iv
ACKNOWLEDGMENT
Praise the Lord, God Almighty for all of His bless and grace to the writer
in all time, giving the health and wisdom to writer so the research and writing
thesis can be finished well.
The title of this thesis is “The Implementation of Cooperative Learning Model (Student Teams Achievement Division Type) by Using Chemsketch Media
to Increase Students Achievement in Hydrocarbon Topic” that is arranged to obtain the degree of Sarjana Pendidikan in Chemistry Department, Faculty of
Mathematics and Natural Science, State University of Medan (UNIMED).
In this opportunity, writer would like to say the greatest thanks to
Drs.Rahmat Nauli, M.Si as thesis supervisor, who has been patient in giving the
advices, guidance, suggestions and motivations for writer in completing this
thesis. The writer also says thanks to Prof.Dr.Suharta,M.Si, Dr.Marham
Sitorus,M.Si, Dr.Ajat Sudrajat,M.Si and Dr.Mahmud,M.Sc as thesis examiners
for all advices, suggestion and motivation in completing this thesis.
The writer also says thanks to Prof.Drs.Motlan,M.Sc.,Ph.D, as Dean of
Mathematics and Natural Sciences Faculty, State University of Medan,
Prof.Dr.rer.nat.Binari Manurung,M.Si as coordinator of Bilingual Department and
other necessary administrative business for their advices and suggestions. Great
thanks to Dr.Retno Dwi Suyanti,M.Si as writer’s academic supervisior and validator, Prof.Dr.Ramlan Silaban,M.Si and Dra.Ani Sutiani,M.Si as validators
also. Writer also say thanks to Drs.Ramli Siregar as principle in SMAN 1 Sunggal
and Dra.Terkelin Br Ginting,M.Si as chemistry teacher who have given the
permission, advices, motivation and suggestion in conducting the research.
Writer says thanks specially to lovely family, they are lovely father
Adresta Pinem,S.Pd,M.Si, lovely mother Dra.Terkelin Br Ginting,M.Si, lovely
sisters Vienny Yuliarti Br Pinem and Avelia Hemagita Br Pinem, lovely
grandmother D.Br Ginting and lovely man Abdiel Bobby Ginting S.Kom,S.Pd
who have given writer the inspiration, spirit, motivation, suggestion, love and pray in all of writer’s life in every condition until now. God bless you always.
v
Nurul Wahidah Nasution (uur), Ika Ulan Sari (kak tonenk), Ervi Lutfi Sheila
Wanni Lubis (dudung) and Sri Rahmania (mbak nia) for all of your love,
motivation, support and our togetherness in happy and difficult situation, you are
writer best friends ever. Thanks to Shofiah as writer partner from the beginning
writing the proposal until finishing the thesis. Thanks to writer sister Devira
Sembiring Milala, S.Pd who has helped writer in finishing this thesis. Thanks to
writer partner (gurdak) in GBKP Diski Nova, Mitra, Ade, Desi, Delly, Ribka,
Rina, Ully, Ester, Nd Cindy, Nd Gio and Bp Jefri who have support writer until
now, thanks to writer friends in Permata Sektor 2 GBKP Diski for all your pray,
love and support, thanks to writer friends in Permata Ekklesia Sukma Indah for all
best moments that be had for years and also for all whose names that can not be
mentioned one by one, the writer say thank you very much for everything.
Finally, the writer hopes that this thesis would be useful for those who
would like to explore and develop the learning model that is suitable applied in
learning Hydrocarbon topic. The writer realizes that this thesis is still far from
perfect, therefore critique and suggestions are needed for further improvement of
this thesis.
