THE DEVELOPMENT OF INTERACTIVE LEARNING MODULE BY USING PROBLEM BASED LEARNING (PBL) TO INCREASE STUDENT
ACHIEVEMENT AS COGNITIVE ASPECT AND STUDENT IND EPEND ENC E I N TEA CHI NG OF
SALT HYDROLYSIS TOPIC
By:
Fredika M.S Gultom Reg. Number : 4103332004
Bilingual Chemistry Education Study Program
A THESIS
Submitted To Fullfill The Requirement For The Degree of Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
ACKNOWLEDGMENT
Praise and gratitude to Almighty God for blessing and grace that is given to the writer so that the writer can finish the study well and accordance with the time planned.
(Fransiska Gultom & Friska N.Tarigan) and also my nephews (Patricia Gultom & Jeremia Gultom) thanks for their love and their concern during this lecture.Thanks to speciall man Martua Lumban Gaol,S.Pd thanks to his time, motivation, suggestion, support and praying during the arrangement of this thesis.Thanks to my beloved friends (Santhy A.V Pinem, Ika Ulansari, Nurul Wahidah Nst, Ervi Lutfhi Sheila W.Lubis & Sri Rahmania), thanks for their support, motivation, and solidarity until finishing this thesis. Thank to my friends in Bilingual Chemistry Education ’10, thanks for our good cooperation during the lecture. Thanks for all whose names that can’t be mentioned one by one, the writer say thanks for everyting.
Medan, Juli 2014
THE DEVELOPMENT OF INTERACTIVE LEARNING MODULE BY USING PROBLEM BASED LEARNING (PBL) TO INCREASE STUDENT
ACHIEVEMENT AS COGNITIVE ASPECT AND STUDENT IND EPEND ENC E I N TEA CHI NG OF
SALT HYDROLYSIS TOPIC Fredika M.S Gultom (4013332004)
ABSTRACT
The purpose of this research is to know the significant different of student achievement after taught by Interactive Learning Module By Problem Based Learning (PBL) in topic of Salt Hydrolysis. The population is all the student in grade X1 at even semester at academic year 2014/2015 in SMA N 1 Sunggal, SMA N 1 Percut Sei Tuan, and SMA Swasta Dharma Bakti. The sample was taken randomly, and each of school chose two classes that will distinguish become experimental and control class. Each of class consist of 30 students.
The instrument used is multiple choice test. After validation, the total of the instrument is 25 from 30. The value of reliability is 0,88. The average of student achievement in the experimental and control class can be seen from the value of pretest and posttest average are 36,5 and 80, and in control class the value of pretest and posttset average are 38,11 and 67. Normality test is determined by statistic test using Chi Square Formula, with the criteria X2calculated < X2table. The result of normality test is Normally Distributed. Next for Homogeneity test is determined by using statistic test with the criteria is (Fcalculated < Ftable ). The result of homogeneity test data is homogeneous. The hypothesis test in this study is used two tail t-test. Ha will be accepted with the criteria if –t1/2 α < t > t1/2 α. So in hypothesis I, Ha is accepted, then in hypothesis II Ha is accepted and in the hypothesis III (Fcount > Ftable), it is 88 > 3,97. So Ha is accepted.
LIST OF CONTENTS
Legalization paper i
Biography ii
Abstract iii
Acknowledgment iv
List of Contents vi
List of Figure xi
List of Table x
List of Appendix xi
CHAPTER I : INTRODUCTION
1.1. Background 1
1.2. Identification Problem 4
1.3. Formulation Problem 4
1.4. Scope of the Study 5
1.5. Research Objective 5
1.6. Significance of Study 6
1.7. Operational Definition 6
CHAPTER II : LITERATURE STUDY
2.1. Learning Process 7
2.2. Definition of Problem Based Learning 8 2.2.1. Characteristic of Problem Based Learning 9 2.2.2. Adventage of Problem Based Learning 9 2.2.3. Assessment in Problem Based Learning 10 2.2.4. PBL Method Toward Curriculum 2013 10
2.3. Media 12
2.3.1. Macromedia Flash 12
2.3.2. Modules as Learning Media 13 2.3.2.1. Characteristic of Module 14
2.3.2.2. Adventage of Module 16
2.3.2.4. The Purpose of the Learning Activity Module 17 2.3.2.5. The significant of Learning Activity Module 18
2.4 Education Character 18
2.5 Curriculum 2013 19
2.6. Salt Hydrolysis 20
2.6.1. Definition of salt Hydrolisis 20 2.6.1.1. Salts from strong acid and strong base 21 2.6.1.2. Salts from weak acid and strong base 21 2.6.1.3. Salts from strong acid and weak base 22 2.6.1.4. Salts from weak acid and weak base 22 2.6.2. pH of salt solution 22 2.6.2.1. Salts from strong acid and strong base 23 2.6.2.2. Salts from weak acid and strong base 23 2.6.2.3. Salts from strong acid and weak base 23 2.6.2.4. Salts from weak acid and weak base 24
2.7. Conceptual Framework 25
2.8. Hypothesis 26
CHAPTER III : RESEARCH METHODS
3.1. Research Location and Research Time 27
3.2. Population and Sample 27
3.3. Research Variables and Instrument 27
3.4. Design of Research 29
3.5. Research Procedure 30
3.6. Analysis Technique 34
3.6.1. Descriptive Analysis 34 3.6.2. Inferensial Analysis 35
3.6.2.1 Normality Test 36
3.6.2.2 Homogeneity Test 36
3.6.2.3 Normalized Gain 37
3.6.2.4 Hypothesis Testing 37
3.6.2.5 Hypothesis Criteria 38
