THE COMPARISON OF STUDENTS ACHIEVEMENT THROUGH ASSURE LEARNING MODEL BY USING FLASH BETWEEN INDIVIDUALLY AND IN GROUP ON PYTHAGOREAN THEOREM TOPIC AT GRADE VIII SMP NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2012/2013.

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THE COMPARISON OF STUDENT’S ACHIEVEMENT THROUGH ASSURE LEARNING MODEL BY USING FLASH BETWEEN

INDIVIDUALLY AND IN GROUP ON PYTHAGOREAN THEOREM TOPIC AT GRADE VIII SMP NEGERI 1

TEBING TINGGI ACADEMIC YEAR 2012/2013

By :

Farah Diba NIM. 408111050 Mathematics Education

A THESIS

Submitted of Fullfill the Requirement for Degree of Sarjana Pendidikan

MATHEMATICS DEPARTMENT

FACULTY OF MATHEMATICS AND SCIENCE MEDAN STATE UNIVERSITY

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ACKNOWLEDGEMENT

Firstly I would like to thank to ALLAH ALMIGHTY for giving me the audacity, sanctioning me with acquaintance and confidence to finish this thesis.

In this chance I want to owe my deepest and profound gratitude to my thesis advisor Mr. Drs. Parapat Gultom, MSIE, Ph.D who guided and gave me advices from the beginning until the end of writing process of this thesis. And I want to extend gratitude to Drs. Amin Fauzi, M.Pd, Dr. Edi Syahputra, M.Pd, Dr. E. Elvis Napitupulu, MS as my examiner who given me advices in this thesis writing process.

Thanks to Drs. H. Banjarnahor, M.Pd as my academic advisor who has given me suggestions and advices along study in State University of Medan. Thanks to Prof. Dr. Ibnu Hajar, M.Si as head of Medan State University, Prof.Drs.Motlan, M.Sc, Ph.D as Dean of Faculty of Mathematics and Science, Prof.Dr. Mukhtar, M.Pd as Head of Mathematics Department, Drs. Syafari, M.Pd as Head of Mathematics Education Program, Prof.Dr. Herbet Sipahutar,M.S,M.Sc as Coordinator of Bilingual Program, and for all lecturers and staff in Faculty of Mathematics and Science, State University of Medan.

Thanks to Drs. H. Adrul as the Principle of SMP Negeri 1 Tebing Tinggi that given chance to me to do the research, Mr. Purnawanto, S.Pd, M.Si, Mr. Saheri, S.Pd, Mrs. Rita, S.Pd as mathematics teachers and all the treachers in SMP Negeri 1 Tebing Tinggi who helped me when the research is held.

The special gratitude I want to deliver to my lovely parents,my mother and my father that given me a lot of love, pray, motivation and spirit to finished my study in State University of Medan. Thanks to my brother, Reza Pahlevy, SH, M. Rasyid Ridha, SS and Abdul Kadir Jailani for the motivation and spirit that given to me.

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last, I want to say thanks to my lodge friends (Tusam Family) when I had practical teaching program in SMP Negeri 1 Tebing Tinggi.

I realized that there are still many weakness in contents and grammar in this thesis, so I received tha critics and advices from the reader that can make this thesis better. I hope this thesis can be useful in education world.

Medan, January 2013 Writer,

Farah Diba

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THE COMPARISON OF STUDENTS’ ACHIEVEMENT THROUGH

ASSURE LEARNING MODEL BY USING FLASH BETWEEN INDIVIDUALLY AND IN GROUP ON PYTHAGOREAN

THEOREM TOPIC AT GRADE VIII SMP NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2012/2013

Abstract

Research was carried out at SMP Negeri 1 Tebing Tinggi which the aims to determine whether the students’ achievement through ASSURE learning model using flash in group is higher than student’s achievement through ASSURE learning model using flash individually in grade VIII SMP Negeri 1 Tebing Tinggi on the Phytagorean Theorem topic. The type of this research was experimental research by provided treatment to both of research sample. The population in this sample was grade VIII SMP Negeri 1 Tebing Tinggi that consists of 9 classes with an average of 28 students. The samples were taken two classes that are determined by random sampling techniques,namely the experiment class I consist of 27 students and experiment class II consist of 27 students.

