IMPLEMENTATION OF THINK-PAIR-SHARE (TPS) TO INCREASE THE ACTIVITY AND STUDENT OUTCOME IN
TRIGONOMETRY TOPIC IN GRADE X OF SMA NEGERI 1 BERASTAGI
IN THE YEAR OF 2012/2013
By:
Siska Nopa Tambunan ID. Number 409312027
Bilingual Mathematics Education Program
THESIS
Submitted to Fulfill Requirement for Sarjana Pendidikan Degree
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
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ACKNOWLEDGMENTS
Firstly, writer would like to thanks be to Almighty God for His mercy and blessing to writer thus because of His love the writer is able to finish this thesis.
In this chance, writer wants to extend gratitude to Mr. Dr. W. Rajagukguk, M.Pd as thesis advisor who has made his time for giving brief and guidance from beginning until the end of writing process of this thesis. Gratitution also writer delivers to Mr. Prof. Dr.Mukhtar, M.Pd, Mr. Dr. KMS. Amin Fauzi, M.Pd and Mr. Dr. E. Elvis Napitupulu, MS as thesis examiner who has given advices and suggestions from beginning of research planning until the compiling of this thesis finished.
Thanks a lot also to Mr. Prof. Dr. Herbert Sipahutar, M.S., M.Sc as academic advisor who has given guidance and suggestion along the study in State University of Medan. Thanks a lot also to Mr. Prof. Dr. Ibnu Hajar, M.Si as head of State University of Medan, Mr. Prof. Drs. Motlan, M.Sc., Ph.D as dean of mathematics and natural sciences faculty, Mr. Drs. Syafari, M.Pd as head of mathematics department, Mr. Drs. Yasifati Hia, M.Si as secretary of mathematics department, Mr. Drs. Zul Amry, M. Si as head of mathematics education program, Mr. Dr.rer.nat. Binari Manurung, M.Si as coordinator of bilingual program and also for all lecturer and staff of mathematics department who has helped and facilitation during compiling process of this thesis.
Thanks to Mr. Alberto Colia, M.Pd as principle of SMA Negeri 1 Berastagi who has given permission to writer to do research, Mrs. Lindawati br Ginting, S.Si as mathematics teachers and all teacher and student in grade X-5 of SMA Negeri 1 Berastagi who has helped writer in conducting the research.
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Tambunan and Evelina Tambunan and all family for all pray, motivation and support until the end of writer study.
Thanks also to every member of PP GKPI Resort Khusus Kabanjahe for all support and all pray for writer while do this thesis. Thanks also to every member of IKBKM for all spirit, support and experience that has been shared to writer. Writer is indebted to bilingual mathematics education 2009 big family for helping along the study in State University of Medan, they are Dini, Enny, Evy, Epril, Faradilla, Iin, Iwan, Noya, Nurhabibah, Qori, Retni, Rini, Rizki, Siti, and Widia. Special thanks also to special person Joy Juli Great Simanjuntak who has helped writer in doing this thesis and given big motivation, pray and spirit in every activities that done by writer. And also thanks to all partner in PPLT Unimed 2012 in SMA Negeri 1 Berastagi who always gave support and shared experience with writer.
Writer realized that there are still weaknesses in contents and grammar of this thesis, so writer expects critics and advices from the reader that can make this thesis be better. Hopefully, this thesis can be useful for teacher, student, and academia’s.
Medan, July 2013 Writer,
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IMPLEMENTATION OF THINK-PAIR-SHARE (TPS) TO INCREASE THE ACTIVITY AND STUDENT OUTCOME IN
TRIGONOMETRY TOPIC IN GRADE X outcome in grade X by implementing Think-Pair-Share (TPS) in trigonometry topic.
Type of this research is Classroom Action Research (CAR). Subject in this research is student in class X-5 SMA Negeri 1 Berastagi that consists of 32 students. Object of this research is implementation of TPS to increase activity and student outcome. This research is conducted in two cycles. Data in this research is obtained from student outcome test, observation sheet of student activity, observation sheet of teacher activity, questionnaire and documentation.
