• Tidak ada hasil yang ditemukan

THE EFFECTIVENESS OF INNOVATIVE PRACTICUM GUIDANCE TO INCREASE STUDENT LEARNING OUTCOME ON THE TEACHING ACID AND BASE SOLUTION FOR SENIOR HIGH SCHOOL.

N/A
N/A
Protected

Academic year: 2017

Membagikan "THE EFFECTIVENESS OF INNOVATIVE PRACTICUM GUIDANCE TO INCREASE STUDENT LEARNING OUTCOME ON THE TEACHING ACID AND BASE SOLUTION FOR SENIOR HIGH SCHOOL."

Copied!
28
0
0

Teks penuh

(1)

THE EFFECTIVENESS OF INNOVATIVE PRACTICUM UIDANCE

TO INCREASE STUDENT LEARNING OUTCOME ON THE

TEACHING ACID AND BASE SOLUTION

FOR SENIOR HIGH SCHOOL

THESIS

One of Requirement to Get Degree of Master Education Chemistry Education Program

By

DEWI NATALIA MARPAUNG Registration Number. 8156142018

POSTGRADUATE CHEMISTRY EDUCATION PROGRAM

STATE UNIVERSITY OF MEDAN

(2)
(3)
(4)
(5)

ii

Dewi Natalia Marpaung. Nim 8156142018. The Effectiveness of Innovative Practicum Guidance to Increase Student Learning Outcome on The Teaching Acid and Base Solution For Senior High School. Thesis. Master of Postgraduate Program, State University of Medan, 2017

The purpose of this study was (1) to know the feasibility and perception of lecturer and chemistry teacher in practicum guidance integrated guide inquiry model based on BSNP of questionnaire has been modified (2) to know the student achievement that learned by using innovative practicum

guidance higher that student’s achievement that using practicum guidance from school on acid

and base solution (3) to know the students science process skill that using innovative practicum

guidance higher than student’s science process skill using practicum guidance from school on practicum of acid and base solution (4) to know the effectiveness of innovative practicum

guidance that was developed can increase student’s achievement. The stage in this study were (1) analysis of practicum guidance that used in school target, (2) prepare and develop innovative practicum guidance (3) standardization of feasibility of innovative practicum guidance to expert judgment (lecturer and teacher) (4) implementation of practicum guidance in SMA Negeri 5 Medan, (5) revise practicum guidance and determine the effectiveness of innovative practicum guidance. Average of innovative practicum guidance in feasibility of content is 4.56, feasibility of language 4.60, feasibility of presentation is 4.55, and feasibility of graphing is 4.57. So can concluded that practicum guidance very valid and feasible to use. Student science process skills that use innovative guidance have average 77.73 means student have good skill, and science process skill that use practicum guidance from school average 55.71 means that student have competent skill. Increasing of student achievement proved by gain normalized, where student achievement in experiment class I have gain 0.76 higher than student achievement in experiment class II have gain 0.64. Effectiveness of innovative practicum guidance is 75% higher than practicum guidance that used in school is 63%.

(6)

ACKNOWLEDGEMENT

The greatest praise and thanksfulness to the Almighty God for His Grace and Blessing who always give health, spirit, strength, and everything to the writer in finishing this thesis well and accordance to the planning time.

The title of this thesis is “ the effectiveness of innovative practicum guidance to increase student learning outcome on the teaching acid and base

solution for senior high school ” has been arranged to obtaine the degree of

Master of Chemistry Education , Postgraduate program, State University of Medan (UNIMED).

In this oppurnity, I would like to express the great appreciation to Dr. Mahmud, M.Sc and Prof. Dr. Ramlan Silaban, M.Si. as my Thesis Supervisor thanks for their valuable time spent in giving guidance, advices, motivation and suggestion during the process completing this thesis. Unforgetable also for my thesis examiner, Dr. Ajat Sudrajat, M.Si., Dr.Murniaty Simorangkir, MS, and Dr. Ir. Nurfajriani, M.Si as reviewer counselor for their valuable time spent in giving guidances, advices, motivations, comments, and suggestions during the process in finishing this thesis.

