THE COMPARISON OF STUDENT LEARNING OUTCOMES OF FLUID USING CASE STUDY AND CONVENTIONAL METHOD
OF CLASS XI SMA NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2012/2013
By:
Pretti Tiur MerryantiAmbarita ID.Number.409322008
Physics Bilingual Education Study Program
THESIS
Submitted to fulfill the requirement for the degree of Sarjana Pendidikan
DEPARTMENT OF PHYSICS
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
iv
ACKNOWLEDGEMENT
The authors say the praise and gratitude to God Almighty, for all the graces and blessings that provide health and wisdom to the author that this study can be completed properly in accordance with the planned time.
Thesis entitled " The Comparison of Student Learning Outcomes of Fluid Using Case Study and Conventional Method of Class XI SMA Negeri 1 Tebing Tinggi Academic Year 2012/2013 ", prepared to obtain a Sarjana Pendidikan of Physics Education, Faculty of Mathematics and Natural Science in State University of Medan.
iii
THE COMPARISON OF STUDENT LEARNING OUTCOMES OF FLUID USING CASE STUDY AND CONVENTIONAL METHOD OF CLASS XI
SMA NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2012/2013
Pretty Tiur Merryanti Ambarita (ID.NUMB 409322008)
ABSTRACTS
The research is an experiment research and had already done in SMA Negeri 1 Tebing Tinggi that have some objective research are: to determine student learning outcomes using case study and conventional method of fluid of Class XI SMA Negeri 1 Tebing Tinggi Academic Year 2012/2013 and to determine differences of student learning outcomes using case study and conventional method of fluid of Class XI SMA Negeri 1 Tebing Tinggi Academic Year 2012/2013.
The population of these research are all of the students of class XI SMA Negeri 1 Tebing Tinggi Academic Year 2012/2013 that consists of six classes. While as a sample of these research are two classes, they are XI-A5 as an experimental class using case study method in totaling 36 students and XI-A4 as a control class using conventional method in totaling 34 students. The instrument that used in these research is multiple choices as twenty questions.
Based on a result of these research was concluded that there was students learning outcomes of fluid using case study and conventional method of class XI SMA Negeri 1 Tebing Tinggi Academic Year 2012/2013. Where a result of pre-test and post-pre-test of experimental class are 4.47 and 7.54. There was an increasing student learning outcomes as 3.07. While from a result of pre-test and post-test of control class are 3.81 and 6.19. There was an increasing student learning outcomes as 2.38. Based on the result of research and hypotheses testing could be concluded that there was differences of student learning outcomes using case study and conventional method of fluid of Class XI SMA Negeri 1 Tebing Tinggi Academic Year 2012/2013 where tcount = 4.35 and ttable = 1.9973 were gotten -1.9973 < tcount > -1.9973 so that H0 was rejected and Ha was accepted.
vi
TABLE OF CONTENTS
Pages
Validation Sheet i
Biography ii
Abstract iii
Acknowledgement iv
Table of Content vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I
1.1 Background 1
1.2 Problem Identification 6
1.3 Limitation Problem 7
1.4 Problem Identification 7
1.5 Research Objectives 7
1.6 Benefits of Research 8
CHAPTER II
2.1 Theoretical Framework 9
2.1.1 Definition of Learning 9
2.1.2 Characteristics of Learning 12
2.1.3 Learning Activity 12
2.1.3.1 Gain Normalized 13
2.1.4 Reality Learning and Teaching 14
2.1.5 Teaching and Learning Activity 15
2.1.6 Learning Difficulties 17
vii
2.1.7 Learning Outcomes 19
2.2 Instructional Methods 21
2.2.1 Background 21
2.2.2 Instructional Methods 21
2.2.2.1 Methods of Lecturer 22
2.2.2.2 Demonstration and Experimental Methods 22 2.2.2.3 Mehods Question & Answers 22
2.2.2.4 Methods Appearance 22
2.2.2.5 Methods Discussion 22
2.2.2.6 Independent Study Methods 22
2.2.2.7 Programmed Learning Method 22
2.2.2.8 Method of Exercise With Friend 22
2.2.2.9 Stimulation Methods 22
2.2.2.10 Troubleshooting Methods 22
2.2.2.11 Conventional Method 22
