THE IMPLEMENTATION OF POGIL STRATEGY WITH WORKSHEET MEDIA TO INCREASE STUDENTS’ INTEREST AND
ACHIEVEMENT IN TEACHING COLLOIDAL SYSTEM BASED LESSON STUDY
By:
Angeline Viska Ayu Rosalia Reg. Number 4113131004
Bilingual Chemistry Education Program
A THESIS
Submitted to Fulfill the Requirement for the Degree of Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
iv
ACKNOWLEDGEMENT
In the Name Of Jesus Christ, the Most Gracious and Merciful
Praise the Lord, all praises be to my Savior, Jesus Christ for His blessing,
strength, health, guidance and favor to me so that I could go with this life and
finish this thesis especially. This thesis appearrs in its current due to the assistance
and guidance of several people. I would like to offer my sincere thanks to all of
them.
Foremost, I would like to express my sincere gratitude to my supervisor, Dr. Zainuddin Muchtar, M.Si for his patience, motivation, enthusiasm, and
immense knowledge. His guidance helped me in all the time of research and
writing of this thesis. I could not have imagined having a better supervisor and
mentor for my undergraduate study.
Not forgotten, my appreciation to my examiners, Prof. Drs. Manihar Situmorang, M.Sc, Ph.D, Dr. Marham Sitorus, M.Si, and Drs. Bajoka
Nainggolan, MS for their advices, guidances, suggestions, and constructive
critics in completing this thesis.
I am also hugely gratitude to Prof. Albinus Silalahi, MS as my academic supervisor who has given great advices and motivations for my study in this
university.
I would like to express my appreciation to Prof. Dr. Retno Dwi Suyanti, M.Si as the validator of the content, instrument, and questionnaire.
I would like to express my appreciation to the Dean of Faculty of Mathematics and Natural Science, Prof. Drs. Motlan, M.Sc, Ph.D, to the Head of Chemistry
Department, Agus Kembaren, S.Si, M.Si, to the Head of Chemistry Education
Department, Dra. Ani Sutiani, M.Si, to Coordinator of Bilingual Program,
Prof. Dr. rer. nat. Binari Manurung, M.Si, to Secretary of Bilingual Program,
Dr. Iis Siti Jahro, M.Si, to Office Staff of Bilingual Program, Mr. Sam for
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My Sincere appreciation to Headmaster of SMA Negeri 2 Medan, Drs. Sutrisno, M.Pd, and Dr. Manarsar S.Pd as a Chemistry teacher and staff
which assist in this implementation of this research.
My Sincere appreciation to Headmaster of SMA Negeri 3 Medan, Drs. Sahlan Daulay, M.Pd and Drs. Simon Manurung, M.Pd as a Chemistry teacher and
staff which assist in this implementation of this research.
My Sincere appreciation to Headmaster of SMA Swasta Raksana, Drs. Hotman Situmorang, and Sarma Evi Simanjuntak, S.Pd as Chemistry teacher
and staff which assist in this implementation of this research.
My hugely appreciative to Alberto Colia, M.Pd as Headmaster of SMA Negeri 1 Berastagi, Drs. Simon Patar Siagian, Deni Tarigan, M.Pd, M. Ginting,S.Pd
and Ms. Ami Rizky for their help , advice, and motivation in this research,
especially in Validation process.
My greatest gratittude goes to my wonderful doctor, Dr.Gino Tann.Ph.D.SpPK (Haematologist) for kindness, honest, prayer,
encouragement to me since from first diagnosed until now, so I can complete
this thesis on time.
I would like to thank Cici Sofie, and Mrs. Evi Andriani, my Lupus Survivor Friends, for prayer, advice and motivation in completing this thesis.
My sincere to Angela Natalia Sinambela, my thesis’ partner, for her kindness, motivation and help in completing thesis.
For Vidy Lasmarina Purba, SE, Santa Mayretta, ST and Monica Gracia my best friends, thanks to you for help, kindness, and motivation in completing
this thesis.