Writer also says thanks to Prof. Dr. Ramlan Silaban, M.Si as the head of Chemistry Education in Postgraduate Program and Desi Yuliana, Spd as administrative, thanks for helping me to prepare my administrative for my research. Great thanks to prof.Dr.Retno Dwi Suyanti, M.Si and Dr. Marham Sitorus, M.Si as expert judgment of innovative practicum guidance in this

Writer also says thanks to Dr.Harris H Simamora, M.Si as principle of SMA Negeri 5 Medan also to Eni Rismawati S.Pd, M.Si as chemistry teacher that have given their helping, motivation and support to finish the research.

(7)

iv

Marpaung, M.Pd, Edi Pranata Marpaung, S.H, Irfan Marpaung, Sisca Pebriani Marpaung and Efratiwi Marpaung) that always understand me and give me support every time to do my best ,who have given great motivation during finish this thesis.

Special thanks also for all my best friend, Mei Uli Siboro, Meida Marpaung,and also for all of executive class of Chemistry Education in B-1. And unforgetable for my Lovely Boy Syukri Tambunan for love, pray suggestion motivation and careness that always give me support during finis this thesis.

Finally, writer hopes this thesis would be useful for everyone who would like to explore more abouteffectiveness and development of innovative practicum guidance to increase student learning outcomes on the teaching of acid and base solution for Senior high school the writer realize that thesis is still far from perfect therefore, critique and suggestion are needed for further improvement of this thesis. May God bless us forever.

Medan, April 2017 Writer,

(8)

LIST OF CONTENT

Pages

Ratification Sheet. ... i

Abstract ... ii

Acknowledgment ...iii

List of Content ... v

List of Figure ... viii

List of Table ... ix

List of Appendix ... x

CHAPTER I INTRODUCTION 1.1 Research Background ... 1

1.2 Problem Identification ... 7

1.3 Scope of Research ... 7

1.4 Problem Formulation ... 8

1.5 Research Objective... 8

1.6 Significant Research ... 9

1.7 Operational Definition... 9

CHAPTER II LITERATURE REVIEW 2.1 Research And Development (R&D) ... 10

2.1.1 Characteristic Of Research And Development (R&D) ... 10

2.1.2 Main Component Of Research And Development (R& D) ... 11

2.1.3 Step In Research And Development (R&D) ... 12

2.1.3.1Sugiono Model ... 12

2.1.3.2Addie Model ... 13

2.1.3.3Borg And Gall Models ... 14

2.2 Learning Theory ... 15

2.3 Learning Process ... 15

(9)

vi

2.5 Learning Model ... 16

2.6 Inquiry Model ... 17

2.6.1 Advantage of Inquiry Model ... 17

2.6.2 Inquiry Level Models ... 18

2.6.3 Guide Inquiry ... 18

2.6.4 Guide Inquiry Laboratory ... 19

2.6.5 Syntax of Guide Inquiry Model ... 19

2.7 Science Process ... 20

2.7.1 Process Skill in Science Process Skill ... 21

2.7.2 The Advantage of Science Process Skill ... 23

2.8 Implementation of Activites Laboratory in High School ... 23

2.9 Scientific Approach ... 24

2.9.1 Principles of Scientific Learning Approach / Scientific ... 25

2.9.2 The Objectives of Scientific Approach ... 26

2.10 Practical Guidance ... 26

2.11 Standard of Practical Handbook Based On BSNP ... 27

2.12 Relevant Research ... 29

2.13 Conceptual Framework ... 30

2.14 Hypotheses ... 31

CHAPTER III RESEARCH METHOD 3.1 Type of Research ... 32

3.2 Location and Time Research ... 32

3.3 Population and Sample Research ... 32

3.4 Research Procedure ... 33

3.5 Research Instrument. ... 36

3.5.1 Questionnaires of Practicum Guidance ... 36

3.5.2 Instrument Test ... 37

3.5.3 Instrument of science Process skill ... 37

3.6 Research Validation ... 38

(10)

