THE IMPLEMENTATION OF POGIL STRATEGY BASED ON LESSON STUDY WITH INTERACTIVE MEDIA IN INCREASING STUDENTS ACHIEVEMENT AND INTEREST ON TEACHING OF STOICHIOMETRY.

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THE IMPLEMENTATION OF POGIL STRATEGY BASED ON LESSON STUDY WITH INTERACTIVE MEDIA IN INCREASING

STUDENT’S ACHIEVEMENT AND INTEREST ON TEACHING OF STOICHIOMETRY

By:

Angela Natalia Sinambela Reg. Number 4113131003

Bilingual Chemistry Education Study Program

A THESIS

Submitted to Fulfill the Requirement for Getting Degree of Sarjana Pendidikan

DEPARTMENT OF CHEMISTRY

FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

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THE IMPLEMENTATION OF POGIL STRATEGY BASED ON LESSON STUDY WITH INTERACTIVE MEDIA IN INCREASING

STUDENT’S ACHIEVEMENT AND INTEREST ON TEACHING OF STOICHIOMETRY

Angela Natalia Sinambela (Reg. Number : 4113131003)

ABSTRACT

This research have aim to know the affect of the POGIL Strategy based on Lesson Study with Interactive Media toward student’s achievement and interest, and also the correlation of student’s achievement and interest. This research conducted at 3 Senior High Schools in Medan, they are SMAN 2, SMAN 3 and SMAN 15. In this study, is chosen 2 class as the sample, the first class as the control class that taught by Direct Instruction with Interactive Media and the second class as the experiment class that taught by POGIL Strategy based on Lesson Study with Interactive Media with the presence of 2 observers who observe the activity of students. The research instruments are achievement test which are pretest and posttest by using multiple choice questions and non test in list interest form. Both of instruments have been validated. The research data is analyzed by SPSS 22 for Windows. The result show that 1) The student’s achievement taught by POGIL Strategy based on Lesson Study with Interactive Media give higher significance difference than Direct Instruction with Interactive Media. It can be seen from the average of gain and also proved with t-test in each of 3 senior hig schools target, the normalized gain at SMAN 2 Medan got 63 % in control class and 71 % in experiment class. At SMAN 3 Medan got 68 % in control class and 79 % in experiment class. And at SMAN 15, got in control class is 67 % and 80 % for experiment class, (2) The student’s interest taught by POGIL Strategy based on Lesson Study with Interactive Media give higher significance difference than Direct Instruction with Interactive Media in 3 SHS target. It can be seen from the average of interest using the observation sheet and questionnaire at SMAN 2 Medan (Experiment 74.39% > Control Class 61.05% ) , at SMAN 3 Medan (Experiment 80.91% > Control 70.03%), at SMAN 15 Medan (Experiment 76.18 % > Control 68.95%) (3) There is strong correlation between two variables that are student’s achievement and student’s interest at 3 SHS targets. It can be seen from the value of Pearson correlation at 3 senior high schools (SMAN 2 = 0.720 ; SMAN 3 = 0.683 ‘ SMAN 15 = 0.572) The student’s interest has positive correlation to the increasing of student’s achievement or can be said that student’s interest influence or support the increasing of student’s achievement.

