THE EFFECT OF INQUIRY-BASED MODEL COMBINED WITH MULTIMEDIA TOWARDS STUDENT COGNITIVE ACHIEVEMENT
IN ENVIRONMENTAL POLLUTION AND MANAGEMENT TOPIC FOR GRADE X IN SMA NEGERI 1 PERBAUNGAN
ACADEMIC YEAR 2012/2013
By:
Hafizhah Dini Nasution Reg. Number 409342020 Biology Bilingual Education
THESIS
Submitted to Fulfill The Requirement for Degree Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
Thesis Title : The Effect of Inquiry-Based Model Combined with Multimedia Towards Students Cognitive Achievement in Environmental Pollution and Management Topic for Grade X in SMA Negeri 1 Perbaungan Academic Year 2012/2013.
Name : Hafizhah Dini Nasution
SID : 409342020
Program of Study : Biology Bilingual Education Department : Biology
Approved by: Thesis Supervisor
Dra. Meida Nugrahalia, M.Sc. NIP. 19620527 199703 2 001
Acknowledged by:
Biology Department Bilingual Program
Coordinator Coordinator
Drs. H. Tri Harsono, M.Si. Dr. rer.nat. Binari Manurung, M.Si. NIP. 196512311990031018 NIP. 196404041989031006
FMIPA UNIMED Dean,
Prof. Drs. Motlan, M.Sc., Ph.D. NIP. 195908051986011001
iv
ACKNOWLEDGMENT
Alhamdulillahirabbilalamin, thanks to Allah The Lord of The Worlds for
all blessing, thus the research and thesis were able to finish by the writer. This
thesis entitle The Effect of Inquiry-Based Model Combined with Multimedia
Towards Students Cognitive Achievement in Environmental Pollution and
Management Topic for Grade X in SMA Negeri 1 Perbaungan Academic Year
2012/2013 was created to fulfill the requirement for holds Sarjana Pendididikan of
Biology, Faculty of Mathematics and Natural Science.
Thanks to Mrs Dra. Meida Nugrahalia, M.Sc. as supervisor for all critics,
advices and guidance to the writer since research started until this thesis finished.
Thanks to Prof. Herbet Sipahutar, M.S., M.Sc, Dr.rer.nat. Binari Manurung, M.Si
and Dr. Fauziyah Harahap, M.Si as examiner lectures for all critics and revise
advices. Thanks to Mrs. Yulis and Marsinta Sinaga and teachers of SMA Negeri 1
Perbaungan that help writer during research. Special thanks to my beloved mother
and family for all support given. Thanks to my besties Mizanina, Shofia, Bundo
Ismi, Dewi Aphro, Sri, Dwi for all help and support and the last thanks to
everyone that help writer until this thesis finished.
Writer tried the best to finish this thesis, but writer realise that still many
lackness and weakness in content and grammatical side. Critics and advice are
welcome from reader in order to perfect this reasearch. Hopefully this thesis is
useful to education treasure.
Medan, Juli 2013 Writer
THE EFFECT OF INQUIRY-BASED MODEL COMBINED WITH MULTIMEDIA TOWARDS STUDENTS COGNITIVE ACHIEVEMENT
IN ENVIRONMENTAL POLLUTION AND MANAGEMENT TOPIC FOR GRADE X IN SMA NEGERI 1 PERBAUNGAN
ACADEMIC YEAR 2012/2013.
HAFIZHAH DINI NASUTION (NIM 409342020)
ABSTRACT
The aimed of this research is to know, is there any effect of the treatment of inquiry based-model combined with multimedia to the biology learning achievement on the case of topic of environmental pollution and management in SMA Negeri 1 Perbaungan in academic year 2012/2013.
Research involved two classes from 8 classes of total classes in grade X. Samples was X-1 as control class with traditional method and X-2 as experiment class treated with inquiry based-model combined with multimedia, both class consisted of 40 students. The data was collected by pre-test post-test in form of multiple choices, with total question are 20.