Medan, July 2014
Writer
Santhy A.V Br Pinem
iii
THE IMPLEMENTATION OF COOPERATIVE LEARNING MODEL (STUDENT TEAMS ACHIEVEMENT DIVISION TYPE) BY
USING CHEMSKETCH MEDIA TO INCREASE STUDENTS ACHIEVEMENT IN HYDROCARBON TOPIC
Santhy Ardelina V Br Pinem (4103332008)
ABSTRACT
This research has objective to investigate whether the students achievement that be taught by implementation of cooperative learning model (student teams achievement division type) by using chemsketch media is higher than students achievement that be taught by implementation of direct instruction model by using chemsketch media in hydrocarbon. The population is all X IPA students in SMA Negeri 1 Sunggal and the samples are taken two classes; X IPA 1 and X IPA 3 that consist of 31 students in each class. Before, teaching and learning process, students are given pretest 25 questions that has been validated with value of reliability is 0.91. After the treatment, students are given the posttest to measure students achievement. The result obtained is pretest score in experiment and control class continued is 32.516 and 32.645 meanwhile for posttest score is 89.806 and 74.194. Based on the calculation of normality by the SPSS-16, it shows that both in experiment and control class, continued pretest and posttest data is obtained sig. > α (0.125 > 0.05, 0.160 > 0.05, 0.099 > 0.05, 0.127 > 0.05). It is parallel with the calculation by using Chi Square formula (x2table < x2count ), both in experiment and control class, continued pretest and posttest data is obtained (8.573 < 12.592, 5.845 < 12.592, 2.777 < 7.815, 9.484 < 9.488). From data can be concluded that data are distributed normally. In homogeneity test, gain data has sig. > α (0.145 > 0.05). Based on calculation by using Fisher formula, Fcount < Ftable (1.516 < 1.84). It can be concluded that the data is homogeny. For hypothesis testing, in SPSS-16, it shows that it has sig. < α (0.000 < 0.05). Based on the calculation of right side t-test, tcount > ttable (17.112 > 1.671), it means that ha is accepted. So students achievement that be taught by implementation of cooperative learning model (student teams achievement division type) by using chemsketch media is higher than students achievement that be taught by implementation of direct instruction model by using chemsketch media in hydrocarbon topic.
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PREFACE
LIST OF CONTENT
Page
Legalization Sheet i
Biography ii
Abstract iii
Acknowledgement iv
List of Content vi
List of Table viii
List of Figure ix
List of Appendix x
CHAPTER I INTRODUCTION
1.1Research Background 1
1.2Problem Identification 5
1.3Problem Limitation 5
1.4Problem Statement 6
1.5Research Objectives 6
1.6Research Benefit 6
1.7 Operational Definition 7
CHAPTER II LITERATURE STUDY
2.1 Learning 8
2.1.1 Chemistry Learning 9
2.2 Students Achievement 10
2.3 Cooperative Learning 13
2.4 Direct Instruction 19
2.5 Learning Media 20
2.5.1 Chemsketch 23
2.6 Hydrocarbon 25
2.6.1 Carbon Compounds and the Sources 25
2.6.2 Uniqueness of Carbon Atoms 26
2.6.3 Classification of Hydrocarbon Compounds 27
2.6.4 Alkanes 28
2.6.5 Alkenes 31
2.6.6 Alkynes 32
2.7 Application 33
2.8 Conteptual Framework 34
2.9 Curriculum 36
210 Hypothesis 36
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3.1 Location and Time Research 37
3.2 Population and Sample 37
3.2.1 Population 37
3.2.2 Sample 37
3.3 Research Variable 37
3.4 Research Design 38
3.5 Research Procedure 39
3.5.1 Preparation Step 39
3.5.2 Implementation Step 39
3.5.3 Final Step 40
3.6 Research Instrument 42
3.6.1 Validity Test 42
3.6.2 Reliability Test 43
3.6.3 Difficulty Index 43
3.6.4 Discrimination Index 44
3.6.5 Distracter 45
3.7 Data Analysis 45
3.7.1 Normality Test 46
3.7.2 Homogeneity Test 47
3.7.3 Hypothesis Testing 47
3.7.4 Percentage of Increasing Students Achievement 48 3.7.5 Percentage Average of Students Achievement 49
CHAPTER IV RESULT AND DISCUSSION
4.1 Analysis of Instrument Data 50
4.1.1 Validity Test 50
4.1.2 Reliability Test 50
4.1.3 Difficulty Index 50
4.1.4 Discrimination Index 51
4.1.5 Distracter 51
4.2 Data Result of Research 52
4.3 Analysis Data Result 53
4.3.1 Normality Test 53
4.3.2 Homogeneity Test 54
4.3.3 Hypothesis Test 55
4.4.4 Percentage of Increasing Students Achievement 57
4.4.5 Percentage Average of Students Achievement 57
4.5 Discussion 58
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion 65
5.2 Suggestion 65
viii
LIST OF TABLES
Page Table 2.1 Syntax in cooperation learning process 16 Table 2.2 Table of development score individually 19