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CHAPTER II LITERATURE REVIEW 10
2.1. Theoretical Background 10
2.1.1. Learning Activity meaning 10
2.1.2. Learning Outcome 13
2.1.3. Cooperative Learning Model 15 2.1.4. Types of Cooperative Learning Model 19 2.1.5 Advantages of Cooperative Learning 19
2.1.6 TPS 20
2.1.7 Strength and Weakness of TPS 21 2.1.8 Summary of Subject Matter 22 2.1.8.1. Trigonometry Ratios Formed by an Angle of a Right Triangle 22 2.1.8.2. Determine the Value of Trigonometry Ratios for Specific Angles 23
2.2. Conceptual Framework 25
2.3 Action Hypothesis 27
CHAPTER III RESEARCH METHODOLOGY 28
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3.5.4. Documentation 32
3.6. Instrument in Collecting Data 32
3.6.1. Observation Guidance 33
3.6.2. Student Outcome Test (SOT) 34
3.6.2.1. Validity of Test 35
3.6.2.2. Reliability of Test 36
3.7. Data Analysis Techniques 37
3.7.1. Data analysis of learning implementation of TPS 38 3.7.2. Data Analysis of Student Activity 38 3.7.3. Data Analysis of Student Outcome 40 3.7.4. Questionnaire Sheet of Student’s responses 42
3.7.5. Documentation Result 43
3.7.6. Data Exposure 43
3.7.7. Conclusion Drawing 44
CHAPTER IV RESEARCH RESULT AND DISCUSSION 45
4.1. Description of Realization of CAR 45 4.2. Description of Research Result 56 4.2.1. The Result of Student Activity Observation (SAO) 56 4.2.1.1.The Result of SAO in Cycle I 56 4.2.1.2.The Result of Student Activity Observation in Cycle II 58 4.2.1.3. Increasing of Student Activity 59 4.2.2. Description of SOT Result 61 4.2.2.1.Description Of Diagnostic Test 61
4.2.2.2.The SOT Result of Cycle I 62
4.2.2.3.The SOT Result of Cycle II 64 4.2.2.4.Increasing of Student Outcome 66 4.2.3. Description of Observation Result 69 4.2.4. Result of Response Questionnaire 72
4.2.5. Research Result 75
4.2.6. Research Result Discussion 76
CHAPTER V CONCLUSION AND SUGGESTION 79
5.1. Conclusion 79
5.2. Suggestion 79
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LIST OF TABLE
Page Table 1.1. Student Outcome in Trigonometry Topic in Diagnostic Test 6 Table 2.1. Cooperative Learning Steps 18 Table 2.2. The Value Trigonometry Ratios 23 Table 2.3. The Signs of Trigonometry Ratios 24 Table 3.1. Indicator of Arranging Student Activity Observation 33 Table 3.2. Increasing Criteria of Student Activity 39 Table 3.3. Guideline of Class Score Average 41
Table 3.4. Score in Scale Five 42
CHAPTER I
INTRODUCTION
1.1. Background
Law Number 20 Year 2003 about National Education system states that the national education serves to develop skills and to form the character and dignified civilization nation in the context to intellect the life of the nation. Education aims to develop the potential of students to become a human being that faithful and pious to God Almighty, noble, healthy, knowledgeable, skilled, creative, independent, and become citizens that democratic and accountable.
Education plays an important role in preparing qualified human resources and capable of competence in the development of science and technology, so education should be implemented as well as possible to obtain maximum results. Entering the 21st century, the national education system faces a very complex challenge in preparing the quality of human resources that can compete in the global era. The appropriate effort to prepare the qualified human resources and the only place that can be viewed and should serve as a tool for building a high quality of human resources is education (Trianto, 2009:4).
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reasoning. This shows that math is needed also by other disciplines due to develop the science of mathematics that is needed as the foundation. Given the importance of the science of mathematics, it is expected that students can learn the science well. By mastering mathematics, the students will also be easier to learn other subjects especially in science and engineering.
Science education had emphasized the importance of mathematics in science teaching and learning (Iroegbu, (1997). Abdullahi (1982) said, concerning science and mathematics. Although mathematics and science are taught as separate subjects in schools from instructional point of view, science activity in the classroom has mathematical implications as working mathematical problems has scientific imports (Adesoji & Ibraheem, 2009:15).