The result of the research showed that there is significant difference in student cognitive achievement score of students taught using the inquiry-based model combined with multimedia and those taught using the traditional method, tcount (1.80 ) > ttable (1.73). While persentage increasing score in control class is
4.6%, while in experiment class is 10.8%, with percentage difference is 4.15%. Furthermore, based on percentage of students activity showed that student in experiment class is more active than control class. Otherwise, the anova result shows that even the inquiry based-model combined with multimedia have significant difference in student cognitive achievement score compare to traditional one, it is not affect on student cognitive achievement significantly, Fcount (3.2) < Ftable (3.9).
v
TABLE OF CONTENT
Pages
Thesis Approval i
Biography ii
Abstract iii
Acknowledgment iv
Table of Content v
List of Figures vii
List of Tables viii
List of Appendix ix
CHAPTER I BACKGROUND 1
1.1. Background 1
1.2. Problem Identification 5
1.3. Problem Limitation 5
1.4. Research Question 5
1.5. Research Objective 5
1.6. Research Significant 6
CHAPTER II LITERATURE STUDY 7
2.1. Learning Understanding 7
2.1.1. Essential of Learning 7
2.1.2. Learning Outcome 7
2.2. Inquiry-Based Learning 8
2.2.1. Inquiry in Classroom 9
2.2.2. Phase of Inquiry Model 11
2.2.3. Five Essential Fitures of Inquiry 12
2.3. Media 13
2.3.1. Function of Media 13
2.3.2. Multimedia 14
2.3.3. Multimedia in Inquiry-Discovery Learning 15
2.4. Human Effect on Biosphere 15
2.4.1. Harmful land use practices 15
2.4.2. Acid rain 16
2.4.3. Biological Effect of Chemical Pollutants 18
2.4.4. The Trouble with Trash 19
2.4.5. Ozone Depletion and Pollution 21
2.4.6. Global Climate Change 23
CHAPTER III RESEARCH METHODOLOGY 26
3.1. Location and Time of Research 26
3.2. Population dan Sample 26
3.3. Research Variable 26
3.4. Research Design 26
3.5.1. Student Activity Instrument 28
3.6. Research Procedure 32
3.7. Data Analysis 35
CHAPTER IV RESULT AND DISCUSSION 39
4.1. Analysis of Research Instrument 39
4.1.1. Validity Test 39
4.1.2. Reliability Test 39
4.1.3. Test Level Difficulty 39
4.1.4. Item Discriminant 39
4.2. Research Result 40
4.2.1. Learning Achievement 40
4.2.1.1.Data Pre-test 40
4.2.1.2. Data Post-test 40
4.2.1.3. Normality Test 41
4.2.1.4. Homogeneity Test 42
4.2.2. Learning Activity 42
4.2.3. Anova single factor 43
4.2.4. Hypothesis Testing 43
4.3. Discussion 45
CHAPTER V CONCLUSION AND SUGGESTION 48
5.1. Conclusion 48
5.2. Suggestion 48
REFERENCES 52
viii
LIST OF TABLES
Pages Table 2.1.Essential Features of Classroom Inquiry and Their Variation 12 Table 2.2. Changes in Selected Atmospheric Greenhouse Gases,
Preindustrial times to Present 23
Table 3.1. Test Research Design 26
Table 3.2. Distribution Test of Student Learning Outcome in Environment
Pollution and Management 27
Table 3.3.Indicator and Scoring of Student’s Learning Activities 28
Table 3.4. Description of Scoring 29
Table 3.5.Criterion of Test Reliability 28
Table 4.1.Students activity in control class result 42 Table 4.2. Students activity experiment class result 43
Tabel 4.3. Anova Summary 43
LIST OF FIGURES
Pages
Figure 2.1 The Diagram of Inquiry Phases 11
Figure 2.2 Experimental Deforestation in Hubbard Brook watershed 16
Figure 2.3 Acid rain Effect 17
Figure 2.4 Biological Magnification in an Estuary on Long Island 18 Figure 2.5 One Effect of Discarded Plastic in Marine Environment 20
Figure 2.6 Ozone and CFCs 22
Figure 2.7 Enhanced greenhouse Effect 24
Figure 3.1 Research Design Flow Chart 33
Figure 3.2 Overall Research Procedure Flow Chart 34
Figure 4.1 Student pre-test data 40
ix
LIST OF APPENDIX
Pages
Appendix 1 Syllabus 52
Appendix 2 Lesson Plan 53
Appendix 3 Student Worksheet 63
Appendix 4 Pre Test/Post Test 65
Appendix 5 Observation Sheet of Students’ Learning Activity 73
Appendix 6 Validity Test calculation 75
Appendix 7 Validation table 76
Appendix 8 Reliability test 77
Appendix 9 Test Level Difficulty 78
Appendix 10 Item discriminant 79
Appendix 11 Result of Research data 80
Appendix 12 Normality test 84
Appendix 13 Homogeneity test 86
Appendix 14 Hypothesis I Testing 87
Appendix 15 control class activity data 91
Appendix 16 Experiment class activity data 92
Appendix 17 Research documentation 97
Appendix 18 Lilifors table 98
Appendix 19 F Distribution table 99
CHAPTER I INTRODUCTION
1.1 Background
In Indonesia, generally in the learning science, students are required to
learn the concepts and principles of science in verbalistic. This type of learning
lead students in general, just knows a lot of science terminology in rote without
meaning. On the other hand, because of many concepts and principles of science
that student needs to learn, causing students getting bored to learn science by rote.
