THE D
nt for the Degree of
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Preface
Praise and gratitude to Jesus Christ for His blessings and guidance to the writer so that the writer can finally finish this thesis. The thesis which is entitled "The Difference in Learning Achievement Between Students Taught Using Concept Teaching Model and Conventional Teaching Model in Physics on the Subtopic of System and Process in the Excellent Classes of XI IPA of SMA
Negeri 1 Berastagi," is submitted to fulfill the requirement for the degree of Sarjana Pendidikan Fisika in the Faculty of Mathematics and Natural Sciences, State University of Medan.
In this chance, the writer would like to thank Prof. Drs. Motlan, M.Sc., Ph.D. as the thesis adviser for his valuable advices and suggestions for the writer in the process of writing of this thesis. The writer also would like to thank Mr. Drs. Jonny H. Panggabean, M.Si. as the first thesis examiner, Prof. Dr. Mara Bangun Harahap, M.S. as the second thesis examiner, and Dr. Ridwan Abdul Sani, M.Si. as the third thesis examiner, for their constructive criticisms and advices.
The writer also would like to thank Mr. Drs. Japiten Banjarnahor, M.Pd., as the writer's academic adviser and also to all lecturers and staffs in Physics Department, Faculty of Mathematics and Natural Sciences, State University of Medan for the academic support that the writer has received both in and outside classrooms.
The writer also would like to thank Mr. Alberto Colia, M.Pd., the headmaster of SMA Negeri 1 Berastagi, and Mrs. K. Sembiring, S.Si., the physics teacher of SMA Negeri 1 Berastagi, for the permission and help they gave during the research.
The writer would like to give special thanks to the writer's beloved parents, Mamak and napak, for their patience, prayers, motivation, and support all this time, "Thank you for your love, I will learn to be discipline :)." Also to the writer's two sisters, "Find the light in you and let it shine!" The writer also would
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THE DIFFERENCE IN DEARNING ACHIEVEMENT BETWEEN STUDENTS TAUGHT USING CONCEPT TEACHING MODED
AND CONVENTIONAD TEACHING MODED IN PHYSICS ON THE SUBTOPIC OF SYSTEM AND PROCESS
IN THE EXCEDDENT CDASSES OF XI IPA OF SMA NEGERI 1 BERASTAGI
Adi Primanda Ginting (ID Number 071244210107)
ABSTRACT
The aims of this research are to know the learning achievement of students taught using the concept teaching model and the conventional teaching model and the difference in learning achievement between students taught using concept teaching model and conventional teaching model in physics on the subtopic of system and process.
Type of the research was the quasi-experiment. Population of the research was the students of the two excellent classes of XI IPA of SMA Negeri 1 Berastagi. Taken using random cluster sampling method, the experimental group was XI IPA 1 and control group was XI IPA 2. Total of students of each group was 32. The instrument used to collect data was 14 multiple choice items with five options which at the end only 11 items were used to measure students' learning achievement.
Due to normality issue, it was the Mann-Whitney test used in testing the difference between pretests and in hypothesis testing. From the pretest testing, it was found that the difference between the pretests of both groups was significant.
The average of gain scores of the students in the experimental group was 32.12 while the average of gain scores of the students in the control group was 26.72.
