AND CRITICAL THINKING IN GRADE XI
SMAN 2 BALIGE AT A.Y. 2011/2012
By:
Wenny Pintalitna Tarigan
408141120
Biology Bilingual Education Study Program
A THESIS
Submitted to fulfill the requirement for the degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND SCIENCE
STATE UNIVERSITY OF MEDAN
Prof.Dr.Herbert Sipahutar,M.S,M.Sc
Title : A COMPARISON BETWEEN COOPERATIVE
LEARNING TYPE GROUP INVESTIGATION WITH E-LEARNING ON STUDENT’S LEARNING ACHIEVEMENT AND CRITICAL THINKING IN
ACKNOWLEDGEMENT
First of all, I would like to praise and gratitude to God Almighty for His
love and grace that has given the health and wisdom to the author so that this
thesis can be completed properly in accordance with the planned time.
Thesis entitled "A Comparison between Cooperative Learning Type
Group Investigation with E-Learning on Student's Learning Achievement and
Critical Thinking in Grade Eleventh SMAN 2 Balige at the Academic Year
2011/2012” arranged to obtain S1 degree of Sarjana Pendidikan, Faculty of
Mathematics and Natural Science, State University of Medan.
During writing this thesis, the author had the guidance, assistance and
prayer support from the various parties. First and foremost, the writer would like
to express the endless gratitude to my beloved parents, Ayahanda Harmonis
Tarigan and Ibunda Sarioni Ginting, BA for their patience, encouragement
including their endless love and pray to me.
Therefore, the author would like thank profusely to
1). Prof. Drs. Motlan, M.Sc, Ph.D., as Dean of the Faculty of Mathematics and
Natural Science, State University of Medan.
2). Prof.Dr.Herbert Sipahutar, MS, M.Sc, as my thesis supervisor for his
valuable time in correcting and critizing the thesis draft until its present form.
3). Dr.rer.nat. Binary Manurung, M.Si, Syarifuddin, M.Sc, PhD, Dra.Meida
Nugrahalia, M.Sc, as the lecturer team of examiners for their suggestion and
constructive criticisms for the revision of this thesis.
4). Drs. H. Tri Harsono, M.Si, as my academic supervisor who has guided the
author during academic program.
5). All of the staff in Faculty of Mathematics and Natural Science and Biology
Department, State University of Medan who have given the knowledge that
are useful for the author during academic program.
7) Head of Education and Culture Ministry Tobasa, Dra. Mariani, M.Pd who
6). Principal of SMA Negeri 2 Balige, Danjor Nababan, S.Pd, M.M, for his
kindness to allow author in conducting this research at SMAN 2 Balige.
7). Ida Lumbantoruan, S.Pi and Rohani Siburian, S.Pd, M.Si as biology
teacher in SMAN 2 who helped me in conducting the study.
8). Students of Class XI IA 2 and XI IA 3 SMAN 2 Balige who had received
the presence of the author during research in these classes.
9). Author also says thank for principal of SMAN 1 Berastagi, Alberto
Colia,M.Pd who have given permission to validate the instrument test and
Drs. Bokti Tarigan as biology teacher who helped me in validating the
research instrument and also Class XI IA 5 of SMAN 1 Berastagi who has
received a good response for answer the instrument test.
10). All my friends especially for Keasy Rismauly, Maya Sari for their
motivation, kindness and encouragement to author.
11). Last but not the least, All sisters and brothers in Biology Department and
Chemistry Department, State University of Medan for their support in
many things whose name cannot be mentioned one by one in here.