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CHAPTER II LITERATURE STUDY

2.1.1 Nature of Learning Achievement in Chemistry 8

2.1.2 Nature of Student Interest 9

2.1.3 Nature of Learning Model 10

2.1.4 Inquiry Learning Model 11

2.1.5 Guided Inquiry Learning Model 14

2.1.6 Process Oriented Guided Inquiry Learning (POGIL) 15

2.1.7 Direct Instruction Learning Model 17

2.1.8 Lesson Study 18

2.1.9 Nature of Learning Media 20

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2.1.11 Macromedia Flash 22

2.1.12 Mole concept 23

2.2 Conceptual Framework 32

2.3 Hyphotesis 33

CHAPTER III RESEARCH METHODOLOGY

3.1 Research Location and Objects 34

3.2 Research Population and Sample 34

3.3 Research Variable 34

3.3.1 Independent Variable 34

3.3.2 Dependent Variable 34

3.3.3 Control Variable 35

3.4 Research Design 35

3.5 Research Procedure 37

3.5.1 Preparation of POGIL Strategy for the Stoichiometry 37

3.5.2 Implementation of Pogil Strategy With Interactive Media

Based on Lesson Study for teaching of Stoichiometry 37

3.6 Research Instrument 40

3.6.1 Test Instrument 40

3.6.2 Questionnaire of Student’s Interest 40

3.6.3 Observation Sheet of Student’s Interest 42

3.7 Technique of Data Collection 42

3.7.1 Questionnaire and Observation Sheet of Student’s Interest 42

3.7.2 Test of Students Result 43

3.7.2.1 Validity Test 43

3.7.2.2 Reliability Test 43

3.7.2.3 Difficulty Level Test 43

3.7.2.4 Discrimination Index Test 44

3.8 Technique of Data Analysis 45

3.8.1 Normality Test 45

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3.8.3 Normalized Gain 46

3.8.4 Hypothesis Testing 46

CHAPTER IV RESULT AND DISCUSSION

4.1 The Description of School Sample 47

4.2 Description of POGIL Strategy based on Lesson Study on teaching

of Stoichiometry Topic 47

4.3 The Instrument’s Analysis 49

4.3.1 The Observation Sheet of Student’s Interest 49 4.3.2 The Questionnaire of Student’s Interest 50

4.3.3 Instrument Validity 50

4.3.4 Instrument Reliability 50

4.3.5 Difficulty Index of Evaluation Test 51

4.3.6 Discriminating Power Index of Evaluation Test 51

4.4 The Data of Research’s Result 52

4.4.1 The Result of Pretest and Posttest c52

4.4.2 The Result of Student’s Interest by Observation Sheet 53

4.4.3 The Result of Student’s Interest by Questionnaire 53

4.5 The Analysis Test of Data 53

4.5.1 Normality Test 54

4.5.1.1 Normality Test of Student’s Achievement 54

4.5.2 Homogeneity Test 55

4.5.2.1 Homogeneity Test of Student’s Achievement 55

4.6 Student’s Achievement 56

4.6.1 Student’s Achievement before Teaching Treatment 56 4.6.2 Student’s Achievement after Teaching Treatment 57 4.6.3 Gain (Increasing of Student’s Achievement) 57

4.7 Student’s Interest 58

4.8 Lesson Study 60

4.8.1 Lesson Study at SMAN 2 Medan 61

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4.8.3 Lesson Study at SMAN 15 Medan 64