Content List
1.1. Background of the Study
1.2. Problem Identification
1.3. Scope of the Study
1.4. Problem Formulation
1.5. Research Purposes
1.6. Benefits of the Research
1.7. Operational Definition
CHAPTER II Review of Literature
2.1. Learning and Teaching
2.2. The Concept Teaching Model
2.2.1. Overview of the Concept Teaching Model
2.2.2. Planning for Concept Teaching Model
2.2.3. The Syntax for the Concept Teaching Model
2.2.4. Summary of a Concept Lesson
2.3. The Conventional Teaching Model
2.4. Learning Achievement
2.5. Achievement Test
2.6. The Lesson Topic (System and Process)
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Page
2.6.1. System and Process
2.6.2. Work in a Gas System
CHAPTER III Methodology of Research
3.1. Place and Research Time
3.2. Population and Sample
3.3. Research Variables
3.4. Research Design
3.5. Research Instrument
3.6. Research Procedures
3.6.1. Preparation Step
3.6.2. Main Research Activity
3.6.3. Data Gathering and Processing
3.7. Technique of Data Analyzing
3.7.1. Normality and Homogeneity Test
3.7.1.1. Normality Test
3.7.1.2. Homogeneity Test
3.7.2. Hypothesis Test
3.7.2.1. The Parametric Test, the Two Tailed T-Test
3.7.2.2. The Nonparametric Test, the Two Tailed Mann-Whitney Test
CHAPTER IV Data Analysis
4.1. Summary of the Data of the Research
4.2. Normality Testing Result
Page
4.3. Hypothesis Testing Result
4.4. Discussion
CHAPTER V Consclusions and Suggestions
5.1. Conclusions
5.2. Suggestions
Bibliography
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Table List
Page Table 2.1 STntax for concept teaching model
Table 3.1.The design of the experiment
Table 3.2 Brief specification of the research instrument
Table 4.1 The means and the standard deviations of the students' scores Table 4.2 The means and the standard deviations of the gain scores
Table 4.3 SummarT of the normalitT testing results of the pretest and the posttest scores of the experimental and the control group Table 4.4 SummarT of the normalitT testing results of the gain scores of
the experimental and the control group Table 4.5 SummarT of the hTpothesis testing result
7 16 18 23 23
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Appendix List
Appendix 3: Conceptual Webs of the Lessons
Appendix 4: Research Instrument
Appendix 5: Research Instrument Specification (Spesifikasi
Instrsmen Penelitian)
Appendix 6: Tabulation of the Raw Data of the Pretest of the
Experimental Group
Appendix 7: Tabulation of the Raw Data of the Posttest of the
Experimental Group
Appendix 8: Tabulation of the Raw Data of the Pretest of the Control
Group
Appendix 9: Tabulation of the Raw Data of the Posttest of the Control
Group
Appendix 10: Tabulation of the Raw Data of the Pretest of the
Experimental Group after Test Items Number 9, 11, and
14 Were Removed
Appendix 11: Tabulation of the Raw Data of the Posttest of the
Experimental Group after Test Items Number 9, 11, and
14 Were Removed
Appendix 12: Tabulation of the Raw Data of the Pretest of the Control
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Page
Appendix 14: Complete Tabulation of the Pretest and the Posttest Data
of the Experimental Group
Appendix 15: Complete Tabulation of the Pretest and the Posttest Data
of the Control Group
Appendix 16: Calculation of the Means and the Standard Deviations
of the Pretest and the Posttest Data of the Experimental
and the Control Group
Appendix 17: Gain Scores of the Students in the Experimental Group
Appendix 18: Gain Scores of the Students in the Control Group
Appendix 19: Calculation of the Means and the Standard Deviations
of the Gain Scores of the Experimental and the Control
Group
Appendix 20: Normality Testing (Liliefors Test) of the Data of the
Pretest and Posttest of the Experimental and the Control
Group
Appendix 21: Normality Testing (Liliefors Test) of the Gain Scores of
the Experimental and the Control Group
Appendix 22: Testing the Difference Between Pretests of the
Experimental Group and the Control Group
Appendix 23: Hypothesis Testing
Appendix 24: Critical Value of L for Liliefors Test
Appendix 25: Standard Normal Probability Table
Appendix 26: Documentation of the Research
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CHAPTER I
INTRODUCTION
1.1.Batkground of the Dtudy
The word “concept” in physics is very common and that can be said that
physics is the subject that is full of concepts of the physical world. The mastery of
physics concepts is essential for the students to deepen their understanding of
physics.
Based on the competency standard of the thermodynamics topic:
“Menerapkan konsep termodinamika dalam mesin kalor (Applying the concepts
of thermodynamics in heat engines)” and the basic competency: “Menganalisis
perubahan keadaan gas ideal dengan menerapkan hukum termodinamika
(Analyzing changes of states of ideal gas by applying the laws of
thermodynamics)” (Badan Standar Nasional Pendidikan, n.d.), here is to be
implemented the concept teaching model in the first section of the
thermodynamics topic, system and process, as an alternative to the conventional
approach that is usually used in the excellent classes of XI IPA of SMA Negeri 1
Berastagi.