2.2.2.12 Case Study Method 23
2.3 Topics 27
2.3.1 Density 27
2.3.2 Fundamental Law of Hydrostatics 29
2.3.3 Archimedes’ Law 30
2.3.4 Surface Tension of Liquid 33
2.3.5 Capillarity 34
2.4 Conceptual Framework 35
2.5 Research Hypothesis 36
CHAPTER III
3.1 Research Location and Time of Research 37
3.2 Population and Research Sample 37
3.2.1 Research Population 37
3.2.2 Research Sample 37
viii
3.4 Research Design 38
3.5 Research Procedures 38
3.6 Tools and Data Collection 41
3.6.1 Research Instrument 41
3.6.2 Validity Test 42
3.6.3 Reliability Test 42
3.6.4 The Difficulty Level 43
3.6.5 Distinguishing Power 44
3.7 Data Analysis Technique 45
3.7.1 Determine The Average Value 45
3.7.2 Determine The Standard Deviation 45
3.7.3 Implement Test Normality 45
3.7.4 Determining The Homogenity Test 46
3.7.5 Hypothesis Testing 47
CHAPTER IV
4.1 Research Result 49
4.1.1 Pre-test Data 49
4.1.2 Normality Test Data 50
4.1.3 Homogeneity Test 50
4.1.4 Post-test Data 51
4.1.5 Hypothesis Test 51
4.1.6 Observation Data of Student Activity 53
4.2 Research Discussion 54
CHAPTER V
5.1 Conclusions 57
5.2 Suggestions 57
x
LIST OF TABLES
Pages
Table 2.1 Basic Types of Case Study Design 24 Table 2.2 The value of density of several substance 28 Table 3.1 The design of the experiment 38 Table 3.2 Step of Research 40
Table 3.3 Grid Problem 41
Table 3.4 Categories Student Ability 42
Table 4.1.1 Pre-test Data 49
Table 4.1.2 Summary of Calculation Normality Test of Pre-test and
Post-test Data 50
Table 4.1.3 Data of homogeneity Test Result 50
Table 4.1.4 Post-test Data 51
Table 4.1.5 Summary of Hypothesis Test 52 Table 4.1.6 Student Activity of Class XI-A5 (Experiment Class) 53 Table 4.2 Increasing of Pre-test, Post-test value, and student activity
xi
LIST OF APPENDIX
Pages
Appendix 1 Lesson Plan I 62
Appendix 2 Lesson Plan II 76
Appendix 3 Lesson Plan III 92
Appendix 4 Students Worksheet I 106
Appendix 5 Students Worksheet II 111
Appendix 6 Students Worksheet III 117
Appendix 7 Questioner of Students 121
Appendix 8 Recapitulation of Observation’s answers of Control Class 126
Appendix 9 Recapitulation of Observation’s answers of ExperimentalClass 132
Appendix 10 The Lattice of Concept Mastery Pre-Test of Static Fluid 138
Appendix 11 The Lattice of Concept Mastery Post-Test of Static Fluid 142
Appendix 12 Pre-Test Questions 146
Appendix 13 Post-Test Questions 150
Appendix 14 Solution of Pre-Test Questions 154
Appendix 15 Solution of Post-Test Questions 160
Appendix 16 Instrument of Content Validation of Pre-Test 166
Appendix 17 Instrument of Content Validation of Post-Test 170
Appendix 18 Analysis Result of Observer of Pre-Test 174
Appendix 19 Analysis Result of Observer of Post-Test 175
Appendix 20 Tabulation of Pre-Test Data of Experimental Class 176
Appendix 21 Tabulation of Pre-Test Data of Control Class 177
Appendix 22 Tabulation of Post-Test Data of Experimental Class 178
Appendix 23 Tabulation of Post-Test Data of Control Class 179
Appendix 23 Tabulation of Post-Test Data of Control Class 179
Appendix 23 Tabulation of Post-Test Data of Control Class 179
Appendix 26 Calculation Mean Value, Standard Deviation, and Varians 179
Appendix 25 Normality Test 182
Appendix 26 Homogenity Test 187
xii
Appendix 28 Table of Calculation Reliability of Research Instrument 195
Appendix 29 Reliability Test 197
Appendix 30 Table of Calculation of Research Instrument 199 Appendix 31 Level Difficulty Test 201 Appendix 32 Distingushing Power Test 202 Appendix 33 Guidelines Scoring Observations for Students Learning
Activities (Experimental Class) 205
Appendix 34 Guidelines Scoring Observations for Students Learning
Activities (Control Class) 206 Appendix 35 List of Student Activities of Experimental Class 207 Appendix 36 The Critical Value of L for Liliefors Test 213
1
CHAPTER I INTRODUCTION 1.1Background
Education has a very important role in order to generate fully human resource both as individuals and as a society. Education quality in Indonesia must be improved in order to reach a goal in the form of changes in behavior, knowledge, and skills in self-learners.
