THE EFFECT OF MIND MAP STRATEGY ON STUDENT LEARNING OUTCOME AT TOPIC SENSORY SYSTEM IN CLASS XI SMA
NEGERI 11 MEDAN ACADEMIC YEAR 2013/2014
By :
Astari Novita Siregar 4103342001
Bilingual Biology Education Study Program
THESIS
Submitted to Fulfill of The Requirement for The Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
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ACKNOWLEDGEMENT
Alhamdulillah, foremost writer would like to thank and express the praise to the Almighty God, Allah SWT for blessing hence writer is able to finish this thesis entitled “The Effect of Mind Map Strategy on Student Learning Outcome at Topic Sensory System in Class XI IPA SMA Negeri 11 Medan Academic Year 2013/2014” to fulfill one of the requirement for the degree of Sarjana Pendidikan in Biology Department, FMIPA Unimed.
The writer gratefully acknowledges the deepest gratitude to Prof. Dr.rer.nat Binari Manurung, M.Si as writer thesis supervisor who has generously spent precious time in giving the guidance, encouragement, comments, suggestions and constructive advice until this thesis comes to its present form. The enormous appreciation is addressed to Drs. Tri Harsono, M.Si, Dr. Hj. Fauziyah Harahap, M.Si, and Syarifuddin, M.Sc, Ph.D as the examiners for their criticisms and valuable advices. The writer would also like to thank Dr.rer.nat Binari Manurung, M.Si as the academic adviser. Thanks also extended to Drs. H.Tri Harsono, M.Si as the chairman of Biology Department, Mrs. Riche and Mr. Syamsuddin for administrative assistance, and all lecturers of Biology Bilingual Education Program. Special thanks are extended to the headmaster of SMA Negeri 11 Medan and Biology teachers who helping the writer during the research.
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Thanks to my friends in organization Community, BIOTA who has in the same struggle, whose have given me a cheerful and joyful togetherness. I’ll would never forget our happiness and sadness.
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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THE EFFECT OF MIND MAP STRATEGY ON STUDENT LEARNING OUTCOMES AT TOPIC SENSORY SYSTEM IN CLASS XI SMA
NEGERI 11 MEDAN ACADEMIC YEAR 2013/2014
Astari Novita Siregar (4103342001)
ABSTRACT
This study investigates the effect of Mind Map strategy on learning outcome of student at topic sensory system. The design adopted in the research was a quasi-experimental pretest and posttest method. The population of the study included all student class XI IPA SMA Negeri 11 Medan are 223. There were 2 classes chosen as the sample by applying purposive sampling technique. Those two classes are class XI IPA 5 that selected to be mind map class and XI IPA 6 students that selected to be without mind map class. The instrument used in this research was an objectives test that consist of 30 multiple choice questions that have been validated by validator. The result of hypothesis test for posttest showed that tcount = 4.28 > ttable = 2.383, P = 0.001 at the level significance of 0.01, means
that Ha was accepted and H0 was rejected. The average of student learning
outcome in mind map class was 73.95 while in without mind map class was 67.16. From the calculation of t-test obtained tcalculate > ttable (4.28 > 2.383). It
means Ho was rejected and Ha was accepted, that means mind map has a
significant effect on student learning outcome at topic sensory system in class XI IPA SMA Negeri 11 Medan academic year 2013/2014.
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CHAPTER III RESULT AND DISCUSSION
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4.2. Description of Research Data 36 4.2.1. Learning Outcome of Student in Pretest 36 4.2.2. Learning Outcome of Student in Posttest 37 4.3. Analysis of Research Data 38 4.3.1. Data Normality Test 38 4.3.2. Data Homogeneity Test 38 4.2.3. Test of Hypothesis 38
4.4. Discussion 39
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 41
5.2. Suggestion 41
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LIST OF TABLE
Table 2.1 Function of Part of The Eye 16
Table 3.1. Research Desigh 25
Table 3.2. Gratings of Test 28
Table 3.3. Index Classification of Test Validity 29
Table 3.4 The Classification Difficulty Index of Test 31
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LIST OF FIGURE
Figure 2.1. Human Brain 8
Figure 2.2. Example of Mind Map 11
Figure 2.3. Structure of Ear 16
Figure 2.4. Structure of Tongue 19
Figure 2.5. Structure of Skin 20
Figure 3.1. Scheme of Research Prosedure 27
Figure 4.1. Learning Outcome of Student in Pretest 36 Figure 4.2. Effect of Mind Map Strategy on Student Learning Outcome
in Sensory System Topic in Class XI SMA Negeri 11
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CHAPTER I
INTRODECTION
1.1. The Background of The Study
Education is one of important point in human life to survive in this world. Human Beings were given advantage by the Creator with a form of mind that no creature for others, to process the mind needed a pattern of education through in a learning process. In this globalization era, our government through the Department of Education evaluate out by following various types of International assess programs, such as Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA).
PISA assesses the extent to which 15-year-old students have acquired key knowledge andskills that are essential for full participation in modern societies. The assessment, which focuses on reading,mathematics, science and problem-solving, does not just ascertain whether students can reproduce what theyhave learned. In 2012, Indonesia still have low performances in mathematics, reading and science, it had been shown from the score that we got below on OECD average, where in reading get score 396 from 496 , mathematics 375 from 494 and in science 382 from 501 in average (Gurria,2013). In other hand, in TIMMS Indonesia also have low rating in mathematic and science. In 1999 Indonesia was at 34 of 38, in 2003 Indonesia was at 35 of 46 and in 2007 Indonesia was at 35 of 49 countries (litbang.kemendikbud.go.id.2013).