3.7 Analysis Correlation 38
CHAPTER IV : RESULT AND DISCUSSION
4.1 The Survey of Senior High School Chemistry Textbook 41 4.2 Analysis Description of Bilingual Chemistry Textbook of Senior
High School 41
4.3 The Development of Interactive Learning Module 45 4.4 Observation of Student Character 47
4.4 Research Result 47
4.5.1 Analysis Test of Data 47
4.5.1.1 Normality Test 48
4.5.1.2 Homogeneity Test 49
4.5.1.3 Hypothesis Test 49
4.6 Discussion 50
CHAPTER V : CONCLUSION AND SUGGESTION
5.1 Conclusion 52
5.2 Suggestion 53
REFERENCES 54
LIST OF TABLE
Table 2.1 Summary of Differences KBK, 2004, SBC 2006,
the Curriculum 2013 20
Table 3.1.Tabel of Independence Character Indicator 28 Table 3.2.The design of research the interactive learning module by PBL 29
Table 3.3 The research time tabel 40
Table 4.1 The description of the Bilingual Chemistry Textbook 41 Table 4.2 The result of Descriptive Analysis of Textbook Code T1 42 Table 4.3 The result of Descriptive Analysis of Textbook Code T2 43 Table 4.4 The result of Descriptive Analysis of Textbook Code T3 44 Table 4.5 The Percentage Average of Suitability Description
Material for Analyzed Textbooks 44 Table 4.6 The Summary development of Module 46
Table 4.7 The Result of Questioner in Standardized The Interactive Learning Module by Chemistry Lecture, Chemistry Teacher and
Student of Science Grade XII 46
Table 4.8 The Normality Test by Using Chi Squared (X2) 48 Table 4.9 The Normality Test by Using Chi Squared (X2) for Student
Character 48
LIST OF FIGURE
LIST OF APPENDIX
Appendix 1 Syllabus 56
Appendix 2 Lesson Plan 58
Appendix 3 Instrument Test 82
Appendix 4 Analysis of Instrument Test 87
Appendix 5 Instrument Character 93
Appendix 6 Questionnaire For Trial The Interactive Learning Module On The Topic Of Salt Hydrolysis 95 Appendix 7 Questionnaire For Trial The Interactive Learning Module
Standarized By Chemistry Lecture On The Topic Of Salt
Hydrolysis 96
Appendix 8 Questionnaire For Trial The Interactive Learning Module Chemistry Teacher Of SMA N1 Sunggal, SMA N 1 Percut Sei Tuan, SMA Swasta Dharma Bakti On The Topic Of Salt
Hydrolysis 97
Appendix 9 Questionnaire For Trial The Interactive Learning Module Standarized By Student In SMA N 1 Sunggal In Grade XII
Science On The Topic of Salt Hydrolysis 98 Appendix 10 Questionnaire For Trial The Interactive Learning Module
Standarized By Chemistry Lecture, Teacher And Student On
The Topic Of Salt Hydrolysis 99
Appendix 11 The Calculation Of Validity Test 100
Appendix 12 Validation Table 101
Appendix 13 Calculation Of Reliability Test 102 Appendix 14 Index Distinguish Of Instrument 104 Appendix 15 Index Difficulty Of Instrument 106 Appendix 16 Difficulty Index Table 108 Appendix 17 Observation Sheet of Student Character in Experimental
Appendix 18 Observation Sheet of Student Character in Control Class 120 Appendix 19 Data For Pretest And Posttest In Experimental Class By
Using Interactive Learning Module With PBL 131 Appendix 20 Data For Pretest And Posttest In Experimental Class By
Using Interactive Learning Module With PBL 135 Appendix 21 Calculation of Normalized Gain 139 Appendix 22 Normality Of Character In Experimental Class and In
Control Class 140
Appendix 23 Normality Test For Experimental Class and Control Class
In Pretest and Posttest 142
Appendix 24 Normality Gain in Experimental Class and Control Class 146 Appendix 25 Calculation Of Homogeneity Test Of Pretest 148 Appendix 26 Calculation Of Homogeneity Test Of Gain 149 Appendix 27 Calculation Of Homogeneity Test Of Pretest 150 Appendix 28 Calculation of Hypothesis I 151 Appendix 29 Calculation of Hypothesis II 153 Appendix 30 Calculation of Hypothesis III 155 Appendix 31 The Calculation Of Correlation Test For Hypothesis III 161
Appendix 32 Module 163
Appendix 33 Documentation 177
Appendix 34 r- Product Moment 190
Appendix 35 Chi quadrate table 191
CHAPTER I INTRODUCTION 1.1.Background
In school, especially in science, chemistry is the obligation topic that must be learn by the student. Generally student always think that chemistry is the difficult subject, they are already give up even though they do not learn it yet. Doe to this thinking, teacher have responsibility to change the student thinking, teacher have to have the good method related to the topic in teaching process, so that student will interest in the learning process. Distributing lesson in the teaching process with the best way believed can effect the student achievement. According to Hamalik (2003), effective learning is learning that provides opportunities to learn themselves or their own activities, Student learn by doing, By working them acquire the knowledge, understanding and behavioral aspects of the other.
There are some factor believe can increase student achievement as cognitive aspect and affective aspect, the factors including the implementation of the newest curriculum that is ‘Curriculum 2013’ that is used now is an effort to increase the student achievement. In this newest curriculum there not just increase the cognitive aspect, but also its build the character of the student, and to support this aspect need to use suitable media, and the media used can be like interactive
