THE EFFECTIVENESS OF GUIDED INQUIRY LEARNING MODEL WITH MACROMEDIA FLASH TO INCREASE STUDENT’S
ACHIEVEMENT ON THE TEACHING COLLOIDAL SYS TEM IN SEN IOR HI GH SCHOOL
By:
Yolanda Octa Putri Bangun Reg.Number 4113131081
Bilingual Chemistry Education Program
A THESIS
Submitted to Fulfill the Requirement for Getting the Degree of Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
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ACKNOWLEDGEMENT
First of all I would like to devote my greatest thanks to the Almighty God, Jesus Christ who always give blessing and provide health, wisdom, strength, knowledge and material for writer in composing this thesis accordance with the planned time.
The title of thesis is “The Effectiveness of Guided Inquiry Learning Model with Macromedia Flash to Increase Student’s Achievement on the Teaching Colloidal System in Senior High School” 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, the writer would like to express the thanks and great appreciation to Prof. Dr. Albinus Silalahi, M.S as my thesis supervisor for his valuable time spent in giving guidance, advices, motivation, and suggestion during completing this thesis and also thanks to Dr. Zainuddin Muchtar, M.Si., as Academic Supervisor for his support and advice when learning in college. The writer also thanks to Prof. Dr. Retno Dwi Suyanti, M.Si., Drs. Bajoka Nainggolan, M.S., and Agus Kembaren, S.Si, M.Si., as examiner for this thesis that giving me advices, suggestion, guidance, and constructive comments for this thesis’s completeness.
The writer also says thanks to Prof. Drs. Motlan Sirait, M.Sc, Ph.D., as the Dean of Mathematics and Natural Science Faculty, State University of Medan, Prof. Dr.rer.nat. Binari Manurung, M.Si., as the Coordinator of Bilingual Program, Dr. Iis Siti Jahro, M.Si., as Secretay of Bilingual Program, Agus Kembaren, S.Si, M.Si., as the head of Chemistry Department and Mr.Syamsudin as administrator of Bilingual Office for their advices and other necessary administrative business. The writer also say thanks to Prof. Dr. Retno Dwi Suyanti, M.Si., as instrument’s validator in this research.
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A deepest love, appreciation and thanks also goes to my parents, Alm. Drs. Darwin Bangun and Dra. Rosida Meliala, also my brother Hiskia Andika Putra Bangun, my sister Clara Sri Menda Bangun, my cousin Filya Dina Sari Bangun for their motivation, prayers, strength, and financial support to me during my university lecture process. They are the most important people in my world and I dedicated this thesis to them especially to my best daddy.
Special thanks are given to all my crazy classmate that I can’t mention one by one in Bilingual Chemistry Education 2011 that always give me the best moment in my education process, especially for my best ever Angela Sinambela and Anggun Pardosi that always give me support and spirit and always patient to hear and answer my many question. I also thanks to my PPL friends SMAN 2 Lintongnihuta Nova, Nancy, Tari, Aprita, Ricky, Ucok, Jasmen, Doni, Joni, Roni, and Togi for all great experience. The writer also would like to say thanks to every one whose names cannot be mentioned one by one for your support and helping in my thesis process.
Finally, writer hopes this thesis can be used for those who would like to explore more about learning model in colloidal system. The writer realize that this thesis is still far from being perfect therefore critique and suggestion are needed for further improvement of this thesis.
Medan, June 2015 The Writer,
iii macromedia flash is significant higher than student’s achievement that be taught by direct instruction model in the teaching colloidal system and to know the effectiveness and cognitive aspect that most improve through the experiment class. The population of this research was senior high school student year XI and due to the limitation, SMAN 15 Medan as sample. Sample was chosen by purposive sampling and taken 2 classes from the population. The first class was used as experimental class and second class was used as control class. In experimental class, the method that used was Guided Inquiry learning model with macromedia flash while in control class used Direct Instruction model. Instrument that used is 20 items of multiple choice tests. Before conducting the research, the instrument was analyzed by using SPSS-17 and Microsoft Excel for the validity, reliability, difficulty level and discrimination index. From 40 questions of instrument test, finally gotten 20 items valid with reliability at 0.8829.
