IMPLEMENTATION OF INQUIRY LEARNING MODEL BY USING VIDEO DEMONSTRATION TO INCREASE STUDENT�.

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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

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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

3.6.3. 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

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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

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LIST OF FIGURES Pages

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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

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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,

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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

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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

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

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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.

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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:

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

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Figur

Table 2.1.  The implementation inquiry and media on buffer solution    Based on indicator

Table 2.1.

The implementation inquiry and media on buffer solution Based on indicator p.7
Figure 3.1 Research Procedures

Figure 3.1

Research Procedures p.8

Referensi

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