Medan, July 10th 2012 Author,
A COMPARISON BETWEEN COOPERATIVE LEARNING TYPE GROUP INVESTIGATION WITH E-LEARNING ON STUDENT’S
LEARNING ACHIEVEMENT AND CRITICAL THINKING IN GRADE ELEVENTH SMAN 2 BALIGE AT
ACADEMIC YEAR 2011/2012
WENNY PINTALITNA TARIGAN (408141120)
ABSTRACT
The objective of this study was to: 1) develop and apply e-learning media on
the subject digestive system, 2) know the differences of student’s learning
achievement and critical thinking skills of students who used e-learning media or cooperative learning model type Group Investigation in digestive system topic in grade eleventh SMAN 2 Balige at A.Y.2011/2012. This study used developmental and queasy experimental design with sample of this study was dorm class namely XI IA 2 and XI IA 3 determined by cluster sampling method. For developmental stage, e-learning media was developed by following Luther model which has assessed during validation process in order to get the feasibility on material and media aspect by using questionnaire. The percentage of media assessment achieved 66% for screen design effectiveness; 80% for media operation; consistency, format, organizing and usage were achieved 80%. The percentage of content assessment achieved was achieved 82.5 % belong to feasible category. Small scale validation involved ten teachers and ten students got the average percentage was 92.13% for media and 95% for content assessment. Large scale validation involved 26 students of SMAN 1 Berastagi showed 93.86% for indicator quality of content and purpose of learning materials and 93.91% for quality of technique in the usage of e-learning media.
Class XI IA 2 used e-learning media and class XI IA 3 used group investigation learning model. Instrument test used consists of cognitive test in the multiple choice with five options (24 questions) and essay test (6 questions), critical thinking test in the essay form (6 questions). Based on data analysis, the average of post test for cognitive test in experimental group was higher than control group (experimental group = 87.41 > control group = 82.84) and based on the calculation of
t-test, tobs was higher than ttable (tobs = 4.015 > ttable = 1.67) with p=0.05 and df=56. The
average of post test for critical thinking test in experimental group was higher than
control group (experimental group = 86.06 > control group = 82.06) with tobs was
higher than ttable (tobs = 2.173 > ttable = 1.67), with p=0.05 and df=56. It means Ha is
accepted so there was significant difference of students’ learning achievement and
critical thinking skill that taught by using e-learning media. There was relationship between critical thinking and cognitive test with R=0.38 for experimental and R=0.083 for control.
LIST OF TABLE
Table 3.6 Rubric of Critical Thinking Skills Assessment 32
Table 3.7 Critical Thinking Indicator Observed 33
Table 3.8 Experimental Research Design 34
Table 3.9 Learning Activity in Control and Experimental Group 34
Table 3.10 Percentage of E-learning Media Implementation 38
Table 3.11 Percentage of Student’s Skill in The Use Computer 38
Table 3.12 Category of Eligibility Percentage 43
Table 3.13 Criteria of E-learning Media Eligibility 44
Table 3.14 Interpretation of Assessment Criteria 44
Table 3.15 Category of Eligibility Percentage 44
Table 3.16 Teaching Learning Activities 46
Table 3.17 Schedule of Research Stage and Data Collecting 52
Table 3.18 Criteria of Item Difficulty for Multiple Choice 54
Table 3.19 Criteria of Item Difficulty for Essay Question 55
Table 3.20 Criteria of Item Discriminant for Multiple Choice 56
Table 3.21 Criteria of Item Discriminant for Essay 56
Table 3.22 Criteria of Critical Thinking Skill 57
Table 3.23 Qualification of Student’s Learning Response 59
Table 3.24 Qualification of Student’s Critical Thinking Attitude 59
Table 4.1 Material Content in E-learning Media 63
Table 4.2 Content of E-learning Media 63
Table 4.3 Summary of Normality Test 77
Table 4.4 Summary of Homogeneity Test 77
Table 4.6 Criteria of Critical Thinking Result 80
Table 4.7 Critical Thinking per Indicator 80
Table 4.8 Summary of Normality Test 81
Table 4.9 Summary of Homogeneity Test 81
Table 4.10 Summary of Hypothesis Testing 82
Table 4.11 Student Response in E-learning Class 83
