THE COMPARISON BETWEEN FREE DISCOVERY AND GUIDED DISCOVERY APPROACH ON STUDENTS’ COGNITIVE LEARNING OUTCOME AND
SCIENCE PROCESS SKILL ON HUMAN RESPIRATORY SYSTEM IN CLASS XI IA SMAN 1 BERASTAGI
ACADEMIC YEAR 2012/2013
By:
Rina Maya Sari Purba Reg. Number 409342028
Biology Education Bilingual Study Program
A THESIS
THESIS
Submitted to Fulfill The Requirement for The Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
MATHEMATICS AND NATURAL SCIENCE FACULTY UNIVERSITAS NEGERI MEDAN
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ACKNOWLEDGEMENT
First of all, the writer will thank God for His love and mercy that enable her to finish the thesis on time. The title of this thesis is “The Comparison Between Free Discovery and Guided Discovery Approach On Students’ Cognitive Learning Outcome And Science Process Skill On Human Respiratory System In Class XI IA SMA N 1 Berastagi Academic Year 2012/2013” to fulfill the requirement of the Sarjana Pendidikan degree at Biology department, faculty Mathematics and Natural Science, State University of Medan.
The writer would like to express appreciations to all people with whom
she has been working with. First, she thanks Prof. Dr Herbert Sipahutar,M.S,M.Sc for his assistance, guidance, and time to make this thesis possible to finish on time. The writer also recognized the valuable constructive critics and suggestions from all examiners (Dra. Martina Asiati Napitupulu, M.Sc., Dra. Meida Nugrahalia, M.Sc., Syarifuddin, M.Sc, Ph.D). The writer will not forget the contribution of Prof. Drs. Motlan, M.Sc, Ph.D., as the dean of the Faculty of Mathematics and Natural Science, State University of Medan. Drs. H. Tri Harsono, M.Si as the head of Biology department, Prof. Dr Herbert Sipahutar,M.S,M.Sc as the coordinator of bilingual study program. Together, the contribution and help of the headmaster of SMA Negeri 1 Berastagi, Alberto Colia, M.Pd who allowed the writer to conduct the research, and Mr. Bokti Tarigan, Mrs. Florida Ginting, S.Pd, all the teachers and student especially XI IA 2 and XI IA 5 in SMA Negeri 1 Berastagi are highly appreciated.
At last, the writer must be thankful to her beloved parents Mawarsin Purba, SH and Hormalince br. Sipayung for their endless support, love, and prayer during her study until now. She also remember Friska Purba and Rina Purba for
The writer has put all efforts and time to finish this thesis. She is very aware about all things that are not acceptable for the readers. She welcomes all suggestion and advices to improve the quality of this thesis.
Medan, July 2013 Author,
THE COMPARISON BETWEEN FREE DISCOVERY AND GUIDED DISCOVERY APPROACH ON STUDENTS’ COGNITIVE LEARNING OUTCOME AND SCIENCE
PROCESS SKILL ON HUMAN RESPIRATORY SYSTEM IN CLASS XI IA SMA N 1 BERASTAGI
ACADEMIC YEAR 2012/2013
Rina Maya Sari Purba 409342028
ABSTRACT
This quasy experiment research aims to investigate the comparison of students’ cognitive learning outcome and science process skill through the implementation of free discovery and guided discovery approach on human respiratory topic in SMA Negeri 1 Berastagi academic year 2012/2013. The population of this research is all students in SMA Negeri 1 Berastagi (160 students). The sample is taken by using cluster random sampling. 32 students were treated by free discovery approach (XI IPA-2) and another 32 students were treated by guided discovery approach (XI IPA-5). The instrument of the research is student’s cognitive learning outcome test of multiple choise (45 questions). The result shows that pre-test in free discovery class (53.15±12.60) and in guided discovery class (49.59±9.38, post-test in guided discovery class (79.09±6.31) is higher than free discovery class (74.09±7.43). t-test was carried out by using significance degree ά = 0.05, it was obtained that tcalculation > ttable (2.82>1.99) and Ho is rejected. There is significant difference of students’ cognitive learning outcome between free discovery and guided discovery approach on human respiratory system in class XI IA SMA N 1 Berastagi academic year 2012/2013. The average of students’ science process skill in free discovery approach (78.25) is higher than the guided discovery approach (72.75). Based on this finding, there is no difference between free discovery and guided discovery approach on students’ science process skill statistically.
