buffer solution 26
2.9. Implementation Inquiry and Media in buffer solution 27
2.10. Conceptual Framework 28
2.11. Hypothesis 29
CHAPTER IIIRESEARCH METHODS
3.1. Location and Time Research 31
3.2. Population and Sample 31
3.3. Research Variables 31
3.4. Research Design 31
3.5. Research Procedures 32
3.6. Research Instruments 34
3.6.1. Validity Test 34
3.6.2. Reliability Test 35
3.6.3. Discrimination Index 35
3.6.4. Difficult Index 36
3.7. Data Collection and Analysis 36
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3.7.2. Conducting test Homogenates 38
3.7.3 Hypothesis Test 38
3.7.4. Normalized Gain 38
3.9. Research Time Table 39
CHAPTER IVRESULT AND DISSCUSION
4.1. Research Instrument Analysis 40
4.1.1. Validity Test 40
4.1.2. Reliability Test 40
4.1.3. Difficulty Level 41
4.1.4. Discriminating Power Index 41
4.2. Research Result 41
4.3. Analyze of Research Result 41
4.3.1. Normality Test 42
4.3.2. Homogeneity Test 43
4.3.3. Gain (measure of Student’s understanding) 43
4.6. Hypothesis Test 44
4.7. Discussion 44
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 46
5.2. Suggestion 46
x
LIST OF TABLES
Pages
Table 2.1. The implementation inquiry and media on buffer solution 27 Based on indicator
Table 3.1. Research Design 32
Table 3.2. Research time table 39
Table 4.1. Data of Pre-Test and Post-Test 41
Table 4.2. Normality Test of Pre-Test 42
Table 4.3. Normality Test of Post-Test 42
Table 4.4. Homogeneity Test for Data Pre-Test 43
Table 4.5. Homogeneity Test for Data Post-Test 43
ix
LIST OF FIGURES Pages
xi
LIST OF APPENDIX
Page
Appendix 1 Syllabus 51
Appendix 2 Lesson Plan Experiment Class (1) 52
Appendix 3 Lesson Plan Experiment Class (2) 68
Appendix 4 Script Video Interactive Learning 84
Appendix 5 Instrument Test 88
Appendix 6 Key Answer 94
Appendix 7 Lattice of Instrument 95
Appendix 8 Instrument Valid 97
Appendix 9 Key Answer on Instrument Test after Validated 101
Appendix 10 Table of Instrument Test Specification after Validated 102
Appendix 11 Validity Calculation 104
Appendix 12 Validity of Instrument Test 106
Appendix 13 Reliability Calculation 107
Appendix 14 Reliability of Instrument Test 108
Appendix 15 Calculation Difficulty 109
Appendix 16 Table Difficulty Level 111
Appendix 17 Calculation Item Discriminating 112
Appendix 18 Discriminating Power Index 114
Appendix 19 Data of Tabulation Students 115
Appendix 20 Calculation Normality Test 116
Appendix 21 Calculation of Homogeneity Test 118
Appendix 22 Calculation of Normalized Gain 122
Appendix 23 Hypothesis Testing 125
Appendix 24 Value of r Product Moment 126
Appendix 25 Value of Chi-Square 127
Appendix 26 Table Value of Distribution-t (Table-t) 128
Appendix 27 Table Value Percentile for Distribution-F 129
1
CHAPTER I INTRODUCTION 1.1. Background
Education is a process of improve student that to be able adapt as well as
possible toward their environment, so there will be change in their behavior that
make useful to this process, so the target of that change can be reach as expected.
(Hamalik, 2009). In the teaching and learning process not all of the student have a
same skill to understand of each of the matters. The ability of student is various,
there is quick, medium and low. In general teaching, teacher still use conventional
teaching and sometimes this method is not suitable for all situation, so student get
bore and think difficult about the topic actually chemistry.
International school is a school that meets all National Education
Standards and enriched curriculum OECD member countries and / or other
countries that have excellence in education. So that the curriculum used in the SBI
and RSBI is enriched by the curriculum and the curriculum developed countries,
but the SBC is more dominant. Education Unit Level Curriculum (SBC) 2006
provides an opportunity for teachers to choose ways of delivering the material that
best suits the characteristics of the material. Buffer Solution Based on the
characteristics of matter that is abstract, conceptual, sequential, and contains
elements of algorithmic, then one strategy that can be used in presenting the
material is brain-based learning. (Ni’mah, anis. )
Many students think chemistry is the one of the most difficult subject to
study at all level of schooling. Learning chemistry places many demands on
students and teachers that can seem insurmountable. Instructors display
mathematical formulas, chemical symbols, and scientific measurements
simultaneously to describe phenomena that are not readily apparent to students.
Moreover, the concepts of chemistry are often seen as abstractions confined to the
chemistry classroom and not applicable outside of school (Stieff and Wilensky,
2
The students lack comprehension about chemistry’s lesson because some
factors. Those are teacher, students, method and available facilities do not support
the teaching-learning process. Students’ achievement will be increase if teacher
uses a suitable teaching approach that will make students understand the lesson
better. (Jumira, 2008). Based on the child's developmental level, cognitive
processes involve a change of thought and intelligence of individuals. When you
were being a little teenager, do you think the skills are as good as it is today? Can
you solve issues are difficult and abstract reasoning logically about complex
topics? Adolescence has many phases that affect the learning activities. One phase
that must be understood is through a phase of pre-adolescent phase in which the
adolescent operational i.e. not understand and appreciate the things that are
abstract. Students will find it difficult to think of an abstract problem and have a
high degree of difficulty. (Santrock, John W. 2004).
