THE EFFECT OF DOMINO GAMES ON STUDENTS’ LEARNING ACHIEVEMENT IN PHOTOSYNTHESIS TOPIC
FOR GRADE 8TH IN SMP NEGERI 1 MEDAN ACADEMIC YEAR 2011/2012
By:
Asruri Ramadhani Asy-Syifa NIM. 408141041
Biology Education (Bilingual Class)
A THESIS
Submitted to Biology Department of State University of Medan, in Partial Fulfillment of the Requirement for Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
MATHEMATICS AND NATURAL SCIENCE FACULTY STATE UNIVERSITY OF MEDAN
The Effect of Domino Game on Students’ Learning Achievement in Photosynthesis Topic for Grade 8th SMP Negeri 1 Medan
Academic Year 2011/2012
Asruri Ramadhani Asy-Syifa (NIM 408141041)
ABSTRACT
The objective of this study is to investigate the effect of applying Domino
Games on students’ learning achievement . The population of this study was the
grade 8th of SMP Negeri 1 Medan which had 5 parallel classes and two of them
were chosen as the samples to represent the entire population. The design of this
study was quasi experimental design. The instrument of data collection was
multiple choice test consisted of 43 questions and essay test consisted of 10
questions. Based on data analysis, the average score of pretest for experimental
class a liitle difference with control class (experimental class = 72.33 > control
class = 71.75), while the average of posttest for experimental class was higher
than control class ( experimental class = 93.33 > control class = 86.67). Based on
the calculation of t-test, tobs 4.280 > ttable = 1.628), at the level of significance of
0.05 and the degree of freedom (df) was 39. It is found that there is a significance
positive effect of applying Domino Games on students’ learning achievement in
The Effect of Domino Game on Students’ Learning Achievement in Photosynthesis Topic for Grade 8th SMP Negeri 1 Medan
Academic Year 2011/2012
Asruri Ramadhani Asy-Syifa (NIM 408141041)
ABSTRAK
Tujuan penelitian ini adalah untuk mengetahui pengaruh dari penerapan
Domino Gmaes terhadap hasil belajar siswa. Populasi dari penelitian ini adalah
kelas 8 SMP Negeri 1 Medan yang terdiri dari 5 kelas parallel dan 2 diantaranya
dipilih sebagai sample. Instrument pengumpulan data adalah berupa soal pilihan
gandapretest yang terdiri dari 43 soal dan soal essay yang terdiri dari 10 soal.
Berdasarkan analisis data, skor rata-rata pretest untuk kelas experiment hanya
sedikit berbeda dengan kelas control (kelas experiment = 72.33 > kelas control =
71.75), sementara skor rata-rata posttest untuk kelas experiment lebih tinggi
daripada kelas control (kelas experiment = 93.33 > kelas control = 86.76).
Berdasarkan uji t-test, tobs 4.280 > ttable = 1.628), pada level signifikan 0.05 dan
derajat kebebasan (df) adalah 39. Ditemukan bahwa ada efek positif dari
ACKNOWLEDGEMENT
The writer hardly knows where to start expressing her gratitude but for
sure the gratitude goes to all those who have assisted her in the process of
completing this thesis. It would be impossible to list all names but some deserves
her special thankfulness.
The completion of this thesis is nothing without the support of many
people around and close to the writer. First and foremost, she would like to thank
Allah SWT, The Almighty, for it is impossible to her to complete this thesis
without His Guidance and Blessings until she is able to succeed in presenting this
academic work as one of the requirement to obtain the degree of Sarjana
Pendidikan.
In this occasion the writer would also like to thank to those who have built
in completing this thesis, in particular to :
1.Prof. Drs. Motlan M.Sc.,Ph.D, as Dean of FMIPA UNIMED
2. Syarifuddin, M.Sc.,Ph.D, as Thesis Supervisor
3. Drs. Tri Harsono, M.Si, as Head of Biology Department
4.Prof. Dr. Herbert Sipahutar, M.Sc, as Coordinator of Bilingual Program
5. Drs. H. Ahmad Siregar, as Headmaster of SMP Negeri 1 Medan
6. Parmawati, S.Pd, as Biology Teacher in SMP Negeri 1 Medan
7. Drs.Zulkifli Simatupang, M. Pd, as Validator
8.My beloved someone Agus Mansyah, who always supports and helps me during
my study and my friends Maria Loretha Hutabarat, Noviyanti Nasution, Desriana
Marpaung, Syahriani, Dina Kharida, Syadwina Hamama, Yeni Khairina who have
helped me during this my thesis completing, and also for my friends in Biology
9. My beloved brother and sister Aulia Rahman Asy-Syifa, Aulia Shiddiq
Asy-Syifa dan Asruri Salwa Asy-Syifa and my lovely aunty Masdaliana
Panjaitan, S.Pd, who always provide support for me.