Thus, the study of science is only meant as an introduction to a number of
concepts and terminology in the fields of science course (Liliasari, 2007).
Reality on the school that many students just memorize concepts and less
able to use the concept if encountered in real-life problems associated with the
concept owned. Furthermore students even less able to pinpoint the problem and
formulate it. Talking about learning and teaching process often makes us
disappointed, especially associated with students' understanding of teaching
materials. However, we realize that there are students who are able to have a good
level of memorization of the material that they receive, but in reality they are
often poorly understood in depth knowledge that is rote. Understanding in here is
referred to students' understanding of where the basic qualitative facts intertwined
with its ability to use knowledge in new situations. Most students are less able to
link between what they learn with how that knowledge will be utilized to new
situations.
Analysis of preliminary studies has been held in the junior high school in
SMA Negeri 1 Perbaungan. Biology Teaching and learning processes tend to be
conventional method that just deliver the concept or information from book or
presentation that followed by test for that topic. Besides, learning lab is rarely
performed, so that the learning experience was lacking. The less of variation in
this learning model become one of the reason learning process becomes less
attractive, students less participate in class and in the end resulting negative
2
and LCD (Liquid Crystal Display) are present but rarely used in the teaching and
learning activities.
On the cognitive aspect, unsatisfactory results can be seen from the low
value of minimum criterion completeness (KKM), which are only 62 for biology
subject matter. The analysis of the topic problem was also been done by taking the
students’ learning outcome especially about environmental management, most of
them are passed KKM. But, because of the low value minimum criterion even
though student had passed the minimum criterion completeness, we cannot espect
student fully understand about the topic.
Based on the problems above, it would require a more concrete learning
activities, active, build concepts, and can motivate students to learn, so that the
whole aspect of the learning outcomes can be done well and also can facilitate
students to get used in doing the learning experience. One way to do that is by
applying inquiry in learning activities. Recent study done by Dunlosky (2013)
states that improve learning outcomes conducted with effective learning
techniques, one of them are that by doing "practice testing". Science education,
especially biology, more emphasis on the process and experience. Provide a
learning experience to make students active in the process to achieve the concept
of biology that want to be implanted. In this case the students does not serve as an
object but a subject in the learning process, makes them will produce a learning
experience. This situation also had been studied by Alberta Education (2004: 11)
whom said, "One of the main reasons to think about using inquiry is because it
provides a means to actively involve students in the learning process. With the
trend in higher education to move away from teacher-centered instruction to a
more student-centered approach, inquiry gives the opportunity to help students
learn the content and course concepts by having them explore a question and
develop a hypothesis and research. Thus, giving students more opportunity to
reflect on their own learning, gain a deeper understanding of the course concepts,
and Become better critical thinkers”.
Furthermore, according to National Science Education (Howard and
that put forth in , where it was described generally to ‘‘require that students
combine processes ‘of science (i.e. observation, inference, and experimentation)’
and scientific knowledge as they use scientific reasoning and critical thinking to
develop their understanding of science’’
Inquiry successful in gaining student achievement has been prove by
Brown (2010) in process-oriented guided-inquiry learning (POGIL) in an
introductory anatomy and physiology course shows that the grade distribution of
student learning outcome moved steadily away from the C/D/F distribution and
toward an A/B/C distribution after the introduction of POGIL, with no students
failing the final exam in fall 2009. Although student perceptions of the course
overall showed little difference between the lecture-only semesters and POGIL
semesters. Student perceptions of the importance of their peers in helping them to
understand ideas and concepts did increase significantly after the introduction of
POGIL. In addition, research by Opara (2011) shows mean score of the students
taught using inquiry method was higher than conventional class, means that
inquiry teaching method is considered to be superior to conventional method.
The design of this model of learning which is composed, in addition aimed
at improving understanding of the concept of pollution and environmental
management, increase student participation in the learning process as well done as
the use of facilities provided by the school to improve student achievement.
