PENGARUH HANDS ON ACTIVITY TERHADAP HASIL PRESTASI BELAJAR SISWA PADA KONSEP PEMANTULAN CAHAYA SMP.

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Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP

THE INFLUENCE OF HANDS ON ACTIVITY ON STUDENTS

ACHIEVEMENT IN THE CONCEPT OF LIGHT REFLECTION IN

JUNIOR HIGH SCHOOL

RESEARCH PAPER

Submitted as Fulfilment and of the Requirement for Degree of SarjanaPendidikanin

International Program on Science Education (IPSE)

Applied by:

SafirohNi’maturRizki

0902102

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION BANDUNG

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP DECLARATION SHEET

By this I declare that the thesis entitled “The Influence of Hands-on Activity on Students

Achievement in the Concept of Light Reflection in Junior High School “This is really a result

of my own work, not a takeover of thoughts of others that I as a result of my writing or my

own mind. If later proven that this essay plagiarized, and then I am willing to accept the

sanction.

Bandung, August 2013

Authors

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP APPROVAL SHEET

THE INFLUENCE OF HANDS ON ACTIVITY ON STUDENTS ACHIEVEMENT IN THE CONCEPT OF LIGHT REFLECTION IN JUNIOR HIGH SCHOOL

Applied by:

SafirohNi’maturRizki

0902102

Legitimate and Approved:

First (I) Supervisor

Dr. Diana Rochintaniawati, M.Ed

NIP. 196709191991032001

Second (II) Supervisor

Dr. SellyFeranie, S.Pd, M.Si

NIP.197411081999032004

Head of IPSE Study Program

Dr. Diana Rochintaniawati, M.Ed

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP ABSTRACT

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP

By:

Safiroh Ni’matur Rizki

Id: 0902102

Tujuan dari penelitian ini adalah untuk mengetahui apakah ada pengaruh dari penerapan Hands on Activity pada hasil prestasi belajar siswa dalam konsep pantulan cahaya pada siswa kelas VIII. Dalam penelitian ini, penulis menggunakan metode weak exsperiment design/one group pretest posttest design yang terdiri dari pre-test (X1), treatment (T) dan post-test (X2). Populasi penelitian ini adalah siswa kelas VIII. Penulis memilih kelas 8 sebanyak 27 siswa sebagai sampel dengan menggunakan teknik purposive sampling. Dalam pengumpulan data, penulis menggunakan test uji terdiri dari pre-test, post-test dan angket. Setelah data terkumpul, data dianalisis dengan menggunakan uji-t. Dari hasil penelitian, nilai thitung = 30.647> ttabel = 2,056 yang berarti Ha diterima dan Ho ditolak dengan kategori normal dan tidak homogen, rata-rata pretest 71,25%, sebanyak 33% siswa lulus dan 67% siswa tidak lulus. Sementara posttest 97 62%, sebanyak 100% siswa lulus, peningkatan sebanyak 27% dengan kenaikan 0,91 dalam kategori tinggi, untuk hasil kuisioner didapatkan rata-rata sebanyak 78% yang berarti hands on activity mempunyai pengaruh sangat positif. Dengan kata lain, hasil penelitian memperkuat bahwa penggunaan hands on activity efektif dalam meningkatkan hasil prestasi belajar siswa kelas VIII.

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP ABSTRACT

THE INFLUENCE OF HANDS ON ACTIVITY ON STUDENTS ACHIVEMENT IN THE CONCEPT OF LIGHT REFLECTION IN JUNIOR HIGH SCHOOL

By:

Safiroh Ni’matur Rizki

Id: 0902102

The aim of the research is to know whether there is influence or impact of using hands on activity on students’ Achievement in the concept of light reflection at the eighth grade students. In this research, the writer uses one group pretest-posttest design experimental method that consists of pre-test (X1), treatment (T) and post-test (X2). Population of this research was the eighth grade students in. The writer chooses class 8 as many 27 students as sample by using purposive sampling technique. In collecting the data, the writer used test consists of pre-test, post-test and questionnaire. After the data collected, it was analyzed by using t-test. From the research result, the value of tobserved = 30,647> ttable = 2,056 its mean Ha accepted and Ho rejected with category normal and not homogeny, average pretest 71,25%, as much as 33%students pass and 67% students not pass. While posttest 97 62%, as much as 100% students pass, improvement as many 27% with N-gain 0,91 in the high category, for students response the value approval is 78% its means sufficient and priorities. In the other words, the research result reinforced that hands on activity is affective to improve student’s achievement in class VIII.