In pasal 3 UU No.20 Tahun 2003 on Sistem Pendidikan Nasional (UUSPN) stated that the function of Education is to develop skills and form the character and civilization of a dignified nation in the context of the intellectual life of the nation. As one component of the success of the students, then the school should be able to achieve its objectives. Success or failure of educational attainment lot depends on how the learning process experienced by students as learners. Atmosphere of learning and use directed learning so that learners can develop their potential (Sanjaya, 2008). This means that the educational process must be oriented to students (student active learning).
2
Physics is one part of the Natural Sciences (IPA), which is the study of symptoms, events, or natural phenomena, as well as uncovering the secrets of the law of the universe. Physics objects include characters, symptoms, and events or contained in inanimate objects or objects that do not do the development themselves.Physics is one branch of Natural Sciences (IPA) which underlie the development of advanced technologies and the concept of living in harmony with nature. Physics itself is not just a science that studies the phenomena of nature but more than that, physics is a science that requires understanding rather than memorization. But the fact that many students who do not like physics. This can be seen when the applicant PPLT practice that, in most of the students have developed a strong impression that physics is a difficult subject to understand or less attractive.
Based on the curriculum of the educational unit level (Mulyasa, 2006:105) groups of subjects especially physics Natural Sciences at the SMA / MA / SMALB, aims to develop a logical, and analytical thinking skills of learners. Learn the following: Develop and apply information, knowledge and technologies in a logical, critical, creative, innovative and independently; Indicates competitive attitude, sportsmanship, and work ethic to get the best results in the field of science and technology, as well as Demonstrated ability to analyze and solve problems complex.
3
4
satisfactory. And based on an observation of XI-IPA 4 and XI-IPA 5 is gotten that 50 % their teacher sometimes give them physics problem that related to dily activity and daily technology. Hence, they still understand the application of physics concept in their daily activities and daily techonology. Based on some of the problems encountered, the applicant seeks to provide a solution that begins with varying learning methods are used in schools. The methods offer researchers the case study method. This method of form description of the problem, event, or situation, then the student was assigned to look for alternative solutions. Then this method can also be used to develop critical thinking and find new solutions of a topic is solved. This method can be developed or applied to students, when the students have knowledge about this issue (Martinis, 2008).
Case Study is a way of giving students the chance to perform tasks based on direct instructions, issues, events, or situations that have been prepared teachers. After that the students are tasked to find an alternative solution. In performing this task the students can gain hands-on experience and real. Tasks can be assigned in groups or individually. Through this method, students can develop the skills and habituation to an independent, honest, develop critical thinking the pattern and find a new solution of a task to be solved. This method can be applied when the student has had prior knowledge about the issues presented.
The advantage to using the case method is to observe, think, and act in dealing with certain situations they believe what is observed and found many ways to escape observation and search it. Besides Shiva can know by observation that perfect real picture that really happened in his life so that they can learn with interest and more detailed problem.
5
According to research ever undertaken by Larissa Fradkin many students who enter high in the UK have a different background, it could be very difficult to conduct learning activities since the beginning of understanding that students are not the same. Using the Socratic method, this method is used to determine the difficulties experienced by these students. The same was delivered by Neil Sheflin, in his experience while using the Socratic Dialogue can create an active student and ask the student to learn more. Thus the Socratic dialogue is used to establish a common knowledge among students by asking each other so that we can know where the lack of understanding of these learners.
Over time and development of technology used Socratic dialogue in distance learning or by oline class. By using online media (Online Class) teaching and learning process can happen very well. This is due to the time used for direct face-to-face is not possible with a long time but with the online class this is not an obstacle.
By using asking techinique, many things that can be felt by learners such as fear, curiosity, challenge, satisfaction, engagement, and others. With the assessment of each of these questions can make learners have a hand in every problem. Actually Socratic dialogue is used to form active beta students and formed his own knowledge on the basis of the questions asked. Therefore, educators need to develop knowledge to be able to ask questions that could provoke curiosity educates participants.
