THE IMPLEMENTATION OF COOPERATIVE LEARNING MODEL STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TYPE BY
USING LEARNING MODULE TO INCREASE STUDENT ACHIEVEMENT IN SALT HYDROLYSIS TOPIC
By:
Ika Irayani Siregar Reg.Number 409332008
Bilingual Chemistry Education Program
THESIS
Submitted to fulfill the requirement for getting the Degree of Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
ACKNOWLEDGEMENT
Praise and thankful to Allah SWT, for all His grace and blessing that
provides health and wisdom to writer, so this study can be done well and
accordance with the planned time.
Title of thesis is “The Implementation of Cooperative Learning Model Student Team Achievement Division (STAD) Type by using Learning Module to
Increase Student Achievement In Salt Hydrolysis Topic.” that arranged to obtain the degree of Sarjana Pendidikan in Chemistry Department, Faculty of
Mathematics and Natural Science, State University of Medan (UNIMED).
In this opportunity, the writer would like to express the greatest thanks to
Drs. Rahmat Nauli, M.Si as thesis supervisor, thanks for his valuable time spent in
giving guidance, advices, motivation and suggestion during the completing
process this thesis. The writer are also expresses to Prof.Dr.Suharta,M.Si,
Dr.Retno Dwi Suyanti,M.Si and Dra.Ani Sutiani,M.Si as reviewer counselor for
this thesis, thanks for advices, suggestion, guidance and constructive comment
in the process of completing this thesis.
The writer also says thanks to Prof.Motlan,M.Sc.,Ph.D., the Dean of
Mathematics and Natural Sciences Faculty, State University of Medan,
Prof.Dr.Binari Manurung, as the coordinator of Bilingual Department for their
advices and other necessary administrative bussiness. Great thanks to Dr. Retno
Dwi Suyanti as the validator of instrument test in this research and for Dr.Iis
Siti Jahro,M.Si., as secretary Bilingual Department that give spirit and the
explanation that related in arranging of thesis, Prof.Dr. Ramlan Silaban,M.S. as the writer’s academic supervisor. The writer addressed thanks to Sofyan Siregar, S.Ag as principle of SMA Swasta Al-Ulum Medan and thanks to Martini,S.Pd as
chemistry teacher that give permit, suggestion, and motivation.
Specially, writer thanks so much to them that never forget from heart,
that always become inspiration, suggestion, spirit and motivation, that give love
with all of heart and soul, strong and stiff to pass the life, they acquiesce in giving
father Hasan Basri Siregar and lovely mother Rosmilan. And also thanks to my
brother (Rizky Kurniawan & Syafitrah). This Thesis Special for my beloved
brother Alm.Syafitrah. And than thanks to all my friends in Bilingual Chemistry Education’09 especially for Sari, Fitri, Irna, Rahmi, Lia, Yeni, Hidayat, Rahma, Sanny, as guidance, motivation, spirit, suggestions and praying. Thanks also to
Haidi Rizki with his time, motivation, suggestion, spirit and praying to
accompanied and entertained during do the research.
Special thanks to my big family “ Pimpinan Kost no.139” ( Kiki, Maryam,
Windi, Rika, Nelly, & Ayu ) for support and also all whose names that can’t be mentioned one by one , the writer would say “thanks for everything”.
Finally, the writer hopes this thesis would be useful for those who
would like to explore more about the learning strategy that suitable to learn
Salt Hydrolysis, especially of the chemistry department. The writer realizes
that thesis is still far from being perfect therefore, critique and suggestion are
needed for further improvement of this thesis.