Keyword: the Influence, Hands on Activity, Students Achievement, Light Reflection

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP TABLE OF CONTENT

CHAPTER I : INTRODUCTION

A. Background 1

B. Statement Problems 4

C. Research Limitation 4

D. Objective

CHAPTER II : LEARNING,HANDS ON ACTIVITY,STUDENTS

ACHIEVEMENT, AND LIGHT REFLECTION

A. Definition of Learning 7

B. Hands On Activity 8

1. Definition of Hands On Activity

2. Characteristics of Hands On Activity

3. Doing Contextual with Hands On Activity

4. Hands On Activity and Students Achievement

5. Benefit of Hands On Activity

8

9

11

13

14

C. Students Learning Achievement 16

D. Light Reflection 19

CHAPTER III : RESEARCH METHODOLOGY

A. Operational Definition 24

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C. Population and Research Sample 26

D. Research Instrument

CHAPTER IV : RESULTS AND DISCUSSIONS

A. Results of Study

1. Result of Pretest

2. Result of posttest

3. Improvement of Students Achievement and Gain Score

4. Result of Significance Test and Testing Hypothesis

5. Students Response

CHAPTER V : CONCLUSIONS AND RECOMMENDATIONS

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP LIST OF TABLES

Table 3.1 One Group Pretest-Posttest Design 25

Table 3.2 Classification of Validity Coefficient 32

Table 3.3 Classification Reliability Coefficient 33

Table 3.4 Classification of Difficulty level 34

Table 3.5 Criteria of Discriminating Power 35

Table 3.6 Validity of Multiple Choice Questions 35

Table 3.7 Recapitulation of Multiple Choice Questions 36

Table 3.8 Guidelines of the Categorization Students Achievement (Arikunto 2005)

38

Table 3.9 Gain category 39

Table 3.10 Questionnaire Respond Categories 40

Table 3.11 Classification of Interpretation Percentage of Questionnaire 41

Table 4.1 The Result of Physics Achievement Students on Pretest and

Posttest

42

Table 4.2 Distribution and Percentage the Total Students in each

Categories on Pretest

43

Table 4.3 Descriptive Completeness Students Achievement in Pretest Compared with KKM

