THE INFLUENCE OF CRITICAL THINKING DEVELOPMENT THROUGH CHEMISTRY MODULE TO INCREASE STUDEN’S
ACHIEVEMENT GRADE XI ON THE TOPIC SOLUBILITY AND SOLUBILITY PRODUCT
By: Yunia Rizki
408131103
Chemistry Bilingual Education Study Program
A Thesis
Submitted to Fulfill the Requirement for Getting the Degree of Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
Thesis Title : THE INFLUENCE OF CRITICAL THINKING
DEVELOPMENT THROUGH CHEMISTRY
MODULE TO INCREASE STUDENT’S ACHIEVEMENT GRADE XI ON THE TOPIC
SOLUBILITY AND SOLUBILITY PRODUCT
Name : Yunia Rizki
ID Number : 408131103
Study Program : Bilingual Chemistry Education
Department : Chemistry
Approved by: Thesis Advisor,
Dr. Iis Siti Jahro, M. Si. NIP. 1965 1015 199203 2 003
Acknowledged by :
Chemistry Department Coordinator of Bilingual Head,
Drs. Jamalum Purba, M.Si Prof. Dr. Herbert Sipahutar, M.S, M.Sc
NIP. 19641207 199103 1 002 19610626 198710 1 001
FMIPA Unimed Dean,
Prof. Drs. Motlan, M.Sc., Ph.D. NIP. 19590805 198601 1 001
ACKNOWLEDGEMENT
First and foremost, the greatest thanks to the almighty Allah SWT for his
gracious and merciful help that I was finally able to complete this thesis.
In this opportunity, I would like to express My gratitude to :
1. Dr. Iis Siti Jahro, M.Si as My Thesis Supervisor and Secretary of Bilingual
Program, Prof. Ramlan Silaban, M. Si., Dr. Retno Dwi Suyanti, M.Si., and
Dra. Ani Sutiani, M.Si., as Thesis Examiner for their advices, suggestions,
guidance, comments and corrected the proposal until the process of
completing this thesis.
2. Prof. Drs. Motlan, M. Sc., Ph.D. as Dean of Faculty of Mathematics and
Natural Science, Prof. Dr. Herbert Sipahutar, M.S, M. Sc as Head of
Coordinator Bilingual Program and Mr. Syamsuddin as the Staff office of
Bilingual Program.
3. Drs. Jamalum Purba, M.Si as the Head of Chemistry Department, Dr.
Zainuddin Muchtar, M. Si as My Academic Suvervisor, all the lecturers and
staffs of Chemistry Department, I also addressed My thanks to Drs. Alberto
Colia, the Headmaster of SMAN 1 Berastagi, and all teacher who has helped
me in doing the research.
4. My special sincere gratitude to My beloved father, H. Irwansyah Barito and
mother, Alm. Hj. Lispianti, for everything they have given to make all the
things become reality. My only one brother, M. Aslam Alqadri and also My
beloved Edy Amrizal, S. Pd for love, pray and attention that always give to
me.
5. My Best Friends in EnCy, Roma, Vika, Icit, Halimah, Ayu, Ciput, Izal, and
all My Friends in Bilingual Chemistry’08 for all their help, kindness, togetherness, attention and prays.
6. My Senior in Chemistry study program, Ricky Andi Syahputra and Suharman
for the helped and guidance in writing this thesis. And finally to all people
who have supported and helped me that could not be explained one by one in
I have tried to write this thesis as maximal as I can, but in my humble
heart I hope construct suggestion, development and critics from the reader for
perfection this thesis. I hope this thesis can be useful and give many function to
the reader’s knowledge especially about subject matter which is researched in this thesis.
