By:
Saraswati SID. 4113141074 Bilingual Biology Education
A THESIS
Submitted to Fulfill the Requirement for Degree SarjanaPendidikan
BIOLOGY DEPARTEMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCE UNIVERSITAS NEGERI MEDAN
ACKNOWLEDGEMENT
First and foremost, I would like to thankful to Almighty God, Jesus Christ, who give me mercy and blessing until I can finished this thesis well. Apart of my life, my parents, Ayahanda B. Siahaan and Ibunda Hervina Panjaitan, my beloved brothers, Herlan Idul Saputra Siahaan and Rockyando Siahaan, I would like to show my greatest appreciation to them.
Foremost, I would like to express my sincere gratitude to my advisor lecturer, Dr. Hj. Ely Djulia, M.Pd., who has supported me thoughout my thesis with patient, motivation, enthusiasm and immense knowledge. Her guidance help me to arrange and writtig this thesis. I give thankful because be my advisor with innovative way and highly knowledge.
Beside my advisor, I would like to thank the rest of my thesis committee: Dr. Syahmi Edi, M.Si., Dra. Melva Silitonga, MS., and Dra. Martina Restuati, M.Si. for their encouragement and insighful comments. My sincere thanks also given to Drs. Zulkifli Simatupang, M.Pd., beside as head of Biology Department but also father-liked who guide in arranging this thesis. My sincere thanks also give to others lecturer who taught and guided me during in Biology major class.
My enormous appriciation to Mam Desy C. Sianturi, S.Pd., M.Si. in SMA Negeri 3 Medan for giving opportunity to use her classes and guiding me to handle the classes during my research and all students in XI Science 1 and XI Science 3 Academic Year 2014/2015 for their participation as my sample research.
Last but not least I would like offer my special thanks to my “Igreya” Small Group: Kak Sartika, Arta Ria Siadari, Lydia Trisnawati Silalahi, Saut Haryanto Manik and Septe Vionly Ambarita, who always give support and praying to do best in making this thesis. My best partner friend, Rani Afrida Tarigan, and all my Bilingual Education 2011, give thanks for their encouragement and motivation.
Medan, Juni 2015
THE DIFFERENCE OF STUDENTS’ ACHIEVEMENT AND RETENTION THROUGH IMPLEMENTING ROLE PLAYING MODEL WITH
ANIMATION VIDEO AND PICTURE AS MEDIA LEARNING ON HUMAN EXCRETORY SYSTEM TOPIC
IN SMA NEGERI 3 MEDAN Saraswati
4113141074
ABSTRACT
This quasi experimental study has purpose to investigate whether there is a significant difference between using picture compared those to animation video as media learning on students’ achievement and retention through implementing role playing model in human excretory system in SMA Negeri 3 Medan. The study involve two experimental classes which are implemented by role playing model but difference media using. Both classes are consisted with 42 number of students with same number of students’ achievement statically. Bloom cognitive test instrument was given to students for students’ cognitive and retention result. Meanwhile the students’ achievement get from average of cognitive, affective and psychomotoric. The affective and psychomotoric result get from the evaluation based on rubric which evaluated when role playing was on going. As the result there is significant difference of students’ achievement between using picture and animation video in role playing model with 0.01 significance level (tcount = 10.015> ttable = 2.6371). The mean of students’ achievement score in role playing model with picture is 33 points then the picture does. The study also get result that there is significant difference of students’ retention between using picture and animation video in role playig model with 0.01 significance level (tcount = 5.45 > ttable = 2.7012). As the result of retention calculation, the picture as media learning had result 98.63% (1.37% of memory lossing) and percentage of retention is 119.22%. These data retention show that the retention rate of students after treatment are excellent categorized.