3.7.1 Normality Test ... 39

3.7.2 Homogeneity Test ... 39

3.7.3 Hypothesis Testing ... 39

3.7.4 Successful of Teaching Material Towards Students Achievement ... 40

3.7.5 The Percentage of Effectiveness Learning Achievement ... 40

CHAPTER IV RESULT AND DISCUSSION 4.1 General Discussion of Research ... 41

4.2 Analysis of Practicum Guidance In Existing of The School ... 42

4.3 Development Of Chemistry Practicum Guidance ... 43

4.4 Standardization Of Innovative Practicum Guidance ... 48

4.4.1 Aspect Of Feasibility Of Content ... 48

4.4.2 Aspect Of Feasibility Of Language ... 49

4.4.3 Aspect Feasibility Of Presentation ... 50

4.4.4 Aspect Feasibility Of Graphing ... 51

4.5 Implementation of Innovative Practicum Guidance Towards Students Achievement ... 52

4.5.1 Normality Test ... 53

4.5.2 Homogeneity Test ... 54

4.5.3 Hypothesis Test ... 55

4.6 Implementation of Innovative Practicum Guidance ... 56

4.7 Evaluation the Effectiveness Of Innovative Practicum Guidance ... 56

4.8 Discussion ... 58

4.9 Rresearch Limitation ... 60

CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ... 62

5.2 Suggestion ... 63

REFERENCES ... 64

(11)

ix

LIST OF TABLE

Table 2.1 Syntax of Guide Inquiry Model ... 17

Table 2.2 Relevant Research ... 29

Table 3.2 Criteria for Practicum Guidance ... 37

Table 3.3 Instrument of Science Process Skill ... 38

Table 4.1 Component of Practicum Guidance ... 47

Table 4.2 Result of Student achievement in experiment I and experiment II ... 51

Table 4.3 Normality test for pretest and posttest result in Experiment Class I ... 52

Table 4.4 Normality test for pretest and posttest result in Experiment Class II .. 52

Table 4.5 Homogeneity Test of Pretest ... 53

Table 4.6 Result of Independent Samples Test ... 54

Table 4.7 Result of average Students’ Science Process Skill in Experiment-1 and Experiment II... 55

(12)

LIST OF FIGURE

Figure 2.1 Step of Research and Development Based Sugiyono ... 13

Figure 2.2 Step of Research and Development Based ADDIE ... 14

Figure 3.1 Research Procedure of Innovative Practicum Guidance Modified from ADDIE Development Model ... 35

Figure 4.1 Analysis of feasibility practicum guidance that used by school ... 43

Figure 4.2 Some of Description in Innovative practicum Guidance ... 44

Figure 4.3 Main Part of Practicum Guidance ... 45

Figure 4.4 Analyses Feasibility of Content ... 49

Figure 4.5 Analyses Feasibility of Language ... 50

Figure 4.6 Analyses Feasibility of Presentation ... 51

Figure 4.7 Analyses Feasibility of Graphing ... 52

(13)

x

LIST OF APPENDIX

Appendix 1 Syllabus ... 68

Appendix 2 Lesson Plan for Experiment Class ... 75

Appendix 3 Lesson Plan for Control Class ... 84

Appendix 4 Lattice Question for Test ... 94

Appendix 5 Feasibility Sheet Of Practical Guidance ... 101

Appendix 6 Rubric of Science Process Skill ... 105

Appendix 7 Observation Sheet Of SPS ... 109

Appendix 8 Students Achievement in Experiment I ... 112

Appendix 9 Students Achievement in Experiment-II ... 113

Appendix 10 Calculation of Percentage of Increasing Student Achievement ... 114

Appendix 11 Science Process Skill in Experiment I ... 117

Appendix 12 Science Process Skill in Experiment-II ... 118

Appendix 13 Tabulation Result of Questionnaire School Guidance ... 119

Appendix 14 Tabulation Results Questionnaire of Innovative Practicum ... 120

Appendix 15 Normality Test in Experiment-I ... 121

Appendix 16 Normality Test in Experiment-II ... 122

Appendix 17 Homogeneity Test ... 123

(14)

CHAPTER I

INTRODUCTION

To support these research there are several stage that should be discuss to make this research become good research, which consist of: Research background, Problem Formulation, Scope Of Research Problem Formulation, Research Objective, Significant Of Research, And Operational Definition that will explain in this stage as follow:

