THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD)
AIDED BY MACROMEDIA FLASH MEDIA TOWARD STUDENTS’ LEARNING OUTCOMES IN
ELECTRODYNAMICS TOPIC AT 1ST GRADE STUDENTS OF
SMA 5 BINJAI
By:
Gita Ravhani Anugrah Reg.Number: 409322017
Study Program: Physics Bilingual Education
THESIS
Submitted to Acquire Eligible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD)
AIDED BY MACROMEDIA FLASH MEDIA TOWARD STUDENTS’ LEARNING OUTCOMES IN
ELECTRODYNAMICS TOPIC AT 1ST GRADE STUDENTS OF
SMA 5 BINJAI
Gita Ravhani Anugrah (409322017) ABSTRACT
The purpose of this research was to see the effect of Cooperative Learning Model Type Student Teams Achievement Division (STAD) Aided by Macromedia Flash Media toward Students’ Learning Outcomes in Electrodynamics Topic at 1stgrade students of SMA 5 Binjai.
The research method was quasi experimental. The populations were all 1st grade students semester II that consist of 8 classes SMA 5 Binjai. The samples of this research conduct two classes and consist of 50 students, 25 from experiment class and 25 from control class and define by random cluster sampling.
PREFACE
The authors say the praise and gratitude to God Almighty, for all the graces and blessings that provide health and wisdom to the author that this study can be completed properly in accordance with the planned time.
Thesis entitled " The Effect of Cooperative Learning Model Type Student Teams Achievement Division (STAD) Aided by Macromedia Flash Media Toward Students’ Learning Outcomes In Electrodynamics Topic At 1st Grade Students Of SMA 5 Binjai", prepared to obtain a Bachelor's degree Physical Education, Faculty of Mathematics and Natural Science in State University of Medan.
On this occasion the authors like to thank Mr Drs. Makmur Sirait, M.Si as Thesis Advisor who has provided guidance and suggestions to the author since the beginning of the study until the completion of this thesis writing. Thanks also to Alkahfi Maas Siregar, M,Si., Prof.Dr. Sahyar, M.Si, M.M., and Dr. Derlina, M.Si who have provided input and suggestions from the research plan to complete the preparation of this thesis. Thanks also presented to Prof. Dr. Motlan Sirait, M.Sc., Ph.D., as the Academic Supervisor and also the entire Lecturer and Staff in Physics Department FMIPA UNIMED especially Sister Nana who have helped the author. Appreciation were also presented to Headmaster and all teacher in SMA 5 Binjai who have helped during this research.
My endless love is dedicated to my beloved family. A lot of thanks must be delivered to my beloved father, T. Budi Bangun and my mother, D Br.Tarigan. Thanks you very much for your love in my life and thanks for all the prayers that you pray to God for me.
Waruwu, Henriko Hutabarat, n Adek Muhammad), Dewi Situmoorang, Ribka Tambunan, Our Best “Comting” ( Pretti Tiur M Ambarita), Rika Yulia Fitri, Rita Situmorang, Janiar Satrini, Carolina Nainggolan, and Astrid P Harahap. For “PPL Sidikalang 2012” Dian, Nella, Debora, Vera, Juli, Ivo, Dewi, Epril, and Niko. Thanks you also for “Grace Small Group”, my beloved brother (Juara Adi Sirait), Debora, and Tionar Malau who always supported and prayed for me during I studied in Unimed. Also For all resident Sukaria 110 and Rela 112 (K’ Barbara, Nowen, Chrisna,K’Ribka, K’Sari, Miska, K’Keasy, K’ Fitri, Tari, Ema, Lydia, and Ester), and all My High School friends especially Irma Meirani Bangun. And for someone brought near by God to me Yefta V Marbun, thank to have helped and gave suppported during my research.
The author has endeavored to as much as possible in completing this thesis, but the author is aware there are many drawbacks in terms of both content and grammar, then the authors welcome any suggestions and constructive criticism from readers for this thesis perfectly. The author hope the contents of this paper would be useful in enriching the repertoire of knowledge.