10.Especially for my lovely father and mother, who always work hard in
providing the education for me. “This Thesis is dedicated for you mom and dad”.
Medan, July 2012
Writer,
TABLE OF CONTENTS
1.2.Identification of Problem 3
1.3.Scope of Problem 3
1.4.Formulation of Problem 3
1.5.Objective of Problem 3
1.6.Significance of Research 4
CHAPTER II LITERATURE REVIEW
2.1. Basic Theoretical 5
2.1.1. Learning Model 5
2.1.2. Domino Game 9
2.1.3. Learning Achievement 14
2.1.4. Learning Evaluation 18
3.4. Research Method and Design 25
3.5. Research Procedures 26
3.6. Instrument of Research 30
3.6.1. Instrument of Data Collection 30
3.6.2. Research instrument Test 30
3.6.2.1. The Validity of The Test 30
3.6.2.2. Reability Test 31
3.6.2.4. Difficulty Index 32
3.7. Technique of Data Analysis 34
CHAPTER IV RESULT OF RESEARCH AND DISCUSSION 35
4.1. Research Instrument Data Analysis 36
4.1.1. Validity Test 36
4.1.2. Reability Test 36
4.1.3. Difficulties Index 37
4.1.4. Discrimination Index 37
4.2. Characteristic of data Analysis 37
4.2.1. Data Normality Test 38
4.2.2. Data Homogeneity Test 39
4.3. Data Description 39
4.3.1. Result of Test 44
4.4. Research Finding 44
4.5. Discussion 44
CHAPTER V DISCUSSIONS AND RECOMMENDATIONS
5.1. Discussions 46
5.2. Recommendations 46
REFERENCES 47
LIST OF TABLES
Pages
1.1. Comparison of Teacher-Centered and Student-Centered 6
Model of Instruction
1.2. Objectives of Domino Games 14
1.3. Particular Element of Domino Games 14
1.4. Research Design 26
1.5. Correlation Coefficient Classification 31
1.6. Table of Data Organization Students’ Learning Achievement 34
1.7.Table of Data Organization Students’ Learning Achievement
Based on Cognitive Domain 35
1.8. Summary of Normality Test 38
1.9. Summary of Homogeneity Test 39
LIST OF FIGURES
Pages
1.1. Learner Outcomes for Cooperative Learning 8
1.2. Origin of Domino Cards 11
1.3. The Example of Domino Cards of Photosynthesis Topic 13
1.4. Chloroplast 20
1.5. Process of Photosynthesis 20
1.6. Schematic of Photosynthesis Process in Plants 21
LIST OF APPENDIX
Appendix 5 Construct Validity of Multiple Choice Test 70
Appendix 6 Construct Validity of Essay Test 73
Appendix 7 Score of Learning Achievement in Control Class
Appendix 8 Score of Learning Achievement in Experimental Class 80
Appendix 9 Students’ Ability in Answering Question of Bloom Taxonomy Cognitive Domain (C1 To C5), for
Photosynthesis Topic 83
Appendix 10 Calculation of Instrument Test Validity 86
Appendix 11 Calculation of Reability of Instrument Test 90
Appendix 12 Independent t-Test for Multiple Choice Test 102
Appendix 13 Calculation of Difficulty Test of Instrument Test 103
Appendix 14 Discrimination Index 104
Appendix 15 Normality Test of Experimental Class 105
Appendix 16 Homogeneity Test of Resulted Data 106
Appendix 17 Parametric Test Using Independent t-Test 107
Appendix 18 Table of Lilliefors 108
Appendix 19 Tabel Wilayah Luas di Bawah Kurva Normal 0 Ke Z 109
Appendix 20 Daftar Nilai Presentil untuk Distribusi T 110
Appendix 21 Tabel Distribusi Nilai F 113
Appendix 22 Table of Validity Test 115
Appendix 23 Table of Reability Test 116
Appendix 24 Table of Discrimination Index 120
Appendix 25 Table of Difficulty Index 122
Appendix 26 Nonparametric Test 123
Appendix 27 Documentation of Research in Experimental Class 125
Appendix 28 Documentation of Research in Control Class 128
Appendix 29 Daftar Nilai Bulanan Siswa
Kelas Phytagoras (Control Class) 129
Appendix 30 Daftar Nilai Bulanan Siswa
CHAPTER I INTRODUCTION 1.1. BACKGROUND OF STUDY
Many problems have been identified in learning process such as in
reading, listening, learning model and learning facility. In reading, some students
do not express a desire to read. This lack of interest in reading is because the
students not only have to remember what they have read, but also understand and
remember the informations in detail, especially in learning Biology which has
many scientific names, terms and mechanism. Some students are also bored
listening to what their teacher explains. The teacher talk for periods that are too
long for students to be attentive.
