BY:
Dian Purnamasari ID Number. 4123121011
Bilingual Physics Education Study Program
THESIS
Submitted to Acquire Eliglible Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
BIOGRAPHY
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The Effect of Cooperative Learning Model Group Investigation (GI) Type to Improve The Science Process Skills in Static Fluid Subject Grade X Even
Semester SMA Negeri 1 Dumai Academic Year 2015/2016 Dian Purnamasari (ID. 4123121011)
ABSTRACT
The research aims to know the effect of cooperative learning model type group investigation on student’s science process skill at static fluid subject. This research was carried out in grade X SMA Negeri 1 Dumai on 2nd semester Academic Year 2015/2016. This research used quasi experiment type with pretest-posttest control group design. Population consisting of two classes. Sample was taken using technique of cluster random sampling. The number of research sample is 28 students for experiment class and 29 students for control class.
The data of
Science Process Skill is taken by using instrument test in form of essay question from ten indicators. During the treatment process experiment class was learned by using cooperative learning model type group investigation, while control class was learned by conventional learning model. From the result of data calculation there was differences of mean between two classes, the value obtained of postest are tcount is about 1.78 and ttable 1.67. Therefore can be concluded that the instrument of postest just valid for 12 students from 57 students if we see in the table t distribution and tcount > ttable it means Ha accepted by using t-test one tail ten indicators were tested. The result shows science process skill in cooperative learning model type group investigation significantly higher than control class. The students that give treatment with cooperative learning model type GI in static fluid have increase in learning outcomes, social skill between each group or individu because formed in heterogeneous group, the attitude among friend and science process skill because the students in group together to investigate problems about static fluid topic. This learning model require the students to be able to plan the topics to be discussed and train the student’s self-confident to explain the results of group discussions in front of the class. Result of student activity also showed student in GI class has good dicipline, cooperate, honesty, and responsible. It can be concluded that there is the effect of cooperative learning model type group investigation on student’s science process skill at static fluid subject.PREFACE
First of all the author would like to express gratitude to Allah SWT, the most gracious and merciful for the opportunity and possibility in completing this thesis, therefore the thesis entitled "The Effect of Cooperative Learning Model Group Investigation (GI) Type to Improve The Science Process Skills in Static Fluid Subject Grade X Even Semester SMA Negeri 1 Dumai Academic Year 2015/2016". This thesis was prepared to obtain a Bachelor's degree of Physics Education (Sarjana Pendidikan Fisika), Faculty of Mathematics and Natural Science in State University of Medan.
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The author has endeavored as much as possible in completing this thesis, but the author is aware there are many mistakes either in terms of content or grammar, then the author welcome for any suggestions and constructive criticism from readers for this thesis perfectly. The author hopes the contents of this thesis would be useful in enriching the repertoire of knowledge.
Medan, July 2016 Author,
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2.1.1 Definition of Learning Model 8
2.2 Cooperative Learning Model 8
2.2.1 Definition and Characterized 8
2.2.2 Cooperative Learning Model Goals 9 2.2.3 Syntax of Cooperative Learning Model 10
2.3 Group Investigation 11
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2.3.2 Social System 13
2.3.3 Principles of Reaction 13
2.3.4 Support System 13
2.3.5 Application 14
2.3.6 Instructional and Nurturant Effects 14
2.4 Science Process Skill 15
2.4.1 Classification of Science Process Skills 16
2.5 Learning Materials of Static Fluid 18
2.5.1 Definition of Static Fluid 18
2.5.2 Density 18
3.1. Research Location and Research Time 39