module learning, internet, macromedia flash, power point and others. So that’s
why the researcher try to combine the newest curriculum with a suitable method by using interactive learning module. In this interactive learning module, beside increase student cognitive, it’s also can build the character, the character here is student independence.
actually learn. Students also often find it difficult to understand the content of a given text book, that is why it is often laziness arise when studying either at home or at school studying. Teacher learning method is also one of the causes of low student willingness to learn. Still often found that the teachers use methods that are tedious, so make students feel bored and there is no sense of attraction want to have better understand what it is chemical. Therefore the researcher tried to create a new innovation by using the media and methods associated with the topic to be studied and thus is expected to increase student achievement and willingness to learn chemistry, so there is no longer found learners who hated chemistry lesson.
Research conducted is about The Development of interactive learning module by PBL (Problem Based Learning). The Development of interactive learning module are very interesting to discuss because by using the suitable ways believed can increase student achievement in teaching chemistry, especially in the salt hydrolysis topic. The salt hydrolysis topic categorized as difficult topic. So the students will have bad comprehension if it is just told by conventional method. Therefore by this interactive learning module hope can increase student achievement in learning salt hydrolysis topic. Because in this method student just not receive lesson from their teacher, but they demand to search it, find it by their self, and this condition that will be make student more active in the learning process so that they will have deep comprehension about the concept and can develop their knowledge and also their ability.
Media is a tool to interfere in and reconcile the two parties. Media showed the function or role of organizing an effective relationship between the two main parties in the process of student learning and content learning. The existance of learning media can help student in study. Use of media learning will greatly assist the effectiveness of the learning process and delivery of messages and content, according to the demands of the curriculum. The media that are used as a learnig source in this research is module. Module is a strategi for student to be active in the learning process. According to Arsyad (2009) module is a learning material that can be used by student to learn independently. A good selection of modules will be able to help student to understand the topic. By using module, student can be learn independently and try not just to be a listener but they should be a searcher, thus student will be more understood about what they are learn actually. In her research, Ika.I (2013) with entitled The Implementation of Cooperative Learning Module Student Team Achievement Division (STAD) Type by Using Learning Module to Increase student Achievement in Salt Hydrolysis Topic proved that learning module is an effective teaching. The result of her research in experimental class are 68% increasing after teaching treatment conducted, while in the control class it just 48% increasing after teaching treatment conducted. It means that learning module are effective to increase the student achievement. Moreover in her research, Ferawaty.M (2013) with entitled The influence of Problem Based Learning Model With Worksheet Toward Student Achievement To improvement on Topic Buffer solution are shown that the problem based learning is the effective model to make student motivated in learning. Its proved by the result of her research in the experimental class, the achievement is increase 77,93%, while in control class the achievement increase is just 63,85%, so can conclude that by using PBL method can make student motivated in learning so that can influence their achievement.
teacher anymore, but it focussed to the student it self. Student are required to active, creative, and find everything by their self, while teacher here is just a mentors who guide the students in their ability to optimize. Further, interactive learning module is a process of learning about a given subject unit systematically arranged, and directed operations for use by students, along with guidelines for the use of teachers. Concerning to the problem above, writer interest to conducting a research with the title is “The Development of Interactive Learning Module Using Problem Based Learning To Increase Student Achievement and Independence in Salt Hydrolysis Topic”.