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CONTENTS LIST
Page
Agreement Sheet i
Biography ii
Abstract iii
Acknowledgement iv
Contents List vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I INTRODUCTION 1
1.1 Background 1
1.2 Problem Identification 4
1.3 Problem Limitation 5
1.4 Problem Formulation 5
1.5 Research Objective 5
1.6 Research Benefit 6
1.7 Operational Definition 6
CHAPTER II LITERATURE REVIEW 7
2.1 The Nature of Learning Chemistry 7
2.2 Learning Strategies 7
2.3 Inquiry Learning Model 8
2.4 Guided Inquiry Learning Model 9
2.4.1 Definition of Guided Inquiry Learning Model 9 2.4.2 The Characteristic of Guided Inquiry Learning Model 10 2.4.3Learning Steps of Guided Inquiry 11
2.5 Direct Instruction Method 12
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CHAPTER III RESEARCH METHODOLOGY 18
3.1 Location and Time of Research 18
3.8 Percentage of Improved Learning Outcomes 27
3.9 Hypothesis Testing 27
CHAPTER IV RESULT AND DISCUSSION 29
4.1 Research Result 29
4.2 The Instrument’s Analysis 29
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4.2.2 Reliability of Instrument Test 30 4.2.3 Difficulty Level of Instrument Test 30 4.2.4 Discrimination of Index Test 31
4.3 Result Data of Research 31
4.4 Data Analysis 32
4.4.1 The Normality Test 32
4.4.2 Homogeneity Test 34
4.4.2 Hypothesis Test 35
4.5 The Percentage of Improved Learning Outcomes 36
4.6 Cognitive Aspect Improvement 36
4.1 Discussion 39
CHAPTER V CONCLUSION AND SUGGESTION 42
5.1 Conclusion 42
5.2 Suggestion 42
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LIST OF TABLE
Table 2.1 The Syntax of Direct Instruction Method 13 Table 3.1 The Design of Research by Using Guided Inquiry 19
Learning model with Macromedia Flash to Increase the Student’s Achievement in the Teaching Colloidal System
Table 3.2 Instruments Specification 22
Table 4.1 Average and Standard Deviation of Pretest, Posttest, 31 and Gain Data
Table 4.2 Result of Normality Test by Using SPSS-17 Program 33 Table 4.3 Result of Normality Test by Using Chi-Square Test 33
Table 4.4 Description of Homogeneity Test 34
Table 4.5 Data of Hypothesis Test 35
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LIST OF FIGURE
Figure 3.1 The Scheme of Research 21 Figure 4.1 Average Gain of Cognitive Aspect in Control Class 37 Figure 4.2 Average Gain of Cognitive Aspect in Experiment Class 37 Figure 4.3 Comparison of Average Gain from Cognitive Aspect 38
Level
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LIST OF APPENDIX
Appendix 1 Colloidal System Material 46
Appendix 2 Syllabus 56
Appendix 3 Lesson plan (Experiment class) 59 Appendix 4 Lesson plan (Control class) 88 Appendix 5 Test Categories (Before Validation) 111 Appendix 6 Instrument Test (Before Validation) 122
Appendix 7 Answer Key of Instrument Test (Before Validation) 131 Appendix 8 Calculation of Validity Test 132 Appendix 9 Table of Validity Test 137 Appendix 10 Calculation of Reliability Test 138 Appendix 11 Table of Reliability Test 140
Appendix 12 Calculation of Difficulty Level 141 Appendix 13 Table of Difficulty Level 143 Appendix 14 Calculation of Discrimination of Index Test 144 Appendix 15 Table of Discrimination Index 147 Appendix 16 Test Categories (After Validated) 148
Appendix 17 Instrument Test (After Validated) 155 Appendix 18 Data Result of Student 158 Appendix 19 Calculation of Normality Test 162 Appendix 20 Calculation of Homogeneity Test 171 Appendix 21 Calculation of Hypothesis Test 175
Appendix 22 Percentage of Improved Learning Outcomes 178 Appendix 23 Calculation of Cognitive Aspect 183 Appendix 24 Average Gain from Each Level of Cognitive Aspect 189
Appendix 25 Question Analysis 191
Appendix 26 Documentation 193
Appendix 27 Table of Critical Value from r Product Moment 198
Appendix 28 Chi Square Value 199
1
CHAPTER I
INTRODUCTION
1.1 Background
Education is learning process that obtained by every human to make the
human know, understand, and more mature, as well as able to make people more
critical in thinking. Humans being are to educate and to be educated. The primary
aim of education is sustain individual and societal improvement. Educational
programs and policies play a pivotal role in social and individual progress. Social
progress clearly indicates a general development in the community in terms of
economic, social and cultural aspects (Turkkahraman, 2012). Thus, education has
very important role in the progress of a nation because without education
development of a nation is not going to happen.
