THE INFLUENCE OF FLASH AND CLIN
PROBLEM SOLVING ABILITY ON TRIGONOM RATIO AND
PLUS
Bilingual
Submitted to
MATHEMATIC FACULTY OF M
CE OF STUDENT’S ASSESSMENT OF MACROMEDIA FLASH AND CLINOMETERS THROUGH STAD TOWARDS
M SOLVING ABILITY ON TRIGONOMETRY RATIO AND FUNCTION IN GRADE X AT SMAN 1
PLUS MATAULI PANDAN ACADEMIC YEAR OF 2012/2013
By :
Dini Rahmadani S ID. 409312016
Bilingual Mathematics Education
THESIS
Submitted to Fulfill the Requirement for Degree Sarjana Pendidikan
MATHEMATICS DEPARTMENT
OF MATHEMATICS AND NATURAL SCIENCES MEDAN STATE UNIVERSITY
MEDAN 2013
MACROMEDIA TOWARDS TRIGONOMETRY
iv
PREFACE
Thanks to Allah and Prophet Muhammad because of the completeness of
this thesis. Title of thesis is “The Influence of Student’s Assessment of
Macromedia Flash and Clinometers through STAD towards Problem Solving
Ability on Trigonometry Ratio and Function in Grade X at SMAN 1 Plus Matauli
Pandan Academic Year of 2012/2013.” This thesis is submitted in partial
fulfilment of the requirements for the Degree of Sarjana Pendidikan in
Mathematics and Sciences Faculty at State University of Medan.
I would like to thank for Prof. Dr. Ibnu Hajar, MS as a rector of UNIMED;
Prof. Drs. Motlan, M.Sc., Ph.D as a dean of FMIPA UNIMED; Prof. Dr. Herbert
Sipahutar, M.Sc., MS as Pembantu Dekan I; Prof. Dr. Mukhtar, M.Pd as
Pembantu Dekan II; Drs. Syafari, M.Pd as a head of Mathematics Department;
and Drs. Yasifati Hia, M.Si as a secretary of Mathematics Department.
Thanks to Prof. Asmin, M.Pd as thesis supervisor; Prof. Dr. Mukhtar, M.Pd
as academic and thesis supervisor; Drs. Yasifati Hia, M.Si and Dr. E. Elvis
Napitupulu, MS as thesis examiner; lecturers of UNIMED; and also staffs of
FMIPA.
Thanks also to my beloved father H. Sugianto, S.Sos; my beloved mother,
Hj. Farida Ariani Nasution, S.Pd; my brothers Boy Alexander Nugraha Sugianto,
S.St and Ade Surya Atmaja Sugianto, A.Md; my sisters-in-law Syafreny and Putri
Pratiwi Lestari; meine liebe Hariyadi Putraga; and my friends. They gave a
support and motivation for completeness of thesis.
Finaly, lots of thanks to Murdianto, S.Pd, MM as headmaster of SMAN 1
Plus Matauli Pandan. Mathematics teacher at SMAN 1 Plus Matauli Pandan:
Drs. Ro’is, MM; Pipit Darmadi, S.Pd.Si; and Iso Suwarso, MM.
There is still a mistake for the thesis absolutely. Because of it, the thesis
needs a suggestion to make a better result at the future.
Medan, July 2013
Author,
THE INFLUENCE OF STUDENT’S ASSESSMENT OF MACROMEDIA FLASH AND CLINOMETERS THROUGH STAD TOWARDS
PROBLEM SOLVING ABILITY ON TRIGONOMETRY RATIO AND FUNCTION IN GRADE X AT SMAN 1
PLUS MATAULI PANDAN ACADEMIC YEAR OF 2012/2013
Dini Rahmadani S
ABSTRACT
Research purpose is to find out (1) the relationship between macromedia flash and problem solving ability, (2) the relationship between clinometers and problem solving ability, and (3) the relationship between macromedia flash and clinometers towards problem solving ability.
Research type is used Independent and Dependent Variables of Correlational Design. Macromedia flash and clinometers are independent variables. Otherwise, problem solving ability is dependent variable. There are two methods of measurement they are test (essay test) and non test (questionnaire). Essay test is used to get the data of problem solving ability. Questionnaire is used to get the data of macromedia flash and clinometers.
The research was conducted at SMAN 1 Plus Matauli Pandan. Research population is students in grade X that consisted of 278 persons. Slovin’s formula is used to determine the sample size of research. Sample size of research is 73 persons.
The test computation of first hypothesis: t (1.783) > ttable(1.667), it conclude that there is a significant positive influence between macromedia flash and problem solving ability. The test computation of second hypothesis: t (2.075) >
ttable (1.667), it conclude that there is a significant positive influence between clinometers and problem solving ability. The test computation of third hypothesis:
F (2.537) > Ftable (2.38), it can conclude that there is a significant positive influence between macromedia flash and clinometers towards problem solving ability.