3.2. Population and Sample Research 39
3.2.1. Population of Research 39
3.2.2. Sample of Research 39
3.3 Research Variables 39
3.4 Type and Design Research 40
3.5.Procedure Research 40
3.5.2 Implementation Stages 41
3.5.3 Completion Stages 41
3.6. Research Instrument 43
3.6.1 Affective 43
3.6.2 Science Process Skills Test 44
3.6.2.1 Observation Instruments Science Process Skills 45
3.6.3 Cognitive Test 47
3.6.3.1 Validity Test 47
3.6.4 Data Analysis Techniques 50
3.6.4.1 Calculating the Average Value and Standard Deviation 50
3.6.4.2 N-Gain Analysis 51
4.1.1 Result of Science Process Skill of Student 56 4.1.2 Student Activity in Experiment Class 59 4.1.3 Normality and Homogeneity Test Result 60
4.1.4 Hypothesis Test Data Pretest 61
4.1.5 Hypothesis Test Data Postest 62
4.2 Discussion 62
4.2.1 Cooperative Learning Model of Type GI and SPS of Student 62 4.2.2 Cooperative Learning Model of Type GI and Student Activity 64
CHAPTER V. CONCLUSION AND SUGGESTION
5.1. Conclusion 67
5.2 Suggestions 68
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TABLES
Table 2.1 Syntax of Cooperative Learning Model 11 Table 2.2 Aspect of Science Process Skill 17
Table 2.3 Table of Density 19
Table 2.4 Previous Researchers of Group Investigation 34
Table 3.1 The Design of Research 40
Table 3.2 Grid Science Process Skills Test 44 Table 3.3 Achievement Level Indicator Observation SPS 45
Table 3.4 Rate Sheet Observation SPS 46
Table 3.5 Description Category Percent of SPS 47
Table 4.1 Pretest Result 57
Table 4.2 Posttest Result 58
Table 4.3 N-gain Result 59
Table 4.4 Student Activity in Experiment Class 59
Table 4.5 Normality Test Result 60
Table 4.6 Homogeneity Test Result 61
Table 4.7 Hypothesis Test Data Pretest Experiment Class and
Control Class 61
Table 4.8 Hypothesis Test Data Postest Experiment Class and
Control Class 62
Figure 2.1 Instructional Outcomes for Cooperative Learning 10 Figure 2.2 Learner Outcomes for Cooperative Learning 10 Figure 2.3 Instructional and Nurturant Effects: GI Model 15 Figure 2.4 Classification of Science Process Skills 16 Figure 2.5 Classification of Basic Science Process Skill 17
Figure 2.6 Hydrostatic Pressure 20
Figure 2.7 Hydrostatic Principal 21
Figure 2.8 Atomizer Pascal 22
Figure 2.9 Pascal’s law on the Piston 22
Figure 2.10 Vessel Related 23
Figure 2.11 Archimedes Forces 23
Figure 2.12 Buoyancy Forces 24
Figure 2.13 Floating Object 25
Figure 2.14 Drifting Object 26
Figure 2.15 Sinking Object 26
Figure 2.16 Surface Tension Examples 26
Figure 2.17 The Attractive Force between Molecules 27
Figure 2.18 Surface Tension Evidence 28
Figure 2.19 Capillary Tube in Water and Mercury 29 Figure 2.20 The Water Level in the Capillary Tube 30 Figure 2.21 The Surface of the Mercury in the Capillary Tube 30 Figure 2.22 Capillary Tube in Liquids 31
Figure 2.23 Stokes Force 33
Figure 3.1 Stage Research Work 42
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APPENDICES
Appendix 1 Lesson Plan-1 71
Appendix 2 Lesson Plan-2 88
Appendix 3 Lesson Plan-3 106
Appendix 4 Students Worksheet-1 122
Appendix 5 Students Worksheet-2 138
Appendix 6 Students Worksheet-3 153
Appendix 7 Lattice Test SPS 165
Appendix 8 Pretest Data Distribution 173 Appendix 9 Postest Data Distribution 175 Appendix 10 The Calculation of Mean, SD and Varians 177
Appendix 11 Normality Test 180
Appendix 12 Homogeneity Test 185
Appendix 13 Hypothesis Test 187
Appendix 14 N-gain test 191
Appendix 15 List of Posttest Score and SPS Score 193 Appendix 16 Counting The Correlation Coefficient 194 Appendix 17 Affective Assessment Criteria 195 Appendix 18 Observation Sheet Affective Assessment 196 Appendix 19 Criteria Scoring Process Skill of Student 198 Appendix 20 Observation Sheet of SPS 201
Appendix 21 Research Documentation 207
Appendix 22 List of Critical Value for Liliefors 210 Appendix 23 Table of Normality-test 211 Appendix 24 Table of F-distribution 212 Appendix 25 List of percentil Value of t-distribution 214
CHAPTER I INTRODUCTION 1.1 Background
Education is a conscious effort that is intentionally designed to achieve the goal set. Education aims to improve the quality of human resources. Therefore it is necessary to improve the quality of human resources through learning process at school. The assessment of learning process toward a more effective and efficient in inseparable from the role of the teacher as the spearhead of learning in school.