4.9 Hypothesis Test 65

4.9.1 Hypothesis Test of Hypothesis 1 66

4.10 Discussion 68

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion 72

5.2 Suggestion 73

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LIST OF TABLE

Table 2.1 Syntax of Inquiry Learning 14

Table 2.2 Syntax of Guided Inquiry Learning 15

Table 2.3 Syntax of Process Oriented Guided Inquiry Learning 17

Table 2.4 Syntax of Direct Instruction Model 18

Table 3.1 Research Design 35

Table 3.2 The Grille of Questionnaire Student Interest 41

Table 4.1 Description of Class that Used as Sample 47

Table 4.2 Summary of Instrument Test 52

Table 4.3 Data of Pretest and Post Test at 3 Senior High Schools 53

Table 4.4 Normality Test of Student Achievement 54

Table 4.5 Homogeneity Test of Student Achievement 55

Table 4.6 The Data of Student Achievement in Pretest 56

Table 4.7 The Data of Student Achievement in Posttest 57

Table 4.8 The Description of Gain at 3 Senior High Schools 58

Table 4.9 The Data of Students Interest 59

Table 4.10 The Hypothesis I Testing 66

Table 4.11 The Hypothesis II Testing 67

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LIST OF FIGURE

Figure 2.1 Hierarchy Chart of Learning Model 11

Figure 2.2 Scheme of Lesson Study Activities 19

Figure 2.3 The Relation between Mole and Particles Amount 24

Figure 2.4 The Relation of mole with mass, Avogadro Number and volume 26

Figure 3.1 Research Design 36

Figure 3.2 The Scheme of Preparation of Pogil Strategy on Teaching

Stoichiometry 38

Figure 4.1 The Outline steps of Pogil Strategy with Interactive Media

Based on Lesson Study in Stoichiometry 49

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LIST OF APPENDIX

Appendix 1 Syllabus 77

Appendix 2 Lesson plan (Experiment class) 79

Appendix 3 Lesson plan (Control class) 100

Appendix 4 Analysis of Instrument 110

Appendix 5 Instrument Spesification 118

Appendix 6 Instrument Test 120

Appendix 7 Answer Key 128

Appendix 8 Observation Sheet of Student’s Interest 129

Appendix 9 Questionnaire of Student’s Interest 131

Appendix 10 Instrument Test Specification After Validation 135

Appendix 11 Instrument Test After Validation 136

Appendix 12 Answer Key of Instrument Test After Validation 140

Appendix 13 Validity Test Result 141

Appendix 14 Table of Validity Instrument Test 142

Appendix 15 Reliability Test Table 145

Appendix 16 Reliability Table of Test Instrument 147

Appendix 17 Difficulty Level Test Result 150

Appendix 18 Calculating of Difficulty Level Test 152

Appendix 19 Discriminating Power Test Result 154

Appendix 20 Calculation of Discriminating Power 156

Appendix 21 Pretest and Posttest Scores of Experiment and Control 158

Appendix 22 Normalized Gain of Experiment and Control Class 161

Appendix 23 Table of The Student Interest Observation Sheet

Of Experiment Class 167

Appendix 24 Table of the Average of Student Interest Observation

Sheet of Experiment Class 176

Appendix 25 Table of The Student Interest Observation Sheet

Of Control Class 179

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Sheet of Control Class 188

Appendix 27 Table of Student Interest Questionnaire of Experiment

Class 191

Appendix 28 Table of Student Interest Questionnaire of Control

Class 195

Appendix 29 Normality Test 199

Appendix 30 Homogeneity Test 208

Appendix 31 Hypothesis Test 211

Appendix 32 Documentation 221

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CHAPTER I INTRODUCTION 1.1 Background

Learning is an activity that involves a person in an effort to acquire the

knowledge, skills and positive values by utilizing a variety of sources to learn.

Education seeks to improve the ability of learners to a certain degree. To improve

the ability of learners, can begin with improving the quality of teachers in

teaching and behave professionally. The teacher as an educator is required

mastery of various abilities as a professional teacher in his field. The learning

process can not be separated from the activities of the teacher and student

activities in which teachers teach and students learn. Learning should not be done

by the students, but the teachers as a source of knowledge must be learned and

practiced in an effort to increase the competence of teachers. Thus creating a

professional teacher can be improving the quality of education. One of teachers

training model to achieve the quality of learning in schools is Lesson Study

(Wanarsih 2012). Lesson study is a comprehensive approach to the professional

learning and sustain teachers become lifelong learners in an effort to develop and

improve the quality of learning in the classroom. Lesson study conducted in the

classroom with the aim of for students to better understand and done jointly with

other teachers (Rahayu, 2005). The number of students in a class sometimes make

teachers are not able to pay attention to the development of students in the

following study, whether all students have actually learn, whether all has been

reached by the teacher's attention or just certain students who got the attention of

the teacher. Lesson Study is the teachers pay more attention to the development of

students, and students' competencies because the quality learning to be a focus

and point of attention. And because the present of teacher in class more than one,

so the chance of the interaction between student and teacher is more.

Several factors are seen as the causes of the global problems in education

are: (1) instructional methods used by teachers are often monotonous. Lecturing

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and then giving examples, exercise, and homework. There is no variation in

learning methods/ models based on the characteristics of the material to be

studied, (2) Teacher rarely give students the opportunities to interact with their

friends or teachers in developing an understanding of the concept and principles.

(3) Teaching process conducted by the teacher more emphasize on mathematical

manipulations; they start with the definition concept, and then put in

mathematically. (4) Teachers rarely give method of resolving the problems

systematically. Teachers only see the final result of the assignment or task that the

students do. (5) Teachers are more interested in the students whose the correct

answer without analyzing the mistakes of the students and completion procedures.

(6) Teachers generally assume that all subject matters of sciences are enough

taught by lecturing or giving complete theories without considering that some also

need additional activity such as laboratory and outside activity to get deeper

understanding. (7) Teachers focus only on giving materials without inviting

students to do some projects to discover something which absolutely can improve students’ discovery ability (Slavin, 2004). All of that problems are related to the teachers rule as the determination process and the result of learning in class.

Professional teacher can manage the learning well. Then, Lesson Study can be

used in improving the professionalism of teacher.

Chemistry lesson is one of the subjects at Senior High School which is

categorized as a difficult subject for some students. Due to the difficulty of

studying this chemistry, the students often do not pay more attention to this

subject or less interest so that student achievement in Chemistry Subject is low. It

is also further exacerbated when the subject teachers of Chemistry explain the

materials monotonously, not using appropriate learning strategies in each topic

and not using varied media. Students just sitting, record, and listen to what the

teacher and few opportunities for students to ask. Thus, learning becomes not

conducive condition then students become passive.