Macromedia flash can make influence towards problem solving ability as 4.3%, otherwise clinometers can make influence towards problem solving ability as 5.7%. Macromedia flash and clinometers can make influence towards problem solving ability together as 6.8%. There are another factors than can make influence towards problem solving ability which is not included in the research.
v
1.2 Identification of Problem 6
1.3 Scope of Problem 6
1.4 Research Questions 6
1.5 Research Objectives 7
1.6 Research Benefits 7
CHAPTER II LITERATURE REVIEW
2.1 Theoretical Framework 8
2.1.1 Learning 8
2.1.2 Learning Mathematics 9
2.1.3 Problem 12
2.1.11 Student Teams Achievement Division (STAD) 25
2.1.12 Trigonometry 29
2.2 Research Hypotheses 31
CHAPTER III RESEARCH METHODOLOGY
3.1 Place and Time of Research 32
3.2 Population and Sample 33
vi
3.5 Definition of Terms 35
3.6 Procedure of Research 35
3.7 Instrument of Research 37
3.7.1 Test 37
3.7.2 Questionnaire 37
3.8 Analysis of Instrument 38
3.8.1 Validation Test 38
3.8.2 Reliability Test 39
3.9 Analysis of Hypothesis Test 40
3.8.1 Normality Test 40
3.8.2 Homogeneity Test 41
3.8.3 Hypothesis Test 41
CHAPTER IV RESULT AND DISCUSSION
4.1 Result 45
4.2 Analysis of Hypothesis Test 46
4.1.1 Normality Test 46
4.1.2 Homogeneity Test 46
4.1.3 Hypothesis Test 47
4.3 Discussion 48
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion 50
5.2 Suggestion 50
vii
LIST OF FIGURE
Figure 1.1.1 Problem Solving Student A 3 Figure 1.1.2 Problem Solving Student B 3 Figure 2.1.11 Effect of STAD for Students 28 Figure 2.1.12 Angle of Depression and Elevation 29 Figure 3.4 Independent and Dependent Variables of 34
Correctional Design
ix
LIST OF APPENDIX
Appendix 1 Lesson Plan 54
Appendix 2 Student Worksheet 63 Appendix 3 Blue Print of Problem Solving Test 70 Appendix 4 Test of Problem Solving 75 Appendix 5 A Rubric to Assess Student Problem Solving 78 Appendix 6 Answer to Problem Solving Test 80
Appendix 7 Macromedia Flash 89
Appendix 8 Student’s Assessment of Macromedia Flash 101
Appendix 9 Clinometers 102
Appendix 10 Student’s Assessment of Clinometers 105
Appendix 11 Result of Data 106
Appendix 12 Calculation of Descriptive Statistics 109
Appendix 13 Validity Test 112
Appendix 14 Calculation of Validity Test 113 Appendix 15 Reliability Test 117 Appendix 16 Calculation of Reliability Test 118
Appendix 17 Normality Test 119
Appendix 18 Homogeneity Test 124
Appendix 19 Hypothesis Test 125
Appendix 20 Individual Improvement Scores and Teams Recognition 132 Appendix 21 Research Documentation 135 Appendix 22 Table of The Normal Distribution 143 Appendix 23 Table of Student’s t Distribution 148 Appendix 24 Table of The FmaxDistribution 149 Appendix 25 Table of The F Distribution 150 Appendix 26 Table of Critical Values for The Lilliefors Test 151 Appendix 27 Letter of Thesis Supervisor Agreement 152 Appendix 28 Letter of Research Approval from Mathematics 153
Department
Appendix 29 Letter of Research Approval from Mathematics 154 and Natural Sciences Faculty
CHAPTER I
INTRODUCTION
1.1 Background
Mathematics is an important subject for every level of education, such as in
primary school, middle school, and college. It can help people to think logically
and orderly or justify a problem. Cockcroft (1982:253) said that mathematics
should be thought for students because of
(1) its importance and usefulness in many other fields; (2) mathematics provides a means of communication which is powerful, concise, and unambiguous; (3) mathematics can be used to present information in many ways; (4) develop powers of logical thinking, accuracy and spatial awareness; and (5) develop such confidence with relative ease should not underestimate the difficulties which many others experience
In other words, mathematics should be thought for students in order simplify
or made it easier to solve problems. Mathematics is not an individual knowledge
that cannot be perfect by their self, but it’s there because of mathematics helps
people to understand problems and to hold sociality, economics, and worlds.
Mathematics makes us smarter, lose less money, have an easier time in college,
meet more and more in the future, and increase our career options.