Medan, July 2013 The Writer
THE IMPLEMENTATION OF COOPERATIVE LEARNING MODEL learning outcomes of student after teach used Cooperative Learning Model Student Team Achievement (STAD) by using Module and Direct Instruction Method by using module in topic Salt Hydrolysis. The population in this research is all of student class XI SMA Swasta Al-Ulum Medan academic year 2012/2013 that have 4 class. The sample are chosen is random sampling, sample that take is XI Science 1 and XI Science 2 . Every class have 35 student. The research instrument using multiple-choice tests. After validation, amount of question become 20 from 40 question & reliability is 0.835.The learning outcomes can we know from ability of student in answer of chemistry question in salt hydrolysis topic, after teach by Cooperative Learning Model Student Team Achievement ( STAD) and Direct Interaction Method. Result of research can shown in experimental class with average of pre-test 36.14 and post-test 79.85 . And then average score in control class for pre-test 38.71 and post-test 69. Score of
Normality test by SPSS 17 for windows have ( sign > α ), score of pretest, post
test and gain in experimental class is (0.283 > 0.05, 0.220 > 0.05 and 0.545 > 0.05). So, pretest, posttest, and gain in experimental class have Normal Distributed Categorized. Score of pretest, posttest, and gain in Control class is (0.298 > 0.05, 0.172 > 0.05, 0.630 > 0.05 ) so, pretest, posttest and gain in control class is Normal Distributed Categorized. Next, Homogeneity by SPSS 17 for
windows is 0.05 ≤ 0.518 it means the data is homogeneity. Hypothesis data using
SPSS 17 for windows we get the data Sig. (1-tailed) 0.000 < 0.05 it means Learning outcomes in cooperative learning model Student Team Achievement Division (STAD) type by using module is significant higher than student learning outcomes taught by Direct Interaction Method that integrated by using module.
Normality test by statistic test using Chi Square Formula ( X2count > X2table), score of pretest and post test in experimental class is ( 7.97 > 11.07, 7.61 > 11.07) but in control class ( 6.95 > 11.07, 9.71 > 11.07) so pretest and post test is Normal Categorized. Next Homogeneity test by statistic ( F count < F table ) .Based on the data score of Homogeneity is ( 1.21 < 1.77) so the data is homogeneous. From
LIST OF CONTENTS
1.6. The Significances on the Study 6
1.7. Operational Definition 7
2.3.2. Cooperative learning Student Team Achievement (STAD) 12
2.4. Direct Instruction 14
2.5. Media 15
2.5.1. Module as Media 16
2.5.1.1. Function of Module 16
2.5.1.2. The purpose in making Module 17
2.6.1.3. Salt from a strong acid and a weak base 20 2.6.1.4. Salt from a weak acid and a weak base 21
2.6.2. pH of Solution 21
2.6.2.1. Salt from a strong acid and strong base 21 2.6.2.2. Salt from a weak acid and a strong base 21 2.6.2.3. Salt from a strong acid and a weak base 23 2.6.2.4. Salt from a weak acid and a weak base 24
2.6.3. Salt Hydrolysis in daily life 26
2.7. Application Learning Model and Module in Salt Hydrolysis Topic 26
2.8. Conceptual Framework 27
2.9. Hypothesis 28
CHAPTER III RESEARCH METHODOLOGY
3.1 Place and Time Research 29
3.2 Population and Sample 29
3.3 Research Variables and Instrument 29
3.4 Research Design 31
3.6.8 Percentage of Improved Learning Outcomes 43
CHAPTER IV RESULT & DISCUSSION
4.1 Result of research 41
4.1.1 Analysis of Instrument data 41
4.1.2 Validation 41
4.1.3 Reliability 41
4.1.4 Difficulty level of instrument 41
4.1.5 Different index of Instrument 42
4.2 Observation of student character 42
4.3.1 Average, deviation standard, minimum & maximum of pretest 43 4.3.2 Average, deviation standard, minimum & maximum of posttest 43 4.3.3 Average, deviation standard, minimum & maximum of gain 43
4.4 Analysis test of data 43
4.4.1. Normality test 44
4.4.2 Homogeneity test 45
4.4.3 Hypothesis Test 45
4.4.4 Increasing of Learning Outcomes 47
4.5 Discussion 48
CHAPTER V CONCLUSION & SUGGESTION
5.1 Conclusion 51
5.2 Suggestion 51
LIST OF TABLE
page Table 2.1.Phase of learning Student Team Achievement Division (STAD) 13 Table 2.2.Application of Learning Model & Media in Salt Hydrolysis 27 Table 3.1 Indicator of student character ( Soft skill ) 30
Table 3.2.Research Design 31
Table 3.3 The overview of research planning for experimental class 31 Class I and II
Table 4.1 Average, deviation standard, minimum & maximum 43 score of pretest
Table 4.2 Average, deviation standard, minimum & maximum 43 score of posttest
Table 4.3 Average, deviation standard, minimum & maximum 43 score of gain
Table 4.4 Result of normality test in SPSS for windows 17 44
Table 4.5 Result of Normality in manual test 44
LIST OF FIGURE
Figure 3.2. The Overview of research planning 33
1
CHAPTER I INTRODUCTION
1.1. Background
Today science becomes an important concern worldwide. Due to the
progress of a nation can be measured from the level of mastery of science.