1.1Research Background

According to law of republic of Indonesia No.20th, 2003 in National education system” each unit formal and non formal education provides facilities that need of education in accordance the growth and development of physical potential, intellectual, social, emotional, and obligation of learners”. Improving the quality of education is closely related to the teaching and learning process in classroom. Learning activity are carried out the process of stage of unknowing material become understand such a materials. The success of delivery of material influenced two factors, first is internal factor which is exist within the student themselves, student level of intelligence, ability, attitude, aptitude, interest and motivation of students. Second is external factor which is coming from outside namely family, circumstance, curriculum, teaching method, and school facilities (book, practicum guidance and laboratory) and infrastructure (Syah. 2009).

(15)

2

use the tools and the right materials, it also helps their understanding of the chemical materials being taught in the classroom, in addition to students who have the curiosity is high then through their practicum can get answers from curiosity know is real. Practicum can also give children the opportunity to exercise the power of reason, rational thinking ability, and attitude in apply scientific methods in the search for the truth of what they learned. (Jahro, 2009)

Studying chemistry is not only to mastery the knowledge in the form of facts, concepts or principle but chemistry science that can be learned only through reading, writing, or listen (Jahro, 2009), Tezchan and Bligins (2004) stated parable about learning chemistry,” person who learned to draw, but without using paint and canvas, or person who wants to try to bring bicycle but without use of bicycle as well as person who studied chemistry without doing work laboratory, it means that the most effective learning chemistry should be do practicum activities. Especially is chemistry topic acid and base solution. Interviews and surveys beginning with some chemistry teacher who taught Grade XI of high school in Medan, obtained by the fact that in the process of teaching chemistry in schools not intensive do practicum this is due to several factors include: (1) lack of preparation and experience in students in practicum activities (2) tools and materials are incomplete is not even available in the laboratory (3) lack of practicum guidance provided in schools

(16)

domain but also can cultivate students' chemistry laboratory attitudes and skills. There are so many researcher in science education stated that work laboratory can increase students competence for science subject which able to develop cognitive, affective and psychomotor domain of students to reach the goal

Hudson (2001) argues that lab work is importance for the purpose of doing science, which name: engaging in and developing expertise in scientific inquiry and problem solving. The purpose of laboratory work can be characterized in different way. Lab is said to help students learn scientific concepts and to enhance student‟s interest, motivation, practicum skill and problem solving abilities. It is also said to help students develop understanding about science, about scientific work and how science connects to everyday life (Hofstein and Lunetta, 2004)

Results showed a lot of students who think that there is absolutely no role

or application in everyday life so is not interesting to learn (Stieff and Wilensky,

2003). In addition, students are also difficulties in constructing their thinking

related materials such as thermo chemical micro, acids and bases and chemical

changes with the reason his lack of practicum activities in the learning process

(Tatli and Ayas, 2012)

In constructivist learning, learners are actively developing their knowledge by thinking, doing and interacting with the surrounding environment (Tatli, 2011). According to research conducted by Tatli and Ayas (2012), the use of the laboratory is the implementation of a constructivism approach for effectively improving the ability to develop an understanding of learners through interactions with their surroundings

(17)

4

science, namely, Discovery / inquiry learning, Problem Based Learning and project based learning. The general approach is how educators are trying to increase students' motivation and interest in science in an attempt to scaling up of student learning outcomes. The scientific approach should be strengthened by applying the learning model based disclosure /research (inquiry). To encourage the ability of learners to generate contextual work, individual and group highly recommended

In this research model that used by researcher are guide inquiry. Sandoval and Reiser (2004) pointed out in order to build the inquiry-based classroom environment must construct a community of practice like the scientists work. In authentic inquiry-based activities, the students take action as scientists did, experiencing the process of knowing and the justification of knowledge.

Inquiry based laboratories are more student-centered, contain limited direction of the teacher and students take more responsibility. Inquiry based laboratory requires students to search for knowledge, generate hypothesis, collect data, interpret evidence and make conclusions (Chang., et al, 2003). In this laboratory method, students can design their own experiments and instead of following a verification process, they try to reach the scientific concepts by themselves and they develop higher order cognitive skills.

