THE DEVELOPMENT OF COMPUTER-BASED LEARNING MEDIA AND ITS EFFECT ON LEARNING OUTCOME IN INTERACTIONS
IN ECOSYSTEM TOPIC FOR GRADE VII SMP NEGERI 3 MEDAN ACADEMIC YEAR 2013/2014
By :
Melanie Putri Harahap SID. 4103342020 Biology Bilingual Education
THESIS
Submitted to fulfill the requirement for degree Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY MATHEMATIC AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
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THE DEVELOPMENT OF COMPUTER-BASED LEARNING MEDIA AND ITS EFFECT ON LEARNING OUTCOME IN INTERACTIONS
IN ECOSYSTEM TOPIC FOR GRADE VII SMP NEGERI 3 MEDAN ACADEMIC YEAR 2013/2014
MELANIE PUTRI HARAHAP (4103342020)
ABSTRACT
The aim of this study was to develop computer-based learning media in order to overcome the difficulties of students in understanding interaction in ecosystem topic and to know the effect of the learning media on learning outcome of students. This study was consisted of two stages. The first stage was developmental stage of learning media which has followed by validation process in order to get the feasibility on material and media aspect using questionnaire. Validation result showed that all of assessment aspect had been very good category. The aspect of assessment that valued by material expert were material, readability, and media program interaction; by media expert were navigation button, grafity, readability, and media program interaction; by small group testing were navigation button, grafity, readability, media program interaction, material and usage; by big group testing were material, grafity and usage. The second stage was implementation stage to see the effect of learning media on learning outcome of students. Population was all of grade VII students of SMP Negeri 3 Medan. Sample was consist of two classes which taken with cluster random sampling technique. Based on the calculation of t-test, tcount = 6.555> ttable = 2.405 at the level significance of 0.01, means that Ha is accepted and H0 is rejected. Based on the result, it can be conclude that there is an effect of computer-based learning media on students’ learning outcome. Overall, computer-based learning media gave good effect to students’ learning outcome in interaction in ecosystem topic for grade VII SMP Negeri 3 Medan academic year 2013/2014.
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ACKNOWLEDGEMENT
Alhamdulillahirabbilalamin, the deepest thank and praise the writer prayed
to the Almighty God, Allah SWT for blessing hence writer is able to finish this thesis entitled “The Development of Computer-based Learning Media and its Effect on Learning Outcome in Interactions in Ecosystem Topic for Grade VII SMP Negeri 3 Academic Year 2013/2014” to fulfill one of the requirement for the degree of Sarjana Pendidikan in Biology Department, FMIPA Unimed.
The writer gratefully acknowledgement the deepest gratitude to Prof. Dr.
Herbert Sipahutar, MS, M.Sc, as writer thesis supervisor who has generously
spent precious time in giving the guidance, encouragement, comments and
suggestions until this thesis comes to its present form. The enormous appreciation
is addressed to Prof. Dr.rer.nat. Binari Manurung, M.Si., Dr. Fauziyah Harahap,
M.Si., and Drs. Tri Harsono, M.Si as the examiners for their criticisms and
valuable advices. The writer would also like to thank Nusyirwan, M.Sias the
academic adviser. The writer would also like to thank all lectures of Biology
Bilingual Education Program. Special thanks are extended to Nurhalimah Sibuea,
S.Pd, M.Pd., as the headmaster of SMP Negeri 3 Medan and Biology Teachers
who helping the writer during the research and also to Salamah, M.Pd, as my „second mother‟ who had given advise, guidance, motivation and the valuable knowledge to the writer during PPLT (Program Pengalaman Lapangan Terpadu).
Finally, the writer deeply gratitude and forever indebted to the most lovely
parents in the world, Rundingan Harahap and Nurasyiah Siregar, S.Pd., for the
genes, endless love, unfailing support, encouragement throughout the entire life.