For Batak.com, Poppy, Riris, Debby, Nova and Haposan. I will love you forever, thanks for unlimited laugh, craziness, folly, madness, and experience
that make me more confidence and brave in my life. Thanks for that friendship
but feeling more than family And also Evina, Ruth, Ricky, Cholida, Rhone,
Mariani and Fatma thanks for every help I get, and Jorry as our beloved
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For CESP’11 the most crazy and enjoyable class ever, full of ambition but full of fun, Jori, Angela, Poppy, Anggun, Cholida, Debby, Desi, Evina, Fatma,
Hesti, Intan, Juliani, Juwita, Lanita, Liesa, Mariani, Nova, Ricky, Rhone,
Riris, Rusdi, Ruth, Haposan, Sinta, Siti, Yolanda, Bayu and Yuni. Thanks for this 4 years guys and let’s go to the next ambition.
For my friends in Field Experience (PPL) who always be my part, Samantha, Poppy, Kris, Asri, Nurul, and Sonya. Thanks for our friendship and everything
that we passed together.
For my Senior in FMIPA, Wika Prayogi,S.Pd and Dimas F. Simatupang, S.Pd thanks for your helping, suggestion, and motivation
Finally, but no means least, My deepest gratitude goes to my beloved parents; my Papa L.P. Panjaitan,SE and my Mama H. Siahaan, S.Kep, My Opung L.
Tambunan , My Aunty Nora Panjaitan, S.Farm and also to my sister Kiki Dwi
Anggi Mariska for their endless love, prayers, encouragement, patience, and I
am thankful for the blessing of such a wonderful and truly amazing family.
Medan, July 2015
Angeline Viska Ayu Rosalia
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THE IMPLEMENTATION OF POGIL STRATEGY WITH WORKSHEET MEDIA TO INCREASE STUDENT’S INTEREST AND ACHIEVEMENT
IN TEACHING COLLOIDAL SYSTEM BASED ON LESSON STUDY
Angeline Viska Ayu Rosalia (Reg. No. 4113131004)
ABSTRACT
The objectives of this research are to get the comparison between POGIL strategy with worksheet media based on lesson study and direct instruction method to increase student’s achievement, and student’s interest. Beside of that, this research also conducted to know the correlation between student’s achievement and student’s interest. This research was done in SMA N 2 Medan, SMA N 3 Medan, and SMA Swasta Raksana. Population is all the students in each of schools which taken by purposive random sampling. The research instruments are achievement test and non test in list interest form. Both of instruments have been validated. The research data analyzed by SPSS -18 for windows. The result data shows that (1) The student’s achievement taught by between POGIL strategy with worksheet media based on lesson study give higher significance difference than direct instruction method. It can be seen from The average of gain in experiment class are (0.76±0.02), where the highest is at SMAN 3 Medan (0.86±0.09) and the lowest is at SMAN 2 Medan (0.71±0.13), and in control class are (0.56±0.13), Ha1 is received and Ho1 is refused where Sig. < α (0.000 < 0.05), (2) The student’s interest taught by POGIL strategy with worksheet media based on lesson study give higher significance difference than direct instruction method. It can be seen from the average of interest and also proved with t-test, SMA N 2 Medan (70,5), SMA N 3 Medan (82,96) and SMA Swasta Raksana (80,25) while in the control class SMA N 2 Medan (59,82), SMA N 3 Medan (76,05) and SMA Swasta Raksana (70,43), Ha2 is received and Ho2 is refused where Sig. < α (0.000 < 0.05), (3) There is correlation between two variables that are student’s achievement and student’s interest at significant level α = 0.05, Ha3 is received and Ho3 is refused where Sig. < α (0.000 < 0.05), with Pearson correlation (r) in SMAN 2 Medan (0.508), SMAN 3 Medan (0.553), and SMA Swasta Raksana (0.311), it means categorized in high correlation.