Chemistry, as a part of science is also one discipline to be mastered. For that
chemically active learning, engaging and quality are needed. Competency Based
Curriculum is a curriculum that emphasizes the concept of capacity to perform
tasks with certain performance standard, so the results can be felt by students,
such as mastery of a particular set of competencies, Nurhadi (2004). Education is
not only focused on the mastery of the material, but at also emphasized the
mastery of skills ( characters). Than Students must also have the ability to do
something by using scientific principles and processes that have been mastered,
Learning to Know, and Learning to Do must be achieved in teaching learning
activity ,Wina Sanjaya (2010). Furthermore when researcher done observation in
SMAN 2 Kisaran, student learning outcomes in subjects chemistry is still
relatively low, based on the results of observations with the chemistry teacher was
found from 43 students only 15 people (35%) were valued at a minimum
completeness criteria established 82. The low of student learning outcomes are
caused by some things, such as the low student interest, an explanation of material
carried by the student teachers have not fully understood and the lack of
discussion groups.
Motivation in learning process is very important in attainment
achievement. Moreover according Sugihartono dkk (2007).Motivation is a
condition that can caused certain behavior and give direction in behavior. High
motivation in learning process can we see from spirit of student that not surrender
to get a success. Next, according Sunyono (2006) Decreasing student achievement
was caused of difficulty in understanding the concept of chemistry & low
interested in chemistry lesson. The low activity, interest, & chemistry student
2
given no direct experience in observing a material, so that student assume
chemistry is abstract & difficult to understand and don’t get motivation. (2) The
model was used to teach are less variable & are not innovative, so make the bad
condition like sleepy, bore, or even noisy. So, needed a creative teacher to create
learning.
Trianto (2009) says that "Students will be easier to find and understand of
difficult concepts if they were discussions with his friend." This is reinforced by
recognition of teachers that students consider difficult chemistry courses. Next,
the application of learning models that variation can increasing learning process
and all at once as indicators in increasing quality of education. In a learning
process, have two part that very important things such as the model of teaching
and learning media. These two aspects very related. Selection of one models in
teaching will be affect the type of appropriate media , although there are various
aspects that must be considered in choosing the media, Arsyad (2002). In this
case, the model that used not only using the model-based approach to teacher
centered but student centered. Good model in teaching must be appropriate with
characteristics of subject matter that will be explain. So, created of model and
media very needed .In research Gultom. A & Silitonga P.M (2009) State the
cooperative learning type STAD has yielded academic gains, such as increased
student achievement & social gains, such as improved intergroup relation,
acceptance of academically handicapped classmates & increased self esteem, so
cooperative learning model STAD type are effective approaches to the direct style
of instruction in class room & build the student centered learning condition. It
means learning fully on student activity because changed the paradigm teacher
activity that dominant become student active that dominant. Furthermore on
Surbaktini.H.P (2012) in her thesis result shown that cooperative learning model
STAD type is effective to be implemented on learning chemistry. Next, Slavin
(1995) Cooperative learning models involves small groups during the learning
process takes place. Group members work together as a team in completing tasks
and solving problems given by the teacher to achieve common goals. In this
3
individual assessment at the end of the implementation model. Values that
obtained by each member will be averaged to determine the success of students
studied by group.