In learning methodologies there are two of the most prominent aspects of
the method and medium of learning as a teaching aid. Learning media can be
categorized as external factor that influence the learning process in the classroom,
both teachers and learners themselves. Based on the results of Arif (Sutikno & Isa,
2010) suggests that the knowledge gained from person experience of hearing is
11%, and 83% of the viewing experience. Meanwhile, the ability of memory in
the form of the experience gained from what is heard 20%, and visual experience
is 50%. The use of appropriate learning media can enhance the learning process
and learning outcomes achieved in the learning process. Here, teacher has a role in
putting learning media in accordance with the demands of the curriculum,
4
According to Rivers (2002), when used as part of an integrated approach
to help students learn, computer-based technology has been an effective addition
to the classroom and laboratory. However, it is also apparent that overuse of
technological aids can undermine student active learning. Although the school has
provided facilities to support learning Biology, some students still have difficulty
in accepting the material of Biology. This may caused by some topic in biology,
required ability to understanding, application and higher-order thinking in
processing the knowledge. This is proven by result of study by Sutikno & Isa
(2010) showed that teaching assisted by multimedia using guided inquiry is
needed to increase student learning achievement average and interest of learning.
Environmental issue such as global climate change, land use, availability
of freshwater, loss of biodiversity, and pollution all touch on areas of controversy
(NSTA, 2009). Environmental science explores the complex interactions among
human populations and their environment. Biology teachers should recognize
how the understandings gained through environmental science interact with local,
national and global environmental issues. That’s why learning environmental
issues student should invited to face the environment problem around them.
Teaching about environment should provide interdisciplinary, multicultural, and
multi-perspective viewpoints to promote awareness and understanding of global
environmental issues, potential solutions, and ways to prevent emerging
environmental crises.
Based on the description above, researchers interested in conducting a
study entitled "The Effect of Inquiry-Based Model Combined with
1.2 Problem Identification
Based on background above the problem can be identified into:
1. Student less interest in learning biology because lack of learning variation
model
2. Student cognitive achievement is low
3. The learning process tend to teacher centered
4. Lack participation of student in learning biology
1.3Problem limitation
In this case, researcher limited the problem into effect of using inquiry-based
model combined with multimedia in learning environmental pollution and
management towards student cognitive achievement and activity grade X in SMA
Negeri 1 Perbaungan.
1.4 Research Question
1. Is there any difference in student cognitive achievement score of students
taught using the inquiry-based model combined with multimedia and those
taught using the traditional method?
2. Is students’ learning activity in learning Environmental Pollution and
Management topic that taught by inquiry-based model combined with
multimedia is more active than students’ learning activity that taught by
traditional method?
3. Is there any effect of Inquiry-based model combined with multimedia on
student cognitive achievement in Environmental Pollution and
Management Topic for Grade X in SMA Negeri 1 Perbaungan Academic
Year 2012/2013
1.5 Research Objective
1. To find Is there any difference in student cognitive achievement score of
students taught using the inquiry-based model combined with multimedia
and those taught using the traditional method
2. To find whether students’ learning activity in learning Environmental
6
combined with multimedia is more active than students’ learning activity
that taught by traditional method
3. To find Is there any an effect of Inquiry-based model combined with
multimedia on student cognitive achievement in Environmental Pollution
and Management Topic for Grade X in SMA Negeri 1 Perbaungan
Academic Year 2012/2013
1.6 Research Significant
This research will benefit some parties, namely:
1. Author
Being a thesis writing material which is a prerequisite for completing
Undergraduate Biology Science Education Program Unimed
2. Teachers
Become an input for teachers to recognize students for teaching especially
those with problems in academic achievement.
3. Student
As source information in put to the students of Department of Biology for
CHAPTER V
CONCLUSION AND SUGGESTION 5.1. Conclusion
Based on the results analysis done, and then concluded:
1. There is difference in student cognitive achievement score of students taught
using the inquiry-based model combined with multimedia and those taught
using the traditional method. Inquiry-based model combined with
multimedia affect on student cognitive achievement by increasing score in
experiment class is 4.15% higher than control class.
2. Students’ learning activity in learning Environtmental Pollution and
Management topic that taught by inquiry-based learning combined with
multimedia is more active than students’ learning activity that taught by
traditional method in SMAN Negeri 1 Perbaungan. It is show from the
percentage of student activity in experiment class is higher than control
class.