CONTENT LIST
Page
LEGALIZATION PAGE i
BIOGRAPHY ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
CONTENT LIST vii
LIST OF FIGURE xi
LIST OF TABLE xii
LIST OF APPENDIX xiii
CHAPTER I INTRODUCTION 1
1.1Background 1
1.2Problem Identification 7
1.3Problem Limitation 7
1.4Problem Formulation 7
1.5Research Objective 8
1.6Research Significances 8
1.7Operational Definition 9
CHAPTER II LITERATURE STUDY 10
2.1 Definition of Teaching and Learning 10
2.1.1 Definition of Teaching 10
2.1.2 Definition of Learning 11
2.2 Chemistry Learning, Students’ Interest and Achievement in Chemistry 11
2.2.1 Chemistry Learning 11
2.2.2 Students’ Interest 13
2.2.3 Students’ Achievement 14
2.3 Learning Strategies 15
2.3.1 Inquiry Learning 15
2.3.3 Process-oriented guided inquiry learning (POGIL) 16
2.3.4 Direct Instruction 19
2.4 Lesson Study 20
2.5 Learning Media 23
2.5.1 Worksheet Media 24
2.6 Colloidal System 24
2.6.1 Types of Colloids 25
2.6.2 The Characteristics of Colloidal System 25
2.7 Conceptual Framework 29
2.8 Hypothesis 29
CHAPTER III RESEARCH METHODOLOGY 30
3.1 Overview of The Research 30
3.2 Research Location and Research Objects 30
3.3 Population and Sample 30
3.4 Research Variable 31
3.5 Research Design 32
3.6 Research Procedures 32
3.6.1 Preparation of POGIL Strategy for the Colloidal System 32
3.6.2 Implementation of POGIL Strategy with Worksheet Media 35
Based on Lesson Study for Teaching and Learning Colloidal System
3.7 Data Collection Technique 38
3.7.1 Research Instrument 38
3.7.2 Questionnaire Sheet 39
3.7.3 Observation Sheet 39
3.8 Test of Students’ Result 39
3.8.1 Validity Test 39
3.8.2 The Reliability of Test 39
3.8.3 Difficulty Level 40
3.8.4 Different Index 40
3.9.1 Normality Test 40
3.9.2 Homogeneity Test 41
3.9.3 Normalized Gain Data (%) 41
3.9.4 Research Hypothesis Test 41
CHAPTER IV RESULTS AND DISCUSSIONS 42
4.1 Description of POGIL Strategy with Worksheet Media 42
on the Teaching of Colloidal System Based on Lesson Study
4.2 Description of School Sample 44
4.3 The Instrument’s Analysis 45
4.3.1 The Observation Sheet of Student’s Interest 45 4.3.2. The Questionnaire of Student’s Interest 45
4.3.3 The Validity of Evaluation Test 45
4.3.4 Reliability of Evaluation Test 46
4.3.5 Difficulty Level Test Result 46
4.3.6 Discrimination Index Test Result 46
4.4 Data of Research Result 47
4.4.1 The Result of Pretest and Posttest 47
4.4.2 The Result of Students’ Interest by Observation Sheet 48 4.4.3 The Result of Students’ Interest by Questionnaire 49
4.5 Data Analysis of Research Result 49
4.5.1 Normality Test 50
4.5.2 The Homogenity Test 50
4.6 Student’s Achievement 51
4.6.1 Student’s Achievement before Teaching Treatment 51 4.6.2 Student’s Achievement after Teaching Treatment 52
4.6.3 The Gain Data 54
4.7 Student’s Interest 54
4.8 Learning Analysis of Lesson Study 56
4.8.2 SMAN 3 Medan 58
4.8.3 SMA Swasta Raksana 60
4.9 Hypothesis Testing 62
4.9.1 Hypothesis Test of Hypothesis 1 62
4.9.2 Hypothesis Test of Hypothesis II 62
4.9.3 Hypothesis Test of Hypothesis III 63
4.10 Discussion 64
CHAPTER V CONCLUSIONS AND SUGGESTIONS 66
5.1 Conclusion 66
5.2 Suggestion 66
LIST OF TABLE
Table 2.1 Syntax of Guided Inquiry 16
Table 2.2 Syntax of POGIL 19
Table 2.3 Syntax of Direct Instruction 20
Table 2.4 Differences Real Solution, Colloidal Systems, and Suspension 25