44

Table 4.4 Average of Pretest and Posttest Value 46

Table 4.5 Descriptive Completeness Students Achievement in Posttest 47

Table 4.6 Average Pretest, Posttest and Gain Score Students 48

Table 4.7 The Result of Normality Using Shapiro-Wilk 49

Table 4.8 The Result of Homogeneity 50

Table 4.9 The Result of Testing Hypothesis in Pretest Using “t test” 50

Table 4.10 The result of Testing Hypothesis in Posttest using “t test” 51

Table 4.11 The Respond of Students Against Hands On Activity Learning

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP LIST OF FIGURES

Figure 2.1 Diffuse Reflection 19

Figure 2.2 Regular reflection 20

Figure 2.3 Law of Reflection on a Surface 20

Figure 2.4 Reflection on a Flat Mirror 21

Figure 2.5 Special Rays in Concave Mirror 22

Figure 2.6 Special Rays in Concave Mirror 23

Figure 3.1 Research Plot 30

Figure 4.1 Descriptive Chart Completeness Students Achievement in

Pretest Compared with KKM

45

Figure 4.2 Average Pretest and Posttest before Convert into 100 46

Figure 4.3 Descriptive Chart Completeness Students Achievement in

Posttest Compared with KKM

47

Figure 4.4 Improvement of Students Achievement 48

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP LIST OF APPENDIX

EXPERIMENTAL GROUP

Appendix A LESSON PLAN 66

Appendix B LEARNING SCENARIO FRST MEETING 73

Appendix C LEARNING SKENARIO SECOND MEETING 79

Appendix D STUDENTS WORKSHEET 84

Appendix E SYLABUS 93

Appendix F LEMBAR JUDGEMENT

95

Appendix G QUISTIONNAIRE 114

Appendix H.1 The Result of Pretest and Posttest 117

Appendix H.2 The Result of Physics Achievement Students on Pretest and

Posttest

118

Appendix H.3 Average Pretest, Posttest and Gain Score 119

Appendix I.1 Questionnaire Data of Students Response 120

Appendix I.2 Analysis Questionnaire 121

Appendix J.1 The Result of Testing Hypothesis Using SPSS One Sample t

test in Pretest

123

Appendix J.2 The Result of testing Hypothesis Using SPSS one Sample t

test in Posttest

125

Appendix J.3 Output SPSS Levine’s Test for Homogeneity Variance 127

Appendix J.4 Output SPSS Kolmogorov-Smirnov and Shapiro Wilk for

Normality Test

127

Appendix J.5 Output One Sample t test SPSS for Pretest and Post Test 128

Appendix J.6 Appendix J.7

The Result of validation of multiple Choice test

The Result of Achievements Students on Worksheet Group

Activity

129

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP CHAPTER I

INTRODUCTION

A. Background

Science is observing the world, asking questions, and making discoveries. It is

about developing experiments and increasing one’s knowledge and sharing

knowledge with others. Understanding science can be a powerful thing because it can

change one’s view of the world (Archer et al., 2010). Unfortunately, most students do

not have an accurate perception of science (Skamp & Logan, 2005). In their view

science is associated with memorizing facts and completing lab sheets. Despite the

excitement that science can bring into one’s life, a majority of middle school students

do not have a passion for science. Many students enter a science classroom with the

idea that science is boring and irrelevant to their world (Skamp & Logan, 2005). A

majority of students view science as something that is unexciting, just boring facts

that scientists know, and that students are required to learn (Pickens & Eick, 2009).

Science begins for children when they realize that they can learn about the

world and construct their own interpretations of events through their actions and

experience. Doing science, as opposed to simply hearing or reading about it, engages

students and allows them to test their own ideas and build their own understanding

(Ewers, 2001). Therefore, it is difficult to imagine a science-teaching program without

doing science experiences.

Physics as a natural science subjects are objects of interesting and requires a

lot of understanding rather than memorization. However, the reality of physics is

often seen as a difficult subject and less attractive and therefore contributes to the

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP difficult subject to understand and less attractive if only delivered in a lecture,

students tend to get bored and the material presented is not really understood by the

student while in physics there are many interesting things is known due to the physics

can be connected with our daily life. In addition, the problems that appear in the

process of learning physics is teachers rarely use the appropriate media and tend to be

monotonous.

The low student achievement in physics can be caused motivation, interests,

health conditions, subject matter, and learning strategies. Thus factors are influence in

learning outcomes students. Learning strategy models and methods have a role in

improving student achievement. Implementation of appropriate learning models will

affect the learning achievement because it will allow students to learn in a given

absorbing material. Contextual learning model is a model that involves students in

searching, finding and applying materials into daily life.

Based on the study literature, teacher rarely use experiment in their learning.

Teachers are often using conventional method that makes students get bored. Students

need experiment for their learning. Students should to explore and understand the

scientific environment and students need to know that physics is related to their daily

life.

According to (Mary LeFever, 2011) Light is simultaneously concrete and

abstract to middle school students. It is concrete because students have direct

experience with it daily. It is abstract because it is intangible. The lessons and

activities in this section are designed to facilitate the abstract to the familiar so that

students are able to construct accurate conceptions of the nature of light. According to

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP light in some sort of straight-line path, with many adding direction (or multiple

directions) with arrows. Also, the majority of students recognized the reflection

occurring through the mirrors, glass and other smooth surfaces. What they did not

recognize, however, was the diffuse reflection occurring as light interacted with all of

the objects in the room. Students supported their ideas – even though they were often

misguided – by using their personal experiences. This shows that the students need to

experience the scientific concepts through hands-on activities so the concepts can

become part of their personal experience. Although students struggled with some

ideas about light interactions, most understood light traveled in straight-line paths. In

light reflection lesson, teachers predominantly use conventional learning models with

lecture methods, notes, and give the problems so that student interest in physics tends

to decrease.