The writer also thank to the lovely sister Rini Syahfitri Harahap, S.Pd., also the
lovely brothers Muhammad Rifai Harahap, Andika Putra Harahap, and
Muhammad Arif Ramadan Harahap for being the solid siblings. For Dian
Arisandy EP and Mizanina Adlini, thank you for being my „real family‟ and my
discussion partner in every scientific research that I have done. Lucky to have
amazing and friends in Biology Bilingual‟10 for togetherness during my study,
and especially: Chairany, Frendy, Nanda, Maya and my BKB -Vita, Fika, Rully,
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friends. Thanks for unforgettable moment. Sincerest gratitude for BIOTA (Biologi
Pecinta Alam), the organizations that have built my character to be more survive
and competitive. Thank all the people who helping and supporting the writer in
any other way.
May Allah reward all those who have contributed in the completion of this
thesis. Hopefully, this thesis will be beneficial to contribute ideas in education.
Medan, July 2014 Writer,
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TABLE OF CONTENT
Pages
Approval Sheet i
Biography ii
Abstract iii
Acknowledgement iv
Table of Content vi
List of Figures ix
List of Tables x
List of Appendix xi
CHAPTER I INTRODUCTION
1.1.Background 1
1.2.Problem identification 3
1.3.Problem Scope 4
1.4.Research Question 4
1.5.Research Objective 4
1.6.Significances of Research 5
CHAPTER II LITERATURE REVIEW
2.1.Understanding of Learning 6
2.1.1. Learning Concept 6
2.1.2. Learning Outcome 6
2.2. Learning Media 8
2.2.1. The Definition of Learning Media 8
2.2.2. The kinds of Learning Media 9
2.2.3. The Function of Learning Media 10
2.2.4. Computer as Interactive Learning Media 10 2.2.5. Computer Assisted Instruction (CAI) 11 2.2.5.1. Definition of Computer Assisted Instruction 11 2.2.5.2. Importance of Computer Assisted Instruction in Learning 12 2.2.5.3. Limitation of Computer Assisted Instruction 13
2.2.5.4. Development of CAI 13
2.2.6. Softwares that support Learning Media 14
2.2.6.1. Macromedia Flash 14
2.2.6.2. Camtasia Studio 6.0 15
2.2.6.3. Quiz Creator 15
2.2.7. Theory of Media Development 15
2.3. Interactions in Ecosysten 17
2.4. Conceptual Framework 22
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Pages
CHAPTER III RESEARCH METHODOLOGY
3.1. Learning Media Development 24
3.1.1. Preparation Stage 24
3.1.2. Developmental Stage 24
3.1.3. Evaluation Stage 30
3.2.Implementation Stage 31
3.2.1. Location and Time31
3.2.2. Population and Sample 31
3.2.2.1.Population 31
3.2.2.2. Sample 31
3.2.3. Variables 31
3.2.4. Instrument 32
3.2.5. Study Design 33
3.2.6. Classroom Implementation 34
3.2.7. Instrument Testing 36
3.2.7.1. Validity 37
3.2.7.2.Reliability 37
3.2.7.3. Item Difficulty 38
3.2.7.4. Item Discriminant 39
3.3. Data Analysis of Students Learning Outcome 39
3.3.1. Normality Test 39
3.3.2. Homogenity Test 40
3.3.3. Hypothesis Testing 40
CHAPTER IV RESULT AND DISCUSSION
4.1. Result 41
4.1.1. Learning Media Development Result 41
4.1.1.1. Validation Process of Computer-based Learning Media 42 4.1.1.1.1. Validation Result by Media Expert and Content Expert 42 4.1.1.1.2. Assessment Score by Small Group Testing 47 4.1.1.1.3. Assessment Score by Big Group Testing 49
4.1.2. Implementation Result 50
4.1.2.1. Instrument Testing Result 50
4.1.2.2. Student’s Learning Outcome Result 51
4.1.2.2.1. Description of Research Data 51
4.1.2.2.2. Requirement Test of Learning Outcome Analysis 52
4.1.2.2.3. Research Findings 53
4.2. Discussion 54
4.2.1. Learning Media Development 54
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Pages
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1. Conclusion 58
5.2. Recommendation 58
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LIST OF FIGURE
Pages