(18)

(2007) stated inquiry does not only develop intellectual abilities but all potential students, including the emotional and skills development

This research aims to develop more specific guidance material practicum acids and bases solution, the principle of the experiment can be done in the classroom, laboratory and natural surroundings. Guidance lab developed integrated with guided inquiry learning model that the students helped to design and discover. Besides product research results can also help teachers to perform lab without having to laboratory, so that schools that do not have yet complete laboratory facilities can help with lab developed this guide.

To support the student‟s laboratory attitude of the students that using guided inquiry model need to observe the science process skill of students during practicum because guided inquiry learning address the thinking and learning skill of students. According to Karamustafaoglu (2011), science process skills are the thinking skills used to get scientific information. Karamustafaoglu note that science process skills are the skills used by scientists in their studies and reflects on the correct behaviors of scientists when solving a problem and planning an experiment.

The interaction with process-skills is evident throughout the students‟ daily lives and also in science lessons when they engage in practical activities. The activities carried out by the students under this framework will enable them to practice and utilize process-skills (Hesbon, et.all, 2014)

(19)

6

Some of Researcher with guide inquiry model not only to increase student‟s achievement but also for cultivate attitude and student‟s skill. (Ural .2016) “The effect of guided-inquiry laboratory experiments on science education students' chemistry laboratory attitudes, anxiety and achievement”. Showed there was a significant increase in students' attitudes towards chemistry laboratory, and their academic achievement. Abdi (2014) “The Effect of Inquiry-based Learning

Method on Students‟ Academic Achievement in Science Course “concluded that

there are differences in learning outcomes of students who take the group inquiry learning model with a group of students who take the conventional learning model, where students who take the inquiry learning model to obtain a higher value than the group of students who take conventional learning models

Despite the many advantages associated with practicum work and great attempts by teachers to use practicum work in the teaching of Chemistry, many science educators have expressed significant doubts about the effectiveness of practicum work in teaching science knowledge and skills (Abrahams & Millar, 2008; CERG, 2009; Dikmenli,2009; Kennedy, 2011). This could be mainly due to the nature of practicum activities carried out in schools.

According to (Ituma.,et al, 2015 ) Practicum work is important for effective learning of Chemistry, practicum work in Chemistry mainly involves „hands on‟ activities where learners follow laid down procedures to arrive at a predetermined outcome. This may lead to working on practicum activities without much thought of the actions and thus low conceptualization resulting in poor performance in Chemistry at the end of the course. This study aims at providing alternative approach on how to engage the learners‟ mind more in practicum activities. The study suggests a model for organizing instructional activities for Chemistry practicum work

(20)

and easy to use during experiment with entitled: The Effectiveness of Innovative Practicum Guidance To Increase Student Learning Outcome on The Teaching Acid and Base Solution for Senior High School.

1.2 Problem Identification

Based on background that has been stated above, problem identification are identified as follow:

1. Unavailable suitable practicum guidance in chemistry that integrated with guided inquiry to cultivate student‟s science process skill

2. Acquisition of understanding of scientific concepts, generalizations, principles, and law through the systematic study and experience of aspect of a body of knowledge.

3. Effectiveness of practicum guidance integrated with guide inquiry to increase students learning outcomes

4. Practicum guidance that used at school is not attractive , easy to use save for practitioner during implementation and assist students in doing practicum so it need to make innovation

5. Perception of teacher and lecturer toward the feasibility or standardization of practicum guidance that use by high school

6. Unavailable of innovative Practicum guidance that produces that obtain figure of tools and it function

1.3Scope of Research

Based on the problems identified above, scope of this research as follow: 1. This research only on topic acid and base solution for Senior High School

grade XI in second semester

2. Innovation that apply in practicum guidance is guided inquiry and science process skill and source of learning that taken from internet

3. Learning outcomes that assessed are student achievement and science process skill

(21)

8

5. The research focused on feasibility and the perception of a chemistry teacher who has minimum qualifying undergraduates (S1) and actively teaching in Laboratory and chemistry lecturer with minimum qualifying (S2) in state university of Medan

1.4Problem statement

Based on the background and problem limitation above,

1. How do the feasibility and perception of lecturer and chemistry teacher in innovative practicum guidance that integrated by guided inquiry model based on BSNP of questionnaire has been modified?