One effort that can be done to solve the problem is to implement hands-on

learning activity. According to previous research (Özlem Ates and Ali Eryilmaz,

2011) hands on activity will allow students to build on personal experience, use a

hands-on approach to understand more about reflection and connect this scientific

concept to real-life activities, Providing junior high school students with hands-on

activities that directly involve them in the learning process have been shown to

improve students’‟ science learning and achievement as well as improve their

attitudes towards science (Satterthwait, 2010). Not only do hands-on lessons increase

student interest, these lessons provide opportunities for students to see and experience

an event for themselves, test predictions based on their (or others‟) ideas, and to

experience doing “real” science (Skamp, 2007). When instructing students on a

hands-on activity, it is important for teachers to draw on real-world experiences and

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP Discovering personal meaning in a topic will most likely increase student interest and

motivation to learn (Skamp, 2007). Students need to have the opportunity to

experience what real science is, not just hear about it. Based on the description above

the researchers interested in conducting research with the title: The influence of

hands on activity on students achievement in the concept of light reflection in

junior high school

B. Statement Problem

“How is the effect of hands-on activity on student’s achievement in the concept of

light reflection in junior high school grade eight science learners?”

Specifically this research is formulated in several specific problem questions,

there are:

1. _{How is the i}nfluence of hands on activity to student’s achievement in the concept

of light reflection?

2. _{How is the respond of students after teaching by using hands on activity?}

C. Research Limitation

To avoid misunderstandings and expansion problems, in order to research more

focused and clearly it is necessary to limit the problem as follows:

1. _{Student achievement to be studied is a success rate of student learning in the}

cognitive aspects, namely aspects such as remembering (C1), Understanding (C2)

and applying (C3).

2. _{The material used in this study is light reflection (law of light refraction, diffuse}

reflection and regular reflection, the light reflection on a flat mirror and the light

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP D. Objective

1. To know the influence of hands on activity to student’s achievement in the

concept of light reflection.

2. To know the respond of students after teaching by using hands on activity

E. Research Benefit 1. For teacher

Hands on activity make a teaching method fun. If the kids are learning and having fun

doing it, then I am having fun at my job, and I am a happier person overall. (Jeff G.

Brodie, fifth and sixth grade teacher, East Side Elementary, Edinburgh, IN)

2. For students

Increased students learning, increased motivation to learn, increased enjoyment of

learning; increased skill proficiency, including communication skills, increased

independent thinking and decision making based on direct evidence and experiences,

and increased perception and creativity. Explore and understand the scientific

environment.

3. For researchers

1. As input and adds insight for researchers as prospective teachers in teaching

physics to the future.

2. As the improvement of variety learning of research especially in the world

education.

3. As comparative material for the next researchers who will examine with the same

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP F. Assumptions

1. Hands-on learning has been shown to increase learning and achievement in

science content (Bredderman, 1982; Brooks, 1988; Mattheis & Nakayama, 1988;

Saunders & Shepardson, 1984)

2. Hands-on learning means many different things to different people. It has become

a slogan and is often used to describe any activities in classrooms that use

materials. As a slogan, it can easily become a fad. Hands-on learning, however, is

not simply manipulating things. It is engaging in in-depth investigations with

objects, materials, phenomena, and ideas and drawing meaning and understanding

from those experiences

G. Hypothesis

Ha: There is significant influence in improvement of student’s knowledge in the

concept of light reflection in eight grade student’s class using hands on learning

activity strategy comparing with >80 KKM physics minimum standard

Ho: There is not significant influence in improvement of student’s knowledge in the

concept of light reflection in eight grade student’s class using hands on learning

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP CHAPTER III

RESEARCH METHODOLOGY

A. Operational Definition

To avoid differences in perception, it would explain a few terms as follows:

1. Hands on Activity is defined as a learning model of physics that are in the real

world context of students' lives by engaging students in exploring and asking

information, activities, and discover, collect and analyze the data and make

your own conclusions (Amin, 2007). Students doing hands on activity based

experiment in laboratories.

2. Learning Achievement are the patterns of actions, values, understandings,

attitudes, appreciation, abilitas, and skills (Hamalik, 2005:31). This is meant

form of cognitive scores of students above the standard of >80. Student

achievement is the result of learning achieved by students after school activity

or following the term used to express the degree of learning success that has

been achieved by the students after participating in learning activities. Success

rate of learning is seen by comparing the scores obtained by student’s prior

knowledge using a model of hands-on learning activity (pretest) and determine

student achievement after learning by using hands on activity model (posttest).