Figure 2.1. Cone of Experience by Edgar Dale 10
Figure 2.2. Dick and Carey Model 16
Figure 2.3. Food Chain 20
Figure 2.4. Food Webs 21
Figure 2.5. Food Pyramids 21
Figure 3.1. Design Computer-based Learning Media 25
Figure 3.2. Macromedia Flash View 28
Figure 3.3. Chart of the Implementation Phase 36
Figure 4.1. CAI-based learning media assessment by media expert 43
Figure 4.2. CAI-based learning media assessment by material expert 43
Figure 4.3. Display of revision by media expert and material expert 46
Figure 4.4. CAI-based learning media assessment by 2 teachers 47
Figure 4.5. CAI-based learning media assessment by 2 students 48
Figure 4.6. Display of revision by small group testing 48
Figure 4.7. CAI-based learning media assessment by Big Group Testing 49
Figure 4.8. The effect of Computer-based learning media on learning
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LIST OF TABLE
Pages
Table 2.1. The Cognitive Domain 7
Table 3.1. Percentage criteria for indicators 31
Table 3.2. Multiple Choice for Instrument 32
Table 3.3. Study Design 33
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LIST OF APPENDIX
Pages
Appendix 1 Syllabus 63
Appendix 2 Lesson Plan for Experiment class 65
Appendix 3 Lesson Plan for Control Class 75
Appendix 4 Test Instrument 84
Appendix 5 Questionnaire and Validation Instrument of Media 90
Appendix 6 Computer-based learning media display 102
Appendix 7 Validation of Media by Media Expert 114
Appendix 8 Validation of Media by Material Expert 116
Appendix 9 Validation of Media by Media by Biology Teachers 118
Appendix 10 Validation of Media by Junior High School Students 121
Appendix 11 Validation of Media by Big Group Testing 123
Appendix 12 Calculation of Test Instrument 125
Appendix 13 Validity and Reliability of Test Instrument 131
Appendix 14 Table of Item Discriminant 132
Appendix 15 Result of Research Data 133
Appendix 16 Calculation of Normality Test 136
Appendix 17 Calculation of Homogeneity Test 138
Appendix 18 Hypothesis Testing 140
Appendix 19 Product Moment Table 143
Appendix 20 Liliefors Table 144
Appendix 21 F-distribution Table 145
Appendix 22 Table of t Distribution Value 148
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CHAPTER I
INTRODUCTION
1.1. Background of Problem
Learning is acquiring or getting knowledge, skill, or attitude. Learning is
also relatively permanent change in a behavioural tendency and it is the result of
reinforced practice by study and experience (Brown, 2000). Therefore, the
learning process can be happened every time and everywhere.
To achieve a succesful learning process teachers are required to be able to
choose and use correctly instructional media in accordance with the teaching
materials. The selection of instructional media should stimulate the senses of
sight, hearing or smell, or suitability with the hierarchy level of learning.
Approximately 90% information obtained through eyes (sight) and only about 5%
is obtained through ears (hearing), while 5% again with other senses (Arsyad,
2007). Succes or failure depends on the learning process of how teacher organize
learning system that refers to the techniques, methods, and media appropriate to
the subject material presented to students.
Based on the observation in SMP Negeri 3 Medan, researcher find the
serious fact on student’s learning outcome inecosystem. Based on data from
biology teacher in academic year 2012/2013, result could be seen from the daily
test of students VII-B which had Number of students that didn’t reach minimum
criteria of completeness for daily test of ecosystem is about 54%, in addition to
Semester-test which had average score 62 on a scale of 100. It indicates that the
learning outcomes are still below of minimum completion (KKM) which is 70.