3. There is no effect of the inquiry-based model combined with multimedia to
student cognitive achievement in Environmental Pollution and Management
Topic for Grade X in SMA Negeri 1 Perbaungan Academic Year
2012/2013.
5.2. Suggestion
Based on the result and conclusion above, the researcher recommended:
1. Teacher should do many new ways in teaching and learning process so it
can be interesting to learn and also utilize facilities in school such us apply
inquiry based model combined with multimedia in teaching and learning
process.
2. In preparing for implementation inquiry based model combined with
multimedia in learning, teacher preparation should be maximal , start from
49
aspects of learning can be delivered and finally students easier learn
environmental pollution and management topic.
3. This research was limited to the ability of the researchers; other researchers
need to conduct further research about application of the inquiry based
model combined with multimedia in a broader scope as well as other factors
REFERENCES
Alberta Education, (2004), Focus On Inquiry: A Teacher’s Guide To
Implementing Inquiry-Based Learning, Learning and Teaching Resources
Branch, Canada.
Arikunto, S., (2011), Dasar-Dasar Evaluasi Pendidikan, Penerbit Bumi Aksara, Jakarta
British Columbia Institute of Technology, (2010), Writing Learning Outcomes, BCIT Learning and Teaching Centre, Willingdon Avenue
Brown, Patrick J. P., (2010), Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population, Advan in Physiol Edu 34:150-155
Cecie S., Christine A. E., Lisa S., (2011), Biology: Concepts and Applications,
Eighth Edition, Brooks/Cole, Belmont
Dunlosky J., Katherine A. R., Elizabeth J. M., Mitchell J. N., and Daniel T. W., (2013), Improving Students’ Learning with Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology, Association for psychological science, 14(1): 4–58
Galileo Educational Network. (2004). What is inquiry? Inquiry & ICT.Retrieved July 12, 2004, from http://www.galileo.org/inquiry-what.html
Howard D. R and Jennifer A. M.,(2005), Using a Module-based Laboratory To Incorporate Inquiry into a Large Cell Biology Course, Cell Biology
Education, 4: 249–260
Jauhari, M., (2011), Implementasi PAIKEM dari Behavioristi ksampai
Konstruktivistik Sebuah Penegembangan Pembelajaran Berbasis CTL,
Prestasi Pustaka Raya, Jakarta
Karmana, Oman, (2000), Cerdas Belajar Biologi, Grafindo Media Pratama, Bandung.
Kirschner, P., John, S., Richard, E. C.,(2004), Why Unguided Learning Does Not Work: An Analysis of the Failure of Discovery Learning, Problem-Based Learning, Experiential Learning and Inquiry-Based Learning, Educational
Psychologist
Liliasari, 2007, Scientific concept and generic science skills relationship in the
21th century science education, Science education program graduate
school Indonesia university of education
51
Muljatiningrum, A., Nuryani, Y.R., Adi Rahmat, (2008), Pembelajaran Inkuiri untuk Mengembangkan Kemampuan Dasar Bekerja Ilmiah dan Berpikir Kreatif Pada Konsep Bioteknologi, Current Issues on Research and
Teaching in Science Education, ISBN 978-979-98546-4-2
Opara , Jacinta A., (2011), Inquiry Method and Student Academic Achievement in Biology: Lessons and Policy Implications, American-Eurasian Journal
of Scientific Research 6 (1): 28-31
Pratiwi et. all, (2007), Biologi Jilid I untuk SMA Kelas X, Erlangga, Jakarta
Prawihartono, S. dan Hidayati, S., (2007). Sains IPA 3 SMA/MA. Jakarta: PT Bumi Aksara
Rivers, D. B.,(2002), Using A Course-Long Theme For Inquiry-Based Laboratories In A Comparative Physiology Course, Advances in
Physiology Education, 26:317-326
Rusman, ( 2010 ), Model Pembelajaran Mengembangkan Profesionalisme Guru, Penerbit Raja Grafindo Persada, Jakarta.
Sconul, (2004), Learning Outcomes and Information, Society of Collage, National and University Library, United kingdom.
Solomon, E.P., Linda R. B., Diana W. M., (2011), Biology 9 Edition, Brooks/Cole, Belmont
Sudjana, N.,(2008 ),Penilaian Hasil BelajarMengajar, PT Remaja Rosdakarya, Bandung.