Trigonometry is the branch of mathematics which treats of the relations of the sides and angles of triangle, which the methods of deducing from certain given parts other required parts, and also of the general relation which exist between the trigonometrical functions of arcs or angles (BrainyQuate, 2001).
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to be benefited together. Originally trigonometry comes as a solution to solve the size of simple plane, with the growing age of trigonometry is often used in the world of applied science (real life), the development of other sciences, as well as the development of mathematics itself. Trigonometry is very beneficial in the science of astronomy, because the size of celestial bodies are impossible to measure by using a ruler, it must be calculated by using scales and angles, so that its size can be estimated accurately. Double angle trigonometric formulas is used for these values due to the size of the angles that are not specific. In addition to the field of astronomy, trigonometry is also very closely related to the work of a surveyor (land geometer). Measurement of soil is a branch of natural science to determine the three-dimensional of place position of a point on the earth's surface (Nisa, 2012).
However, in fact, education in Indonesia has not achieved the desired results, because educational institutions have not been able to produce qualified human resources. Even the national education was considered to have failed to build the character of the nation. This is evident from the low value of the results of national examinations, especially the value of mathematics. Though mathematics is a field of study that underlies all disciplines. In the last of ranking Programme for International Student Assessment (PISA), maths literacy skills of students in Indonesia is very low. Indonesia ranks 61 out of 65 participating countries ranking. Based on data from the Institute of Education (2003), the results of statistical studies conducted internationally in the Trends in International Mathematics and Science Study (TIMSS) showed that Indonesia ranked 34th out of 45 countries for mastery learning in mathematics.
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low student achievement (low of competitiveness in internation event and low of student average score in EBTANAS especially mathematics) and their lack of interest in learning math (math is considered difficult and taught with methods that are not attractive because teacher explained, while students just noted). Allegedly, approach to learning mathematics in Indonesia are still using the traditional approach or mechanistic. It is emphasises on training on answer question or drill and practice, procedure and the use of formulas. Students are less accustomed to solving problems or applications that many around them (Zulkarnain,2012).
Mathematicians from the Technology Institute of Bandung, Iwan Pranoto, in a roundtable discussion organized Indonesian Teachers Association states that, mathematical illiteracy condition has not changed even since 2003. For seven years, from the scale of 6, Indonesian students' math skills are only at level-2. Another study from the Program for International Student Assessment (PISA) in 2010 showed a similar condition. The position of Indonesia was ranked third from the bottom, better than Kyrgyzstan and Panama. However, Iwan explained that it is not to worry about the position, but two other important facts. First, the percentage of students in Indonesia are below the level of two very large (76.6 %), and the percentage of students who are at level five and six are statistically nothing. According to the definition of math proficiency level of the Organisation for Economic Co-operation and Development (OECD), student below the level two will not be able to be function effectively in 21st century life (Nadia, 2011)
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needed for students to learn because with the willingness of students to learn without perforce from others that means that he/she can learn from his own willingness. Student learning environments also affect student learning outcomes. As noted Trianto (2009:12), the learning environment is very important, namely:
• Effective learning begins from the student-centered learning.
• Teaching should focus on how students use their new knowledge. Learning strategies is more important than the result.
• Feedback is very important for the students, who come from the correct assessment.
• Develop a learning community in the form of group work is important.
In addition to the internal factors of students, external factors also affect the results of learning are teachers and students. One that leads to lower of
In the conventional learning environment tends to teacher-centered classroom so that students become passive. In this case, students are not taught learning strategies to understand how to learn, think and motivate yourself (self-motivation), but these aspects are key to success in a lesson. This problem is often found in the teaching and learning activities in the classroom. Therefore, it is necessary to apply a learning strategy that can help students to understand the teaching materials and applications as well as its relevance in everyday life.
Based on the interview (January 21, 2013) with the mathematics teacher in SMA Negeri 1 Berastagi, Mrs. Lindawati br Ginting, said that :
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also inactive to ask or answer the question from the teacher. The evident, in daily examination of trigonometry, all of students can’t reach the standard value and all the value is very concern, so the student achievement in the topic of trigonometry is low.