Medan, July 2012
Writer
LIST OF CONTENTS
Page
Abstract i
Acknowledgement ii
List of Contents iv
List of Figure vii
List of Table viii
List of Appendix ix
CHAPTER I INTRODUCTION
1.1 Background 1
1.2 Problem Identification 4
1.3 Research Scope 4
1.4 Problem Statements 4
1.5 Problem Limitation 5
1.6 Research Objectives 5
1.7 Research Benefits 5
1.8 Operational Definition 6
CHAPTER II LITERATURE STUDY
2.1. Critical Thinking 8
2.1.1 Definition of Critical Thinking 8
2.1.2 Development of Critical Thinking in the Classroom 9
2.1.3 Critical in Life 12
2.2 Concept Development 13
2.3 Module 14
2.3.1 Module Characteristic 14
2.4Student’s Achievement 16
2.5 Solubility and Solubility Product 17
2.6 Conceptual Framework 26
CHAPTER III RESEARCH METHODS
3.1 Location and Time Research 28
3.2 Population and Sample 28
3.3 Research Variables and Instrument Research 29
3.3.1 The study variables 29
3.3.2 Research Instrument 29
3.4 Type and Design Research 30
3.4.1 Type of Research 30
3.4.2 Research Procedure 30
3.4.3 Research Flow Diagram 32
3.5 Technic Data Collection 33
3.5.1 Test Validity 33
3.5.2 The difficulty level 34
3.5.3 Discriminating Power Index 35
3.5.4 Reliability Test 36
3.6 Data Analysis Techniques 37
3.6.1 Normality Test 37
3.6.2 Homogeneity Test 37
3.6.3 Normalized Gain 38
3.6.4 Hypothesis Test 38
CHAPTER VI RESULT AND DISCUSSION
4.1. Research Description 39
4.2 Analysis of Research Instrument 39
4.2.1 Validity Test 39
4.2.2 Reliability Test 40
4.2.3 Difficulty Index 40
4.2.4 Discriminating Power Index 41
4.3 Analysis of Research Result 41
4.3.2 Homogeneity test 43
4.4Students’ Achievement 44
4.4.1.Student’s Achievement before Teaching Treatment 44 4.4.2. Student’s Achievement after Teaching Treatment 45
4.5 Hypothesis testing 49
4.6Correlation Between the Increasing of Student’s Achievement (Gain) 50 With the Average Value of Critical Thinking Development
4.7 Discussion 51
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion 56
5.2 Suggestion 56
LIST OF TABLES
Pages
Table 3.1. Research design 31
Table 4.1. Data of Pre Test and Post Test 39
Table 4.2. Data of Normality Test (Pre Test) 42
Table 4.3. Data of Normality Test (Post Test and Gain) 43
Table 4.4 Data of Homogeneity 44
Table 4.5. Data of Student’s achievement in the Pre-test 45
Table 4.6. Data of Student’s Achievement in Post-Test 45
Table 4.7. Average value of gain normalization 48
Table 4.8Percentage of Student’s Achievement 49
Table 4.9 The Result of Hypothesis 50
Table 4.10 Increasing Student’s Achievement for the Level of Cognitive 53 Aspect
LIST OF FIGURE
Page
Figure 3.1 Research Flow Diagram 32
Figure 4.1Students’ Achievement in Experiment Class by Using Critical 46 Thinking Module
Figure 4.2Increasing of Students’Achievement in Experiment Class 47 Figure 4.3.Student’s Achievementin Control Class by Using General 47
Module
Figure 4.4 Increasing of Students Achievement in Control Class 48
Figure 4.5. Correlation between Average of Critical Thinking 51
Score and Gain
LIST OF APPENDIX
Appendix 1. Syllaby 60
Appendix 2. Lesson Plan 68
Appendix 3. Table of Instrument Specification Before Validated 83
Appendix 4. Instrument Test Before Validated 84
Appendix 5. Answer Key of Instrument Test before Validated 88
Appendix 6. Calculation of Validity Test 89
Appendix 7. Validity Test 90
Appendix 8. Table of Instrument Specification after Validated 92
Appendix 9. Instrument After Validated 93
Appendix 10. Answer key of Instrument Valid 96
Appendix 11. Calculation of Reliability 97
Appendix 12. Table of Reliability 98
Appendix 13. Calculation of Difficulty Index 99
Appendix 14. Table of Difficulty Index 100
Appendix 15. Calculation of Discriminating Power Index 102
Appendix 16. Table of Discriminating Power Index 103
Appendix 17. Assessment of Module 105
Appendix 18. Analysis of Module 107
Appendix 19. Rubric of Critical Thinking Question 109
Appendix 20. Critical Thinking Question 127
Appendix 21. Students’ Result 130
Appendix 22. Calculation of Standard Deviation 132
Appendix 23. Normality Test 134
Appendix 24. Homogeneity Test 139
Appendix 25. Normalized Gain 145
Appendix 26. Hypothesis Test 146
Appendix 27. Tabulation Of Gain And Critical Thinking Value 148
Appendix 28. Calculation of Correlation 149
Appendix 30. Level of Cognitive Aspect in Pretest for Control Class 151
Appendix 31. Level of Cognitive Aspect in Postest for Experiment Class 152
Appendix 32. Level of Cognitive Aspect in Postest for Control Class 153
Appendix 33. Increasing of Student’s Achievement Based on Level of 154
Cognitive Aspect in Experiment Class and Control Class
Appendix 34. Table of r-product moment 155
Appendix 35. Table of Chi Square 156
Appendix 36. Table of Distribution F Value 157
Appendix 37. Table of t Distribution Value 160
Appendix 38. Documentations 161
1
CHAPTER I INTRODUCTION
1.1.Background
Education is an investment or asset that is valuable to everyone. Where the
investment will improve the quality of the human resources due to quality of
education. Without education, living standards and quality standards of a human
being can say will be bad. A person who obtained a higher education course will
have a much better quality than those who only finished primary school. But in
fact, education in Indonesia is still far behind from other countries especially the
education of developed countries. This is proved by the development index
education for all in Indonesia decreased. If in 2010 and Indonesia is ranked 65,
this year's ranking slipped to 69. Based on the data in the Education For All (EFA)
Global Monitoring Report 2011: The Hidden Crisis, Armed Conflict and
Education issued by the Organization for Education, Science, and Culture of the
United Nations (UNESCO), launched in New York on Monday (1/3 / 2011), an
index of educational development or education development index (EDI) based on
2008 data is 0.934. The value was put Indonesia in the 69th position from 127 countries around the world. Currently, Indonesia still lefts behind Brunei
Darussalam that is ranked in 34th. Brunei Darussalam into a high achieving group with Japan, which reached the number one in the world. As Malaysia is ranked
65th or still in the medium category of achievement as well as Indonesia. Indonesia position is still far better than the Philippines (85), Kamboja (102),
India (107), and Laos (109) (Kompas, 2011).