Table 2.5 Types of Colloids 25
Table 3.1 The Description Of Population And Samples 31
Table 3.2 The design of research the implementation of POGIL strategy 32
Table 3.3 Instrument Specification 38
Table 4.1 Description of POGIL Strategy with Worksheet Media Based 43
on Lesson Study in Colloidal System
Table 4.2 Description of Class that Used as Sample 34
Table 4.3 Table of Data Pretest and Posttest 47
Table 4.4 Students’ Interest by Observation Sheet 48
Table 4.5 Students’ Interest by Questionnaire 49
Table 4.6 The Data of Normality Test 50
Table 4.7 The Data of Homogenity Test 50
Table 4.8 Data of Students’ Achievement in Pretest 51
Table 4.9 The Gain Data 54
Table 4.10 The Hypothesis I Testing Result 62
Table 4.11 The Hypothesis II Testing Result 62
LIST OF APPENDIX
Appendix 1 Syllabus 72
Appendix 2 Lesson plan (Experiment class) 77
Appendix 3 Lesson plan (Control class) 94
Appendix 4 Student worksheet 102
Appendix 5 Assesment Instrument (Before Validation) 115
Appendix 6 Assesment Instrument (After Validation) 123
Appendix 7 Instrument Specification (Before Validation) 128
Appendix 8 Instrument Specification (After Validation) 129
Appendix 9 Instrument Test ( Before Validation) 130
Appendix 10 Instrument Test (After Validation) 138
Appendix 11 Answer Key (Before Validation) 141
Appendix 12 Answer Key (After Validation) 142
Appendix 13 Questionnaire of Students’ Interest (Before Validation) 143
Appendix 14 Questionnaire of Students’ Interest (After Validation) 157
Appendix 15 Observation Sheet of Students’ Interest 160
Appendix 16 Validity of Instrument test 163
Appendix 17 The Result of Validity Test for Instrument 165
Appendix 18 Reability Test Result 168
Appendix 19 Reliability of Instrument Test 170
Appendix 20 Difficulty Index 171
Appendix 21 Discrimination Power 173
Appendix 22 Pretest Data in Experimental Class 175
Appendix 23 Posttest Data in Experimental Class 178
Appendix 24 Pretest Data in Control Class 181
Appendix 26 Gain Data in Experimental Class 187
Appendix 27 Gain Data in Control Class 183
Appendix 28 Observation Data Of Student’s Interest 193
Of Experimental Class
Appendix 29 Observation Data Of Student’s Interest 208
Of Control Class
Appendix 30 Average of Observation Data Experimental Class 223
Appendix 31 Average of Observation Data Experimental Class 226
Appendix 32 Questionnaire Data of Student’s Interest 229
in Experimental Class
Appendix 33 Questionnaire Data of Student’s Interest 235
in Control Class
Appendix 34 Homogenity Test 241
Appendix 35 Normality Test 250
Appendix 36 Histogram of Normality Test 259
Appendix 37 Hypothesis Test 278
Appendix 38 Documentation 283
1
CHAPTER I
INTRODUCTION
1.1Background
The quality of human resources (HR) is very influential in
promoting the progress of the nation. Human resources progress accompanied by advanced science will increase the nation’s progress. For increasing the human resources’ quality, government should improve the education’s quality. Education is not only about an obligation but also necessity. Education can improve the human’s quality. In other words, the human resources’ quality depends on education’s quality.
According to John Dewey, the education’s goal is the growth that
directed towards sustainable growth by environmental interactions.