Physics is just one of the science lessons, and it is a discipline based on qualitative and quantitative measurements for understanding natural phenomena around us. Students have difficulty learning physics because physics consists of more abstract concepts. Many studies were conducted by researchers about physics, especially force and motion, to better understand them (Doymuş, 2012).
In the curriculum have confirmed that learning Science should emphasize the mastery of competencies through a series of scientific process. A series of scientific process is expected to develop the experience to be able to define problems, propose and test hypotheses through experimentation, design and assemble the experimental instruments, collect, process and interpret data, and communicate the results of the experiment orally and in writing (Depdiknas, 2006).
The description above describes that a series of scientific process that meant is science process skills. Thus, the learning activities of physics in SMA/MA becomes very important to provide a learning experience directly through skill development and scientific attitude.
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The facts on the field show different things. The learning activities are still centered on the teacher (teacher centered). This is consistent with the observation in SMA Negeri 1 Dumai that the learning activities are still dominated by the teacher. Early learning activities the teacher provides learning materials and students only pay attention, then the teacher gives problems to be solved. Teachers provide opportunities for discussion so that the matter can be resolved. However, only 5 of the 30 students making discussions. Here we can see the lack of social interaction in heterogeneous groups. Furthermore, students who have completed the matter to come forward to explain to the students in the class. At the end of the lesson, the teacher provides the opportunity for students to ask questions about the material that has been given. Students are not familiar involves cognitive skills or intellectual, manual and social.
Through this method, the student's science process skills are underdeveloped. It is supported by the results of further observations of the science process skills during a lesson in class X-Science 1, with the data obtained as follows: the skill of asking questions of 7.90%, observed of 21.49%; applying the concept of 6.58%; communicates of 4.61%, while the science process skills of students in the aspect of asking questions, interpret data, hypothesize, research plan, organize tools and materials, and predicted not appear. In addition, student achievement grade X is still low. It is characterized by the results of the midterm (UTS) in physics achieved by students in the first semester academic year 2015/2016 on average only around 36.88. The average value is still less satisfactory because a lot of students who received predicate C with KKM 60. This school uses a national curriculum with the assessment system based on the predicate. Based on the results of the midterm exam, many students still relatively predicate C. Some students who achieved predicate B and A. The purpose of learning physics based on the national curriculum of student-centered learning activities (student centered) has not been reached.
Class in SMA N 1 Dumai of 57 students which contains questions about activities, interests and motivation of students to the physics. From the questionnaire it was found that 45.12% of students said that Physics is hard, boring and unattractive, 54.88% said that physics is an easy lesson, understandable and enjoyable. From the results of the questionnaire also acquired 0.45% of the students in the class who stated quite liked physics, while 22, 15% of the class of students who expressed like physics, then 52, 25% of the class of students who said it was not like a physics lesson and 25.15% of the class of students who declare mediocre. From these data it is seen that most students do not like physics because they consider the physics lessons always synonymous with mathematical formulas that are difficult to memorize that ultimately give rise to the impression that the Physics scary and unpleasant. Students become passive during the learning process. Motivation of students to physics learning still low so that students tend to be passive in the learning process. As a result, it is often encountered students talking in class, play cell phone, or draw when learning takes place.