Based on researchers observation in SMAN 15 Medan, the using of learning

media is still limited. And the learning is still using direct instruction. It is also

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SMAN 1 Sidikalang, media use is still limited in the learning process. This makes

students become less interested in studying chemistry or in other words a low of

student interest. Compared with researcher conducted during PPLT, by using

media power point in presenting the material, students pay more attention and

more enthusiastic in receiving learning. It can also be seen in increasing the

student achievement from UH-1 to UH-2. The average of UH-1 in class X-MIA 3

is 66 and the average of UH-2 is 80. Thus it can be said that the students are more

interested in receiving material by using media and also can increase the student

achievement.

Developments in science and technology can have a positive impact in the

learning process. Teachers are required to be creative in creating learning media

that make learning more interesting. Hamilk (1996) in Arsyad (2011: 15) states

that the use of learning media in the learning process can generate new desires and

interests, raise motivation and stimulation of learning activities, and even bring

psychological effects on students. By utilizing current technology would be easier

someone teachers to give information or teaching materials to students. Nowdays,

information and communication technology innovations is conducted continously

for the benefit of the learning activities, one of the breakthrough is the use of

interactive multimedia learning. (Nandi, 2006). Learning by using interactive

multimedia evolved on the basis of conventional learning that can not fulfill the

needs of learners in learning so that students feel less motivated to learn and

students feel difficult in understanding of materials that given by teacher. As a

result, students' interest has decreased.

Sunyono et all (2009) said that low interest, activity and the chemistry student’ achievement are caused by several factors those are : (1) Delivering the chemistry materials by the teacher using demonstration method is only once and

discussion tends to make students saturated. Student is only crammed with

information which is less concrete and less interest discussion because of theorist

characteristic. (2) Students have never been given the real direct experience in

observing a chemical reaction, so that students assume that chemistry subject is

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less varied and not innovative, so that its boring and make not interesting to

students.

Not only in creating a learning media, the successful of the learning

process is also influenced by the ability of teachers in designing learning

strategies appropriate to the objectives or competencies to be achieved. Chemistry

lessons that have abstract characteristics is very difficult to make students in

developing an understanding of chemical concepts. For that teachers should be

able to make appropriate learning strategies to make students able to understand

chemistry concepts and can apply it in everyday life.

One of the strategies that can be used is a Process Oriented Guided

learning strategy inquiry Learning (POGIL). In POGIL classroom students work

in groups (called learning in teams) that aims mastery of concepts (Zawadski,

2010). So that students are more focused in a process that involves their

knowledge to construct their own understanding of the material.Through POGIL

pupils develop skills, high level thinking and metacognition, communication,

teamwork, management, and assessment, and no longer rely on rote, but

developing skills for success in learning. Research about POGIL strategy has

already done by Sri Wahyuna Saragih (2012) with title Pengaruh Strategi

Pembelajaran Process Oriented Guided-Inquiry Learning (POGIL) Dengan

animasi Komputer Terhadap Motivasi dan Hasil Belajar Siswa SMA Pada Materi

Pokok Stoikiometri obtained that the students who taught using POGIL learning

strategies is higher learning outcomes than student who is taught by conventional

teaching with Zhitung > Ztabel ( 6.51 > 1.71)

In the science of chemistry, stoichiometry lesson is the study and calculate

the quantitative relationship of the reactants and products in chemical reactions

(chemical equations). This word comes from the Greek stoikheion (elements) and

Metria (size). Thus, the stoichiometry means chemical calculations. The concepts

underlying chemical calculations is the relative atomic mass, chemical formula,

equation, and the concept of the mole. Therefore, before entering into chemical

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Thus POGIL learning strategies can be applied to study the stoichiometry

to assist students in mastering concepts to the underlying chemical calculations.

By combining the POGIL strategy with Lesson study, expected that teacher can

guide student directly in developing their concept understanding of the learning

material and also the using of interactive media can increase the student interest

and students achievement. Based on that background, the authors is interested do

the research with a title : The Implementation of POGIL Strategy Based On

Lesson Study With Interactive Media in Increasing Students Achievement And Interest On Teaching Of Stoichiometry.