Environment always challenging and changing because learning is an act
that interacts with environment (H.A.R Tilaar, 2004).
Education is very important in human life because education can improve the human skill through the learning process. The education’s progress will influence the nation’s progress. Educational progress in Indonesia is rapidly in which requires all parties able to face the globalization’s competition. Education is a leading role in shaping the human resources’ quality. Based on the educational function for improving the skill and shaping the character and dignified civilization to educate the
nation with the aim to improve the ability of students to being an individual
noble, knowledgeable, creative, independent and be democratic citizens and
responsible.
Indonesian government has provided a large expenditure budget for
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According Tirtaharaja (2005) the elements includes in education,
such as:
1. Student
2. Teacher
3. Educative interaction, there is interaction between teacher and student
4. Educational goals
Teaching and learning activities is the main of education process.
There is reciprocal interaction between teacher and student and we can call
as educative interaction. Generally, teachers' efforts to create a suitable
situation so that the interaction between students and environmental in order
to achieve specified learning goals.
In the teaching and learning activities teacher has a vital role. The
democratic teacher will be more use discovery method to educate student in
order to be able to think for themselves on their own responsibility. Teacher
will be more priority the learning process like formulating the aim of
seeking material to solve the problem. Mastery of learning is a vital tool for
student to continue their lesson.
Instead, the authoritarian teacher will be likely to use the
conventional method and forces the student only for listening and receiving
the information without given the opportunity to think and solve the problem by their’s own mind. The authoritarian teacher more priority the learning’s outcomes than the process. (Sudjana, 2009)
Generally, teaching and learning activities still predominantly using
direct instruction methods so that less varied and students tend to get bored
in receiving learning because teacher-centered learning process. Teachers
considered a storehouse of knowledge, so that assessed act authoritarian and
3
pattern or the teacher step in solving the problem and when students not
understand so forced to get a bad value. (Ruseffendi, 1974).
In direct instruction method, the learning process sign by lectures
with explanation and division of exercises. This method is considered as the
main causes of low student interest in learning and value. Therefore, teacher needed the learning model that can improve student’s interest and value in learning.
Chemistry is the study of the events that took place in the universe
such as matter and change. Chemistry is the central science because all
science is concerned with the chemical. Chemistry is one of the subjects to
be feared and considered difficult by students. Generally, student difficult to
learn chemistry because not really understand the concept.
Chemistry has many abstract concepts and student must understand
the concept at the short time so that make chemistry more difficult for
students. Student tends to memorize the concept than actively seeking
information to improve the understanding of chemical concepts (Sanjaya,
2008)
Students' difficulties in understanding the chemistry concepts often
cause the assumption that the chemistry is very difficult. Chemistry learning
more emphasis on scientific proceed skills and critical thinking skills. Students’ difficulties in chemistry learning because they are afraid with chemistry so that they got bad value (Butarbutar, 2007).
For student, chemistry is a bored lesson and they ignored this lesson
because the learning process is very theoretical and teacher use conventional
method. Generally, teacher only gives the explanation, asks student to read
the handbook and memorizes the information in learning process. In
4
and provide facilities to the students in the learning process so that the
dynamics of chemical and simplify the learning process.
Learning interest is a high tendency and fervency for something
where students are happy to follow the teaching and learning activities.
In the learning process, interest is a very important aspect because
1. Interest can foster the students’ spirit in learning process
2. Interest is a choice for the type of activities which students wish to
follow
3. Interest is a clue to the behavior(Rusyan,1989).
The characteristics of student who have a high interest seen from
1. Persistence of student in working the task
2. Not easy to be hopeless when encountering difficulties in the learning
process
3. More excited to work independently (Sardiman, 2003)
In the teaching and learning process, there are two important aspects, such as learning’s model and media because both of them closely related. Choice a learning model will effect to type of learning’s media (Arsyad,2011). Formulation appropriate learning media will be increase
student interest in learning so that improve student learning outcomes.
The low students’ achievement and interest in chemistry learning demands teacher must use an appropriate learning strategy and model.
