The Effect of Cooperative Learning Model Type of Student Teams Achievement Divisions (STAD) Based on Mind Mapping on
Learning Outcomes of Students in The Dynamic Electrics Subject Matter in Class X Even Semester
SMA N 1 Perbaungan A.Y. 2012/2013
By:
Mas Andri Marbun Reg.Number: 409322022
Physics Bilingual Education Study Program
THESIS
Submitted to Acquire Eligible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
ACKNOWLEDGEMENTS
The authors say the praise and gratitude to God Almighty, for all the
graces and blessings that provide health and wisdom to the author that this study
can be completed properly in accordance with the planned time.
Thesis entitled " The Effect of Cooperative Learning Model Type of Student Teams Achievement Divisions (STAD) Based on Mind Mapping on Learning Outcomes of Students in The Dynamic Electrics Subject Matter in Class X Even Semester SMA Negeri 1 Perbaungan Academic Year 2012/2013", 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 Prof. Dr. Mara Bangun
Harahap, M.S 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 Dr. Ridwan Abdul Sani, M.Si., Drs. Eidi Sihombing, MS.,
and Drs. Abd Hakim S, M.Si., Dr. Derlina, M.Si., who have provided input and
suggestions from the research plan to complete the preparation of this
thesis. Thanks also presented to Prof. Drs. Motlan Sirait, M.Sc, Ph.D., as the
Academic Supervisor. Thanks also for all Mr. and Mrs. lecturer and staff
employee of Physics FMIPA State University of Medan who have encourage the
writer during the lecture. Appreciation were also presented to Headmaster and all
teacher in SMA Negeri 1 Perbaungan who have helped during this research Mr.
Drs. Suhairi, M.Pd, Mr. J. Simbolon, S.Pd and also to Physics teacher Mrs.
Jumiati, S.Pd and Mrs. Zulni, S.Pd.
Gratefully and specially to Dear my lovely father H. Marbun and my
lovely mother M. Sihombing and also my young brothers, my youngest sister
Angelica Margareth Marbun, and all family who have prayed and gave me
encouragement and funding to complete the study in State University of Medan.
Especially thanks to all my friend in Bilingual Physics Class 2009, The Gembel
Group, Avolen Siahaan, Hanna Monica Hutabarat, Jefri Waruwu and who have
v
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, then the authors welcome any suggestions and constructive
criticism from readers for this thesis perfectly. The author hope the contents of
this paper would be useful in enriching the repertoire of knowledge.
Medan, Juli 2013
Author,
THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE OF STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) BASED ON MIND MAPPING
ON LEARNING OUTCOMES OF STUDENTS IN THE DYNAMIC ELECTRICS SUBJECT MATTER IN CLASS X EVEN
SEMESTER SMA N 1 PERBAUNGAN A.Y. 2012/2013 Mas Andri Marbun (409322022)
ABSTRACT
This research aims to know the results of student learning by using cooperative learning model of the type of student teams achievement divisions (STAD) based on mind mapping in experiment class and learning conventional models in the control class, and also to know the influence of cooperative learning model of the type of student teams achievement divisions (STAD) based on mind mapping on learning outcomes of students.
Type of this research is quasi experimental. The population of this research is all the students class X even semester SMA Negeri 1 Perbaungan A.Y. 2012 / 2013 which consisted of 298 students and consisting of six classes regular and 2 class excellent. A sample of this research was taken two classes are determined by means of cluster random sampling, namely class X4 as a experiment class and a class X5 as a control class that each class number 39 students and 41 students.