Table 2.3 Table of team score average 19
Table 2.4 Syntax of direct instruction 20
Table 2.5 The name of ten alkanes 29
Table 2.6 Application of learning model and media 34
Table 3.1 Research design 38
Table 4.1 Table of analysis pretest data 52
Table 4.2 Table of analysis posttest data 52
Table 4.3 Result of normality test by using SPSS 53 Table 4.4 Result of normality test by using chi square formula 54 Table 4.5 Result of homogeneity test by using SPSS 55 Table 4.6 Result of homogeneity test by using Fisher formula 55 Table 4.7 Result of hypothesis test by using SPSS 56 Table 4.8 Result of hypothesis test by using formula
of right t-test 57
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LIST OF FIGURE
Page
Figure 2.1 Layout of chemskethch worksheet 23
Figure 2.2 Drawing the structure 24
Figure 2.3 Toolbars to make the 3D 24
Figure 2.4 3D of structure 25
Figure 2.5 Kinds of carbon chains 27
Figure2.6 Classification of hydrocarbon based on form f carbon chain 28
Figure 2.7 Determining the longest chain 29
Figure 2.8 Determining the substituents 30
Figure 2.9 Numbering the parent chain 30
Figure 2.10 Naming the Alkane compounds 30
Figure 2.11 Naming the Alkane compounds 31
Figure 2.12 Example structure of Alkanes 31
Figure 2.13Numbering the parent chain 32
Figure 2.14 Structure of 4,4-dimethyl-2-hexene 32
Figure 2.15 Example of alkynes structure 33
Figure 2.16 Structure of 2-pentyne 33
x
LIST OF APPENDIX
Page
Appendix 1 Curriculum of 2013 year 70
Appendix 2 Sylabus of Chemistry 77
Appendix 3a Lesson Plan of Experiment Class 81
Appendix 3b Lesson Plan of Control Class 93
Appendix 3c Apperception and Motivation 104
Appendix 3d Pretest and Posttest Instrument 105
Appendix 3e Learning Material 109
Appendix 3f Students Worksheet 110
Appendix 3g Guiding the Group Discussion 114
Appendix 3h Affective Assessment in Experiment Class 115 Appendix 3i Affective Assessment in Control Class 116
Appendix 3j Psychomotor Assessment 117
Appendix 4 Analysis of Instrument Test (Expert Validation) 118 Appendix 5a Cognitive Assessment Sheet (Before Validation) 129 Appendix 5b Key Answer of Cognitive Assessment Sheet 134
(Before Validated)
Appendix 6a Cognitive Assessment Sheet (After Validation) 135 Appendix 6b Key Answer of Cognitive Assessment Sheet 139
(After Validated)
Appendix 7 Table of Validation and Reliability Test 140
Appendix 8 Calculation of Instrument Validity 141
Appendix 9 Calculation of Instrument Reliability 145
Appendix 10 Table of Analysis Data 146
Appendix 11 Difficulty Index of Instrument 147
Appendix 12 Discrimination Index of Instrument 149
Appendix 13 Item Distracter of Instrument 151
Appendix 14 Conclusion of Availability of Test Instrument 154 Appendix 15 Result Data of Students in Experiment and Control Class 155 Appendix 16 Affective Assessment Score for Teaching
and Learning Process 157
Appendix 17 Psychomotor Assessment for Teaching
and Learning Process 160
Appendix 18 Normality Test for Experiment and Control Class 163 Appendix 19 Homogeneity Data for Experiment and Control Class 168
Appendix 20 Hypothesis Test 170
Appendix 21 Percentage of Improved Learning Outcomes (%Gain) 172 Appendix 22 Percentage Average of Students Achievement 175
Appendix 23 Documentation for research 176
Appendix 24 Table of Product Moment 180
Appendix 25 Table of Chi Square Distribution 181
Appendix 26 Table of F Distribution 182
1
CHAPTER I INTRODUCTION
1.1Background
The main problem in learning of formal education (school) is low
students achievement. It is shown in average of students’s value which is still
concerned (Trianto, 2011). Actually, there are many aspects that can affect the
quality of education, among others: professional teachers, interesting and varied
teaching methods, appropriate media in supporting the learning process and
conducive condition for learning (Rofiah and Handhika, 2012).
Observation that be done by researcher on 13 December 2013 by giving
the closed questionnaire to 120 students class XI science in SMA Negeri 1
Sunggal, shows that 71.7% students say that chemistry is the difficult subject
matter and 60.8% students say that chemistry is a bored subject matter.
Questionnaire shows that there are many students think that chemistry is one of
difficult and bored subject matter. This mind set will influence students interest,
motivation and activity in learning the chemistry. If the point of view about
chemistry is bad, there is no willing to learn about it further. Based on this
observation, teacher needs to do some innovations to change students point of
views about the chemistry subject matter.