Table 4.12 Student Response in Cooperative Class 83
Table 4.13 Critical Thinking Attitude in E-learning Class 84
LIST OF FIGURE
Figure 2.7 Concept Map of Digestive System 18
Figure 2.8 Structure of Mouth Cavity 20
Figure 2.9 Three Saliva Glands in Mouth 20
Figure 2.10 Structure of Oesophagus 21
Figure 2.11 Part of Stomach 21
Figure 2.12 Structure of Small Intestine 22
Figure 2.13 Structure of Large Intestine 22
Figure 2.14 Structure of Pancreas 23
Figure 2.15 Structure of Liver 23
Figure 3.1 Research Type 35
Figure 3.2 Procedure of E-learning Media Development 36
Figure 3.3 Process of Creating a Weblog 40
Figure 3.4 Process of Creating Test Online 41
Figure 3.5 Process of Creating Survey Online 42
Figure 3.6 Flowchart of E-learning Media Content 46
Figure 3.7 Validation Process of E-learning Media 47
Figure 3.8 Stage of E-learning Media Implementation 49
Figure 3.9 Stage of Cooperative Learning Type 49 Group Investigation Implementation
Figure 3.10 Experimental Research Procedure 51
Figure 4.1 Wordpress Blog 60
Figure 4.2 Wordpress Account 60
Figure 4.3 Activation of Wordpress Account 61
Figure 4.5 Theme Editing Display 61
Figure 4.6 Header Editing Display 61
Figure 4.7 Post Editing Display 61
Figure 4.8 Wondershare Quiz Creator Display 62
Figure 4.9 Question Type 62
Figure 4.10 Writing the Question 62
Figure 4.11 Question Editing and Setting 62
Figure 4.12 Template Editing 63
Figure 4.13 Uploading Quiz Online 64
Figure 4.14 Screen Design of Weblog and Quiz Online 66
Figure 4.15 E-learning Media Assessment by Media Expert 66
Figure 4.16 E-learning Media Assessment by Content Expert 67
Figure 4.17 Blog Header Revision 68
Figure 4.18 Display of Intro Quiz Online Revision 68
Figure 4.19 Display of Data Sorting Revision 68
Figure 4.20 E-learning Media Assessment by 10 Teachers 69
Figure 4.21 E-learning Media Assessment by 10 Students 69
Figure 4.22 Figure Revision 70
Figure 4.23 Blog Home Revision 71
Figure 4.24 Quiz Online Revision 71
Figure 4.25 Video Revision 71
Figure 4.26 E-learning Media Assessment by 26 Students 72
Figure 4.27 Procedure of Using E-learning 73
Figure 4.28 Final Display of Weblog and Quiz Online 73
Figure 4.29 Student’s Achievement Pre and Post Test 76
Figure 4.30 Critical Thinking Pre and Post Test 79
Figure 4.31 Relationship Between Critical Thinking with 85 Cognitive Test in E-learning Class
Figure 4.32 Relationship Between Critical Thinking with 85 Cognitive Test in Cooperative Class
Figure 4.33 Feedback to Student’s Work 89
Page
Appendix 1 Syllabus 98
Appendix 2 Lesson Plan for Experimental Class 100
Appendix 3 Lesson Plan for Control Class 113
Appendix 4 Cognitive Test Instrument 125
Appendix 5 Rubric Score of Cognitive Test 134
Appendix 6 Critical Thinking Test Instrument 146
Appendix 7 Rubric Score of Critical Thinking Test 152
Appendix 8 Lattice Questions for Critical Thinking Test 156
Appendix 9 Questionnaire of Student’s Response 157 for Control Class
Appendix 10 Lattice of Student’s Response Questionnaire 159 for Control Class
Appendix 11 Questionnaire of Student’s Response 160 for Experimental Class
Appendix 12 Lattice of Student’s Response Questionnaire 162 for Experimental Class
Appendix 13 Guidance of Teacher Interview 163
Appendix 14 Questionnaire of Student’s Ability and 166 Skill in Using Computer
Appendix 15 Lattice of Student’s Ability Using Computer 167 Questionnaire
Appendix 16 Questionnaire of E-learning Media Assessment 168 for Student
Appendix 17 Lattice of E-learning Media Assessment 169 for Student
Appendix 18 Sheet of E-learning Media Assessment 170 for Media Expert and Teacher
Appendix 19 Sheet of E-learning Media Assessment 172 for Content
Appendix 20 Questionnaire of E-learning Media Implementation 173
Appendix 21 Storyboard of Weblog 175
Appendix 22 Storyboard of Quiz Online 177
Appendix 23 Validity Table of Multiple Choice 179
Appendix 24 Validity Table of Essay Test 180
Appendix 25 Calculation of Validity for Multiple Choice 181 Appendix 26 Calculation of Validity for Essay 182
Appendix 27 Calculation of Reliability for Multiple Choice 183
Appendix 28 Calculation of Reliability for Essay 184
Appendix 29 Calculation of Item Difficulty for Multiple Choice 185
Appendix 30 Calculation of Item Difficulty for Essay 186