vi
CONTENTS
Page
Legitimation Sheet i
Biography ii
Abstract iii
Acknowledgements iv
Contents vi
Figures List viii
Tables List ix
Appendix List x
CHAPTER I INTRODUCTION 1
1.1. Background 1
1.2. Problems Identification 5
1.3. Problems Limitation 5
1.4. Problems Formulation 6
1.5. Goal Research 6
1.6. Benefits of Research 7
1.7. Operational Definition 7
CHAPTER II LITERATURE REVIEW 8
2.1. Framework Theoretical 8
2.1.1. Definition of Learning 8
2.1.2. Teaching and Learning 10
2.1.3. Learning Model 11
2.1.4. Cooperative Learning 12
2.1.5. Cooperative type STAD 20
2.1.6. Mind Map 23
2.1.7. Learning Outcomes 25
2.3. Mindset 38
2.4. Hypothesis 39
CHAPTER III RESEARCH METHODOLOGY 40
3.1. Location and Time of Research 40 3.2. Population and Research Sample 40
3.3. Research Variables 41
3.4. Research Design 41
3.5. Procedure Research 42
3.6. Tools and Data Collection 44
3.6.1. The Research Instrument 44
3.6.2. The Validity of Test 45
3.7. Data Analysis Techniques 45
CHAPTER IV RESEARCH RESULT AND DISCUSSION 49
4.1. Result of Research 49
4.1.1. Description of Research Data 49
4.1.2. Testing of Data Analysis 50
4.2. Discussion 57
CHAPTER V CONCLUSIONS AND SUGGESTION 61
5.1. Conclusions 61
5.2. Suggestion 62
ix
TABLE LIST
Page Table 2.1 Model of Cooperative Learning 14
Table 2.2 Cooperative Learning Group Differences With 19
Conventional Learning Group
Table 2.3 Phase of Cooperative Learning Type STAD 21
Table 2.4 Calculation Score Developments 22
Table 2.5 Award Level Group 22
Table 2.6 Resistivity of Materials 29
Table 3.1 The Design of Experiments 41
Table 3.2 Test Prediction 44
Table 4.1 Pre-test Data Normality Test of Experimental and 51
Control Class
Table 4.2 Summary of Homogeneity Test Result of Pre-test Data 51
Table 4.3 Summary of Pre-test t-test Calculation 52
Table 4.4 Post-Test Data Normality Test of Experimental and 53
Control Class
Table 4.5 Hypothesis Test 54
Table 4.6 Test Results of Individual Observations and Results of 55
FIGURE LIST
Page
Figure 2.1 Example of Mind Mapping 24
Figure 2.2 An assortment of resistors used for a variety of 30
applications in electronic circuits.
Figure 2.3 The Symbol for a Resistor in Circuit Diagrams 31
Figure 2.4 The Current–Voltage Curve 32
Figure 2.5 A Simple Series Circuit 34
Figure 2.6 A simple parallel circuit 36
Figure 3.1 Step of research 43
Figure 4.1 Bar Chart of Pre-test Data in Experiment and Control Class 50
Figure 4.2 Bar Chart of Post-test Data in Experiment and Control Class 53
Figure 4.3 Category Test Individually and Value Pretest and posttest 56
Figure 4.4. Graph of Category Test Individually and Value Pretest 56
x
APPENDIX LIST
Page
Appendix 1. Lesson Plan I 64
Appendix 2. Lesson Plan II 74
Appendix 3. Worksheet 86
Appendix 4. Instrument of Research 88
Appendix 5. Test Prediction 92
Appendix 6. Pre-test and Post-test of Experimental Class 101
Appendix 7. Pre-test and Post-test of Control Class 102
Appendix 8. Pre-test Result of Experimental Class Recapitulation 103
Appendix 9. Pre-test Result of Control Class Recapitulation 105
Appendix 10. Post-test Result of Experimental Class Recapitulation 107
Appendix 11. Pre-test Result of Control Class Recapitulation 109
Appendix 12. Calculation of Mean Value and Standard Deviation 111
Experiment Class Appendix 13. Calculation of Mean Value and Standard Deviation 113
Control Class Appendix 14. Normality Test Calculation 115
Appendix 15. Homogenity Test Calculation 120
Appendix 16. Calculation of Hypothesis Test 121
Education has a very important role in generating fully human resource
both as individuals and as the general public. Improve education in Indonesia in
learning activities in schools is an activity that must be improved in order to reach
a goal in the form of changes in behavior, knowledge, and skills in self-learners.