Medan, July 2013 Author,
CONTENT
Page
Legitimating sheet i
Biography ii
Abstract iii
Preface iv
Content vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I 1
1.1 Background 1
1.2 Problem Identification 3
1.3 The Scope of Study 3
1.4 Problem Formulation 4
1.5 Objectives of the Study 4
1.6 Benefits of the Study 5
CHAPTER II 6
2.1 Theoretical Framework 6
2.1.1 The Meaning of Learning 6
2.1.2 Concept of Learning 6
2.1.3 Learning Process 7
2.1.4 Learning Outcomes 8
2.4.1.2 Affective Domain 10
2.4.1.3 Psychomotor Domain 12
2.1.5 Cooperative Learning Model Type STAD 12
2.1.5.1 Learning Model 12
2.1.5.2 Cooperative Learning Model 12
2.1.5.3 Cooperative Learning Model type STAD 13
2.1.5.4 Learning Steps of Cooperative type STAD 13
2.1.5.5 Advantages and Disadvantages Cooperative type STAD 14
2.1.6 Direct Instruction Model 15
2.1.6.1 Goals and Assumptions 15
2.1.6.2 Syntax 15
2.1.7 Instructional Media 17
2.1.7.1 Basic Concept of Media 17
2.1.7.2 Importance of Instructional Media 18
2.1.7.3 Media Selection Criteria 22
2.1.7.4 Computer as Instructional Media 23
2.1.7.4.1 Advantages and Limitations of Computer Based Learning Media 25
2.1.7.5 Macromedia Flash as Instructional Media 26
2.2 Conceptual Framework 27
2.3 Hypothesis 28
CHAPTER III 29
3.1 Location and Time of Research 29
3.2 Population and Sample of Research 29
3.2.1 Population of Research 29
3.2.2 Sample of Research 29
3.4 Type and Design of Research 29
3.4.1 Research Type 29
3.4.2 Research Design 30
3.5 The Research Procedure 31
3.6 Research Instrument 34
3.6.1 Instrument about Learning Outcomes 34
3.6.2 Observation 34
3.6.2.1 Observation in Affective Domain 35
3.6.2.2 Observation in Psychomotor Domain 36
3.6.3 Content Validity 38
3.7 Data Analysis Technique 38
3.7.1 Normality Test 38
3.7.2 Homogeneity Test 39
3.7.3 Hypothesis Test 40
CHAPTER IV 44
4.1 Result of Research 44
4.1.1 Students’ Learning Outcomes in Cognitive Domain 44
4.1.1.1 Pre-test Data of Experiment and Control Class 44
4.1.1.2. Post-test Data of Experimental and Control Class 45
4.1.2. Data Analysis 46
4.1.2.1 Normality Test 46
4.1.2.2. Homogeneity Test 47
4.1.2.3. Testing Hypothesis 47
4.1.3. Students’ Learning Outcomes in Affective Domain 48
4.1.4. Students’ Learning Outcomes in Psychomotor Domain 51
CHAPTER V 56
5.1 Conclusion 56
5.2 Suggestion 57
LIST OF TABLE
Page Table 2.1 Learning Steps of Cooperative Type STAD 14
Table 3.1 Two Group Pretest-Posttest Design 30
Table 3.2 Specifications of Learning Outcomes Test in 34 Electrodynamics Topic
Table 3.3 Scoring Guideline of Affective Domain in Experiment 35 Class
Table 3.4 Scoring Guideline of Affective Domain in Control Class 35
Table 3.5 Scoring Guideline of Psychomotor Domain in Experiment 36 Class
Table 3.5 Scoring Guideline of Psychomotor Domain in Control 37 Class
Table 3.6 Criterion of Affective and Psychomotor 38
Table 3.7 Observation of Students’ Affective in control class 28
Table 4.1 Frequency distribution of pretest result in Experiment 44 And Control Class
Table 4.2 Frequency distribution of Posttest result in Experiment 45 And Control Class
Table 4.3 Average Value, Standard Deviation, and Variance in 46 Control and Experiment Class
Table 4.4 The result of Normality Test in Experiment and Control 46 Class
Table 4.5 Conclusion of Homogeneity test result of the two class 47
Table 4.6 Conclusion of t test calculation 48
Table 4.7 Criterion of Affective Domain 49
Table 4.8 Observation result of affective domain in experiment 50 Class
Table 4.9 Observation result of affective domain in control class 50
Table 4.11 Criteria of Psychomotor Domain 51
Table 4.12 Observation result of psychomotor domain in 52 Experiment Class
Table 4.13 Observation result of psychomotor domain in 53 Control Class
LIST OF FIGURE
Page
Figure 2.1 Instructional and Nurturing Effects on Direct 17
Instruction Model
Figure 2.2 Cones Experience by Edgar Dale 20
Figure 3.1 Research Steps Design 33
Figure 4.1 Chart of Pre-test Result Experimental 45
and Control Class
Figure 4.2 Chart of Post-test Result in Experimental 46
and Control Class
Figure 4.3 Chart Affective Domain in Experiment and Control 51
Class
Figure 4.4 Chart Psychomotor Domain in Experiment and Control 53
Class
Figure 4.5 Chart Cognitive, Affective, and Psychomotor of 54
LIST OF APPENDIX
Page
Appendix 1 Lesson Plan-1 Experiment Class 61 Appendix 2 Lesson Plan-2 Experiment Class 74
Appendix 3 Lesson Plain-1 Control Class 86
Appendix 4 Lesson Plain-1 Control Class 94
Appendix 5 Work Sheet-1 102
Appendix 6 Work Sheet-2 108