2. Is student achievement that learned by using innovative practicum guidance higher than student‟s student achievement that using practicum guidance from school on teaching acid and base solution?

3. Is student science process skill using innovative practicum guidance higher than student‟s science process skill using practicum guidance from school on topic acid and base solution?

4. How the effectiveness of innovative practicum guidance that was developed is can increase student achievement?

1.5Research Objective

Based on problem formulation, the research objective of this research are:

1. To know the feasibility and perception of lecturer and chemistry teacher in innovative practicum guidance that integrated by guided inquiry based on BSNP of questionnaire has been modified

2. To know the student achievement that learned by using innovative practicum guidance higher than student‟s achievement that using practicum guidance from school on teaching acid and base solution

3. To know the students science process skill that using innovative practicum guidance higher than student‟s science process skill using practicum guidance from school on topic acid and base solution

(22)

1.6Significant of Research

The significant of research as follow:

1. For teacher as teaching materials being able to motivate the student

interest in learning chemistry with acid and base solution topic for senior

High School grade XI in Second semester and can conduct in classroom.

2. For Students, as a source of science and enhance student to facilitate the

understanding in term of science process skill during experiment,

formulating problem, make hypothesis, designing laboratory, analyze the

data and make conclusion especially for acid and base solution topic.

3. For researcher as a literature to continue and develop research in a future

1.7 Operational Definition

The effectiveness is relationship between output and purpose. In term of the effectiveness is a measure have effect (influence, consequently, sounded) in implementing activity become effective. Research and Development method is used to produce the particular product that consist of: research and collecting information, planning, develop preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, dissemination and implementation, and the last tested the effectiveness of the product.

(23)

62

CHAPTER V

CONCLUSION AND SUGGESTION

5.1Conclusion

Based on the result that have been conducted by researcher can concluded that:

1. Innovative practicum guidance on topic of acid and base solution very feasible (valid) and standard to used.

2. Students achievement that lerned by using innovative practicum guidance that integrated by guided inquiry model higher than students achievement that learned by using practicum guidance that used in school 3. Student science process skill that use innovative practicum guidance

higher than student science process skill that use practicum guidance that use in school.

(24)

5.2 Suggestion

Based on result, the writer suggests:

1. For Teacher recommended while doing learning process in laboratory better to use guided inquiry model to guide student easy to do experiment to make students have skill in science process skill while doing experiment so students not only finished the practicum but also students have competence in doing experiment

2. Innovative practicum guidance on topic acid and bases solution suggest to use in school to improve students achievement especially students sciences process skill while doing experiment in laboratory

(25)

64

REFERENCES

Abdi, A.,(2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course, Universal Journal of Educational Research, 2(1): 37-41

Akkus, R., Gunel, M., & Hand, B.(2007). Comparing an inquiry‐based approach known as the science writing heuristic to traditional science teaching practices: Are there differences?. International Journal of Science Education,29(14),1745-1765.

http://www.tandfonline.com/doi/abs/10.1080/09500690601075629

Aldoobie, Nada., (2015). AddieModel. American International Journal of Contemporary Research. 5 (6)

Anam. Khoirul (2016).Pembelajaran Berbasis Inquiry Metode Dan Aplikasi.pustaka pelajar Yogyakarta

Arikunto, (2002), Dasar-dasar evaluasi Pembelajaran, Jakarta: Bumi aksara Borg and Gall. (1983). Educational Research , An Introduction .New York and

London. Longman Inc.

Chang, K. E., Sung, Y. T., & Lee, C. L. (2003). Web-based Collaborative Inquiry Learning. Journal of Computer Assisted Learning, 19, 56-69. http://dx.doi.org/10.1046/j.0266-4909.2003.00006.x

Chatterjee, S., Williamson, V. M., McCann, K., and Peck, M. L., 2009. Surveying Students’ Attitudes and Perceptions toward Guided-Inquiry and Open-Inquiry Laboratories. Journal of Chemical Education Vol. 86 (12): 1427-1432.