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materials and procedures are used together to inflict on students' learning outcome.
Learning is a process of creating a relationship between something (knowledge) that has been understood and something (knowledge) new. In line with Anthony Robbins statement in Trianto (2011) learning dimension contains several elements, namely: (1) the creation of a relationship, (2) something understood, and (3) something new. So in the meaning of learning here, not from something completely unknown (zero), but an association of two existing knowledge with new knowledge.
In learning process, learners within the same absorption preference are unique from one another. For example, visual learners may vary greatly on which visual techniques are effective for them. And for multi-mode learners, the score for each preference will determine how the student will layer techniques for optimal learning, whereas it can be influenced in student learning outcome(Jarmon,2011). Differences of student absorption as described above, learning process need a appropriate learning strategy and learning models is the answer.
Based on interviewed with Biology teacher in Senior High School 11 Medan,Mrs.Daryanti, obtained the data, the condition of student was low learning outcome of student at the learning materials in final exams in last semester. In other hand, the teacher never use mind map yet in learning process in the school and teacher generally implemented lecturing method for learning activity and using power point to support during learning activity.
In Biology learning, many students feel difficult in the study. It shown by interviewed with some student in Senior High School 11 Medan in observation that has been done in February,they said,Biology was an interestedsubject matter for them because Biology was one of the study that learn about life, but in other hands, some student feel uninterest because Biology has so many term that must remember, so many Greek that difficult to memorize.
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sciences, a lot of subject matter that was patterned structured and requiredmemorization. So to understand biology comprehensively,easy to remember,effective and efficient in any condition,need an easiest strategy to take place the information into brain. Base on reason above, mind map is an effective learning strategy that must be implemented in biology learning process because mind map has some excesses,there were draw attention to the eyes and brain so it make easier to concentrate when learning process, each of information has clear relation between one and each other,funny and not bored because used right brain such as picture and colors that have an unique pattern and easy to remember. That reason so appropriate with student characteristic where sometimes feel bored,difficult to concentrate during learning process,difficult to remember the subject matter that be taught by the teacher because they were so lazy to make a note.
Mind map help studentto learn information by forcing them to organize it and add images and color into it. These maps have been shown to lower extrinsic cognitive load because students’ are creating a two-dimensional space to tie in ideas and concepts that related together.Mind map allow students to create a visual image to enhance their learning. Using mind map also helps teacher vary their teaching methods which may be more likely to reach diverse learners(Jones,2012)
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Salomon & Perkinsstatements in Jones (2012) said, mind mapping activities require students to actively engage in their learning, connecting their prior knowledge to new information. When creating a mind map, a student frequently interacts with a textbook, notes from class, an instructor, classmate, or study group. Viewed from a sociocultural perspective, the student’s learning in all of these interaction would be mediated by a social agent: an individual, group, or a cultural tool such as a textbook or set of class notes.
Dhindsa and Kasim (2010) reported that the mean achievement scores for students who were taught science using a mind mapping technique in a learning environment were significantly higher than those who were taught using traditional teaching.
Mona and Khalick(2003) reported their research,
comparedtostudentswhodidnotusemindmapping,participantsintheexperimentalgro
Based on these statement, the research “The Effectof Mind Map Strategy on Student Learning Outcomeat Topic Sensory System in Class XISMA Negeri 11 Medan academic year 2013/2014 will be conducted”.
1.2.The Identification of The Problem
Based on the background above, that could be identify the problems, They are :
1. Learning process never use mind map
2. Student noted still ineffective
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1.3. The Scope of The Study
The scope of this research is will be limited tothe effect of mind map on student learning outcomelooking of cognitive aspect at Biology learning topic sensory system in Class XI IPA SMA Negeri11 Medan academic year 2013/2014 and ideally the control class implemented with another strategy.
1.4. The Formulation of The Problem
The formulation of the problem in this study, isthere an effect of mind map on student learning outcome at topic sensory system in Class XI IPA SMA Negeri11 Medan academic year 2013/2014.
1.5. The Objectike of The Study
The objective of this research is to know the effect of mind map on student learning outcomeat topic sensory system in Class XI IPA SMA Negeri11 Medan academic year 2013/2014
1.6.The Significance of The Study :
1. Help student to increase their skill in learning process effectively
2. Help student to get a good learning outcome by Mind map mediaat
topic sensory system
3. Add the experience and knowledge of researcher as a future teacher
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CHAPTER V
CONCLUSION AND SUGGESTION 5.1. Conclusion
Based on the result using mind map in teaching and learning sensory system topic in class XI in SMAN 11 Medan, It can be concluded that mind Map strategy has significant effect on student learning outcome.
5.2. Suggestion
Based onthe conclusion above, it’s recommended to :
1. Teacher should apply mind map strategy in teaching and learning sensory
system because mean score of student’ learning outcome was higher than using conventional method.
2.
Mind Map strategy has positive effect on student’s learning outcome, even42
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