In RI law No.20 year 2003 defines education as a conscious and planned
to create an condition of learning and learning process so that learners are actively
developing the potential for him to have the spiritual strength of religious,
self-control, personality, intelligence, noble character, and skills necessary,
community, nation, and state. So in the teaching and learning activities need to
develop a good learning process so as to create a charming condition and makes
students more actively in learning activities.
In improving the quality of education, the educators have a major role to
improve the quality of student learning. In conducting learning activities, teachers
as a educator besides knowing materials, certainly need to understand the learning
model and selecting appropriate learning model to give course material and how
the characteristics of the students who received the course material. Failure
educators in providing not only because the subject matter did not master the
material, but because of the use of models of learning and teaching methods are
less appropriate. Therefore, any attempt to do the teacher to improve student
learning outcomes is through the use of models of learning and teaching methods
appropriate to the subject matter being taught, so that students can learn with a
pleasant condition.
To educate is to help learners with full consciousness, either with tools or
not, in their obligation to develop and grow themselves to improve the capacity
and role of himself as an individual, community members, and the God’s creation.
2 learn for encouraging yourself to develop talents, personal and other potentials
optimally in a positive direction. (Made, 2007:11).
In the teaching and learning process in the classroom most teachers as a
center of learning and not involve students so that students are less active.
Learning often takes place in one direction without involving students. Due to the
lack of an active role of students then students are less engaged in the lesson, not
creative, and not interested in following the lessons taught by the teacher.
Basically, the teacher acts as a motivator, facilitator, mediator and mentor students
in learning. Teachers should be able to increase curiosity and makes the students
more active in participating in the lessons.
Physics sciences as part of the Natural Sciences (IPA) is an interesting
subject that studied natural phenomena around that often we experience in daily
life. However, the physical science learning is often seen as an abstract science
theories presented in the form of a less appealing and seem tough, assume that
physics is so difficult to be understood and mastered. Subjects are always taught
physics with formulas without explaining the physics concept itself so impressed
physics lessons to be difficult and tedious. Whereas physics requires more
understanding than memorization and not just formulas learned in this lesson but
also natural events that occur in the environment.
Learning physics has the objective to solve the problems faced by students
in order to have a broader view and to have respect for the usefulness of physics
as part of the natural sciences and technology (science and technology). However,
reports from the bright print and electronic media showed unsatisfactory results
on students' learning outcomes physics.
The quality of learning outcomes in Indonesia is still considered
inadequate, from interviews with researcher’s physics teacher at SMAN 1
Perbaungan known that the average value of final exams on the subjects of
physics still unsatisfactory. The low of learning outcomes is due to students
learning physics by learning difficulties experienced by students on any subject
matter that result in decreased desire to learn the physics. Physics teacher also
3 there are some students who have a great interest and there are also students who
are not interested in the slightest to learn particular lessons Natural Sciences.
The interview and experience researcher in SMA N 1 Perbaungan seen
that many students who are interested less in learn physics because of the
formulas that we get in physics and assume that physics is hard because in both
physics many things abstract and so students lost understanding of the physics
behold often be found in daily life because physics not just learning about
formulas but the natural phenomena happened.
Some teachers use only conventional learning models in physics lessons
taught in class. The teacher does not use the learning model that correspond to the
competencies to be achieved by students in a physics lesson, so that teaching and
learning are not giving good results to the students. Many students are not
learning competence achieved in the classroom because it does not appropriate
model used by teachers.