Appendix 7 Test Prediction of Electrodynamics Topic 112
Appendix 8 Instruments Test 119
Appendix 9 Key Answer of Instrument Test 121
Appendix 10 Pretest Data Raw of Experiment Class 126 Appendix 11 Pretest Data Raw of Control Class 127
Appendix 12 Posttest Data Raw of Experiment Class 128 Appendix 13 Posttest Data Raw of Control Class 129 Appendix 14 Pretest Mark of Experiment and Control Class 130 Appendix 15 Posttest Mark of Experiment and Control Class 131 Appendix 16 Calculation of Average, Standard Deviation, and 132
Variances of Students’ Learning Outcomes
Appendix 17 Data Normality Test 138
Appendix 18 Homogeneity Test 143
Appendix 19 Testing Hypothesis 145
Appendix 21 Affective Assessment of Experiment Class 152 Appendix 22 Affective Assessment of Control Class 156 Appendix 23 Scoring Guideline of Psychomotor Observation 158 Appendix 24 Psychomotor Assessment of Experiment Class 160 Appendix 25 Psychomotor Assessment of Control Class 164 Appendix 26 List of Critical Value for Liliefors 168 Appendix 27 List of Percentil Value t Distribution 169 Appendix 28 Table Domain Range under Normal Curve 0 to z 170
Appendix 29 F distribution Value 171
CHAPTER I INTRODUCTION
1.1 Background
"Physic is the king of science". It is an appropriate expression for the
Physics. Physics is a branch of nature science that underlies the development of
advanced technologies and the concept of harmonious life with nature. Nowadays,
the rapid development in the field of information and communication technology
is affected by the findings in the field of material physics through the discovery of
microelectronic devices that are able to contain a lot of information in very small
size. As the study of nature phenomenon, Physics also gives a good lesson for
people to live harmoniously under the laws of nature. Management of natural
resources and environments as well as reducing the impact of natural disasters
will not run optimally without a good understanding of Physics.
At the level of High School, Physics is essential to be taught as a separated
subject with some considerations. First, beside providing science supplies to
students, Physics is designed as a vehicle to increase students’ thinking ability that
are useful for solving problems in daily life. Second, Physics must be taught for a
more specific purpose in order to equip the students with the knowledge,
understanding and a number of capabilities required to enter higher education and
develop science and technology. (BSNP: 2006). But, as the matter of fact, it
indicates that the Physics is considered as the most difficult subject among the
other subjects of nature science by the students.
The researcher has got the results of a preliminary study through the direct
observation by interviewing the teacher of Physics and distributing questionnaires
to students in High School 5 Binjai. From the test data that given by the physics
teacher, researcher found students’ learning outcomes in physics subject is low.
Based on the data, nearly 60% of students are not able to achieve Achievement
Minimum Criteria (EMC). Those results are not satisfactory, remember that
namely 67 for the 1stgrade. By distributing the questionnaires, the researcher has
known the facts of students’ difficulties in learning Physics. 66.7% of the students
admitted that they do not interest to study Physics and only 33.3% of the students
who admitted they interest to study Physics. After doing interview with one of
physics teacher in that school, researcher knows that at that school teacher use
conventional models such as lecture and question and answer, to teach physics.
So, activity of students along learns physics just sit attention to teacher’s
explanation, write, and answer teacher’s question.
The low outcomes of students in learning Physics are caused by many
factors, they are: a intensive curriculum, the material in the textbook deemed too
difficult to follow, the lack of media, the inadequate laboratories, the
inappropriate use of instructional media chosen by teachers, the less optimal
alignment of students themselves, or conventional way, where students are not
involved actively in the learning process and the class activity is largely
dominated by the teacher (Supardi: 2008).
From the various factors that cause the low students’ outcomes in learning
Physics, the writer is more to consider that the main factor that cause the low
quality of learning are inability of teachers choose appropriate learning model,
and make learning media that can interest students to learn physics.