Appendix 31 Calculation of Item Diiscriminant for Multiple Choice 188
Appendix 32 Calculation of Item Diiscriminant for Essay 188
Appendix 33 Calculation of Pre and Post Test Data 192 Learning Achievement
Appendix 34 Calculation of Normality Test 194
Appendix 35 Calculation of Homogeneity Test 196
Appendix 36 Calculation of t-Test 197
Appendix 37 Calculation of Pre and Post Test Data 199 Critical Thinking
Appendix 38 Calculation of Normality Test 202
Appendix 39 Calculation of Homogeneity Test 205
Appendix 40 Calculation of t-Test 206
Appendix 41 Score of Critical Thinking Test per Indicator 208
Appendix 42 Score of Cognitive Test per Indicator 212
Appendix 43 Recapitulation of Student’s Response 216
Appendix 44 Recapitulation of E-learning Media Assessment 218
Appendix 45 t-Table 222
Appendix 46 r-Product Moment Table 223
Appendix 47 F Table 224
Appendix 48 Normality (z) Table 226
Appendix 49 Liliefors Table 227
Appendix 50 Letter of Observation to SMAN 2 Balige 228
Appendix 51 Letter of Instrument Validation 229 to SMAN 1 Berastagi
Appendix 52 Description Letter of Validation from 230 SMAN 1 Berastagi
Appendix 54 Letter of Research Permission from 232 Dinas Pendidikan Tobasa
p
Appendix 55 Letter of Research Permission from 233 SMAN 2 Balige
Appendix 56 Letter of Permission for Using Multimedia Room 234
Appendix 57 Letter of Thesis Advisor Readiness 235
Appendix 58 Research Documentation 236
Appendix 59 Assessment Sheet of Media Expert 242
Appendix 60 Assessment Sheet of Content Expert 244
Appendix 61 Validation Letter of Cognitive Instrument Test 246
Appendix 62 Validation Letter of Critical Thinking Instrument Test 249
Appendix 63 Validation Letter of Questionnaire 251
1.1Background of Study
Biology is a subject-specific knowledge of biological systems and
concepts that provide the knowledge, skills, responsibilities to the environment,
and process of discovery (Budimansyah, 2002:34). A biology course allows
students to develop practical and technical skills from laboratory sessions,
communication skills are learned through report writing and making
presentations, teamwork skills are developed through group projects and
seminars, problem-solving skills are obtained from critical analysis to a problem.
Learning of biology should be carried out with emphasis on the direct
learning experience through the use and development of process skills and
scientific attitudes that needs critical thinking skill (BSNP, 2006). But the reality
on the ground indicates that the learning of biology conducted predominant in the
memorizing the concept. Students have not been teached to understand the
information and relate it to life. Science lessons at school are more geared to the
mastery of knowledge and lack of developing a scientific attitude (Meita, 2012:1).
The National Assessment of Educational Progress (NAEP) as the nation’s report
card in America reports that the development of advanced reasoning abilities has
declined in 12th grader because students are not learning how to think.
The interview result with biology teacher in SMAN 2 Balige obtained
number of students that did not fulfill the score criteria of minimum completeness
(KKM) 76 on semester final exam 2010/2011 was 48% in grade eleventh. The
results of the National Final Examination (UN) 2009/2011 for the Science
subjects that achieved by students were relatively low. Biology subjects were the
most potentially subject lead to failure when compared to Physics and Chemistry
(Source: BSNP Puspendik). Studies of science teaching in the late 1990s led to the
observation that most teachers used the didactic methods of instruction and
determined that ‘‘many students were low learning achievement, mastering
disconnected facts in understandings and problem solving skills’’ (National
Research Council, 2000:17).
The increasing of student’s learning achievement and critical thinking in
the learner necessary changes in methods, models and learning media in the
school. SMA Negeri 2 Balige still use teacher centered learning thus creates the
passive learners focused on teacher, learners are not accustomed to think
critically. Learning media used by teacher is not internet based yet and does not
stimulate to student’s critical thinking skill (Source: prelimiery observation).