CONTENT LIST
Page
Approval Sheet i
Biography ii
Abstract iii
Acknowledgement iv
Content List vi
Table List viii
Figure List ix
Appendix List x
CHAPTER I INTRODUCTION
1.1 Background of Problem 1
1.2 Problem Identification 4
1.3 The Scope of Study 4
1.4 Research Questions 4
1.5 Research Objectives 5
1.6 Research Significances 5
CHAPTER II LITERATURE REVIEW
2.1 Learning Understanding 6
2.2 Science Process Skill 10
2.3 Constructivist Theory in Learning Biology 12
2.4 Discovery Learning 15
2.5 Descriptions of Materials 19
2.6 Hypothesis 26
CHAPTER III RESEARCH METHODOLOGY
3.1 Location and Time 27
3.2 Population and Sample 27
3.3 Research Variables 29
3.4 Research Design 29
3.5 Research Instruments 30
3.6 Research Procedures 35
3.7 Data Analysis 38
CHAPTER IV RESULT AND DISCUSSION
4.1 Results 41
4.2 Discussion 47
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1 Conclusion 49
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REFERENCES 50
TABLE LIST
Page Table 2.1 Revised Bloom’s taxonomy-cognitive domain 9 Table 2.2 Syntax of Free-Guided Discovery Approach 17 Table 3.1 Number of Grade 11 Science Students SMAN 1 Berastagi 27
Academic Year 2012/2013
Table 3.2 Design of the two groups (pre-test dan post-test) 29 Table 3.3 Test Instrument in the Human Respiratory System topic 30 Table 3.4 Descriptive of Students’ Science Process Skill Level 35
Table 4.1. Normality Test 41
Table 4.2. Homogeneity Test 41
FIGURE LIST
Page Fig 2.1 The pyramid of revised Bloom’s taxonomy 9
Fig 2.2 The human respiratory system 19
Fig 2.3 Mechanics of Breathing 22
Fig 3.1 The comparison of pre-test score 28
Fig 3.2 Validation Process of Cognitive Learning Outcome Test 36 Fig 3.3 Chart of the implementation procedure phase 37
of the research until to varying conclusion
Fig 4.1. The comparison of post-test score ranges 43 Fig 4.2. The comparison of students’ science process skill include 44
observation-application skill
Appendix 1 Syllabus 53
Appendix 2 Lesson Plan – Free Discovery 55
Appendix 3 Lesson Plan – Guided Discovery 61
Appendix 4 Cognitive Learning Outcome Test 67
Appendix 5 Answered Key 74
Appendix 6 Student Worksheet of Guided Discovery 75
Appendix 7 Descriptor sheet of Science Process Skill 84 Appendix 8 Descriptor sheet of Communication skill 85
Appendix 9 Table of Validity Test 86
Appendix 10 Calculation of Validity Test 87
Appendix 11 Table of Reliability Test 89
Appendix 12 Calculation of Reliability Test 90
Appendix 13 Table of Discrimination Index 91
Appendix 14 Calculation of Discrimination Index 92
Appendix 15 Table of Difficulty Index 94
Appendix 16 Calculation of Difficulty Index 95
Appendix 17 Result of Student learning Data in FD and GD 97 Appendix 18 Calculation of Average, Standard Deviation and 99
Variance Of Pre-test and Post-test
Appendix 19 Normality test of Research Data 102
Appendix 20 Homogeneity Test of Research Data 106
Appendix 21 Hypothesis Test of Research Data 109
Appendix 22 The calculation of students’ science process skill 115
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CHAPTER I
INTRODUCTION
1.1. Background of Problem
In learning process at school, a variety of learning materials are given to students who must be controlled in accordance with the expected goals. One of the subject matter presented at the senior high school level is Biology. Biology as part of the science is knowledge that deals with how to find out about the systematic nature. Stone in Kusuma (2011) states that science is a body of knowledge, ways to get (Discovery-inquiry) and use that knowledge. Natural science is not only a mastery of knowledge in the form of facts, concepts or principles, but also a process of discovery and application in daily life.
Students' difficulties in learning Biology have been studied by various
Therefore, the teaching approach should be effective, therefore, utilize a wide variety of teaching methods to enhance learners’ motivation and actively involve them in the learning process. The place of teacher in society is a much beaten topic and because of its being controversial in nature, is both lively and interesting. No doubt that teacher is of paramount importance in any national system of education (Ram, 2008).
In the process of teaching and learning, learning often takes place only in one direction, teacher is not engaging students in learning and teachers' lack of ability to choose the model and learning strategies, so that students are passive. In
other words, students are not given the opportunity to develop and independently through his thinking process. This situation can make students bored, less interested and then learning objectives are not achieved maximally.
Some solutions that expected can solve this problem, i.e, PBL (Problem Based Learning), that the process is working in collaborative groups, students define and analyze the problem, identify and find needed information (by posing and answering their own and peers' questions), share the results of their investigations, and formulate and evaluate possible solutions, and Discovery learning, which is an important component in constructivist approach that has had a long history in the world education.