TABLE OF CONTENT
Approval sheet i
Table list vii
Figure list viii
CHAPTER I INTRODUCTION
1.1.Background 1
1.2.Problem Identification 5
1.3.Problem Scope 5
1.4.Research Questions 6
1.5.Reserach Objectives 6
1.6.Research Significant 6
CHAPTER II THEORETICAL REVIEW
2.1. Theoretical Framework 8
2.1.1. Learning Achievement 8
2.1.1.1. Overview of Learning Achievement 8
2.1.1.2. Learning Domains 8
2.1.2. Active Learning 12
2.1.3. Retention 15
2.1.3.1. Information Process Theory 15
2.1.3.2. Forgetting 16
2.1.3.3. Students’ Retention 17
2.2. Learning Model : Role Playing 18
2.3. The Media 23
2.3.1. Animation Video as an Aid to Multimedia Learning 23 2.3.2. Cognitive Theory of Multimedia Learning 24 2.3.3. Advantages and Disadvantages in Animation Using 24
2.4. Relevant Research 27
2.5. Conceptual Framework 27
2.6. Research Hypothesis 29
CHAPTER III RESEARCH METHODOLOGY
3.1. Location and Time of Research 31
3.2. Population and Sample 31
3.3. Research Variable 31
3.4. Research Type and Design 32
3.5. Research Instruments 33
3.5.1. Questionnaire 34
3.5.2. Blooms’ Cognitive Test 34
3.5.3. Validity Test 35
3.5.4. Reliability Test 36
3.5.5. Item Difficulty 37
3.5.6. Item Discriminant 38
3.6. Research Procedure 38
3.7.1. Normality Test 44
3.7.2. Homogeneity Test 44
3.7.3. Hypothesis Test 45
3.7.4. Retention Calculation 46
CHAPTER IV RESULT AND DISCUSSION
4.1. Result of the Research 47
4.1.1. Instrument Test 47
4.1.1.1. Validasi Test 47
4.1.1.2. Reliability Test 47
4.1.1.3. Difficulty Item 48
4.1.1.4. Discriminant Index 48
4.1.2. Description of Research Data 48
4.1.2.1. Pretest 48
4.1.2.2. Students’ Achievement 50
4.1.2.3. Students’ Retention 52
4.1.2.4. Percentage of Students’ Retention 54
4.1.3. Data Analysis 55
4.1.3.1. Normality Test 55
4.1.3.2. Homogeneity Test 55
4.1.3.3. Hypothesis Test 55
4.1.4. Students’ Response 57
4.2. Result Discussion 58
4.2.1. Students’ Achievement 58
4.2.2. Students’ Retention 60
4.2.3. Learning Observation Result 61
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1. Conclusion 63
5.2. Recommendation 63
LIST OF TABLE
Table 2.1. The Cognitive Domain Based on Bloom’s Taxonomy Criteria 9 Table 2.2. Affective Domain Based on Krathwohl 11 Table 2.3. Psychomotoric Domanin Based on Dave 12
Table 2.4. Syntax of Role Paying 22
[image:7.595.77.525.129.671.2]CHAPTER I INTRODUCTION
1.1. Research Background
Learning achievement of students influences the quality of education. But education’s quality of Indonesia is still very far from expectations. Various issues are arising from many sides. Difficulty in understanding the topic and low retention of students as factors which led to the low achievement of high school students.
These poor condition is also found in Biology class learning. Teacher as main information is less involved students actively in the class which had been researched by Assayidiyah (2014). Based on her observation, teachers seldom invited students to be active in asking or arguing their argument in the classroom and when teacher gave questions to the students, only few students can answered the questions. Actually the learning process must encourage students actively as mentioned by Poorman in Jarvis (2002), true learning cannot be occured when students are passive observers. It means the learning process in Biology also must involve students actively in the class.
Most of Biology learning, especially the abstract concept like human body system, was done only by giving text books to explain the materials meanwhile, many students get difficult to conceive the subject matters only based on references. As mentioned by Edgar Dale, 1960, people generally remember just about 30% of what they see. The abstract concepts also make the students’ achievement become low. This research was conducted by Adhitama (2014). He observed students couldn’t understand the abstract concept because they were lack of metacognitive awareness.
Negeri 3 Medan is one of school’s model of Kurikulum 2013 in Medan. This school has 75 Minimum Score Standard (MMS) for all students.
There are four teachers of Biology in SMA Negeri 3 Medan. Two of them teach Biology in grade XI. One of the Biology teacher who teach in grade XI in SMA Negeri 3 Medan had mentioned that the average of students’ achievement was more than 50% passed the MMS but more than 30% students were failed. The factor is less students’ interest in reading text book or other book references. She said students were prefer watching video or seeing picture than reading books. That’s why she argued that it’s very necessary to find the innovative media that enable to stimulate and engage students’ motivation in learning material. This is a problem which must be investigated. This case trigger the researcher to choose this school as research location. She also implemented variation model depended on the topic learning. Usually she designed her classes in discussion. She always started the classes by introduction, guided students to the topic, explained the opening topic, implemented the core model of learning and made conclusion which done by the students. Based on her experiences, she actually got difficult when taught human excretory system, especially urinary system.
Excretory system is the process that rids the body of nitrogenous metabolites and other metabolic waste products (Campbell, 2011). Based on her experiences, students knew the definition of filtration, reabsorption and augmentation, but they were difficult to understand each process. Students would confused when and how the process of filtration, reabsorption and augmentation. In human excretory system, she designed her classes by doing experiment of urine and blood glucose test, picture identification and case study in discussion.
understood if these underpinning concepts are not sufficiently grasped by the student. That’s why the human excretory system is chosen as this research topic.
Some questionnaires have been made by the researcher from two classes of Grade XI, academic year 2014/2015, in SMA Negeri 3 Medan. As the result, 50% of students said that Biology is difficult subject matter; 50% agreed that the abstract topic of Biology, like human mechanism processes, led their achievement become low on it, and more than 60% of students agreed that forgetting is the main reason why they can’t answer the test of Biology. In other case, more than 60% of students bored, 10% of students agreed that they are not involved actively in learning process and also more than 30% agreed that the utilization of video in learning process is rare. The lower score of tests, forgot the learning material and does not involved actively in learning process are problems that must be solved as soon as possible because these influence the students’ achievement.