Learning achievement in this study is shown by the figures obtained from the

provision of learning achievement tests as an evaluation of the teaching and

learning activities. Tests are given in this study will measure the cognitive

aspects of students, in the form of remembering aspects (C1), Understanding

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP 3. Light is one of the subs of science subjects and part of physics subjects. Light

in a medium will propagate in a straight line. Light Reflection is one of the

properties of light when light rays fall on the surface of the object and then

turned back. In the light reflection will be discussed on the law of reflection,

the nature of the image formed by a plane mirror, and the nature of the image

formed by a concave mirror.

B. Method and Research Design

This study aims to determine the possibility of a causal relationship between

the variables in the study, other than that this study uses only one class. Based on

this, the method used in this study is weak experimental design. So called because

this method is not yet a truly experimental, as there is external variables that also

affected the results to be achieved. So the experiment is not solely influenced by

the independent variable, this can occur in the absence of variable control and the

sample was not chosen at random (Sugiyono, 2011:74)

The form of the pre-experimental design methods used were single

pretest-posttest design, providing pretest and then provide treatment in a deliberate and

systematic review of the treatment groups in the form of learning through hands

on activity, and after treatment completion then administered posttest using the

same instrument pretest. The design can be described as follows

Quantitative method through weak experiment/pra-experiment

Table 3.1

One group pretest posttest design

O1 X1 O2

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP O1 : Pre-test (first test) before conducting treatment

O2 : Post-test (final test) after conducting treatment

X : Data research taken (implementing hands on activity)

C. Population and Research Sample

The population in this study is one class of eight (8th) grades of junior high

school students in the 2nd semester. The sample had studied the subject “Light

Reflection” in the second semester.

The sample is using one class of eight (8th) grades of junior high school

students in the 2nd semester using purposive sampling technique. Purposive

sampling technique is used for the selection of the sample. A purposive sample is

a non-representative subset of some larger population, and is constructed to serve

a very specific need or purpose. Purposive sampling starts with a purpose in mind

and the sample is thus selected to include people of interest and exclude those who

do not suit the purpose. Identify selected based on the knowledge of a population

and the purpose of the study. The subjects are selected because of some

characteristic.

D. Research Instrument

1. Test item (post test and pre test)

The questions used in the form of multiple choice of light reflection concept.

All of instrument refers to cognitive domain on the aspect of remembering

(C1), understanding (C2), and applying (C3).

a. Pre-test

First step is students given pre test to know the prior study of in the concept of

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP b. Post-tes

Students is given post test to know the improvement of students achievement

of light reflection after teaching by using hands on activity. The result of pre

test and post test will be compared with KKM >80 physics minimum standard.

2. Questionnaire

Questionnaire is given to the students to know the respond about the learning

process is it good and need to be improved or it is bad and need to be stopped.

E. Learning Materials

1. _{Guidelines for Learning Implementation Plan}

The implementation plan is the preparation of teachers to teach lessons to each

meeting.

2. _Worksheet

Worksheet used as teaching materials which eventually collected and examined to

determine the extent of a student's ability to understand the material they have

learned.

F. Research Procedure

Generally, this research consists of some steps which are divided into three stages

as follow:

1. Preparation stage

In this stage, activities done are:

a. Conducting literature study because conducting literature study is important to

gain accurate theory and any related information to research problem. Those

information can be gained from latest journals, books, articles and other

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP b. Choose the topic for implementing research

c. Determine the school as the place to implement the study

d. Contact the school and science teacher.

e. Make permission letter.

f. Conducting prior study

It can be done by examining schools’ archived files about students’

achievement in science and observing how the lesson conducted in that school.

The results will be very useful for consideration in implementing the research.

g. Determine the research sample

The samples of this study are one class of junior high school level students.

h. Prepare lesson plan and consult about it with lecturer and teacher in school.