From the problems discussed above, educators need to do varied learning
model to foster interest in learning and students must comply with the competence
to be achieved from these lessons. One can use the model of learning in the
cooperative. Cooperative learning is a learning approach that focuses on the use of
small groups of students to work together in maximizing learning conditions to
achieve learning objectives. This Learning Model can be helping students acquire
the academic content and skills to address important social and human relations
goals and objectives (Arends: 2009).
Cooperative learning has been one of the most researched teaching
models. In Arends, Cooperative learning lessons can be characterized by the
following features:
Students work in teams to master learning goals.
Teams are made up of high-, average -, and low-Achieving students. Whenever possible, teams include a racial, cultural, and gender mix. Reward systems are oriented to the group as well as the individual.
The model of cooperative learning was developed to Achieve at least three
4 diversity, and social skill development. In Arends, (Slavin: 1996) believed that the
focus of cooperative learning group changes the norms of youth culture and
makes it more acceptable to excel in academic learning tasks. In addition to
changing norms associated with achievement, cooperative learning can benefit
both low-and high-Achieving students who work together on academic tasks.
In this study various models of learning known one is cooperative
learning. Majority of teachers think that they are already implementing
cooperative learning each time having students work in small groups. But teachers
have not noticed a structured classroom activity so that the role of each member of
the group has not seen. In various types of cooperative learning recognized one of
them is the type of cooperative learning Student Teams Achievement Divisions
(STAD).
Based on the existence of these problems the author tries to do research in
an effort to improve student learning outcomes by applying the model type
Cooperative Learning Student Teams Achievement Divisions (STAD) using mind
mapping. Teachers using STAD present new academic information to students
each week or on a regular basis, either through verbal presentation or text
(Arends: 2009). In this study the researchers apply the type STAD cooperative
model with the method of mind mapping. With these students can be more active
in learning and understanding the concepts of physics itself is not just a physics
formula and they can understand the purpose and concept of the formula. With
this model STAD students can share their knowledge to friends who do not
understand the study. Students can share their knowledge with friends and do not
hesitate to ask your friends who already understand about the lesson. With mind
mapping also students can be more innovative and creative in learning the full
creation. Students are also able to express their understanding of physics with
mind mapping.
Writer realizes fully that learning cooperative had reviewed by student.
The research results that review before is done by Novita ( 2009 ) that uses kind
5 73,33. Novita ( 2009 ) declaring that the influence significant between use kind of
classroom cooperative type STAD against study result of the students.
The difference in general previous research with this study is that previous
research, the type of cooperative learning Student Teams Achievement Divisions
(STAD) the student is unable to provide the required media while learning so that
the learning process less attractive. In this study, in addition to determine the
effect of cooperative learning model type Student Teams Achievement Divisions
(STAD) as well as to make the learning process interesting, so students do not
easily get bored in learning physics.
Based on the above, the authors conducted a study using cooperative
learning model type of Student Teams Achievement Divisions (STAD) on
learning outcomes of students in the Dynamic Electrics subject matter in class X
which will be held in SMA Negeri 1 Perbaungan. The title is taken the author are:
" The Effect of Cooperative Learning Model Type of Student Teams Achievement
Divisions (STAD) Based on Mind Mapping on Learning Outcomes of Students in
The Dynamic Electrics Subject Matter in Class X Even Semester
SMA Negeri 1 Perbaungan Academic Year 2012/2013".
1.2. Problem Identification
Based on the background of the above problems, the main points of the
problem taken as follows:
1. The results obtained by students studying physics is still low.
2. Lack of interest and motivation student against learning physics.
3. Teacher learning methods those are less varied and less precise.
4. Less involvement of students in learning.
1.3. Problem Limitation
Because of the breadth of the problems of research and lack of expertise
and time, the researchers need do extent of the problem. The extent of the problem
6 1. Implementation of cooperative learning model type Student Teams
Achievement Divisions (STAD) with mind mapping method in the class.
2. Student learning outcomes in the subject matter of the Dynamic Electrics.
3. Subjects of research conducted at the Senior High School class X even
semester of the Academic year 2012/2013.