Instrument that used in this study was in the form of essay test as much as 5 items that have tested valid and reliable. Before testing the hypothesis, the data was tested for normality and homogeneity test.normality test used Chi-Square formula and homogeneity test used the F-test. From the results of test, it concluded that both samples were normally distributed and homogenous. The hypothesis in this study were tested using t-test.

The results of research show that students’ achievement in learning by using ASSURE learning model using flash individually had average of pre-test 64.4, the average of post-test 81.1 and 0.50 for the normalyzed gain . For ASSURE learning model using flash in group the average of pre-test 48.1, the average of post-test 80.5 and 0.69 for the normalyzed gain.

Statistically by use t-test concluded that students’ achievement through ASSURE learning model using flash in group is higher than ASSURE learning model using flash individually on Pythagorean Theorem topic at Grade VIII SMP Negeri 1 Tebing Tinggi. It can be seen t value obtained from calculation of the t-test statistic through two-way t-testing at 2.66 where t table for N = 27 and α = 2.5% was 2.06.

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TABLE LIST

Table 3.1 Design of Research 30

Table 4.1 Data of Pre-test mark Experiment Class I and Experiment Class II

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Table 4.2 Data of Post-test mark Experiment Class I and Experiment Class II

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Table 4.3 Normality Test Results Summary of Learning Outcomes Data by Chi-Square

41

Table 4.4 Homogeneity test Result 42 Table 4.5 T-test for Hypothesis 43 Table 4.6 Advantages and Disadvantages of ASSURE Learning Model

using Flash Individually

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Table 4.7 Advantages and Disadvantages of ASSURE Learning Model using Flash in Group

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FIGURE LIST

Figure 2.1 Revised of Taxonomy Bloom 19 Figure 2.2 Font View of Macromedia Flash 8 21

Figure 2.3 Pythagorean Theorem 24

Figure 2.4 Right Triangle 25

Figure 2.5 Pythagorean Theorem Proof 25

Figure 2.6 ABC 26

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APPENDIX LIST

Page Appendix 1 Lesson Plan for Experiment Class I 51 Appendix 2 Lesson Plan for Experiment Class II 59

Appendix 3 Pre-Test 68

Appendix 4 Blueprint of Pre-Test 69

Appendix 5 Rubric of Pre-Test 70

Appendix 6 Post-Test 72

Appendix 7 Blueprint of Post-Test 73

Appendix 8 Rubric of Post-Test 74

Appendix 9 Assessment I (For Experiment I Class) 76 Appendix 10 Assessment II (For Experiment I Class) 78 Appendix 11 Assessment I (For Experiment II Class) 79 Appendix 12 Assessment II (For Experiment II Class) 80 Appendix 13 Assessment I Rubric (For Experiment I Class) 81 Appendix 14 Assessment II Rubric (For Experiment I Class) 82 Appendix 15 Validator Evaluation Sheet 83 Appendix 16 Rating Scale Observation Test 88 Appendix 17 Assessment I Rubric (For Experiment II Class) 89 Appendix 18 Assessment II Rubric (For Experiment II Class) 90

Appendix 19 Validity Test 91

Appendix 20 Reliability Test 93

Appendix 21 Pre-Test Analysis 95

Appendix 22 Post-Test Analysis 98

Appendix 23 Normality Test of Pre-Test Data 101 Appendix 24 Homogeneity Test For Pre-test 103 Appendix 25 Normality Test of Post-Test Data 105 Appendix 24 Homogeneity Test For Post-test 107

Appendix 25 Hypothesis Test 109

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CHAPTER I INTRODUCTION

1.1Background

With the rapid and extensive development of science and technology that virtually covered all aspects of human life, currently almost no aspect of human life that is untouched by technological advances that require humans to more progress in life such that education has an important role in following the development of science.