1.2 Problem Identification

Based on the background described above, the identification of the

problem in this study are :

1. The results of student learning in chemistry lesson is still low

2. Using of media in learning Chemistry is unvaried

3. The learning strategies which is not appropriate to teaching materials.

1.3 Problem Limitation

In order to achieve the expected goals, focus and direction research so

based on the identification of the problem, the researchers limited to:

1. The subject material is a stoichiometry class X Senior High School

Academic Year 2014/2015

2. The learning strategy is limited as follows: for the experimental class

using the POGIL strategy with Interactive media. For the control class

using the direct instruction with interactive media on the subject

matter stoichiometry.

3. Learning media that will be used is Macromedia flash software

1.4 Problem Formulation

To make research brief that can be used as reference, so the problem

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1. Is the students’ Achievement that taught by POGIL Strategy based on

Lesson Study using Interactive Media significant higher than taught

by Direct Instruction with Interactive Media ?

2. Is the students’ Interest that taught by POGIL Strategy based on

Lesson Study using Interactive Media significant higher than taught

by Direct Instruction with Interactive Media ?

3. Is there a significant correlation between student’s interest and the increasing of student’s achievement?

1.5 The Objectives of Research

The objective of this research is to implement the POGIL Strategy based

on Lesson Study using Interactive Media in increasing the student’

achievement and interest on the teaching of Stoichiometry . Whereas the

specific objectives of this research are:

1. To determine whether there are significant higher of student’s

Achievement that taught by POGIL strategy based on Lesson study

with Interactive Media than taught by Direct Instruction with

Interactive Media

2. To determine whether there are significant higher of student’s interest

that taught by POGIL strategy based on Lesson study with Interactive

Media than taught by Direct Instruction with Interactive Media

3. To investigate the correlation between student’s interest and the increasing of student’s achievement.

1.6 The Benefit of Research

This research is expected to give a benefit especially for Chemistry teacher

about how to repair the learning process by using POGIL strategy based on

Lesson study with Interactive Media to Chemistry teaching on Senior High

School. Generally, the benefits of this research are described as follow :

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2. As input for Chemistry teacher how to make the chemistry subject

become interesting so that make the student’ achievement and the

students’ interest increase on learning of Chemistry.

1.7 Operational Definition

To avoid the difference or lack of clarify of meaning, the operational

definition on this study are :

1. Process Oriented Guided Inquiry Learning Strategy is a learning

strategy which student work in groups that focuses on the ability

process on mastery a concept by using the inquiry approach.

2. Lesson study is a learning assessment activities carried out by a group

of teachers in order to determine the effectiveness of learning.

3. Interactive Media is learning media based on multimedia applications

are used in the learning process that used to deliver the materials of

learning

4. Macromedia Flash is one of the programs in the form of audio-visual

display a clear message to students with a variety of animated images

that can stimulate student interest. simulate in the laboratory activities

as if the user is on the acrtual laboratory or can be referred to as the

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

After conducting the research and analyzing the data, there are some

conclusions that obtained, they are:

1. Students’ achievement of the class taught by using POGIL strategy with

interactive media based on lesson study on teaching stoichiometry has

higher significant difference compared to the class taught by using direct

instruction method in all of schools. Learning stoichiometry by using

POGIL Strategy based on Lesson study with Interactive Media can increase

the student achievement at 3 senior high school target. It can be seen from

the gain value in each school. The students achievement at third school

(SMAN 2, SMAN 3, SMAN 15) for experiment class using POGIL Strategy

based on lesson study is higher than in control class by using direct

Instruction

2. Students’ interest of the class taught by using POGIL strategy with

Interactive media based on lesson study on teaching stoichiometry has

higher significant difference compared to the class taught by using using

direct instruction method in all of schools. By using POGIL Strategy based

on Lesson study with Interactive Media can increase the student interest. It

can be seen from the observation sheet and questionnaire data that got in 3

of senior high school. The students interest increase per meeting in each of

school target.

3 There is a significant correlation between student’s interest and the

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5.2 Suggestion

1. It is suggested for chemistry teacher to use Strategy based on Lesson study with Interactive Media on learning stoichiometry topic to increase student’s achievement in learning process.

2. It is suggested for chemistry teacher to use POGIL Strategy based on

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THE IMPLEMENTATION OF POGIL STRATEGY BASED ON LESSON STUDY WITH INTERACTIVE MEDIA IN INCREASING STUDENTS ACHIEVEMENT AND INTEREST ON TEACHING OF STOICHIOMETRY.