1.4. Problem Formulation
Based on the background of the above problems, the formulation of the
problem in this research is:
1. How the learning outcomes of students using cooperative learning model
type Student Teams Achievement Divisions (STAD) Mind Mapping based
on learning outcomes of students in the Dynamic Electrics subject matter
in class X even semester SMA Negeri 1 Perbaungan academic year
2012/2013?
2. How physics student learning outcomes using conventional learning model
law on the Dynamic Electric subject matter in class X Senior High School
SMA Negeri 1 Perbaungan even semester academic year 2012/2013?
3. Is there any effect of using cooperative learning model type Student
Teams Achievement Divisions (STAD) on learning outcomes of students
in the Dynamic Electrics subject matter in class X even semester SMA
Negeri 1 Perbaungan academic year 2012/2013?
1.5. Goal Research
As for the objectives of this study were:
1. For know learning outcomes student with use cooperative learning model
type Student Teams Achievement Divisions (STAD) on the subject matter
in class X Dynamic Electrics semester SMA Negeri 1 Perbaungan
academic year 2012/2013.
2. For know learning outcomes student with using a model of learning
Conventional on material principal Dynamic Electrics in the even semester
7 3. For know large influence cooperative learning model type Student Teams
Achievement Divisions (STAD) on learning outcomes of students in the
Dynamic Electrics subject matter in class X even semester SMA Negeri 1
Perbaungan academic year 2012/2013.
1.6. Benefits of Research
The expected benefits of the research in this study are:
1. For provide opportunity to student for expand insight knowledge in the
learning process.
2. For material input for physics teachers in selecting appropriate learning
model.
3. For provide experience on reader in embed concept - the concept physics.
4. For reference for researcher in do more research further.
1.7. Operational Definition
Operational definition presented in this study as follows:
1. Teaching is a process that works guiding and developing self appropriate
with task development should run by students it.
2. Learning type cooperative Student Teams Achievement Divisions (STAD)
based on mind mapping is one of type or model of learning cooperatively
designed for affect pattern interaction student and as an alternative to
structure class traditional for grow comprehension concept.
3. Learning Conventional is teaching usually teachers do in classroom use
method expository, question and answer and discussion.
4. Learning outcomes is mastery relationships that have been obtainable so
CHAPTER V
CONCLUSION AND SUGGESTION
Based on the analysis of the results obtained, the authors present
conclusions and suggestions as follows:
5.1. Conclusion
1. Learning outcomes students experiment class are given preferential
treatment by using cooperative learning model type Student Teams
Achievement Divisions (STAD) in Electric Dynamic subject matter in
class X semester II SMA Negeri 1 Perbaungan A.Y. 2012/2013, with an
average value of 34,1 pretes and average value of postes 76,56 include in
the good category.
2. Learning outcomes students control class are given preferential treatment
by using conventional learning model in Electric Dynamic subject matter
in class X semester II SMA Negeri 1 Perbaungan A.Y. 2012/2013, with an
average value of 32,94 pretes and average value of postes 70,48 include in
the good category.
3. There is any effect of the model type of Cooperative Learning Student
Teams Achievement Divisions (STAD) based on mind mapping on
learning outcomes of students in the Dynamic Electrics subject matter
62 5.2. Suggestion
1. The researchers want to further examine the cooperative learning model of
the type Student Teams Achievement Divisions (STAD) in order to better
direct the students more actively in the discussion groups.
2. The researchers want to further examine the cooperative learning model of
the type Student Teams Achievement Divisions (STAD) in order to better
guide students in discussion groups.
3. The researchers want to further examine the type of cooperative learning
Student Teams Achievement Divisions (STAD) furthermore, in order to
use the time as effectively as possible.
4. The researchers want to further examine the cooperative learning model of
the type Student Teams Achievement Divisions (STAD) in order to better
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