Education is the way to develop the mentality of nation life that appropriate with the fourth paragraph of preamble of Undang-Undang Dasar 1945, also to get the goal of national education. Undang-Undang No. 20 Tahun 2003 about National Education System that give priority to decentralization of education have been give the big chance for education development, include the development of learning media that used. In learning process, media has the important part. Because media can be a bridge between teacher’s explanations to the student’s comprehension when the subject matter can’t be explained only verbally. Complexity of the subject matter to be presented to the students can be simplified by using media.

According to the original observation result that has done by the researcher in Grade VIII SMP Negeri 1 Tebing Tinggi Academic Year 2011 / 2012, there are several Grade VIII mathematics teachers in the school that still teaching by using conventional learning model with white board media as long as the learning process. It can be build the condition where the students assume that mathematics is the bore lesson and difficult to understand. The difficultness to understand the matter causes the learning achievement of student in grade VIII become far form that expected. According to Mr. Saheri, one of teacher who taught mathematics in grade VIII, the mathematics learning achievement of students in grade VIII in 2011 are still very low with average grades for mathematics class is 55-60.

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study thought; there is the change of learning media that used by the teacher such that learning process is more attractive for the students. It expected can increase the learning outcome of the students.

Actually, there are so many media that can be used in learning process. One of them is macromedia flash. Macromedia flash is one of media that has the features that provide the required to create animation and presents the dynamic and communicative animations. By using macromedia flash we can present an animation that can increase the interest and creativity of students in following the learning activity. Besides that, it is expected to facilitate students’ comprehension of the concept of a subject matter.

ASSURE Model developed by Sharon Smaldino, Robert Henich, James Russell and Michael Molenda in the book "Instructional Technology and Media for Learning". Learning design model is an abbreviation of the components or steps contained therein, namely:

A: Analyze learner characteristics S: State performance objective

S: Select methods, media and materials U: Utilize materials

R: Requires learner participation E: Evaluation and revision

This learning model is more oriented to the use of media and technology in creating the learning process and the desired activity. Utilization ASSURE instructional design model needs to be done stage by stage (systematic) and comprehensive (holistic) in order to deliver optimal results, namely the creation of successful learning.

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Information that obtained from interview with Mr. Saheri, also states that the Pythagorean Theorem is still one of the subject which is considered difficult for students and resulted in low yields of their learning. Still a lot of students have difficulty in understanding about Pythagorean Theorem especially about how to determine the hypotenuse of a right triangle such that the students find the difficultness in solving the problems that related to the Pythagorean Theorem. By using ASSURE learning model cooperatively with flash as the media is expected to provide a positive influence on student learning achievement, especially in Pythagorean Theorem.

In the presence of this learning media for the proper subjects of Mathematics is used as research tools. Macromedia flash is expected to assist teachers in explaining the subject matter, so that teachers can implement interactive learning. Such that students will be better understand and appreciate the subject matter given by the teacher. This is what forms the background the author in effort to conduct the research entitled: The Comparison of Student’s Achievement Through ASSURE Learning Model By Using Macromedia Flash Individually and in Group on Pythagorean Theorem Topic in Grade VIII SMP Negeri 1 Tebing Tinggi Academic Year 2012/2013.

1.2Problem Identification

From the background above, the existing problems can be identified as follows:

1. There is a possibility of differences in student learning achievement in the presence of differences between ASSURE teaching model by using flash that learned in group and individually.

2. Lack of student interest in learning math.

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1.3Limitation Problem

This research is focused on:

1. Mathematics learning achievement of students in this research was limited on the learning outcome after learning process in Pythagorean Theorem matter.

2. The subject matter is presented trough a presentation slide by using animation with flash.

1.4Problem Formulation

According to background and limitation problem that explained above, then the problem formulation in this research is:

1. Is the student’s achievement through ASSURE learning model using flash in group higher than student’s achievement through ASSURE learning model using flash individually in grade VIII SMP Negeri 1 Tebing Tinggi on the Phytagorean Theorem subject matter?