A Cooperative Learning Model Type Group Investigation is offered in
order to foster student’s learning achievement and critical thinking. This model
provide students to discuss and solving physiological abstract concepts, cognitive
restructuring leads, enhance elaborative thinking, more receiving of explanation
which has the potential to increase depth of understanding (Johnson,1986).
Research by Johnson (1991) showed that cooperative learning enhanced more
positive learning result towards subject members.
Computer-assisted teaching using the internet has radically changed the
teaching paradigm. The traditional teaching style is no longer sufficient for
learners. Development of science and technology develop IT/ICT based learning
(Pazos, 2002:34). Internet based learning (e-learning) can construct a new
learning style through internet. From the educational point of view, the e-learning
media is more superior than the other learning media because this media contents
illustrate the richness and diversification that combines sound, image, picture,
motion and words, create life-time learning model in which the learner is the
center of learning activities (Jhang,2004). E-learning assists learning and
cognitive construction, pushes resource sharing and quiz online that can improve
student’s critical thinking.
by the physiological abstract concepts of biology material that need analyzing,
reasoning and critical thinking skill (Lazarowitz, 1992). Digestive system topic is
categorized difficult to comprehend because of its complicated characteristics
which deal with complex physical and chemical mechanism. It is supported by the
low of average percentage achievement of National Examination 2008/2009 on
digestive system topic in some areas like as Kab Nias, Kab. Binjai, Kab.Siantar
media on digestive system in class XI IPA SMAN 2 Balige at academic year
2011/2012
As one of the best high school in North Sumatra and Tobasa, SMAN 2
Balige contributed to the development of science, especially in the field of
information and technology. Majority of the learning process in SMAN 2 Balige
has IT/ICT based learning use. Thus, the students are no awkward to access
learning material course via internet. From the above background, the author is
interested in doing research about “A Comparison Between Cooperative
Learning Type Group Investigation with E-Learning on Student’s Learning
Achievement and Critical Thinking in Grade Eleventh SMAN 2 Balige at Academic Year 2011/2012”.
1.2 Problem Identification
With reference to the background, the identified problems are:
a) Students’ academic achievement is low noticed by number of students that did
not fulfill the score criteria of minimum completeness (KKM) 76 on semester
final exam is 48% .
b)Low of critical thinking developing during learning biology in the class
c) Teacher still use conventional method and teacher centered learning approach
d)Learning model applied by teacher does not stimulate to student’s critical
Natural Science SMAN 2 Balige at A.Y. 2011/2012.
b)The developing of e-learning media on digestive system topic
c) The implementation of e-learning media
d)Implementation cooperative learning model type Group Investigation
e) Comparison of student’s learning achievement that taught by cooperative
f) Comparison of student’s critical thinking skill that taught by cooperative
learning model type Group Investigation with applying e-learning media and
without e-learning media on the digestive system topic in class XI IPA SMAN
2 Balige at academic year 2011/2012.
g)Critical thinking indicator in this research focuses to the question, identifying
assumption, determine the solution of the problem and write down the
solutions.
h)Learning achievement researched in this research is cognitive test
1.4 Research Questions
The research questions of this study namely:
a) How to develop e-learning media?
b)How are the differences of student’s learning achievement of students that
taught by using cooperative learning model type Group Investigation assisted
e-learning media and without applying e-learning media?
c) How are the differences of student’s critical thinking skill that taught by using
cooperative learning model type Group Investigation assisted e-learning media
and without applying e-learning media?
d)How is the relationship between student’s critical thinking with cognitive
achievement?
1.5 Objective of Study
The purposes of this research are:
a) Developing and applying e-learning media on the digestive system topic
b)Knowing the differences of student’s learning achievement that taught by using
cooperative learning model type Group Investigation assisted e-learning media
and without applying e-learning media in digestive system topic
c) Knowing the differences of critical thinking skills of students that taught by
using cooperative learning model type Group Investigation assisted e-learning
media and without applying e-learning media in digestive system topic
d)Knowing the relationship between student’s critical thinking with cognitive
1.6 Significance of Study
Theoretically, the result of this study gives the contribution in the biology
learning, especially in the use of e-learning media using blog and extends the
knowledge about the implementation of cooperative learning model type Group
Investigation (GI) to improve students' learning achievement and critical thinking
skills. Practically, e-learning media can help students to comprehend the learning
topic easier so increasing students' learning achievement and critical thinking
skills. For educator, e-learning media can be used as a media of learning to create
the interesting learning activities, applying more innovative learning model such
as cooperative learning model type Group Investigation that able to overcome
student’s difficulties problem in understanding biology concept. For school,
optimizing facilities and infrastructure in schools that can support the learning
process.