Teachers serve as the only one source of information so that learning activities
take place in one direction only. Based on the interview with the Biology teacher
stated that this topic is very wide, so the students cannot understand all of the
materials thoroughly especially in interactions in ecosystem lesson.
(R.Sinaga,personal communication).
Out of several is the lack of instructional media used by biology teacher.
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feel bored and the learning process is monoton and less attractive.Students do
not understood the concept due to ineffective teaching in the classroom. In
fact, if viewed from the definition of the learning process is in essence a process
of communication, namely the process of delivering a message from the message
source to the receiver of the message through the media. Teachers also never
utilize multimedia room as a place for learning activity.
This problem is not only a regional problem, but also a global problem.
Pfundt & Duit (2002) in Germany shown that students display difficulty in
understanding essential ecological concept such as food chain and food web
because they contain complex and interrelated concept even concerning the basic
scientific content related to biological environment. The availability of
Computer-based learning media in the market especially in interactions in ecosystem also
limited. Media that already existing are often less relevant and less
communicative so that students still had not fully to understand the subject matter.
For there is need for design of interactive media that makes students participated
in learning biology. Most of the instructional media in the market only in the form
of games/exercise and not pay attention to compliance with the competency
standards used. Some learning media in the market didn’t include indicator as a
benchmark of students learning outcome. Learning media were developed by
teacher may optimize mastery of the material by the student. Moreover, it can also
enhance the creativity and innovation capabilities to produce professional teachers
of teachers.
Based on a need analysis, it needs alternative media that can attract
students in studying biology especially in interaction in ecosystem topic. In order
to provide optimal contribution of media to the students learning outcome, the
media and technology should be integrated into students’ learning outcome. One
of the alternative media that will be developed is CAI-based learning
media.CAI-based learning media of Biology subject on ecosystem are built to provide
facilities in the delivery of course material by providing a medium of
learning more interesting, attractive and easy to understand (Windi,
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Teacher’s ability, expertise,experience, attitude and delivery pedagogy will
definitely help in designing the useful content for their respective courses.
Learning media is considered to be an important area and will continue as
important learning platform in near future especially in skill based learning
programs (Nazir, 2012). Moreover, Chaudari (2013) says that Computer assisted
Instruction (CAI) is a supplementary instructional strategy in effective
teaching,This may help teachers in organizing meaningful teaching learning
experiences and adopt innovative methods and approaches in teaching.In the
context of education, one could suggest that Macromedia Flash is an open canvas
where teachers create the contentthat contain animations, graphics, text and sound.
This means producing interactive, engaging and pedagogical resources for
students. Therefore, the media development using Macromedia Flash animation
will be made with the narrative. It aims to achieve the expected learning
objectives. The Development of CAI-based learning media using macromedia
flash software with expecting can be improving student learning outcome, in
accordance with the context around the lives of student. In SMP Negeri 3 Medan,
Learning by CAI-based learning media using macromedia flash software was
never implemented yet. CAI-based learning media expected to help students to
understand interaction in ecosystem topic and improving students’ learning
outcome.
From the background above, so the research about “The development of
Computer-based learning media and its effect on learning outcome in interaction
in ecosystem topic for grade VII SMP Negeri 3 Medan Acedemic Year
2013/2014”.
1.2. Problem Identification
Based on the backgorund above, then the problem identifications of this
proposal as follows :
1. Number of students that didn’t reach minimum criteria of completeness for
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2. The using of Macromedia flash as Computer-based learning media had
never been implemented yet.
3. There is no variation of learning strategy so that students become bored
and less excited.
4. Teachers always have difficulties to prepare interactive media in teaching
and learning process.
1.3. Problem Scope
1. The developing and implementation CAI-based learning media using
macromedia flash on interactions in ecosystem topic grade VII SMP
Negeri 3 Medan Academic year 2013/2014.