Improving the quality of education is very important to be able compete in
today's global era. Now, the era of globalization is characterized by advancement
of science and technology as well as information. In that era, education
institutions such as schools are required to be able to create human resources that
competent and able to compete with other countries. Therefore, in the
management and implementation of education, an educational institution must be
always ready to adapt by observing the learning process that applied.
Student learn in many ways by seeing and hearing, reflecting and acting,
reasoning logically and intuitively, memorizing and visualizing and drawing
analogies and building mathematical models, steadily and in fits and strats.
Teaching methods also very. Some instructors lecture, others demonstrate or
discuss, some focus on principles and others on applications; some emphasize
memory and other understanding. How much a given student learns in a class is
governed in part by that student’s native ability and prior preparation but also by
the compability of his or her learning style and the instructor’s teaching style
(Felder and Silverman, 1998). So, from the opinion above it is clear that the
2
minim and limited that make students are less interested in following the teaching
and learning process. Compared with the researcher apply during PPLT, by using
Macromedia Flash in delivery the materials, students pay more attention and more
enthusiastic in receiving learning. It can be seen in increasing the student
achievement from UH-2 to UH-3. The average of UH-2 in class XI-MIA 1 is
51.75 and the average of UH-3 is 77.5. Similarly with the fact that researcher
found at initial observation in SMAN 15 Medan, learning model that applied also
used direct instruction model and the use of media still minim and limited that
make the students are still low in chemistry learning outcomes. It can be seen
from the results of daily exam with the KKM value of chemistry is 72, while the
students that were able to achieve it only 30%.
Chemistry is one of the most important branches of science; it enables
learners to understand what happened around them. Because chemistry topics are
generally related to or based on the structure of matter, chemistry proves a
difficult subject for many students (Sirhan, 2007). Many students view chemistry
as one of the most difficult subjects to study at all levels 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, 2003). Therefore, required austerity of teachers in
selecting appropriate teaching methods is one of the key success of learning
3
From the problems above, required a model of learning that can give
interest and convenience for students in understanding the subject matter. One
way that can be used to solve the problem above is using a model of learning that
involves students and makes students actively in the learning process by using
Guided Inquiry learning model. In guided inquiry method, teachers and learners
play a crucial role in asking questions, developing answers and structuring of
materials and cases. The usage of guided inquiry method is very important in
transition from lecturing method to other teaching methods which are less and
more clearly structured for alternative solutions. Guided inquiry activities help
students to develop their individual responsibility, cognitive methods, report
making, problem solving and understanding skills (Jack, 2013).
Colloid is one of chemistry matter that much discuss theory so required
creativity of teachers in selecting a learning model to explain the material so that
students are not difficult and saturate to understand the teacher's explanation.
According to Zainuddin and Lailan (2007), the colloidal system is one of the
topics in chemistry learning that contains concepts, where one side has an abstract
concept and the other hand its application easy to find in everyday life. So, the
Macromedia Flash is combination of learning concept with the audiovisual
technology capable of generating new features that can be used in education.