Conditions above inhibit Indonesia can rise up to overcome the problem of
poor quality human resources and high unemployment. The lack of quality and
educational facilities would significantly impact on the quality of the human self.
Many problems facing the government certainly cannot be completed quickly.
Government of Indonesia through the Directorate of Early Childhood
Education is promoting early childhood education program that includes the age
2
Support (BOS), improving school infrastructure, improve supporting facilities of
education, improve education quality, improve the curriculum and the last efforts
still hot the character building for all elements involved in education.
In the learning process, improving the quality of education involves
evaluating components such as Lesson Plan (RPP) with characterized, re-examine
the indicators of material, improve the quality of teaching that is now only
focused on developing methods, media and variety of learning models.
However, improving the quality of learning by developing the teaching
material itself is still small, because the learning process is currently only focused
on the development of media, models and learning methods. In fact, it is
important that teaching materials should be noticed and developed to enhance
students' understanding of materials, particularly chemistry subject.
Chemistry subject is a field study to learn the things that make their
students more in their brain. Chemical characteristics of the study area include (1)
some basic material is considered to be abstract (2) the rapidly expanding science
of chemistry (3) the chemical is not just solving a problem in the form of
calculation but also lays the facts, laws, and chemical terms (4) the materials
studied have a broad scope. One subject that covers almost all chemical
Characteristics are "solubility and solubility product" (Situmorang, 2011).
To overcome this problem, researcher offers a development of critical
thinking that can enhance students' understanding of learning materials. There are
4 higher level of thinking, they are critical thinking, creative thinking, problem
solving, and making decision. Among the four higher level thinking, the critical
thinking that base the other three thought patterns. This means that critical
thinking need to be mastered first before reaching other three higher level
thinking. Several studies have been conducted show an understanding of scientific
concepts can be enhanced through the development of critical thinking skills of
students.
In practice the application of the learning process is less encouraging to
the achievement of critical thinking skills. Two factors did not develop critical
3
that is designed with a broad target material so that teachers are more focused on
solving the material and the lack of understanding of teachers about teaching
methods that can enhance critical thinking skills. Students requiring an academic
setting that provides the freedom and safety to express their opinions and
decisions for participating in learning activities.
Formal teaching at school tends to train analytical thinking power.
Students are required to make logical arguments, seek answers, eliminating the
wrong choices, and focus on the correct answer. The side effects are not used for
students to think critically and creatively, that dare to try new ideas and look for
alternative answers, not just focus on one answer that is believed to be correct.
Rational and objective thinking process is a process of critical thinking that is the
key to success in solving the problem (Jahro,2010).
The literature Diane Halpern, a professor of psychology at California State
University, refers to many educators and their opinions of critical thinking. Most
agree that critical thinking is a purposeful, reasoned, and a goal directed method
of solving problems and making decisions. Halpern states that the vast amount of
material available on the Internet increases the need to teach critical thinking
skills to evaluate information. Students need (1) instruction, as well as the (2)
disposition to use these skills. Halpern proposes a four-part model to teach critical
thinking which includes the two parts mentioned as well as (3) structure training
to help students recognize when a certain thinking skill is needed and (4)
metacognitive monitoring or the ability to reflect on thinking processes (Halpern,
1999).