Media is communication tool that can be used to transmit information
from the source to the students participating in learning activities, Situmorang dkk
(2001). Existence of learning media can help student in study. We know that
chemistry lecture is a lesson that difficult categories. The categories of Learning
media such as book, hand out, and module. One of media that always used is
module. In research, Hardila.V (2012) in her thesis result with entitled The
Influence of Critical Thinking Developments in Learning Salt Hydrolysis Concept
Through Chemistry Modules to Increase Student’s Achievement Grade XI. It means the influence of module can development of motivation and activity on
student. The results of her research on the experimental class (used learning
module) is 74% higher than the control class (without used learning modules) is
61%. From the data, module is effective & able to increase student achievement
on learning chemistry. Moreover according to Arsyad (2009) Module is a learning
material that can be used by students to learn independently. it is easily
Understood by the student. Thus, a good selection of modules will be able to help
student learn and understand the topic of discussion roommates is learn by the
student. Next ,Silaban (2010) research in the master program about book analysis,
the correspondence of the suitability about content with standard competence and
basic competences also other components from five books roommates has been
analyzed is not enough because there are some materials roommates is not
suitable with the indicator. From the result of his research, the conclusion was
taken from book A: 82%, B 70% of book, book C 65% D 88% book and eBook
75%. Thus, it is suggested noticing the suitability of the content from the
arrangement of materials systematically so the readers will read the book based on
the Standardization of BSNP. So book can increase the motivation and interest of
learning activity.
In this study, researcher using Modules as a source of learning because
4
as listeners but they are also active in the learning process. The using of this
module only makes teachers act as facilitators so the student are active in the
learning process. Then, in this process researcher will be change the paradigm
about teacher activities ( teacher centered) that dominant become student active
(student centered) that must dominant. So with the changed of learning style will
make the student become more appreciate .Thus, it makes student be Able learn
by Themselves with using module. They can learn anytime and anywhere
Independently. Concerning with the problems of learning above, the writer is
interested to conducting research with titled "The Implementation of
Cooperative Learning Model Student Team Achievement Division (STAD) Type by using Learning Module to Increase Student Achievement in Salt hydrolysis Topic".
1.2 The Identification Problems.
Based on the background Explained above, there are some problems are
identified to make the research be focused, they are:
1. Student still less understanding of concept in chemistry lecture, can see in score
that they have is low and not appropriate with Criteria Completeness Minimum
(KKM) standard.
2. Student still less understanding of concept learning process that can influenced
spirit in learning process because the motivation not optimal.
3. Teaching learning process always using conventional method, so must using
variation models in teaching learning process .
4. Student achievement in learning process and indicator to increasing quality of
5
1.3 The Problem Statement
The formulation of the problem in this research is:
1. Are the student learning outcomes that taught by Cooperative Learning model
Student Team Achievement Division (STAD) type that Integrated with Learning
Module is significant higher than student learning outcomes taught by Direct
Interaction Method that Integrated by using Module ?
2. How the effectiveness of student’s learning outcomes using Cooperative
Learning model Student Team Achievement Division (STAD) type that
integrated with Module compare with student learning outcomes taught by
Direct Interaction Method that Integrated by using Module on subject salt
hydrolysis ?
1.4 The Scope of the Study
Based on the scope of the problem that has been described above, seen so
many problems arise. Therefore, the discussion of issues that need to be examined
more focused issues.
1. In this research is limited to Senior High School chemistry class XI on the
subject salt hydrolysis.