The lesson plan describes what students and teacher do during the lesson.

i. Construct and justify the instruments

The instruments used in this study are test item (including pre-test and post

test) experiment module

2. Implementation steps

a. Give pre-test to know the prior knowledge of students about light reflection

b. Conducting a treatment by using hands on activity to students in the concept

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP c. Conducting Post-test

Students give a post test to know the achievement of students after using

hands on activity is improved or not

d. Conducting questionnaire to know the respond of students after teaching by

using hands on activity in the concept light reflection is effective or not

3. Final steps

a. Make data collection and analysis

The data from sample instrument will analyzed by using SPSS for Windows.

b. Make conclusion

c. Give suggestion for further research

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP G. Research Plot

Choosing topic for conducting research

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP H. Data Analyzing Technique

Data from this study is quantitative data that will be analyzed with descriptive

percentage measures as follows:

1. Instrument validation

a. Validity content of test item

Validity which is used in this research is content validity, the content of cognitive

test item which is related to the ability of assessment tool to measure what should

be measured (Sudjana, 2009). In this research, instruments are validating and

judgments by research expert supervisor.

b. Validity of the instrument

Arikunto (2002:169) states that "to test the validity of each item so the scores on

the items should be correlated with the total score." validity technique through

analyze an item by using correlation product moment formula by Pearson. An

evaluation called valid (valid or invalid) if it is able to evaluate what should be

evaluated (Suherman, 2003). The validity or legality of evaluation tools rely on

the accuracy of the evaluation tool in carrying out its functions. To calculate the

validity of each question using the formula Karl Pearson Product Moment

Correlation are:

∑ [ ∑ ∑ ]

√[ ∑ ∑ ][ ∑ ∑ ]

n: total students

x: total score in test item

y: students total score

Based on Guilford (Suherman, 2003) there are some classification that describe

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP Table 3.2

Reliability of an instrument is intended as a tool that gives the same results if the

measurement is given on the same subject although done by different people, at

different times and different places (Suherman, 2003). Not affected by the

behavior, circumstances, and conditions. High reliability measurement tool called

a reliable gauge. Reliability was determined from the value of the reliability

coefficient obtained by using alpha formula as follows:



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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP q = subject proportion who answers question with the wrong

∑pq = multiplication result of p and q

s = deviation standard

Then, the reliability coefficient obtained interpreted in classification reliability

coefficient according to (Arikunto, 2008: 75) are presented in below:

Table 3.3

Classification Reliability Coefficient

Correlation coefficient Interpretation

0,81 - 1,00 Very high

0,61 - 0,80 High

0,41 - 0,60 Medium

0,21 - 0,40 Low

0,00 - 0,20 Very low

d. Difficulty level

A good test item is neither too easy nor too difficult. A scale that shows the

difficulty level of test item is difficulty index (Arikunto, 2008). The equation

which is used to calculate the difficulty level is:

With:

P = difficulty level

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP B = amount of student who answer question with the right answer

JS = total amount of students who undertakes the test

Then, Classification of difficulty level according to (Arikunto, 2008: 75) is

presented in below:

Table 3.4

Classification of Difficulty Level

Difficulty index Category of test

0,0 – 0,3 Difficult

0,3 – 0,7 Medium

0,7 – 1,0 Easy

e. Discriminating Power

Discriminating power of test item is the ability of test item to differentiate

between high achiever and low achiever (Arikunto, 2008). To determine

discriminating power of test item, the equation below is used:

With:

D = discriminating power

JA = amount of high achiever

JB = amount of low achiever

BA = amount of high achiever who answers question with the right answer

BB = amount of low achiever who answers question with the right answer D = B

J - B

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP PA = proportion of high achiever who answers question with the right answer

PB = proportion of low achiever who answers question with the right answer

Then, criteria of test item discriminating power according to (Arikunto, 2008: 75)

are presented in below:

Table 3.5

Criteria of test item discriminating power

Discriminating power interval Criteria of discriminating power

Negative Test item is not appropriate

0,0 – 0,2 Poor

0,2 – 0,4 Satisfactory

0,4 – 0,7 Good

0,7 – 1,0 Excellent

Calculation of multiple-choice test trials conducted using application of Anates

version 4.0. Recapitulation of the difficulty level for each instrument of multiple choice

questionsof is as follows:

Table 3.6 validity of multiple-choice questions

Number of

Questions

Correlation Significant

1 0.654 Highly Significant

5 0.861 Highly significant

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12 0.344 -

13 0.268 -

14 0.268 -

15 0.437 Significant

16 0.177 -

Based on acquisition of the data processing multiple choice test results can be

composed overall recapitulation in the table below:

Table 3.7 Recapitulation Analysis of Multiple Choice Tests

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7 Valid Medium Excellent 0,99 (very high) Use

2. Quantitative data processing

From the total score obtained from the data collection activities then analyzed

to determine the value of learning achievement results obtained by converting it to

standard 100 values.