1.7 Operational Definition
Critical thinking in this research defined as a process of intelligent
conceptualization, implementation, analysis, synthesis and generated the
information by observation, experience, reflection, and reasoning. When students
think critically, they will show the processes as follows submit the questions,
knowing the difference between the observations and conclusions, knowing that it
takes insufficient evidence to draw strong conclusions, provide an explanation and
interpretation, make observations and predictions. Learning achievement is the
result of student’s cognitive test on the topic digestive system.
Group Investigation model consists of six syntax namely grouping,
planning, investigation, organizing, presenting and evaluation that are able to
stimulate student’s critical thinking. E-learning media is a way of the acquirement
of knowledge, experience and skill. In e-learning, teacher’s role is guiding to learn
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
Based on the objectives, results and discussion of development and
implementing e-learning media and cooperative learning model on digestive
system topic for grade XI IA stated previously then the
conclusions obtained were:
a) The percentage of media assessment achieved 66% for screen design
effectiveness; 80% for media operation; consistency, format, organizing and
usage were achieved 80%. The percentage of content assessment achieved was
achieved 82.5 % belong to feasible category. Small scale validation involved
ten teachers and ten students got the average percentage was 92.13% for media
and 95% for content assessment. Large scale validation involved 26 students of
SMAN 1 Berastagi showed 93.86% for indicator quality of content and
purpose of learning materials and 93.91% for quality of technique in the usage
of e-learning media belong to very decent category and suitable to be
implemented during teaching and learning.
b)The use of discussion method assisted e-learning media has a positive effect
on student’s learning achievement. In the control class, the average of post test
value was 82.84 and the post test in the experimental class was 87.41. It was
proven from the tobs = 4.015 with ttable = 1.67.
c) The use of discussion method assisted e-learning media had also a positive
effect on student’s critical thinking skill. The average value of post test in
control class was 82.06 and in the experimental class were 86.06. It was
proven from the tobs= 2.173 with ttable = 1.67.
d)The implementation of cooperative learning model type group investigation
assisted e-learning media during learning process in the class has able to
stimulate the student’s critical thinking attitude.
e) Cooperative learning model type GI considered the priority of students'
investigation, organizing, presenting, evaluating. In e-learning class, teacher
teaches the subject matter in the class but by using e-learning media assisted
like as blog and quiz online.
5.2. Recommendation
Based on the result and conclusion above, the recommendation
obtained namely:
a) For the further researcher who wants to research the implementation of
learning model group investigation to guide students more courageous in
the telling and presenting their opinion.
b)Biology teachers should apply the innovative learning media like e-learning
media to improve student’s learning achievement and critical thinking.
c) The teachers should do many things to create an interesting condition although
school doesn’t manage the learning facilities yet.
d)It is better if the researcher tell the importance of critical thinking skill first at
BIOGRAPHY
Wenny Pintalitna Br.Tarigan was born in Medan on March 8th 1991. My
father named Harmonis Tarigan and my mother named Sarioni Br.Ginting, BA.
The author is the first child of two sisters. In 1996, the author entered elementary
school in the SDN 0660648 Mawar Helvetia, Medan and graduated at 2002. In
2002 the author continued school in SMPN 18 Medan and graduated at 2005. In
2005, the author continued the study in SMA Markus Medan and graduated at
2008. In 2008, the author received in Biology Education Bilingual Study Program
Faculty of Mathematics and Natural Sciences, State University of Medan. During
the academic program, the author served as Commissioner of Biology Bilingual
Class at 2009-2012, Secretary of HMJ Biology at 2010-2011, and Treasurer of
IKBKB in 2010. The author has selected as the winner of Peer Teaching Pasca
PPL at 2011, Student Grant Research and Olimpiade Sains UNIMED at 2012.
Besides that, the author was active as a Lecturer Assistant for Experimental in the