There are students who are not interested to learn mathematics in every
school. Why do students dislike mathematics? If someone asks them to tell their
feelings, there are many reasons. First reason, there are a lot of formulas to be
memorized by students. Second reason, their teacher doesn’t have a good
personality. As we know, mathematics is related to formulas. In the learning
activities, students are emphasized to memorize formulas. If they did not
memorize it, there are teachers scolding them in front of their friends. It was a
same thing, when students did not answer correctly against problems. As a
teacher, we must know students well. Vygotsky (1978:25) said that:
2
Same reason has been stated by Yasoda (2009:10) based on attitudes of
students towards mathematics, they are:
Obviously different factors such as physiological, social, emotional, intellectual and pedagogical may cause ‘maths-aversion’ in different students and it is duty of the mathematics teacher to identify and isolate these factors. Once the disease is diagnosed, the remedy might be easy and often it may require lot of effort on the part of the teacher.
Observation result towards mathematics learning activities in grade X at
SMAN 1 Matauli Pandan Academic Year 2012/2013, it was shown the average
score of daily test (UH) on mathematics subject. Their score can be seen at
Table 1.1, where the average score of daily test (UH) has not reached mastery
criteria minimum (KKM) that is 75.
Table 1.1 Average Score of UH in Grade X SMAN 1 Matauli Pandan
Class Average of UH KKM
X 1 64.5 75
X 2 68.08 75
X 3 53.74 75
X 4 18.73 75
X 5 31.07 75
X 6 56.16 75
X 7 42.54 75
X 8 47.96 75
X 9 57.24 75
X 10 48.71 75
X 11 23.52 75
Total 46.57 75
Source: Drs. Ro’is, M.Pd (Mathematics Teacher at SMAN 1 Matauli Pandan)
Based on the result, there is a possibility for student did not understand to
solve a problem when doing daily test (UH). Furthermore, Lener (in
Abdurrahman, 2009:253) said that “kurikulum bidang studi matematika
3
Problem solving is application of concept and skill. It involves some
combination of concept and skills usually in a different situation. As an example,
according to Abdurrahman (2009:254), said that:
Pada saat siswa diminta untuk mengukur luas selembar papan, beberapa konsep dan keterampilan ikut terlibat. Beberapa konsep yang terlibat adalah bujur sangkar, garis sejajar, dan sisi; dan beberapa keterampilan yang terlibat adalah keterampilan mengukur, menjumlahkan, dan mengalikan.
But, students have difficulty to solve storyline problems. It seems to be
related to mathematics learning activities that make student solve a mathematics
problem without giving guidance for several steps that must be taken.
A non-routine problem was given to student; it can be expressed as follows:
Ali whose heights 160 cm sees the top of tree 45 degrees towards horizontal line.
The distance between Ali and a tree is 10 meters. How tall that tree is?
Figure 1.1 Figure 1.2
Figure 1.1: Student A knows what is being asked by the problem and translates it into an illustration sketch. Then, student A make mathematics model and do calculation until get the right answer. Figure 1.2: Student B knows what is being asked by the problem, but didn’t really know illustration of problem. Then, student B make mathematics model and do calculation. But, student B get a wrong answer.
Based on explanation of Student A and Student B solving a problem, there
are differences of their problem solving steps. According to Abdurrahman
4
(1) Baca : Apa yang ditanyakan?
(2) Baca kembali : Informasi apa yang diperlukan?
(3) Pikirkan : Apakah memerlukan semua informasi tersebut? (4) Pemecahan masalah : Tulis persamaan tersebut!
(5) Periksa : Hitung kembali dan bandingkan!
In this case, student A has done several steps to solve mathematical
problems rightly. Meanwhile, student B did not pass the last step of checking out
the answer of solution. So, problem solving ability of these student are different.
Another result of observation towards mathematics learning activities were
conducted by teacher is not attrating for students. There are students who get
sleepy when their teacher explain the topics in front of the class.
There are students talking each others and did not pay attention to their teacher.
Besides of it, a student in grade X said that “student’s activities in the classroom
just hear teacher’s explanation of mathematics subject in front of the class, write
in our book, memorize a lot of formulas and get a lot of homework” (Simarmata,
interview, October 16th2012). The impact of learning was limited to memorize, it
will make students less in analysis and problem solving ability (Guerin, 2006).
According to observation result, a teacher always used whiteboard and
spidol to explain the subject. They didn’t use variety of instructional media or
teaching aids in mathematics learning activities. Based on them, there is an idea to
seek out, if teachers used a variety of instructional media and teaching aids in
order to make student understand the subject more easier or it will make an
influence to problem solving of student to solve story line, they must select both
of them that suitable for the subjcet. In several meetings, teachers can use
macromedia flash at the first meeting and clinometers at the second meeting. It
can be a suitable choice to explain trigonometry ratio and function.