Learning strategy is an art and knowledge to create a maximal learning so
that can achieve the effectively and efficient goals. Learning strategy not
only centered on procedure and activity.
5
our daily life so that student must seeking directly and they understand the
lesson. Because of it, teacher needs a learning strategy for increasing students’ interest and achievement in chemistry learning. A strategy that can use for facilitating and training students’ creativity during the process of an understanding concept is Process Oriented Guided Inquiry Learning
(POGIL).
POGIL is one of learning strategy that centered on process’ ability with inquiry approach; consist of exploration, discovery, and application.
POGIL is a learning process based on constructivist principles which enable
students to learn through group interaction in problem solving. POGIL can
use structured exercises, group exercises where students are given a task or
problem and guide through the steps needed to solve the problem (Erik and
Derrik, 2010).
The series of learning activities in POGIL learning strategy involves
the student's ability to seek and investigate systematically and critically,
logically and analytically, so that students are able to draw their own
conclusions invention with confidence and maximum (Moog and Spencer,
1999).
Several study using POGIL strategy had been done by some
previous researcher, they are: Silvia Elastari Matondang (2014) states
process oriented guided inquiry strategy learning by using powerpoint can improve the students’ achievement, with the gain of students’ achievement is 78%, the gain of the research from Sri Wahyuna Saragih is 72%, and
from Tukma Sari is 84%.
The selection of the media is not (and will never) is something that is
completely right. The election was not a stand-alone business, which can be
completed within a period of time, irrespective of the instructional process.
Exercise is a good, or even a high-quality education, combining tricks and
6
Worksheets media can be an alternative that can be used in the
learning process because can be used at this stage of an understanding the
concept (convey new concepts) as well as an understanding the concept
(continued from planting concept) because worksheets are arranged to guide
students in learning the lesson topic. At the stage of understanding the
concept of worksheets used to learn the knowledge of a topic that has been
studied previously.
In addition, the needed improvement in the way teachers teach
chemistry lesson is to apply the lesson study. Lesson study is an activity that
develops professionalism of teachers where teachers are open lesson with
the teacher manages other colleagues as an observer, so that the teachers
share teaching experiences.
The lesson study process involves teachers in small discussion
groups with activities, among others, is discussed plan teaching and
learning, teaching, observe the learning process and conduct discussions
after learning to do a variety of learning to do a variety of improvements for
the next process (Dini Prihartini, 2011).
From the initial observation that researchers do when doing PPL that
most of the students of class XI Science at SMAN 1 Berastagi is less
interested in the chemistry lesson. Generally, the students assume the
chemical is a difficult subject because it is abstract, difficult to apply in
everyday life as well as difficult to connect the formula and count. This is
why students are ill-prepared to study the chemistry so that student learning
outcomes are still under KKM standards.
Colloid is one of the chemicals subject matter learned in class XI
more emphasis on mastery of concepts. From the above problems can be
concluded that students' difficulties in understanding the concept being
taught is influenced by several factors: the way teachers teach, model and
7
The reason the reseacher chose POGIL strategy with worksheet media based on lesson study are POGIL can increase students’ skill, students’ collaboration in groupwork, focus on the process oriented of student during teaching and learning activities, worksheet media as the
simple media and guidance for student on teaching colloidal system, lesson study can improve teacher’s professionalism, by using lesson study teacher can fix the shortage in the learning process at the next meeting.
Based on this background, researchers interested in conducting
research with the title:
“The Implementation Of Pogil Strategy With Worksheet Media To Increase Student’s Interest And Achievement In Teaching Colloidal System Based On Lesson Study”
1.2 Problem Identification
Based on the description of the background, some of the problems
that can be identified are as follows:
1. The Quality of Education is still low
2. Lack of the application of Learning strategy and media in learning
activity.