Actually the abstract concept can be explained by some media like picture, torso, chart, interactive media, video and others. The existence of media is one factor which can engage and motivate students to be actively in the learning process (Rusman, 2012). Animation video is effective than others because involve more than one sense on it, hearing and seeing. Based on Edgar Dale's experiment, people generally remember 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they hear and see, 70% of what they say and write, 90% of what they do as they perform a task. So, the animation video will have 50% possibility to remember the topic.
A lot of research had been conducted and showed that animation video using is effective in learning process. There is a fairly extensive literature arguing that animations are more effective than static sequential images for teaching dynamic events (Pollock et al., 2002). Animation video instruction supports the
learning method in the classroom is more effective teaching technique than conventional lectures (Felton et al., 2001). Thus to study excretory system, the
unfortunately it doesn’t used maximally in learning process. That’s why the animation video is chosen for this research.The picture is chosen as comparison media because the teacher implemented before in teaching human excretory system. As conversation result, the teacher argued that human excretory system was designed by picture identification. That’s the reason researcher uses the picture as comparison media.
In other case, forgetting is a problem which must be solved because can affect the students’ achievement. It can be occurred when the students are not involved actively in learning process. To make students actively in learning process as they are, it can be solved by implementation of Role Playing model. Role Playing is one of model which make students say and do something. So, this model is suitable to use for remembering because has 90% possibility to remember based on Dale’s experiment. Role Playing also helps students explore human relations-by enacting problems and then discussing the enactment, students together can explore feelings, values and problem-solving strategies (Rai, 2014).
A lot of researches found that role playing model is effective to stimulate students’ motivation and can make students active in learning process. Fogg’s research (2001), told of a college professor who felt that his history classes were boring and not involving the students. After trying out a role-playing type game one semester, he observed that students were more interested and active in learning the material. Another researchs were done also by Poorman in 2002, Craciun (2010), Lori et al. (2002), Bhattachar and Ghosh (2013), have shown the
students actively participated, made increasing of students understanding in Biology due to increasing students achievement. That’s why the researcher chooses this role playing model to make students more active in this research.
As one of school model of Kurikulum 2013, SMA Negeri 3 Medan must make the student actively in the learning process. Thus, the researcher finally decided to conduct the research location in this school with titled as: “The Difference of Students’ Achievement and Retention Through Implementing Role Playing Model with Animation Video and Picture on Human Excretory System topic in SMA Negeri 3 Medan.”
1.2. Problem Identification
Based on research background description, the research problem identifications as follows:
1. Human excretory system topic contains abstract concepts and also difficult facts.
2. Less than 30% of students number have low achievement in Biology.
3. Limited learning media utilization about human excretory system although there is facility to support it.
4. Low of students retention.
5. In the classroom, students are often not involved actively.
1.3. Problem Scope
In order to obtain an appropriate discussion, this research has some scopes as follows:
1. Focuses on human excretory system.
2. The researcher implements Role Playing as model of teaching to make students actively in learning process.
4. The students’ achievement is average of cognitive, affective and psychomotoric result.
5. The cognitive and retention are examined by Blooms’ cognitive instrument test, meanwhile affective and psychomotoric are evaluated by observation sheet during role playing model is going on.
6. For XI Grade Science Students in SMA Negeri 3 Medan academic year 2014/2015.
1.4. Research Questions
From the background and the extent of the problems above, the questions can be formulated:
1. Is there any significant difference on students’ achievement through implementing the role playing model with animation video compared to those with picture on the human excretory system topic?
2. Is there any significant difference on students retention through implementing role playing model with animation video compared to those with picture on the human excretory system topic?
1.5. Research Objectives
This research is conducted to achieve some objectives as follows:
1. To analyze the significant difference of students’ achievement through implementing role playing model with animation video compared to those with picture on human excretory system topic.
2. To analyze the significant difference of students’ retention through implementing role playing model with animation video compared to those with picture on human excretory system topic.
1.6. Research Significant
1. Teachers (Educator):
o As an input in teaching, especially for biology teachers in the high school grade
XI Science.
o As an alternative for teachers who teach science in selecting and determining
learning strategies. 2. Students:
o Strategies require students to study concretely the knowledge of the existence
of the current study, expected to motivate students actively involved in learning activities that can improve mastery of concepts and their understanding of the biological material, in particular human excretory system.
3. Researchers:
CHAPTER V
CONCLUSION AND RECOMMENDATION
1.1. Conclusion
Based on the result and research discussion described in previous chapter, it can be concluded that:
1. There is significant difference on students’ achievement through implementing role playing model animation video compared to those with picture on the human excretory system.
2. There is significant difference on students’ retention through implementing role playing model animation video compared to those with picture on the human excretory system.
3. For students’ achievement, role playing model is more effective using picture rather than animation video, meanwhile for retention showed better after using animation video as media learning.
1.2. Recommendation
Based on the research conclusion, there are some recommendations for futher research, as follows:
1. Preparing enough time in the class in designing role playing model. 2. The need of further research to verify why exactly picture role is more
effective than animation video in role playing model.
3. Before giving post test, the animation video and picture must be re-explained for significantly effect.
4. Further research also make grouping of students’ learning style to know the effect of animation and picture deeply.
5. The need certain time for students to adapt something new whether model or media which are not used to them.
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