Sutikno, W., A. Isa, (2010), Keefektifan Pembelajaran Berbantuan Multimedia Menggunakan Metode Inkuiri Terbimbing Untuk Meningkatkan Minat dan Pemahaman Siswa, Jurnal Pendidikan Fisika Indonesia, 6 : 58-62
Tobing., (2012), The Effectiveness of Laboratory Experiment Method to Increase Activity and Students’ Achievement on Teaching Salt Hydrolisis., Skripsi, FMIPA, Unimed, Medan
REFERENCES
Alberta Education, (2004), Focus On Inquiry: A Teacher’s Guide To
Implementing Inquiry-Based Learning, Learning and Teaching Resources
Branch, Canada.
Arikunto, S., (2011), Dasar-Dasar Evaluasi Pendidikan, Penerbit Bumi Aksara, Jakarta
British Columbia Institute of Technology, (2010), Writing Learning Outcomes, BCIT Learning and Teaching Centre, Willingdon Avenue
Brown, Patrick J. P., (2010), Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population, Advan in Physiol Edu 34:150-155
Cecie S., Christine A. E., Lisa S., (2011), Biology: Concepts and Applications,
Eighth Edition, Brooks/Cole, Belmont
Dunlosky J., Katherine A. R., Elizabeth J. M., Mitchell J. N., and Daniel T. W., (2013), Improving Students’ Learning with Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology, Association for psychological science, 14(1): 4–58
Galileo Educational Network. (2004). What is inquiry? Inquiry & ICT.Retrieved July 12, 2004, from http://www.galileo.org/inquiry-what.html
Howard D. R and Jennifer A. M.,(2005), Using a Module-based Laboratory To Incorporate Inquiry into a Large Cell Biology Course, Cell Biology
Education, 4: 249–260
Jauhari, M., (2011), Implementasi PAIKEM dari Behavioristi ksampai
Konstruktivistik Sebuah Penegembangan Pembelajaran Berbasis CTL,
Prestasi Pustaka Raya, Jakarta
Karmana, Oman, (2000), Cerdas Belajar Biologi, Grafindo Media Pratama, Bandung.
Kirschner, P., John, S., Richard, E. C.,(2004), Why Unguided Learning Does Not Work: An Analysis of the Failure of Discovery Learning, Problem-Based Learning, Experiential Learning and Inquiry-Based Learning, Educational
Psychologist
Liliasari, 2007, Scientific concept and generic science skills relationship in the
21th century science education, Science education program graduate
school Indonesia university of education
51
Muljatiningrum, A., Nuryani, Y.R., Adi Rahmat, (2008), Pembelajaran Inkuiri untuk Mengembangkan Kemampuan Dasar Bekerja Ilmiah dan Berpikir Kreatif Pada Konsep Bioteknologi, Current Issues on Research and
Teaching in Science Education, ISBN 978-979-98546-4-2
Opara , Jacinta A., (2011), Inquiry Method and Student Academic Achievement in Biology: Lessons and Policy Implications, American-Eurasian Journal of
Scientific Research 6 (1): 28-31
Pratiwi et. all, (2007), Biologi Jilid I untuk SMA Kelas X, Erlangga, Jakarta
Prawihartono, S. dan Hidayati, S., (2007). Sains IPA 3 SMA/MA. Jakarta: PT Bumi Aksara
Rivers, D. B.,(2002), Using A Course-Long Theme For Inquiry-Based Laboratories In A Comparative Physiology Course, Advances in
Physiology Education, 26:317-326
Rusman, ( 2010 ), Model Pembelajaran Mengembangkan Profesionalisme Guru, Penerbit Raja Grafindo Persada, Jakarta.
Sconul, (2004), Learning Outcomes and Information, Society of Collage, National and University Library, United kingdom.
Solomon, E.P., Linda R. B., Diana W. M., (2011), Biology 9 Edition, Brooks/Cole, Belmont
Sudjana, N.,(2008 ),Penilaian Hasil BelajarMengajar, PT Remaja Rosdakarya, Bandung.
Sutikno, W., A. Isa, (2010), Keefektifan Pembelajaran Berbantuan Multimedia Menggunakan Metode Inkuiri Terbimbing Untuk Meningkatkan Minat dan Pemahaman Siswa, Jurnal Pendidikan Fisika Indonesia, 6 : 58-62
Tobing., (2012), The Effectiveness of Laboratory Experiment Method to Increase Activity and Students’ Achievement on Teaching Salt Hydrolisis., Skripsi, FMIPA, Unimed, Medan