Ernando, Dedel.(2016). Pengembangan Penuntun Praktikum Yang Inovatif Pada Materi Reaksi Reduksi Oksidasi di SMA/MA. Master .thesis, Pascasarjana Unimed, Medan

Feyzioglu, B., Demirdag, B., Akyildiz, M., & Altun, E. (2012). Developing a of a science process skills test for secondary students: validity and reliability study. Educational sciences: Theory and Practice. World Journal of Education Vol. 5,(1)

Gormally, Cara; Brickman, Peggy; Hallar, Brittan; and Armstrong, Norris (2009) "Effects of Inquiry-based Learning on Students Science Literacy Skills and Confidence," International Journal for the Scholarship of Teaching and Learning: Vol. 3:2

(26)

Hake, R. (1998) Analyzing Chage /Gain Scores .http://www.physics.indiana.edu/ ~sdi/AnalyzingC hange-Gain.pdf (October 2015)

Hendrickson, T. L. (2015). Integrating responsible conduct of research education into undergraduate biochemistry and molecular biology laboratory curricula.Biochemistry and Molecular Biology Education, 43(2),68-75. http://dx.doi.org/10.1002/bmb.20857

Hesbon, E.A., Mark.I.O O., & Samuel.W.W. (2014). The Effect of Science Process Skills Teaching Approach on Secondary School Students’ Achievement in Chemistry in Nyando District, Kenya. Journal of Educational and Social Research. 4(6). Doi:10.5901/jesr.2014.v4n6p359

Hmelo-Silver., C.E., Duncan, R., & Chinn, C.A (2007).Scafolding and Achievement in Problem-Based and Inquiry Learning: A respon to Kirscher, Sweller, and Clark. Educational Psychologist, 42(2)99-107

Hodson, D. (2001). What counts asgood science education? In D. Hodson (Ed), OISE papers in the STSE education, volume 2 (pp.1-21).Toronto: OISE Hofstein, A & Lunetta, V.N. (2004). The Laboratory science education:

foundation for the twenty-first century. Science Education, 88, 28-54. Doi:10.1002/sce.10106.

Ituma, m., Twoli, N., & Khatete, D(2015). Chemistry Teachers’ Role in Changing Practical Work from Simple ‘Hands On’ Activities to More of ‘Minds on’ Activities. International Journal of Humanities and Social Science. 5 (1)

Jahro, I.S (2009) Desain praktikum Alternatif Sederhana (PAS) wujud kreativitas Guru dalam pelaksanaan kegiatan praktikum pada pembelajaran kimia ISSN: 2085-3653

Joyce Bruce, Weil Marsha, Calhoun Emily. 2009. Model of Teaching. Yogyakarta: Penerbit Pustaka Pelajar.

Karamustafaoglu, S. (2011).Improving the science process skills ability of science student teachers using I diagrams. Eurasian Journal of Physics and Chemistry Education: 3(1), 26–38.

Kumara, U.N & Rao, D.B (2008) Science Process Skill Of School Students. New Delhi : Discovery Publishing House PVT.LTD

Lloyd H. Barrow (2006) A Brief History of Inquiry: From Dewey to Standards Journal of Science Teacher Education 17:265–278 doi: 10.1007/s10972-006-9008-5

(27)

66

Mukhtar, Z., Emiliya, R., Silaban Ramlan. (2015). Pengembangan Penuntun Praktikum Model Discovery Dan Project Based Learning Pada Pembelajaran Asam Dan Basa Di SMA Kelas XI. Jurnal tabularasa PPs UNIMED. 12(3)

Opara, J.A. (2011). Some considerations in achieving effective teaching and learning in science education. Journal of Educational and Social Research, 1 (4).

Rustam, dkk (2005) Strategi Belajarmengajar Biology. Bandung . UPI

Sagala Syaiful. 2010, Supervisi Pembelajaran dalam profesi pendidikan .Alfabeta Bandung

Sammy, M. M., Jackson. K. T., Stephen, R. (2014). Performance in Science Process Skills: The Influence of Subject Specialization. Asian Journal of Social Sciences & Humanities 3(1). ISSN: 2186-8492.