Macromedia Flash animation able to present abstract concepts clearly illustrated
more attractive to students with a variety of animated images. In colloidal
material, most of the concepts are abstract for example the difference between
solution, colloids and suspensions, the Tyndall effect process, brown motion,
coagulation, and so forth, so that it is necessary to use media such as Macromedia
4
Some research showed the effectiveness of guided inquiry learning model
to improve student achievement. Research conducted by Kristanti (2011),
Pengaruh Penerapan Model Pembelajaran Inkuiri Terbimbing Terhadap
Keterampilan Proses Sains dan Prestasi Belajar Siswa Kelas XI IPA SMA Negeri
1 Batu Pada Materi Koloid, obtained student achievement that significant
between student that taught by guided inquiry learning model than student that
taught by conventional method, where student achievement that taught by guided
inquiry learning model is higher 86.5% than student that taught by conventional
method 82.6%. Purwati and Suyanti (2014), The Influence of Guided Inquiry
Learning Method with Macromedia Flash toward Student’s Achievement in the
Solubility and Solubility Product Topic, obtained data of experimental class taught
by guided inquiry learning methods with Macromedia Flash media can improve
student achievement in higher category (0.78 ± 0.0940) and control class taught
by conventional methods can improve student achievement in medium category
(0.59 ± 0.1124), it can be concluded that the student achievement that were taught
by guided inquiry learning methods with Macromedia Flash media is higher than
the conventional method.
Based on the description, the researcher is interested to conduct a research
with the title “The Effectiveness of Guided Inquiry Learning Model With
Macromedia Flash to Increase Student’s Achievement on the Teaching
Colloidal System in Senior High School”.
1.2 Problem Identification
With the background above identified some problem namely: 1) Whether
chemistry teacher doesn’t implement other learning models beside direct
instruction model? 2) Do students consider that chemistry is less attractive and
difficult to understand? 3) The use of learning media in teaching and learning
process.
To reveal the things in the problem identified above, overall through this
research is not yet possible. Some things in these problems are still limited
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1.3 Problem Limitation
Problem limitations in this research are:
1. Material that be taught is about colloidal system in class XI science.
2. This study is measured the cognitive aspect.
3. Learning model that will be used is Guided Inquiry.
4. Learning media that will be used is macromedia flash.
1.4 Problem Formulation
Based on the problem limitation above, the problem formulation of this
research are:
1. Is student’s achievement that taught by guided inquiry learning model with
macromedia flash significant higher than student’s achievement that taught by
direct instruction model in colloidal system topic?
2. What is the effectiveness of guided inquiry learning model with macromedia
flash to increase student’s achievement on the teaching colloidal system?
3. What is cognitive aspect that most improve by implementation of guided
inquiry learning model with macromedia flash in colloidal system topic?
1.5 Research Objectives
The research objectives are as follows:
1. To determine whether there is significant higher of the student’s achievement
that taught by guided inquiry learning model with macromedia flash than
student’s achievement that taught by direct instruction model in colloidal
system topic.
2. To investigate the effectiveness of guided inquiry learning model with
macromedia flash in increasing student’s achievement on the teaching
colloidal system.
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1.6 Research Benefits
After doing this research, the benefits that expected are:
1. As consideration for teacher to use guided inquiry learning model with
macromedia flash in teaching and learning process in classroom to increase
achievement of student.
2. Increase student achievement and help students to be more active in learning
process.
3. For other researcher, as an input in doing research.
1.7 Operational Definition
The operational definitions in this research are:
1. Guided Inquiry Learning is a model where the teachers and learners play a
crucial role in asking questions, developing answers and structuring of
materials and cases. Guided inquiry activities help students to develop their
individual responsibility, cognitive methods, report making, problem solving
and understanding skills (Jack, 2013).
2. Macromedia Flash is a software that widely used by web professionals due to
its impressive capabilities in multimedia displays, combining elements of text,
graphics, animation, sound and interactivity for the user of internet animation
program (Rahman et.al, 2008).
3. Student’s achievement is an evidence of learning success or ability of students
in conducting learning activities appropriate with the weight that reached
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effective to increase student’s achievement in teaching colloidal system
with the effectiveness is 77.02%.
3. The cognitive aspect that most improve through guided inquiry learning
model with macromedia flash is C3. It could be seen from the average
gain score of C3 is 0.8009 that included highest value of average gain of
cognitive aspect.
5.2 Suggestion
Considering to the result of the research, there are some suggestion to make
the teaching and learning process in chemistry more effective to improve the
student’s achievement as follows:
1. For chemistry teacher, it is suggested to use appropriate model and
media like guided inquiry learning model with macromedia flash to
improve student’s achievement in teaching and learning colloidal
system.
2. For school holder, it is suggested for developing and providing the good
model and media like guided inquiry learning model with macromedia
flash in teaching and learning process especially for chemistry subject
because it is effective to improves student achievement.
43
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