3. Teacher find difficulties in providing interest learning strategy and
media in chemistry learning
4. Student’s insterest and achievement are still low
1.3 Problem Limitation
Many of the problems associated with the low learning outcomes
and student interest. For those reasons, researchers need to limit the issues
8
1. The study was conducted in SMAN 2 Medan, SMAN 3 Medan, and
SMA Swasta Raksana North Sumatra and restrictions on class XI
Science 2014/2015
2. The subject material is Colloidal System
3. Results of study subjects as chemistry student cognitive and affective
aspects of student learning as the affective aspect through observation
sheet.
1.4 Problem Formulation
Based on the background of the problem, problem identification and
problem definition as mentioned above, then made the formulation of the
problem
1.Is the students’ achievement is taught by using POGIL learning using
worksheets media-based lesson study is higher than students taught by
using direct instruction?
2.Is the students’ interest is taught by using POGIL learning with
worksheet media-based lesson study higher than students taught by
using direct instruction?
3.Is there any effect learning interest caused by using POGIL learning
strategies worksheets media based on lesson study to students’
achievement in teaching colloidal system?
1.5 Research Objectives
The general objectives of this research was to investigate the Influence POGIL Strategy with Worksheet Media to Increase students’ interest and students’ achievement in Colloid Learning Based Lesson Study.
The specific objectives of this research were to investigate:
1. To know whether the students’ achievement is taught by using POGIL
learning using worksheets media-based lesson study is higher than
9
2. To know whether students’ interest is taught by using POGIL learning
with worksheet media-based lesson study higher than students taught by
using direct instruction?
3. To know whether any effect learning interest caused by using POGIL learning strategies worksheets media based on lesson study to students’ achievement in teaching colloidal system.
1.6 Research Significances
The expected benefits of this research is
1. Students: to train students to be more active, creative, and able to
collaborate in study groups to solve chemical problems.
2. Teacher: as input on how to design strategies POGIL as an innovative
teaching model in chemistry teaching in schools.
3. Schools: can help create a strategy guide and a good instructional media
in teaching and learning activities in other subjects.
4. Researchers: expected to be input or information for teachers on
instructional strategies POGIL on student learning outcomes.
1.7 Operational Definition
The Operational definition in this study are:
1. Process Oriented Guided Inquiry Learning ( POGIL) is a learning
strategy like guided inquiry learning and focus to the process oriented.
2. Lesson study is a process in which a teacher constantly tries to improve
teaching techniques by working together with other teachers to verify and
criticze different teaching techniques.
3. Learning media can be interpreted as a tool in the learning process and
used to stimulate thoughts, feelings, abilities or skills of students so that the
10
4. Worksheet media is one of learning media used in the learning process.
Worksheet is able to present the teaching materials are accompanied by
66
CHAPTER V
CONCLUSIONS AND SUGGESTIONS 5.1 Conclusion
The objectives of this research had been transformed to be problem statement
which were then hypothesized. Based on the data analysis researcher concludes
that:
1. Students’ achievement of the class taught by using POGIL strategy with
worksheet media based on lesson study on teaching colloidal system has higher
significant difference compared to the class taught by using using direct
instruction method in all of schools, where where the highest is at SMAN 3
Medan (0.86±0.09) and the lowest is at SMAN 2 Medan (0.71±0.13).
2. Students’ interest of the class taugh by using POGIL strategy with worksheet
media based on lesson study on teaching colloidal system has higher significant
difference compared to the class taught by using using direct instruction method
in all of schools,where the highest are at SMA N 3 Medan (82,96) and SMA
Swasta Raksana (80,25).
3. There is a positive and significant correlation between students’ interest to students’ achievement in both of class at all of schools.
5.2 Suggestion
Based on the data analysis, researcher suggests that:
1. The prospective teachers can use this research as a reference for doing the similar researches in order to increase students’ achievement and interest either by applying appropriate learning model or using appropriate learning media.
2. The next researchers who will conduct could include additional variables which may give contribution to students’ achievement and interest such as examining the implementation of POGIL strategy based on lesson study with
67
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