Sandoval., A and Reiser, B.J (2004) explanation-driven inquiry: integrating conceptual and epistemic scaffolds for science Inquiry. Science Education vol 88: (3)345-372 Doi:10.1002/sec.10130

Santyasa , I Wayan (2009). Metode penelitian dan pengembangan teori pengembangan modl. Makalah disajikan dalam penelitian bagi para guru TK,SD,SMP,SMA, dan SMK, Bali 12-14 Januari 2009. Singaraja: Universitas Pendidikan Ganesa.

Sariono (2013). Kurikulum 2013: kurikulum generasi emas, E-jurnal dinas pendidikanbandung.3:1-9

Settlage. J., & Southerland,S.A. (2007). Teaching science to every child: using cultur as a starting point. New York, NY: Routlege.

Stieff, M, and Wilensky, U. (2003) Connected Chemistry- Incorporating Interactive Simulations into the Chemistry Classroom. Journal of Science Education and Technology,12, 3.

Sugiyono. (2011).Metode penelitian kantitatif Kualitatif dan R&D.Bandung. Alfabeta

Sujadi. (2002). Metodologi penelitian pendidikan . Jakarta: Rineka Cipta

Suwondo dan Wulandari. (2013). Inquiry-Based Active Learning: The Enhancement of Attitude and Understanding of the Concept of Experimental Design in Biostatics Course. Asian Social Science; Vol. 9, No. 12 Tahun 2013. Canadian Center of Science and Education.

(28)

Tatli , Z., and Ayas,A.,(2012) virtual chemistry laboratory : effect of contructivist Learning environment, Turkish online journal of distance education, 13: 1-12

Tatli Z (2011) Development , Application And Evaluation Virtual Chemistry Laboratory Experiments For Chmemical Changes Units At Secondary School 9th Grade Curriculum .PhD karadeniz technical university

Tezcan ,H.,& Bilgen.,E (2004). Affect of Laboratory method and other factors on the student’s success in the teaching of salvation subject at the high school JGazi Education Fac,24:175-191

Tim Puslitjaknov. (2008). Metode penelitian pengembangan. Jakarta: Depdiknas Trianto. (2007).Model-model Pembelajaran Inovatif Berorientasi Konstruktivistik.

Jakarta: Prestasi Pustaka

Tuysuz (2010). The effect of virtual laboratory on students achievement and attitude in chemistry IOJES 2(1): 37-53

Ural, Evrim (2016) The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students' Chemistry Laboratory Attitudes, Anxiety and Achievement. Journal of Education and Training Studies Vol. 4: 4; doi:10.11114/jets.v4i4.1395

Yang, K and Heh, J. (2007) The Impact of the Internet: Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th Grade Students. Journal of science Education and Technology, 16, 451-461

Gambar

Figure 2.1  Step of Research and Development Based Sugiyono ......................... 13
figure of tools and it function

Referensi

Dokumen terkait

The first contribution of this article is to propose the Gaussian mixture dynamic conditional correlation (GMDCC) model with conditional volatilities following EGARCH models and with

Suplementasi vitamin E 300 ppm dan selenium 0.8 ppm dalam ransum dapat maningkatkan ukuran telur namun tidak mempengaruhi performa ayam petelur strain ISA-Brown umur

Perbedaan aplikasi yang lama dengan yang baru adalah aplikasi gudang farmasi yang lama belum adanya pemesanan obat dan apotek tidak dapat melihat stok yang ada di gudang farmasi

Tesis yang berjudul :PENINGKATAN MOTIVASI DAN KETERAMPILAN BERBICARA DALAM BAHASA JAWA MELALUI MODEL PEMBELAJARAN BERBASIS MASALAH DAN BERMAIN PERAN PADA SISWA KELAS VIII C

[r]

Del Rosario, met and signed the Joint Declaration concerning Maritime Boundary Delimitation in order to enhance the already close and friendly relations between the two

[r]

Penggunaan APD (alat pelindung diri) bagi karyawan, b). Sarung tangan dan sepatu merupakan alat yang wajib digunakan di Tambusai Estate …... Gulma bermanfaat pada