Based on researcher’s observation in class, teacher uses the direct instruction model and students become passive. It’s also supported by the
questionnaire where students say that teacher seldom use the various learning
model. When researcher did the interview with teacher, teacher said that
discussion method was not too effective to be applied. It was because not all
groups were active. Smart and diligent students would be better, but the lazy
students would be worse. There were some students who make their own
discussion. Based on this fact, teachers are required to be able to make the
interesting way in teaching and learning process to improve students motivation
2
Actually, learning process that be applied must be student center
learning. But in real application, most teachers use direct instruction model and dominated by teacher so it doesn’t give access for students to develop by their own thinking (Trianto, 2011). Research of Pratiwi and Muharini also states that
using direct instruction model in chemistry learning process is one reason why
students think that chemistry is difficult and bored subject matter (Pratiwi and
Muharini, 2010). Students get bored because they just listen to teacher
explanation. By using the learning model, students should be involved in teaching
and learning process. When students involve directly, they will be happy and keep
trying to learn the subject matter until they comprehend it. It will result the high
achievement and increase value of students. Because of that problem, teacher
must use the model that can make students active in teaching and learning
process.
Cooperative learning is a learning model that is usually used to apply
students center learning especially to solve the problem that teacher find in make
passive students be active, students who can’t cooperate with others, aggressive
students and careless with others. Students must work together to accomplish a
common goal or to receive a common reward. In addition, cooperative learning
model recommends heterogeneous ability or achievement grouping for the bulk of
the instructional time. Most of the models include explicit guidelines for group
composition in which a range of high, medium, and low achieving students is to
be placed in each cooperative group (Robinson, 1991). In cooperative learning,
students are expected to help, discuss and give arguments with other students in
learning more about the subject matter and make sure that all of group member
have been understood about the concept of subject matter.
There are some types of cooperative learning, but in this case, researcher
chooses student teams achievement division (STAD) type. In student teams
achievement division type, students are placed in a learning team that consists of
four to five students who have various achievement, gender and ethnic. At the
beginning of learning process, teacher presents the subject matter and focus to the
3
students have understood about the concepts. After the learning process, students
are given the quiz and they must do it by themselves. Then, team who has the
highest score will get award on their achievement (Slavin, 1997)
Besides that, using media in chemistry learning process isn’t used well to increase students interest in learning chemistry in SMA Negeri 1 Sunggal. Based
on questionnaire, most students say that teacher seldom uses media. In this case,
teacher said that sometimes she uses the media such as power point. But because of limited time and projector, she can’t use media every time. Although there are many media that can be used, but she only can use power point in teaching and
learning process. Based on it, teacher must use media to increase students interest.
If students interest increase, they will be happy and always repeat the subject
matter until they comprehend and it will result high achievement and value.
There are many researches that use media in chemistry learning to
increase students achievement such as pocket book, crossword, question card,
macromedia flash and learning with computer. Like Silaban and Desma research
that conclude the increasing students interest in hydrocarbon topic by using
macromedia flash, power point and mind map each are 63% ; 65 % and 50 %
(Silaban and Sianturi, 2008). Other research shows that the findings of the study
indicate that the video and animation have more significant effects on promoting
students’ learning achievements in a chemistry laboratory context than static
pictures in terms of operating equipment, technical operation, experimental
procedures, and observation performance. Additionally, the students indicated that
video presentation can best assist them in understanding the experiments (Lou,
2012). From the researches above, it can be concluded that media is also
important to increase students interest. When a student has interest in learning
chemistry, he will repeat the subject matter for several times, so when a test is
given to him, he will be able to answer it well and the result is he gets high score.
It means that there is increasing the achievement.
In this case, researcher will use media. The media is chemsketch. Chemsketch is
4
compound and the isomerism. By using chemsketch, students can also the
molecular shape in 3D. Students will be more competent in using their imagines.
Based on the various researches that have been done, using cooperative
learning and media can increase students achievement. Based on the Desstya and friends’s research, using cooperative learning model (TGT type) and media (animation media and card) can increase students achievement in redox learning
(Desstya, 2012). Pratiwi states that learning by using cooperative learning model
(TGT) in hydrocarbon topic can increase students achievement with effect size
0.64 (23.89%) (Pratiwi, 2010). Hastuti also states that students achievement in
experiment class by using cooperative learning (student teams achievement
division type) with module is higher than control class by using conventional for
cognitive domain (Fcount > Ftable = 13.7269 > 6.14) and affective domain (Fcount >
Ftable = 9.1124 > 6.14) and also students achievement in experiment class by using
cooperative learning (student teams achievement division type) with worksheet is
higher than control class by using conventional for cognitive domain (Fcount > Ftable
= 6.1681 > 6.14) and affective domain (Fcount > Ftable = 6.4826 > 6.14) (Hastuti,
2009). So does Parwanti, she also states that learning by using combination of
student teams achievement division and structure exercise method can increase
students achievement and activity in class X-5 SMA Negeri 1 Semarang. The
students achievement classically is 89.73% with the average score is 75.15.