1.2. Identification Problem
Based on the background above so the identification problem that can stated as following:
1. Less understanding about concept of learning process that influence the desire of student to learn.
2. Less varied media used by teachers. There so many teacher that like to teaching in the conventional method.
3. Less of the suitable text book using in Curriculum 2013 as a learning media 1.3. Formulation Problem
Based on the identification problem above, the formulation problem in this research is
1. How the teacher perception on the salt hydrolysis as the subject matter on the textbooks that used?
2. How to get the interactive learning module that are related to the topic of salt hydrolysis?
3. How the development of interactive learning module on teaching of salt hydrolysis to increasing student achievement?
5. Is there any relationship between student cognitive and affective aspects on the teaching of salt hydrolysis topic?
1.4. The Scope of Study
Based on the formulation problem describe above, found that there are so many problem arise in this research. Therefore, need to make a scope of the study that foccused as the following issues.
1. This research are foccused to senior high school in class X on the subject matter salt hydrolysis topic
2. To know the increasing of student achievement with interactive learning module by PBL (Problem Based Learning) in both of cognitive and affective aspect
3. The topic of Salt Hydrolysis : Definition of salt hydrolysis, salt from strong acid and strong base, salt from weak acid and strong base, salt from strong acid and weak base, salt from weak acid and weak base, pH of salt solution. 1.5. Research Objectives
The research objective is to investigate the best method in teaching salt hydrolysis topic. The specific objectives of the study are:
1. To investigate teacher perception on salt hydrolysis topic on the textbooks that is used.
2. To get the interactive learning module that are related to the topic of salt hydrolysis.
3. To investigate the development of interactive learning module to increase student achievement as cognitive aspect on the teaching of salt hydrolysis topic 4. To investigate the development of interactive learning modules on the teaching of salt hydrolysis in increasing student’s independence as affective aspect
1.6. Significance of Study
1. For student, as an addition model in learning process so can increasing student desire in the learning process
2. For teacher, as an addition method and teaching model to make learning process become attractive, effective and interactive so that can increase student achievement in both of cognitive and affective aspect in the teaching of salt hydrolysis
3. For researcher, as the comparison materi to the other researcher that want observe the same case in other place
1.7Operational Defenition
- Module is a learning material that can be used by student to learn independently. The student become center point of teaching and learning process. (Andi Prastowo, 2011)
- Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of problem solving. Students learn to be active, communicative, proceesing the data and finally make a conclusion. (Wina Sanjaya, 2009)
- Character as a way of thinking and behaving that characterizes each individual to live and work together, both within the family, community, nation, and state. (Suyanto, 2009)
- Learning outcomes is the result if person has studied will happen new bahavior
to the person, example from don’t know to be know and don’t understand to be
CHAPTER V
CONCLUSION AND SUGGESTION 5.1 CONCLUSION
Based on the result of the research, the conclusion is :
1. The teacher perception about the salt hydrolysis topic on the textbooks that is used is good, the book with code T1 got the percentage for about 40%, the textbook code T2 reached 60% and for textbook code T3 reached 75%.
2. The interactive learning module got by arrange the module based on the BNSP standard, with the description criteria like the content, extension, depth, design, and language. Beside that, the interactive learnig module also got by arrange the module based on the assessment of some validators.
3. Student achievement that taught by Interactive Learning Module With Problem Based Learning (PBL) Model is higher then the student achievement that taught by using Chemistry Book and Direct Instruction Method in the subject of Salt Hydrolysis.
4. Student Character that taught by Interactive Learning Module With Problem Based Learning (PBL) Model is better (higher) then the student character that taught by using Chemistry Book and Direct Instruction Method in the subject of Salt Hydrolysis.
5.2 SUGGESTION
Based on the result of the research, the conclusion is :
1. For teacher, the using of Interactive Learning Module with Problem Based Learning (PBL) Model can be applied in the teaching process because believed can increasing the student cognitive and also the student affective especially in chemistry subject with the topic is Salt Hydrolysis.
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