Hamalik (in Arsyad, 2007:15) said that “pemakaian media pembelajaran
dalam proses belajar mengajar dapat membangkitkan keinginan dan minat yang baru”. Macromedia flash can be used as innovative and creative instructional
media. Because it has elements of sound, image, and motion. It presents
mathematics to be more interesting for student. It is expected to make students
5
untuk membantu pembelajar dalam meningkatkan keterampilan dan pengetahuan pembelajar.” Clinometers are teaching aids which is used to measure the height of
an objcet using a vertical angle and distance. If the researcher used both of them is
not only to make students understand the concept but they have skills to solve
problem in real life.
If teachers deliver mathematics with interesting steps, it will make students
understand easily too even though limited of time. learning strategies that are not
compatible will make students do not understand, boring, and bring down
motivation to learn mathematics. Therefore, cooperative learning is needed to
apply in the classroom. According to Shindler (2009), there are many reasons to
decide that cooperative learning is worth the effort, such as
First, it has been shown to have a positive effect on student learning when compared to individual or competitive conditions. Second, cooperative learning has the potential to meet more learning style needs more of the time than individualized direct instruction. Third, the interpersonal and collaboration skills that can be learned in a cooperative learning activity teach skills that are critical for later personal and professional success.
So, the researcher choose STAD (Student Teams-Achievement Division) as
learning model to explain the subject in the classroom. Because this model will
involve students to work in a group, share their ideas and discuss a problem
together.
Let be student’s assessment of something is a major thing as the role of
action in attaining the goal. So, what if the student tell about their opinion or
perception about macromedia flash and clinometers towards problem solving
ability? It will make a consideration for both parties.
Based on the explanation of research background, the research has a title:
“The Influence of Student’s Assessment of Macromedia Flash and Clinometers
through STAD towards Problem Solving Ability on Trigonometry Ratio and
Function in Grade X at SMAN 1 Plus Matauli Pandan Academic Year
6
1.2 Identification of Problem
Based on the background, some problems can be identified as follows:
1) Problem solving ability of students on trigonometry subject is less.
2) Some of students still not mastered trigonometry subject based on their
mastery criteria minimum.
3) Students are not involved actively where learning activities begun in the
classroom.
4) Subject matter that presented by teacher is not interesting and boring for
students.
1.3 Scope of Problem
Identified problems are problems that are quite extensive and complex.
The research is more focused and achieved the goals, and then the scopes of
problem are:
1) The relationship between macromedia flash and problem solving ability.
2) The relationship between clinometers and problem solving ability.
3) The relationship between macromedia flash and clinometers towards
problem solving ability.
1.4 Research Questions
Based on description of problems background, identification of problem,
then research questions are:
1) Is there a significant positive influence between macromedia flash and
problem solving ability?
2) Is there a significant positive influence between clinometers and problem
solving ability?
3) Is there a significant positive influence between macromedia flash and
7
1.5 Research Objectives
Generally, research objectives of the research are:
1) To find out a significant positive influence between macromedia flash and
problem solving ability.
2) To find out a significant positive influence between clinometers and
problem solving ability.
3) To find out a significant positive influence between macromedia flash and
clinometers towards problem solving ability.
1.6 Research Benefits
A research is expected to find significant input for development of learning
activities that can provide a new condition for improving the way of learning
strategies in the classroom, particularly for problem solving ability of students.
A research benefit that may be obtained includes:
1) For students, it will improve their activity, creativity and achievement of
mathematics.
2) For teachers, it will provide useful information to determine alternative
teaching strategies and learning resources.
3) For principals, it can be consideration for educational efforts if they use
macromedia flash and clinometers trough STAD for teaching mathematics
in the classroom.
4) For researchers, it can be a useful of learning resource and a device for
further high level of education, and also the result of research can serve as
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on result and discussion of this research, it can conclude some
conclusion such as:
1) There is a significant positive influence between macromedia flash and
problem solving ability.
2) There is a significant positive influence between clinometers and problem
solving ability.
3) There is a significant positive influence between macromedia flash and
clinometers towards problem solving ability.
5.2 Suggestion
Based on result and discussion of this research, it can conclude some
suggestion such as:
1. The result of research show that there is a significant positive influence
between macromedia flash and clinometers towards problem solving ability.
We can observe another factor that make an improvement of student’s
problem solving ability.
2. As a teacher, he/she must be able to use variety of learning model,
instructional media, or teaching aids in order to achieve learning objective.
3. As a researcher, he/she must be able to know others factor that can make an
improvement of student’s problem solving ability. The result of research can
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