“Concept teaching models have been developed primarily to teach key
concepts that serve as foundations for student higher-level thinking” (Arends,
2009: 320). In this case of physics subject, it can be concluded that it is essential
to the students to understand the basic concepts first then to move to the
mathematical expression of physics principle. With the implementation of concept
teaching model in physics lessons, it is expected that students can have a proper
understanding of the physics lessons concepts, so that they would not think that
physics as another formula related subject.
Beside to be an alternative to the conventional teaching model, there is
also a chance to improve the students' learning achievement using the concept
teaching model, esp. in the excellent classes. Here is to be seen difference in
learning achievement between students taught using the concept teaching model
2
Therefore this research is entitled, “The Difference in Learning
Achievement Between Students Taught Using Concept Teaching Model and
Conventional Teaching Model in Physics on the Subtopic of System and Process
in the Excellent Classes of XI IPA of SMA Negeri 1 Berastagi”
1.2.Problem Identifitation
Based on the background of the study above, here is identified the
problems of the study:
1. It is necessary to teach the students the physics concepts first then to move to
the mathematical expression of the physics principles.
2. There is a tendency in students in the conventional teaching model to focus
more to the mathematical expression of the physics principles.
1.3.Dtope of the Dtudy
1. The research is held in SMA Negeri 1 Berastagi in the excellent classes of XI
IPA in the academic year of 2011/2012.
2. The physics learning material is about system and process, the first subtopic
from the thermodynamics chapter.
3. The teaching model that is going to be implemented is the concept teaching
model in the experimental group and the conventional teaching model in the
control group.
4. The learning achievement to be assessed here is the learning achievement in
the C1, C2, C3, C4, C5, and C6 of the bloom cognitive area.
1.4.Problem Formulation
Based on the background of the study above, in this research the
problems can be formulated:
1. How is the learning achievement of the students taught using the concept
teaching model in physics on the subtopic of system and process in the
excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of
2. How is the learning achievement of the students taught using conventional
teaching model in physics on the subtopic of system and process in the
excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of
2011/ 2012?
3. How is the difference in learning achievement between students taught using
the concept teaching model and the conventional teaching model in physics on
the subtopic of system and process in the excellent classes of XI IPA of SMA
Negeri 1 Berastagi in the academic year of 2011/ 2012?
1.5.Researth Purposes
Based on the problem formulation, here can be defined the purposes of
the research are:
1. To see the learning achievement of the students taught using the concept
teaching model in physics on the subtopic on system and process in the
excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of
2011/ 2012.
2. To see the learning achievement of the students taught using conventional
teaching model in physics on the subtopic of system and process in the
excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of
2011/ 2012.
3. To see the difference in learning achievement between students taught using
the concept teaching model and conventional teaching model in physics on the
subtopic of system and process in the excellent classes of XI IPA of SMA
Negeri 1 Berastagi in the academic year of 2011/ 2012.
1.6.Benefits of the Researth
Some of the benefits that can be taken from the research are:
1. To give the researcher (the writer) picture of how to use the concept teaching
model in the later teaching carrier.
2. To give information and consideration to other researchers who want to hold
4
3. To give an input to the teachers of the school where the research was held
about the implementation of concept teaching model, especially in physics
lessons.
1.7.Operational Definition
The conventional teaching model: it is the teaching model that is usually
used in physics lessons in the excellent classes of XI IPA of SMA Negeri 1
Berastagi. Based on an early observation that was done in August, 2011 in SMA
Negeri 1 Berastagi, it was done by lecturing, discussion, and doing exercises
CHAPTER V
CONCLUDIOND AND DUGGEDTIOND
5.1. Contlusions
1. The average gain scores of students taught using the concept teaching model in
physics on the subtopic of system and process in the excellent classes of XI IPA
of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012 is 32.12.
2. The average gain scores of students taught using the conventional teaching
model in physics on the subtopic of system and process in the excellent classes
of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012 is
26.72.
3. There is no significant difference in learning achievement between students
taught using the concept teaching model and conventional teaching model in
physics on the subtopic of system and process in the excellent classes of XI IPA
of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012.
5.2. Duggestions
1. This experiment was conducted on a narrow scope of physics lesson. Other
researchers may be interested to implement the concept teaching model in a
larger scope so that the result can be compared with this thesis
2. For the next researchers, when testing the difference between two samples,
whenever the parametric assumptions of the research data are met, it is
suggested to use the parametric test to test the hypothesis. The parametric test
29
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