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Seeing these facts, the need for an effort to improve learning achievement and the development of science process skills by selecting the appropriate learning models the model of learning that support increased student achievement and have different stages of learning are capable of developing science process skills in students. One model of learning that has a goal to improve learning achievement is a cooperative learning model type group investigation. This can be seen on the stages of the model of cooperative learning type group investigation with aspects of science process skills there is a relationship between both of them, so expect the science process skills can be explored and trained to apply this learning model.
Results of research conducted by China (2008) that the cooperative learning model type group investigation can improve science process skills of high school students, then Nurfarida (2009) reported that the cooperative learning model type group investigation may improve the mastery of concepts of fluid static and Rahayu (2010) reported that cooperative learning model type group investigation can improve learning achievement and science process skills of students. Based on these studies, it is suggested in order to develop a model of cooperative learning group investigation to improve student's science process skills in addition to skills hypothesize aspect, communicating, and asking questions, and develop cooperative learning model type group investigation for other subjects.
“The Effect of Cooperative Learning Model Group Investigation (GI) Type to Improve the Science Process Skills in Static Fluid Subject Grade X Even Semester SMA Negeri 1 Dumai A.Y. 2015/2016”.
1.2 Problem Identification
Based on the background of the problems described above, it can be identified problems relevant to this research are:
1. Student achievement is still low, seen a lot of students achieved predicate C. 2. Lack of motivation of students to physics learning so that students tend to be
passive in the learning process
3. The learning activities are still centered on the teacher (teacher centered) 4. The student's science process skills are underdeveloped like to ask questions,
observe, apply concepts, communicate, interpret data, hypothesize, research plan, organize tools and materials, and predicted not appear.
5. Lack of social interaction in the heterogen groups
6. Teachers only see the knowledge competency assessments rather than attitude and skills competency assessment
7. Students are not accustomed involve cognitive or intellectual skills, manual and social
1.3 Problem Limitation
To give a clear scope in the discussion, there should be restrictions on the problem in the research are as follows:
1. The learning model used is Cooperative Learning Model Type GI (Group Investigation) in the experimental group and the conventional learning model in the control class.
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1.4 Problem Formulation
Based on the problem limitation has been stated above, then that becomes the problem formulation in this research: Is there the effect of cooperative learning model GI with science process skills approach of students of class X Semester II SMA Negeri 1 Dumai in the subject matter Static Fluid A.Y 2015/2016 ?
1.5 Research Objective
Based on the problem formulations above, the objectives to be achieved in this study to determine the effect of cooperative learning model GI approach science process skills of class X SMA Negeri 1 Semester II Dumai in the subject matter Static Fluid A.Y 2015/2016.
1.6 Research Benefit
The benefits expected from the results of this study are: For teacher :
1. Giving consideration for teachers to improve science process skills of students by providing alternative selecting and applying appropriate learning models.
2. Giving more insight to recognize the application of GI models in physics learning.
For student :
Train science process skills of students as well as providing an atmosphere that is different from the classroom learning methods were applied.
For researcher :
For school :
Can be used as input in an effort to improve the quality of learning in the learning process at the school
1.7 Operational Definition
The operational definition given in order to avoid the occurrence of different perceptions of terms available:
1. Group Investigation is perhaps the most complex of the cooperative learning approaches and the most difficult to implement. The GI approach normally divide their classes into five or six member heterogeneous groups. In some instances, however, groups may form around friendships or around an interest in a particular topic. Students select topics for study, pursue in-depth investigations of chosen subtopics, and then prepare and present a report to the whole class (Arends, 2012: 369).
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the research result, data analysis, and discussion, the conclusions of this research are as followings as below:
1. Implementing of cooperative learning model of type group investigation (GI) can improve activity of student including of observe, measure, calculate, predict, hypothesize, interpret data, apply, make conclusions and communicate, which of in learning process by implementing cooperative learning model of type group investigation (GI), students have a good criteria of dicipline, cooperate, honesty and responsible.
2. From the result of data calculation there was differences of mean between two classes, the value obtained of postest are tcount is about 1.78 and ttable 1.67. Therefore can be concluded that the instrument of postest just valid for 12 students from 57 students if we see in the table t distribution.
5.2. Suggestions
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