2. To know the increasing of student achievement with Cooperative Learning
model Student Team Achievement Division (STAD) type Integrated with
Learning Module.
3. The topic of Salt hydrolysis : Including definition of salt hydrolysis, salt from a
strong acid and strong base, salt from weak acid and strong base, salt from
strong acid and weak base, salt from a weak acid and weak base, salt
hydrolysis in daily life.
1.5 The Objective of the Study The purpose of this research is:
1. To investigate the student learning outcomes that taught by Cooperative
6
Integrated with Learning Module higher than student learning outcomes taught
by Direct Interaction Method that Integrated by using Module media.
2. To investigate the effectiveness of student learning outcomes using Cooperative
Learning model Student Team Achievement Division (STAD) type that
integrated with Module compare with student learning outcomes taught by
Direct Interaction Method that Integrated by using Module media on the
subject salt hydrolysis.
1.6 The Significances on the Study
The expected benefits of this research are:
1. For student, as a source in learning so can increasing motivation , activity and
interest in learning activity.
2. For teacher, can improving the quality of teaching and learning process to make
it more attractive, effective, efficient, interactive in an effort to improve student
learning outcomes, particularly on the subject salt hydrolysis.
3. For researcher, as an information and reference materials, researchers who want
to study further about Cooperative Learning model Student Team Achievement
Division (STAD) Type by using media module in improving student learning
outcomes.
1.7 Operational Definition
1. Cooperative Learning Type (STAD) is cooperative learning students are placed
in learning teams consisting of 4-5 people. From Cooperative learning type
STAD from above, so can be understood that the type STAD cooperative
learning model applied to the student centered approach. And than this model
can change the paradigm about teacher centered become student centered.
( Isjoni,2009)
2. Direct Interaction is used to describe a lesson where the teacher has control.
Unfortunately, teachers and student teachers and students often mistake direct
7
3. Module is a learning material that can be used by students to learn
independently. Module will be Able to help student learn and understand about
topic of discussion. The advantage of module are the students can
concentration and do learning activities by themself, both under the guidance
or without a teacher guidance he students really become center point of
teaching and learning and so on.( Andi Prastowo,2011)
4. Learning outcome is the result if person has studied will happen new behavior
to that person, example from don’t know to be know, from don’t understand to
be understand. Learning outcomes that will be achieved by students can
influenced by many factors, such as business / learning activities that doing by
the students themselves and the circumstances that show business / student
activity at the time of study.( Oemar Hamalik, 2008)
5. Salt hydrolysis is Reaction between salt and water solvent so that the salt
solution becomes acidic, basic, or neutral. There are three of salt hydrolysis
reaction such as: Hydrolysis of salt of weak acids and strong base, Hydrolysis of
salt of strong acids and weak base, Salt hydrolysis of weak Acid and Weak base.(
51
CHAPTER V
CONCLUSION & SUGGESTION
1.1 CONCLUSION
Based on result of research, the conclusion is :
1. Student Learning Outcomes that taught by Cooperative Learning Model
Student Team Achievement Division (STAD) type that integrated with
learning module is significant higher than student learning outcomes taught
by Direct Interaction method that integrated by using module on subject salt
hydrolysis.
2. The effectiveness of increasing student learning outcomes in chemistry that
taught by Cooperative Learning Model Student Team Achievement Division
(STAD) type that integrated by using module is 68%, but effectiveness of
student learning outcomes that taught by Direct instruction method that
integrated by using module is 48% .
5.2. SUGGESTION
1. For teacher, can application Cooperative Learning Model Student Team
Achievement Division (STAD) type by using module as a alternative to
increasing student learning outcomes especially in chemistry lecture.
2. For other researcher, that will be doing research can using this research as
comprehend in increasing student learning outcomes of student especially
in chemistry lecture.
3. Cooperative Learning Model Student Team Achievement Division (STAD)
type can application in chemistry lecture because this model better than
Direct interaction method and can increasing effectively of student in