In the process of learning many factors that come into play. Broadly
speaking, the factors that influence the learning process are grouped into two:
Internal factors and External factors. Internal factor is the factor that originates
from within the student as a physiological factor that includes the hearing, sight,
and the physiological condition of the student seta psychological factors which
include the need for learning, the intelligence of children, motivation, attention,
thinking, memory and forgetting. And the external factor is the factor that comes
from outside us such students, such as the learning environment factors include
the natural environment, physical and social systems as well as factors that
include the presentation of curriculum, learning materials and methods of
presentation. (Mappa and Basleman, 1994).
The low recovery of student learning outcomes in the materials buffer
solution is the use of appropriate teaching methods that have not been interesting
or boring, and not students, so the effect on student learning outcomes. This is
because the buffer solution of the material is often taught using the lecture
method, so the activity of students are less involved. Would benefit from
3
using one method of teaching that can enhance the activity so that students are
expected student learning outcomes will also increase.(Sari, Eka Purnama. 2009)
Teaching and learning process must begin in an atmosphere of fun and not
monotonous teacher-centered because it is basically the chemical is one of the
subjects aimed at changing the mindset of cognitive, behavioral attitudes and
develop students' analytical power in solving problems. Thus, students in the
learning process should be more active and get a fun learning experience and
students will be more motivated to learn. Motivation is clearly going to affect
student learning outcomes.
With the facts above, it is necessary to take an action to increase the
student activity which will affect student learning outcomes. One way to do to
solve this problem is to apply the model of inquiry learning with video media in
the learning materials Buffer Solution.
Designing inquiry learning university students develops problem-solving
skills, logical reasoning as well as reflective thinking. It involves working as a
member of a team, questioning, being creative, and shaping the skills for
continued intellectual development. It is argued that inquiry-based group-work is
one of the most important learning experiences because it enables the exploration
of theoretical ideas and conceptual change. This paper presents results about the use of students’ questions to shape these processes. In fact, student -generated-questions can be used as efficient guides in the preparation, focus, diagnosis,
development, implementation and evaluation of group-work.
Learning model with inquiry learning model by using video demonstration
is precisely to overcome the factors that affect learning so students will be more
interested in the lessons that will be presented. Based on the problems above, the
4
1.2. Problem Identification
Based on the background of this research, the problem statements in this
research are as follows:
1. The chemistry subject for students is difficult to understand.
2. Students become more passive and can’t develop their thinking way by
using traditional learning method.
3. Inquiry Learning Model still rare to use in chemistry teaching and learning
process.
1.3. Problem Limitation
In order to keep our research become more focused and directed, we limit
our problems as the following:
1. This study was focused on the arrangement of inquiry learning model by
using video demonstration.
2. This study was limited to the unit of Buffer Solution topic.
3. This study was limited to XI grade students in RSBI SMA Negeri 1
Berastagi.
4. This study was limited to 64 students in two classes.
1.4. Problem Statement
To give the direction of this research, the problem statements in this
research are as follows:
1. Is the implementation inquiry learning model by using video demonstration to increase student’s achievement significant higher than using Inquiry Learning Model video demonstration?
1.5. Research Objectives
The objective of this research is to increase the understanding of students
in Buffer Solution as a topic in chemistry subject.
5
1. To increase student achievement in Buffer Solution by arranging the
inquiry learning model by using video demonstration this can be develop
the critical thinking of students.
2. To investigate the effectiveness of inquiry learning model by using video
demonstration to increase the student achievement in Buffer Solution
topic.
3. To get the data from implementation of inquiry learning model by using
video demonstration.
1.6. Research Benefits
The benefits that will be gotten in this research are the following:
Student:
1. Making the teaching and learning process become more interest and the
entire student involved in the learning process.
2. Inquiry learning model by using video demonstration developed in this
research can develop the basic concept to connect between what students
learn in the science classroom with real life.
Teacher:
1. Inquiry learning model by using video demonstration as a one alternative model to increase the students’ achievement.
Researcher:
1. Inquiry learning model by using video demonstration as a matter of a
reference to result research.
2. Knowing the effectiveness of developing the inquiry learning model by
using video demonstration to increase the student’s achievement in Buffer
Solution concept.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
From the result of research, it can be calculated that:
The student achievement for the class whas the inquiry learning model by
using video demonstration implemented is significant higher than the class using
Inquiry Learning Model video demonstration in buffer solution topic in XI student
grade SMAN 1 Berastagi. The percentage of average gain (student’s achievement) in experimental class 1 that was taught by inquiry learning model by using video
demonstration in buffer solution topic is equal to 81% . While for control class,
the average gain (students’ achievement) is 73%.
5.2 Suggestion
1. For chemistry teachers should using video demonstration, because it able to increase the student’s achievement, make student easier to received the material, make learning is a meaningful and makes student’s remembrance more long.
2. The results of this study certainly is not perfect, so expect similar study could
be developed, among others, by conducting similar studies on other
populations or other variables.
3. For school holder, in order to provide another inventory to support teaching
47
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