Meanwhile, the students activity classically is reached 80% (Parwanti, 2007)
Hydrocarbon is one of difficult subject matter. It is showed by low
students achievement in hydrocarbon examination at SMA Negeri 1 Sunggal academic year 2012/2013 where more than 50% students didn’t pass the examination. Based on teacher’s explanation, low achievement is caused by less comprehension of students in determining primary, secondary, tertiary and
quaternary atom carbon, determining the general formula of hydrocarbon
compounds, lowest number of carbon in naming the compounds and isomerism of
hydrocarbon compound. Model perception and understanding the spatial structure
of organic molecules has been a source of difficulty for many chemistry students
5
chemistry learning is about difficulties in understanding terms and concepts that
can result wrong comprehension. If it happens continuously, it will result wrong
concept (Nakhleh in Sari, 2013). So, teacher needs to improve the model and
media in teaching chemistry to increase students motivation, activity and interest
in learning process and result high students achievement.
Based on the explanation above, researcher interests to make the research
to investigate The Implementation of Cooperative Learning Model (Student
Teams Achievement Division Type) by Using Chemsketch Media to Increase
Students Achievement in Hydrocarbon Topic.
1.2 Problem Identification
Based on background above, there are some identified problems, namely:
1. Chemistry is a difficult and bored subject matter.
2. Low students activity and motivation in the class because lack of using
the learning model, teacher always uses direct instruction model and be
dominated by teacher centered learning.
3. Low students interest in the class because lack of using the learning
media.
4. Low students achievement in hydrocarbon topic.
1.3 Problem Limitation
Problem limitations in this research are :
1. Research was done in SMA Negeri 1 Sunggal.
2. Subject matter was about hydrocarbon topic.
3. Low students activity and motivation in the class because lack of using
the learning model, so learning model that be used is cooperative
learning model (student teams achievement division type).
4. Low students interest in the class because lack of using the learning
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1.4 Problem Statement
Based on the problem limitation above, problem statement in this
research is: “is students achievement that be taught by implementation of
cooperative learning model (student teams achievement division type) by using
chemsketch media higher than students achievement that be taught by
implementation of direct instruction model by using chemsketch media in
hydrocarbon topic?”
1.5 Research Objectives
The research objective is to investigate whether the students achievement
that be taught by implementation of cooperative learning model (student teams
achievement division type) by using chemsketch media is higher than students
achievement that be taught by implementation of direct instruction model by
using chemsketch media in hydrocarbon topic to first grade students in SMA
Negeri 1 Sunggal.
1.6 Research Benefit
The research benefits on this research are :
1. For students, it will be a pleasant learning. When they are involved in
teaching and learning process, their motivation, interest and activity will
increase, so they will be happy and repeat the subject matter until they
comprehend and it will result students achievement and value increase.
2. For researcher and chemistry teachers, this research result can be one of
alternative in increasing quality of teaching and learning process in
chemistry especially hydrocarbon topic.
3. For other researcher, research result can add information for future
research to make innovative, effective, interesting model in teaching and
7
1.7 Operational Definition
Cooperative learning is learning model that demand students to be more
active because in solving the group assignment, each students is demanded to
work each other until all group members understand about the subject matter. By
using this model, students are expected be able to work in team, care with other
and receive other arguments to be the best team at the end of learning process.
Student teams achievement division is one type of cooperative learning.
In this model, teacher only acts as facilitator to form the good condition for
learning process. Students must be more active to get new information in group
and easier to understand about subject matter because they can discuss and solve
the problems with other friends. In a group consists of students who has high,
medium and low achievement. So all students will learn hard in group to
understand the subject matter to make their team as the best team.
Chemsketch is software that can be used to make students understand
about molecular shape. By using this software, students can draw the molecular
shape and find the name of molecule. It will make students easier to understand
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CHAPTER V
CONCLUSION AND SUGGESTION
1.1 Conclusion
Based on the research result, the conclusion is :
Students achievement that be taught by the implementation of
cooperative learning model (student teams achievement division type) by using
chemsketch media is higher than students achievement that be taught by
implementation of direct instruction model by using chemsketch media in
hydrocarbon topic.
1.2 Suggestion
There are some suggestions, they are :
1. For teacher, implementation of cooperative learning model (student
teams achievement division type) by using chemsketch media can
increase students achievement especially in learning the chemistry topics.
2. For other researchers who want to develop the learning model (in this
case cooperative learning model (student teams achievement division
type)), it can be obtained by making the variation of using the media in