2. Effect of student’s learning outcome between students that taught with
CAI-based learning media using macromedia flash and without CAI-based
learning media on interactions in ecosystem topic grade VII SMP Negeri 3
Medan Academic year 2013/2014.
1.4. Research Questions
In Accordance with the issues that have been stated, than the problem can
be formulated:
1. How the quality of CAI-based learning media using macromedia flash in
Interactions in ecosystem topic for grade VII SMP Negeri 3 Medan
academic year 2013/2014?
2. Is there any effect of CAI-based learning media using macromedia flash
on student’s learning outcome in interactions in ecosystem topic for grade VII SMP Negeri 3 Medan academic year 2013/2014?
1.5. Research Objectives
1. To Develop and know the quality of CAI-based learning media using
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ecosystem topic for grade VII SMP Negeri 3 Medan academic year
2013/2014
2. To know the effect of CAI-based learning media on student’s learning
outcome in interaction in ecosystem topic for grade VII SMP Negeri 3
Medan academic year 2013/2014
1.6. Significance of Research
1. For teachers, they can enhance the innovative learning instructional by
using interactive media on teaching and learning process in classroom.
2. For Students, they can understand the subject especially in interactions in
ecosystem topic and may have a good learning outcome in biology.
3. For researcher, especially myself as the teacher candidate can apply the
using of interactive media in the teaching and learning process if I had
become a teacher.
4. As an Idea donation for the next researcher and it can be useful in
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CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
Based on the objectives, result and discussion of development and
implementing CAI-based learning media in interactions in ecosystem topic for
grade VII previously stated, it can be concluded as follows:
1. The percentage of media assessment achieved 100% for navigation button
effectiveness; 90.9% for grafity aspect; 96.4% for readability aspect and for
interaction in media program were achieved 95.83%. The percentage of
content assessment achieved 89.28% for material aspect; 92.85% for
readability aspect; and 95.83% for interaction in media program. Small group
testing validation involved two students got the average percentage was
90.62% for content; 91.66% for grafity; 87,5% for usage aspect, and two
teachers got the average percentage was 100% for navigation button; 87.5%
for grafity; 91.7% for readability; 97.91 for interaction in media program, and
92.85% for material aspect. The overall validation belong to very good
category and suitable to the implemented during teaching and learning.
2. There is an effect of CAI-based learning media on students’ learning outcome
in interactions in ecosystem topic for grade VII SMP Negeri 3 Medan
Academic Year 2013/2014. Learning outcome of students in experimental
class that taught with CAI-based learning media showed better result than
students in control class that taught with handbook media.
5.2. Recommendation
Based on the result and conclusion above, it can be proposed some
recommendations as follows:
1. For students, CAI-based learning media can be used to improve learning
outcome of students caused its systematic and attractive performance that
able to interest and stimulate students to learn independently then students are
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2. For teachers, CAI-based learning media can be used as innovative learning
media to improve students’ learning outcome.
3. For researcher as prospective teacher in the next future, the result of this
study can be used as information source and feedback to increase information
and knowledge about the benefit of using CAI-based learning media in
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BIOGRAPHY
Melanie Putri Harahap was born in Medan on 21st September 1992, the
second daughter of Rundingan Harahap and Nurasyiah Siregar, S.Pd. In 1997, the
writer started her first educational experience in TK Bidayatul Hidayah Medan. In
1998, the writer entered to SDN 060910 Medan and finished in 2004. In 2004, the
writer continued her study in SMPN 6 Medan and finished in 2007. In 2007, the
writer continued her study in SMAN 14 Medan and graduated in 2010. In 2010,
the writer was registered in Biology Bilingual Education Program, Biology
Department, Faculty of Mathematics and Natural Science, Universitas Negeri
Medan. During following study in university, the writer was become the member
of BIOTA organization. Besides, the writer was laboratory assistant in
Experimental of Lower Animal Taxonomy, Experimental of Higher Plant