From the some descriptions above researcher can conclude that many of students are not able to understand the subject matter well. This can happen due to lack of student interest in learning so that every student learning seems less active and saturated in learning. In addition to the student, activity that is still lacking in learning, things that affect students' learning is their ability in terms of completing the given problem.
From the results of diagnostic test that is conducted, the researchers noticed that students still have low capability in solving problems in essay questions. The result of survey that conducted by researcher (March 30, 2013) by conducting diagnostic test to the students of grade X of SMA Negeri 1 Berastagi in topic of trigonometry. From 32 students who take the test, the avarage score that are obtained is 24 (score scale 0 – 66), by changing the diagnostic test into score in scale five is got the student achivement in trigonometry is:
Tabel 1.1. Student Outcome in Trigonometry Topic in Diagnostic Test
Score Letter Value
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Seeing this situation, it should be the task of the teacher is not only teaching science alone, but also plays a role in terms of helping students in each solve existing problems. Teachers are also expected to master math learning concepts well and able to think critically in terms of finding the solution of problem. In this case, the teacher has the task of trying to improve the ability of students to understand the material so well that with it, the results can also be improved student learning. In addition to learning outcomes, things that should be considered by the teacher are the activity of the students. Students are expected to be more active in the learning process so that there is good feedback between teachers and students so that students can be more interested in learning math
One way to enhance the activity and student learning outcomes is the adoption of cooperative learning model. Learning is using small groups so that students work together to achieve learning objectives. Students in cooperative learning group discussions, help each other and work together to overcome learning problems. Cooperative learning consists of several types that have the advantages of each. One of them is the strategy of Think Pair Share (TPS). TPS strategy is a type of cooperative learning that is designed to influence the patterns of student interaction. This strategy can give students more time to think, to respond and help each other. In this case the teacher will use the three steps that students will think of themselves in response to the issue, after which students will be paired up and are able to discuss and share events ending with the class about what was discussed by each partner. Thus, students can be more active in following and learning can improve student learning outcomes.
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1.2. Problem Identification
Based on the background above, some problems can be identified as follows:
1. Mathematics students outcome are still low.
2. Mathematics is a field of study that is considered difficult by students. 3. Students still dominant passive and tend to only receive information from the teacher
4. The use of learning model that is chosen by teacher irrelevant.
1.3. Problem Limitation
Based on the problem identification, the problem that is exist is limited on implementation of TPS to increase the activity and student outcome in the trigonometry topic in grade X of SMA Negeri 1 Berastagi in the year of 2012/2013.
1.4. Problem Formula
Based on the problem limitation above, then the problem can be formulated as follows.
1. How does the increasing of the activity and student outcome in the topic of trigonometry by implementing TPS?
2. How does student respond to the implementation of TPS in the topic of trigonometry?
1.5. Research Objective
1. To know the increasing of activity and student outcome in grade X in the topic of trigonometry by implementing TPS.
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1.6. Research Benefit
1. For student, to increase student outcome especially in the topic of trigonometry.
2. For teacher, as information material, overview and consideration in choosing learning model that can increase activity and student outcome. 3. For school, can use the result of research as reference that can be used
by the other teachers.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
1. Based on observation result of cycle I and cycle II, student activity in class X-5 of SMA Negeri 1 Berastagi is increasing as 15.625% in implementation of TPS in learning process. By using increasing criteria of student activity, the increasing is 0.318 and it is classified into medium category.
2. Based on student outcome test of cycle I and cycle II, student outcome in class X-5 of SMA Negeri 1 Berastagi in trigonometry topic is increasing score as 14.62 % after implementation of TPS in learning process. By using increasing criteria of student outcome, the increasing is 0.276 and it is classified into low category.
3. The average score of student responses is 60.875 (81.17%) and it is classified into good category. It means that student think that TPS is good and interesting learning strategy that can increase their activity and their student outcome in learning process.
5.2. Suggestion
1. For teacher, expected to consider conducting TPS strategy in learning process with the suitable topic.
2. For student, expected to use TPS strategy in learning that they are expected to be able to think independent, to be able to discuss with friend and to be able in sharing their opinion/idea in front of class.
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