The concept of student disposition is particularly interesting. A student not
only needs to know skills but be willing to use those skills. Instructors need to
employ a variety of methods to engage students in applying critical thinking
skills. As one pedagogical suggestions, Halpern recommends utilizing the
professional Web sites associated with individual disciplines, many of which offer
4
Most of the chemical materials published by Yudhisthira, Yrama Widya
and Tiga Serangkai lists of questions to gauge students' understanding of the
material only at the end of the matter so that less develop students critical thinking
skills. Beside, questions provided are less gauge their ability to think more deeply.
Based on the description above, researcher conduct research aimed to
develop critical thinking in the designing of chemistry module with the title“The
Influence of Critical Thinking Development through Chemistry Module to Increase Student’s Achievement Grade XI on The Topic Solubility and Solubility Product”
1.2 Problem Identification
1. The quality of education in Indonesia still far behind from other countries.
2. The way to improve quality of education by development of teaching
module still rare.
3. Most of teaching modules are less in developing critical thinking skill of
students.
1.3 Research Scope
This study was conducted to increase student achievement and critical
thinking skills of high school student grade XI school year 2011/2012, especially
in the developing of solubility and solubility product module of grade XI.
1.4 Problem Statements
1. How the propriety level of the solubility and solubility product module that develop critical thinking skill of students?
5
3. Is there correlation between the student’s critical thinking skill with the studentt’s achievement?
1.5 Problem Limitation
1. The chemistry module limited in chemistry material on XI grade in the
second semester.
2. The chemistry module treated in learning process only on solubility and
solubility product topic.
3. Student achievement measured by objective test only the cognitive skill
from level C1-C4.
4. Critical thinking skill of student measured by essay test that have C2-C5
level.
5. The solubility and solubility product module that developed is the
chemistry module that written by J.M.C Johari and M. Rachmawati with
the title “CHEMISTRY”.
1.6 Research Objectives
The objective that will be expected for this researh is to determine the accurate
information about
1. The propriety level of the solubility and solubility product module that develop critical thinking skill of students
2. The significance effect of critical thinking development through tecahing module to increase student’s achievement
3. Correlation between the student’s critical thinking skill with the studentt’s achievement
1.7 Research Benefit
The benefits that expected from this research are:
6
2. Obtain the significance effect of critical thinking development through tecahing module to increase student’s achievement
3. As a solution and suggestion for teacher in developing teaching modul to
increase student’s achievement and understanding the subjectmaterial 4. Obtain correlation between the student’s critical thinking skill with the
studentt’s achievement
1.8. Operational Definition
2. Chemistry
Chemistry is one of the subjects listed in the national curriculum. As one
branch of science, chemistry was developed based on observations and
experiments (MOEC, 1995 in the Light Goddess, 2003). On that basis, Teaching
and Learning Activities (TLA) of Chemistry is more emphasis on skills
development process.
(Http://gudangmakalah.blogspot.com/2009/08/prosedur-dan-efektifitas pengembangan.html)
3. Module
Module is one form of teaching materials that are packed full and
systematic, it contains a set of planned learning experiences designed to help
student mastering in specific learning objectives. The module serves as a learning
tool that is independent, so that students can learn according to their speed.
4. Solubility and Solubility Product
Solubility
Solubility is the property of a solid, liquid, or gaseous chemical substance
called solute to dissolve in a solid, liquid, or gaseous solvent to form a
7
Solubility Product
Solubility product or Ksp, is the equilibrium constant for a chemical reaction in which a solid ionic compound dissolves to yield its ions in solution
(http://wikipedia/2009/01/05/solubility and solubility product/)
5. Critical Thinking
Critical thinking is a process that is widely acknowledged in the literature to be
crucial to the learning process, to cognitive development, and to effective
information seeking.
56 CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
1. The propriety level of module is 97.5%. So the module be able to use in
the process of learning in class
2. There is a significant effect in learning outcomes of students who have
learning using chemistry module with critical thinking development. The
student’s achievement that taught using chemistry module with critical
thinking development is higher than conventional teaching method using
general module in teaching of solubility and solubility product. It can be
seen from the average result of post-test, in experiment class is 88.89 and
in control class is 74.65. The percentage of student’s average gain in experiment class is 76.1%, while control class 58.4%. The result of
hypothesis at level α= 0.05 is tcount(8.85) > ttable(1.6588).
3. There is positive correlation between the average value of critical thinking
development towardthe increasing of student’s achievement (gain), with r = 0.277
5.2 Suggestion
1. For chemistry teachers should using chemistry module with critical
thinking development, because it was able to increase the student’s achievement, enhance students' ability to think, be active will make
learning is a meaningful and makes student easy to remind longer.
2. The results of this study certainly is not perfect, so expect similar study could
be developed, among others, by conducting similar studies on other
57
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