If the case method and dialogue Socrates being grown in physics learning allows students to think critically, skilled and learn more. Because many of the problems to be solved. Moreover, its application in the study of physics very much. And ready to be asked in each problem. Therefore, teachers are expected to have more information and wide, in order to explain to the student, if the student can not solve the problem.
6
refines the skills of critical thinking and analysis. Using the case method allows the balance of power between teachers and students. In addition, the cases are very motivated as demonstrated by an increase in meetings. Instructors have a lot of information to make the case. For experienced students, they can be challenged to see the other side to a topic, thereby enabling further improvement of their minds on the issue of this case. Case method can be a good tool to stimulate students to think about the step-by-step planning.
Accordingly, prospective investigators try to do research by maximizing the case study method. Based on the description above, applicants interested in conducting research entitled "The Comparison of Student Learning Outcomes of Fluid Using Case Study and Conventional Method of Class XI SMA Negeri 1 Tebing Tinggi Academic Year 2012/2013 ".
1.2 Problem Identification
Based on the background of the above problem, then the problem can be identified as follows:
1. Students do not like physics.
2. Physics student learning outcomes are unsatisfactory. 3. Learning model that is less varied.
4. Teacher-centered learning.
5. Students doesn‟t understand how to connect physics‟ concept in
technology.
6. Student doesn‟t know an application of physics‟ concept in daily life. 7. Student only take some exercises in classroom and less information about
physics matter.
8. Students doesn‟t understand about physics experiment because their teacher almost never take an experiment in physics‟ laboratory.
7
1.3 Limitation Problem
Given the extent of the problem in learning is a necessary limitation in this study as follows:
1. Using Case Study method of fluid topic because students doesn‟t understand about physics experiment because their teacher almost never take an experiment in physics‟ laboratory.
2. To improve student knowledge of relating physics concept in technology and daily life because Student only take some exercises in classroom and less information about physics matter.
1.4 Problem Formulation
In this study, the formulation of the problem is:
1. How is student learning outcomes with case study and conventional learning method of Fluid in SMA Negeri 1 Tebing Tinggi Class XI Academic Year 2012/2013 based on problem formulation that stated “Physics student learning outcomes are unsatisfactory”.
2. Is there any difference in student learning outcomes are taught with case study method with students who are taught by the conventional learning method based on problem formulation that stated that “Students do not like physics”.
1.5 Research Objectives
From the formulation of the problem, the purpose of this study is:
8
2. To determine differences of student learning outcomes using case study and conventional method of fluid of Class XI SMA Negeri 1 Tebing Tinggi Academic Year 2012/2013
1.6 Benefits of Research
The benefits of this research are:
1. As a ground for researchers in conducting research.
2. Adding to the experience for researchers in improving student learning outcomes based learning using case studies.
57
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Conclusions of this study are based on the finding of the research data, systematic grain done by paying attention to the research that has been formulated. The conclusions obtained are:
1. Physics learning outcomes of students who were learning with case study method in sub topic static fluid in class XI IPA SMA Negeri 1 Tebing Tinggi Academic Year 2012/2013 before being given treatment pre-test average of 4.47 and after being given treatment post-test average for students 7.54. And so are the students learning outcomes who were learning physics with conventional method in sub topic static fluid in class XI IPA SMA Negeri 1 Tebing Tinggi Academic Year 2012/2013 before being given treatment pre-test average of 3.81 and after being given treatment the average post-test for students 6.19.
2. There are differences in student learning outcomes using the case study method and the conventional method in sub topic static fluid in class XI IPA SMA Negeri 1 Tebing Tinggi.
5.2 Suggestions
Based on the research result and conclusions above, then as a follow-up of this study suggested some of the following:
1. Expected for prospective teachers / researchers further repair activity descriptor in order to achieve the indicator as expected.
58
the value of one student can affect the value and reputation of the group and reward in the form of plus value to students who are active so that students are more motivated and better able to discuss with.