Furthermore descriptive statistical analysis, aimed to describe the results

obtained by students studying physics, achievement results are then compared using a

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP Table 3.8

Guidelines for the categorization results of student achievement (Arikunto, 2005)

Interval Value Category 80-100 Strongly Good

66-79 Good

56-65 Enough

40-55 Less

≤39 Failed

a. Analysis score pre-test for each students

Analysis was conducted to determine students' prior learning and student

learning achievement before given treatment.

b. Analysis score post-test for each students

Analysis was conducted to determine students learning achievement after

given a treatment

c. Analysis score pretest and posttest and compared with KKM physics

minimum standards

d. Analysis of criteria N-gain score

Analysis of the criteria used to determine the N-gain obtained gain criterion.

N-gain score derived from data pre test and post test are processed to calculate

the average N-gain normalization. Average normalized N-gain was calculated

using the formula based on (Hake, 1998) there are:

Where:

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP Si pretest : the initial score of pretest

Max Score : maximal score

The rate of N-gain normalized scores is categorized into three categories, as

follows:

Table 3.9 N-Gain Category based on Hake (1998)

N-Gain Category

g ≥ 0,7 High

0,3 ≤ g < 0,7 Medium

g < 0,3 Low

e. Testing hypothesis

1. Testing Normality using kolmogorov-smirnov and Shapiro-wilk

2. Testing Homogeneity

If the significance obtained >α, then the variance of each sample are

same (homogeneous). If the significance obtained <α, then the

variance of each sample are not the same (not homogeneous)

3. Testing Hypothesis using t-test SPSS

H0: μ1 = 80

The differences average pretest with the value 80 insignificant

Ha: μ1≠ 80

The differences average pretest with the value 80 is significant

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP 3. Questionnaire data processing

Qualitative data analysis consisted of analysis of data from questionnaires.

Questionnaire is conducted at the end of meeting and filled by students. The scale

used is a Likert’s model response scale. Likert’s scale is a bipolar scale method

that measure either positive or negative response to a statement. This

questionnaire contains four selections of answers: Strongly Agree (SA), Agree

(A), Netral (N), Disagree (DA), and Strongly Disagree (SDA). Questionnaire is

filled by students as the respondent by a fixing a check mark (√) in the space

provided.

In analyzing the results of questionnaires, qualitative scale above transferred

into a quantitative scale. For positive statements (favorable) SA category was

given the highest score, further into the SDA scores gradually decreased. In

contrast to the negative statement (unfavorable) for the category of the SA was

given the lowest score, the more into the SDA scores given gradually higher.

Table 3.10 Questionnaire Response Categories

Type of statement Score

SA A N DA SDA

Positive 5 4 3 2 1

Negative 1 2 3 4 5

After each statement was scored, each student calculated the average total score.

Classification calculation of the percentage of each category of interpretation

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP Table 3.11

Classification of interpretation percentage questionnaire

Percentage of Answer (%) Criteria

0% No improvement

0 %- 25% Just a little

26%-40% Almost half of total

41%-50% Half of total

51% - 75% Most of

76% - 99% Almost all

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of data analysis and can be conclude that:

1. The influence of hands on activity is effective to improve students’ knowledge

and achievement in cognitive domain, it have been proved through test item.

The result of post test is 97,62% higher than the result of pretest 71,25%with

N-gain 0,91 in the high category.

2. The results of the questionnaire are given at the end of learning. Overall,

Students have high positive response towards learning hands on activity. This

can be seen in the appendix shows that the students responded very positively

to the overall percentage is 78%.

B. Suggestion

Based on conclusion above so the writers suggest that:

1. Design lab should be made as attractive as possible to draw students

motivation in learning , because hands on activity model is a model to engage

students in exploring and asking information matter related into daily life.

2. In the future research, should be observe in psychomotor and attitude not only

on students achievement.

3. Put more explanation about Hands on Activity to avoid confusing because still

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