According to the overall information above, researcher is interested to explore the problem of learning Biology at SMA N 1 Berastagi. This school is experiencing low student’s achievement (<KKM). The KKM is 78, and learning outcome for grade XI students in this school was still low, 62 in average score. From the observation, it may be concluded that the school tends to experience difficulties in learning Biology. The problem of teacher-centered and low students’ motivation may responsible from the low student’s achievement in Biology.
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namely Free Discovery or often called open ended discovery and Guided Discovery learning (Khulsum, 2005).
On the other hand, the teacher provides illustrative materials for students to study on their own. According to Ugwuanyi (1998), a learner is active in discovery leaning, and provides for individual differences as well as makes the process of learning to be self-sequenced, goal directed, with the goal perceived and the pace self-determined. So it means that discovery learning is expected can solve the problem of difficulties in learning Biology, mainly changing the role of teacher as the only resource science and also increasing the students’ motivation that will increase the students’ cognitive learning outcome.
Most of the learning processes in classroom is able to enhance behavioral change either at the cognitive, affective or psychomotor level. One component of a student's ability in those level is science process skills (Rustaman, 2005). Suryosubroto (2002) cites the opinion of Sund (1980) that discovery is the process by which students assimilate something mental concepts or scientific method.The scientific method or science process skills include the skills to observe, hypothesize, using tools and materials properly and correctly, by always considering safety, asking questions, classifying and interpreting data, and communicate their findings orally or in writing, probing, and sifting the relevant factual information to test ideas or to solve everyday problems (Sianturi et al., 2009). So, the researcher also measure the students’ science process skill in learning Biology with both of approach in discovery learning.
1.2. Problem Identification
Based on the background above, problems identified in this proposal as follow:
1. There is a tendency that the ongoing learning activities centered on the Biology teacher (teacher-centered).
2. The student's ability to perform the scientific method or science process skills when learning Biology is lacking.
3. Participation and involvement of the student in the biological learning process is still very limited cause students tend to be less involved in the learning so that the students’ cognitive learning outcome are low.
1.3. The Scope of Study
1. Learning Biology which can improve the students’ cognitive learning outcome by using free discovery and guided discovery approach.
2. Subject matter is limited to the respiratory system topic in class XI IA SMA N 1 Berastagi Academic Year 2012/2013.
3. Science process skills that are expected to emerge in this study is consist of observation, measuring / counting, looking for relationships between space and time, formulate hypotheses, interpret data, draw a conclusion, the application, and communications.
1.4. Research Questions
In accordance with the issues that have been stated, then the problem can be formulated:
1. Is there any differences of students’ cognitive learning outcome between free discovery and guided discovery approach on Human Respiratory System in
Class XI IA SMA N 1 Berastagi Academic Year 2012/2013?
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3. Is there any differences of students’ communication skill between free discovery and guided discovery approach on Human Respiratory System in Class XI IA SMA N 1 Berastagi Academic Year 2012/2013?
1.5. Research Objectives
1. To study the differences of students’ cognitive learning outcome between free discovery and guided discovery approach on Human Respiratory System in Class XI IA SMA N 1 Berastagi Academic Year 2012/2013.
2. To study the differences of students’ observation-application skill between free discovery and guided discovery approach on Human Respiratory System in Class XI IA SMA N 1 Berastagi Academic Year 2012/2013.
3. To study the differences of students’ communication skill between free discovery and guided discovery approach on Human Respiratory System in Class XI IA SMA N 1 Berastagi Academic Year 2012/2013.
1.6. Research Significances
The significances that expected from the results of this research are:
1. For teachers, they can enhance the innovative and suitable learning method which will be used in teaching and learning process in the classroom.
2. For students, this research will give knowledge and experience about scientific discovery which can be developed for another problems in daily life. 3. For researcher, as an idea donation for the next researcher and it can be useful
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
The conclusion of this research are:
1. Students who were taught using Guided Discovery approach had higher cognitive learning outcome (79.09 ± 6.31) than students who were taught using Free Discovery approach (74.09 ± 7.43). In which there was a 5% better when using Guided Discovery approach on human
respiratory system topic for class XI IA SMA N 1 Berastagi.
2. There is no difference between free discovery and guided discovery approach on students’ observation-application skill on human respiratory system topic for class XI IA SMA N 1 Berastagi.
3. There is no difference between free discovery and guided discovery approach on students’ communication skill on human respiratory system topic for class XI IA SMA N 1 Berastagi.
5.2.Recommendation
Having considered the findings of this research, the suggestions are:
1. Free Discovery and Guided Discovery approach need to be followed in the implementation of school. This approach can improve student learning outcomes and also can increase the students’ science process skill.
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