3. The researchers further recommended to draw up indicators in observation activities in accordance with the syntax of methods / learning model used. 4. Set time as efficiently as possible in the learning process so that each stage of
59
REFERENCES
Adam. 2004. Learning Outcomes definition dalam
http://www.qualityresearchinternational.com diakses pada tanggal 26 Februari 2013
Alwi, Hasan. 2000. Panduan Umum Ejaan Yang Disempurnakan. Jakarta: Pusat Pembinaan dan Pengembangan Bahasa
Arifin,Zainul. 2011. Studi Kasus (Case Studies) Sebagai Metode Penelitian dalam http://situsilmiah.blogspot.com diakses pada tanggal 20 Desember 2012
Baekley, Elizabert and teams., 2005. Collaborative Learning Techniques.San Fransisco: Jossey,Bass
Budiningsih, Asri., 2004. Belajar dan Pembelajaran. Jogjakarta: Rineka Cipta.
Campbell, John. 2010. Pedoman Penggunaan Metode Studi Kasus dalam http://www.oaseonline.org diakses pada tanggal 20 Desember 2012
Dimyati and Mudjiono. 2006. Belajar dan Pembelajaran. Jakarta: Rineka Cipta
Fendi, Purwoko. 2006. Physics for Senior High School Year XI. Jakarta: Yudistira Gerson, Tanwey., 2000. Belajar dan Pembelajaran. Jogjakarta: Rake Press.
Haverila, 2011,Prior E-learning Experience and Perceived Learning Outcomes in An Undergraduate E-learning Course, MERLOT Journal of Online Learning and Teaching Vol. 7, No. 2
Irawan,Prasetya. 1997. Teori Belajar, motivasi, dan keterampilan mengajar. Jakarta: PAU-PPAI Universitas Terbuka
Jhonson, Anders. 2004. A case study of successful e-learning: A web-based distance course in medical physics held for school teachers of the upper secondary level. Medical Engineering & Physics 27 (2005) 571–581
Joyce,Bruce and teams.,1972. Models of Teaching. USA: Simon & Schuster,Inc. Kagan,David and Chris Gaffney, 2003, Building a physics degree for high school
teachers,General Physics 2 pdf, “Vol 2, No 1”, 3
60
Kartono and Gulo. 2000. Studi Kasus dalam
http://muhammadhasratul.blogspot.com diakses pada tanggal 20 Desember 2012
K.Yin, Robert., 2005. Studi Kasus Desain & Metode. Jakarta: PT. Raja Grafindo Persada.
Malone,Kathy, 2006,The convergence of Knowledge organization, problem solving behavior,and matecognition research with the Modeling Method of physics instruction-Part I,Journal of Physics Teacher Education Online (JPTEO),”Vol 4,No 1”, 14
Madera, Samson Nashan, 2006, A proposed model for planning and implementing high school physics instruction, Journal of Physics Teacher Education Online (JPTEO),”Vol 4,No 1”, 6
Ma‟mur, Jamal., 2011. Tujuh Tips Aplikasi PAKEM.Jogjakarta: Diva Press
Moon. 2002. Learning Outcomes definition dalam
http://www.qualityresearchinternational.com diakses pada tanggal 26 Februari 2013
Ozek,Nail, and Selahattin G‟nen, 2005, Use of J.Bruner’s learning theory in a Physical experimental activity, Journal of Physics Teacher Education Online (JPTEO),”Vol 2,No 3”, 19
Olivia, Jose M, 2005, What professional knowledge should we as physics teacher have about the use of analogies? Journal of Physics Teacher Education Online (JPTEO),”Vol 3,No. 1”,11
Sagala, S. 2003. Konsep dan Makna Pembelajaran. Bandung: CV Alfabeta
Sanjaya. W. 2008. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Bandung: Kencana Prenada Media Group
Sadirman, A.M. 2006.Interaksi dan Motivasi Belajar Mengajar. Jakarta: Raja Grafindo Persada
Sudjana, M.A. 2008. Metode Statistika. Bandung: Tarsito
Sarbudin,2010.Langkah-Langkah Studi Kasus dalam
http://sarbudin.wordpress.com diakses pada tanggal 20 Desember 2012 Taylor,J.A and T.M Dana, 2003, An illustration of the complex nature of subject
61
teacher’sevaluation of scientific evidence, Journal of Physics Teacher
Education Online (JPTEO),”Vol 1,No 4”, 3
University of Exeter .2007. Learning Outcomes definition dalam http://www.qualityresearchinternational.com diakses pada tanggal 26 Februari 2013
University of Warwick .2001. Learning Outcomes definition dalam http://www.qualityresearchinternational.com diakses pada tanggal 26 Februari 2013
Yamin, Martinis., 2008. Paradigma Pendidikan Konstruktivistik..Jakarta: GP Press