Moreover, students are expected to focus on the lesson in classroom
activity. But in fact, it is difficult to make students focus on the lesson because
they do not learn it enjoyable and interesting activity. This case is influenced by
how best teacher plan and implement models in learning. Frequently, the teacher
take stage, known as teacher-centered instruction (Trianto, 2011). In addition, if
the teacher uses the media in teaching, it will not involve students’ participation
fully. Finally, when they are examined using several questions, they will get
stress. They cannot remember and understand the information in detail easily and
get nothing during classroom activity.
The statements are proven by the score for Photosynthesis which still low.
Those problems occur at SMP Negeri 1Medan. The score of semester exam is
under 80 and does not fulfill the criteria of minimum completeness, that is 80,see
appendix 29 and 30.
Teacher has to consider how the best way to help students to study.
Teacher plays a great role in student learning. The teacher is a subject matter,
expert, tutor, motivator, behavior manager and evaluator. Above all, teacher is a
decision maker (Ormrod, 2003). Teacher should simultaneously plan specific
ways of keeping students on task in order to make students focusing on the lesson.
To support those statements, a model in teaching namely Cooperative
which students work in small group to help one another learn (Ormrod, 2003).
Similarly, Zakaria (2007) defined that cooperative learning model is grounded in
the belief that learning is most effective when students are actively involved in
sharing ideas and work cooperatively to complete academic tasks. Students not
only need knowledge but also communication skills, problem solving skills,
creative and critical thinking skills in the years ahead. In addition, cooperative
group shows significantly stronger performance than the non cooperative group
(George, 1994).
However, there are some pitfalls in cooperative learning model. Students
may simply do not have the skills to help one another in learning and there are
many groups that have to be controlled by a teacher (Ormrod, 2003).. For a
cooperative learning activity to be successful, teacher is suggested to structure the
activity by using Domino Games.
Domino Games is a model that students can really enjoy the activity while
they work in small group. It should make the students study affectively and help
one another in learning, which, in the end will influence their success to produce
greater achievement. This type of game relies on the ability of the brain in
processing, then matching with the words the other is the main thing to have.
Knowledge is also at stake. In this game, the shortcoming of domino game is just
make the teacher to be more creative for preparing many cards. Domino card is
divided into two parts. The upper part is for the question and the lower part is for
the answer but it does not match to each other. So, the students have to match it.
This will be a specific way of keeping students on task although they work
in group. They have to listen and keep focus on what teacher explains about, read
more to look for the right answer and discuss with her/his pair (Ginnis,2008). By
this game, teacher will encourage students to another, to be more interested with
one willingness to assist one another and make them have an important
contribution to classroom learning. This learning experience can help the students
remember of the lesson in detail easily because students learn it in enjoyable are
interesting activities. Therefore it will not be difficult to create a conducive
Learning model of Domino Games has been researched by some
researchers such as, Rasyidah (2011) on the subtopic Motoric System for grade
8th SMP N 2 Secanang which stated that the average of post-test for experimental
group was higher than the control group (experimental group = 74, 278 > control
group = 65,946).
Based on those statements, the research ‘The Effect of Domino Game on
Students’ Learning Achievement in Photosynthesis Topic for Grade 8th SMP
Negeri 1 Medan Academic Year 2011/2012’ will be conducted.
1.2. PROBLEM IDENTIFICATION
With reference to the background, the identification of the study will be
divided into two:
1. Students’ learning achievement is still low.
2. The model of teaching used by the teacher is still less interest and creative.
1.3. RESEARCH SCOPE
The scope of this research is will be limited to Students’ Learning
Achievement by Using Domino Game in Topic Photosynthesis for Grade 8th SMP
Negeri 1 Medan Academic Year 2011/2012.
1.4. RESEARCH QUESTION
The formulation of problem in this study, is there an effect of Domino
Game on students’ learning achievement in topic photosynthesis for grade 8th
SMP Negeri 1 Medan academic year 2011/2012 ?
1.5. OBJECTIVES
In relation to the problem, the objective of the study is to investigate the
effect of applying the Domino Game on students’ learning achievement in
photosynthesis topic for grade 8th in SMP Negeri 1 Medan Academic Year
1.6. SIGNIFICANCE OF STUDY
1. To help the teacher in applying the better model in teaching in
improving students’ learning achievement.
2. To improve the readers’ knowledge about Domino Game.
3. To help the next researchers to apply a model in teaching learning
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1. Conclusion
Based on the research data analysis and discussion, concluded, there are
differences of students’ learning achievement between the Domino Games
treatment and Regular Assignment on Biology subject grade 8th of SMP Negeri 1
Medan on Photosynthesis topic, academic year 2011/2012.
5.2. Recommendations
1. Teacher could consider the Domino Games as innovation tool in each
learning subject.
2. School can consider the Domino Games as input new variation learning in
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