Based on result of questioner in preliminary study about how to make how
to make physics more interesting to learn, 43,75% students choose option (d).
Physics must be practiced directly, 20.08% students choose option (a). Learning
in group and 16.67% students choose option (b).Using instructional media,
researcher thinks cooperative learning can solve the problem because in
cooperative learning students can transfer knowledge that they get in learning
each others.
One type of learning model that directs students to work together in a team
is Cooperative type Student Team Achievement Division (STAD). Cooperative
type STAD is a cooperative learning model that applied to face the ability of
students who heterogeneous by level of achievement, gender, and ethnicity. To
student more interest to learn physics. In this study, researcher chooses
macromedia flash as a media to deliver information in learning. Macromedia
Flash is one of FutureSplash animator that allows making animation on the
computer screen in displaying images visually and more creatively. The work of
this macromedia flash is by presenting animation visually in the form of text,
images and so on that can be animated as we desired, based on the concepts being
used. Through the application macromedia flash in this learning model, it is
expected to facilitate the students in expressing how they look the problem and
what the effect problem is.
Based on the background above, the researcher is interested to conduct research
entitled " The Effect of Cooperative Learning Model Type Student Teams Achievement Division (STAD) Aided by Macromedia Flash Media Toward Students’ Learning Outcomes In Electrodynamics Topic at 1st Grade Students of SMA 5 Binjai.”
1.2 Problem Identifications
Based on the background of the issues that have been described, the problem
can be identified that are relevant to this study as follows:
1. Students’ learning outcomes in physics subject is low.
2. Students not interest to learning physics.
3. Teacher use conventional methods (lecture, asking and answer) in teach
physics.
4. Lack of involvement and activity of students in the learning process.
5. Lack of use of instructional media.
1.3 The Scope of the Study
To make it easier to understand the problem as well as conducting research, it
is necessary to make problems limitation as following:
1. The topic that will teach is Electrodynamics using Cooperation Learning
Model Type Students Teams Achievement Divisions (STAD) aided by
2. Learning outcomes that will research in cognitive, affective, and
psychomotor (activity) aspect.
1.4 Problems Formulation
Based on the background above, problem identification and limitation of study
above, so the problem statements in this research are:
1. How the average score of students’ learning outcomes using Cooperation
Learning Model Type Students Teams Achievement Divisions (STAD)
aided by macromedia flash as a media on Electrodynamics topic at the 1st
grade students in SMA 5 Binjai?
2. How the average score observation result of students’ affective and
psychomotor domain in using Cooperation Learning Model Type Students
Teams Achievement Divisions (STAD) aided by macromedia flash as a
media on Electrodynamics topic at the 1stgrade students in SMA 5 Binjai?
3. Is there significant effect on students’ learning outcomes Cooperation
Learning Model Type Students Teams Achievement Divisions (STAD)
aided by macromedia flash as a media on Electrodynamics topic at the 1st
grade students in SMA 5 Binjai?
1.5 The Objective of the Study
Based on the problem of study above so the objectives that will be
achieved in this research are:
1. To know the average value of students’ learning outcomes of using
cooperative type STAD aided by macromedia flash as a media in
Electrodynamics topic at the 1stgrade students in High School 5 Binjai.
2. To know the students’ activity of using cooperative type STAD aided by
macromedia flash as a media in Electrodynamics topic at the 1st grade
students in High School 5 Binjai.
3. To know the significant effect of students’ learning outcomes using
cooperative type STAD aided by macromedia flash as a media in
1.6 The Benefit of the Study
For School : Can give a good contribution in order to improve the learning process and improve the quality of schools by increasing student
achievement and teacher professionalism.
For teacher : As a consideration in selecting media in learning physics. For students : Students are more motivated to learn physics, because the
abstract concepts of physics can be more real through cooperative type STAD
aided by macromedia flash. So that learning process becomes more
interesting and more attractive to increase students’ understanding.
For researcher : As a description to implement a more effective learning model and media that can be used as a reference in order to serve in the world
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BIOGRAPHY
Gita Ravhani Anugrah, was born in Medan on June 21, 1991. Father
named T.Budi Bangun and mother named Dina Br. Tarigan, and she is the first
daughter of one children. In 1997, the authors entered Primary School Tunas
Kartika 1-5 Medan and graduated in 2003. In 2003, the authors continue her
education in State Junior High School 1 Sei Bingai and graduated in 2006. In
2006, the authors continue her education to State Senior High School 1 Kuala and
graduated in 2009. In 2009, the author accepted in Physical Education Studies
Program in Department of Physics, Faculty of Mathematics and Science in State