1.5Research Goal

According to background and problem formulation, then the goals of this research is:

1. To determine whether the student’s achievement through ASSURE learning model using flash in group is higher than student’s achievement through ASSURE learning model using flash individually in grade VIII SMP Negeri 1 Tebing Tinggi on the Phytagorean Theorem subject matter.

1.6Benefits of Research 1. Theoretically

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2. Practically

a. This research is expected to contribute to development of learning mathematics especially in development and utilization of teaching media and learning model.

b. For educators, it is information to effort to improve and increase the knowledge and expertise and creativity in using learning media and learning model effectively and efficiently.

1.7 Operational Definition

To avoid misunderstanding in interpretation of the purpose and the goal of this research and also set of problems that discussed then the author feel necessary to clarify and reaffirm it. In the research with title “The Comparison of Student’s Achievement Through ASSURE Learning Model using flash individually and in group on Pythagorean Theorem Topic in Grade VIII SMP Negeri 1 Tebing Tinggi Academic Year 2012/2013” the Author feel necessary to explain the meaning of terms in the research title, i.e.:

1. Student Achievement : Student Achievement is the result of changes in behavior after a group of students doing mathematics teaching and learning activities. To obtain the difference in learning achievement, then used test in this study as a tool to measure the indicators of learning.

2. Learning Model : learning model is a frame of the application of an approach, strategy, methods and techniques of learning.

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

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5.2. Suggestion

Based on these results the suggestions that researcher can provide are: 1. For mathematics teacher can make ASSURE learning model using

flash individually and in group as alternative in choose model of learning that is expected to increase students’ achievement and get the Criteria Completeness Minimum (CCM).

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REFERENCE

Abdurrahman, Mulyono. 2009. Pendidikan. Jakarta : PT Asdi Mahasatya.

Adinawan, Cholik and Sugijono. 2009. Math for Junior High School 1st Semester GradeVIII. Jakarta: Erlangga

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Arsyad, Azhar. 2007. Media Pembelajaran. Jakarta : PT RajaGrafindo Persada. Creswell, John W. 2008. Educational Research: planning, Conducting, and

Evaluating Quantitative and Qualitative Research. USA : Pearson. Khoiru Ahmadi, Iif. 2011. Strategi Pembelajaran Sekolah Terpadu. Jakarta:

Prestasi Pustaka

MADCOMS-Madiun. 2005. Mahir Dalam 7 Hari Macromedia Flash MX 2004. Madiun : ANDI OFFSET.

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Pendidikan. Jakarta: Kencana

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http://janumedia.com/classics/aboutflash5.html access on March 13, 2012 at 02.30 pm.

http://edukasi.kompasiana.com/2009/12/20/pendekatan-pembelajaran-konvensional/ access on April 10, 2012 at 09.35 pm.

THE COMPARISON OF STUDENTS ACHIEVEMENT THROUGH ASSURE LEARNING MODEL BY USING FLASH BETWEEN INDIVIDUALLY AND IN GROUP ON PYTHAGOREAN THEOREM TOPIC AT GRADE VIII SMP NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2012/2013.

THE COMPARISON OF STUDENT’S ACHIEVEMENT THROUGH ASSURE LEARNING MODEL BY USING FLASH BETWEEN

Farah Diba NIM. 408111050 Mathematics Education

A THESIS

Submitted of Fullfill the Requirement for Degree of Sarjana Pendidikan

MATHEMATICS DEPARTMENT

THE COMPARISON OF STUDENTS’ ACHIEVEMENT THROUGH

Abstract

CONTENTS

CHAPTER I INTRODUCTION

CHAPTER III RESEARCH METHODOLOGY

CHAPTER V CONCLUSION AND SUGGESTION

TABLE LIST

FIGURE LIST

CHAPTER I INTRODUCTION

1.1Background

1.2Problem Identification

1.3Limitation Problem

1.5Research Goal

1.7 Operational Definition

CHAPTER V

5.1. Conclusion

REFERENCE