THE EFFECT OF C ON STUDENT’S L
IN AN IMAL A SMA NEG
Bio
Submitted
FACULTY O
CONCEPT MAP IN STAD COOPERATIVE LEARNING OUTCOME AND STUDENT’
AN D P LANT CELLS TO PIC I N GR GERI 18 MEDAN ACADEMIC YEAR 2013
BY :
Asri Ivo Angellya Hutauruk SID 409342016
iology Bilingual Education Departement
THESIS
d to Fulfill One of the Requirement for the D of Sarjana Pendidikan
BIOLOGY DEPARTEMENT
OF MATHEMATICS AND NATURAL SCI STATE UNIVERSITY OF MEDAN
MEDAN 2014
VE LEARNING T’S ACTIVITY
R ADE X I 13/2014
Degree
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THE EFFECT OF CONCEPT MAP IN STAD COOPERATIVE LEARNING ON STUDENTS LEARNING ACHIEVEMENT
AND STUDENTS ACTIVITY ANIMAL AND PLANT CELLS TOPIC IN CLASS XI
SMA NEGERI 18 MEDAN ACADEMIC YEAR
20013/2014
ASRI IVO A HUTAURUK (409342016) ABSTRACT
The objective of this research is to find out and to know the effect of concept map in STAD cooperative learning on student’s learning activity and achievement on topic animal and plant cells. This study is classified as quasi experimental with two groups of pretest- posttest design. This study was carried in Grade XI SMAN 18 Medan. Samples were obtained by random sampling and obtained XI-1 as experimental class and X-2 as control class. The study variable consist of dependent variable, student’s learning activity and student’s learning achievement while the independent variable was using concept map in STAD cooperative learning in experimental class and without concept map in control class. Test instrument was cognitive test of multiple choice whereas non test using observation sheet. The effect of the treatment was analyzed by using t-test. The research results show that involvement level of student’s learning activity on experimental class was higher than control (73.7%>52.9%) in where tcount > ttable (2.79 > 1.669) with α =0.05and df =32. Average score of student’s achievement on experimental class was 85.51 and control class was 72.84. The t-test analysis shows that tcount > ttable ( 3.382 >1.673) with α=0.05, means there was a significant difference in student’s mean achievement score on experimental and control class. Therefore concept map in STAD cooperative learning has positive effect on student’s learning achievement in animal and plant cells topic at SMAN 18 Medan A.Y.2013/2014.
FIGURE LIST
Figure 2.1. Essential components of study and learning 6
Figure 2.2. The concept Map of Concept Map 11
Figure 2.3. Animal and Plant Cell 17
Figure 2.4. Mitochondria 18
Figure 2.5. Rough endoplasmic reticulum ( RER) 19 Figure 2.6. Smooth Endoplasmic Reticulum (SER) 19
Figure 2.7. Ribosomes 20
Figure 2.8. Golgi apparatus 20
Figure 2.9. Lysosome 21
Figure 3.1. Scheme of research steps 32
Figure 4.1. Differences of involvement level on student learning activity 37
APPENDIX LIST
Appendix 1: Syllaby 48
Appendix 2: Lesson Plan 50
Appendix 3: The cognitive test of student in topic Animal and Plant Cells 67 Appendix 4: Research Instruments 68
Appendix 5: Answer 75
Appendix 6: Observation Sheet of Student’s Leaning Activity 76
Appendix 7: Work Sheet 78
Appendix 8: The Calculation of Validity test 82
Appendix 9: The Calculation of Reliability Test 85 Appendix 10: The Calculation of Difficulty Test 86 Appendix 11: The Calculation of Discrimination Test 88 Appendix 12: The Table of Student’s Activity 89 Appendix 13: The Calculation of Student’s Activity 90 Appendix 14: The Calculation of Normality Test of Student’s Activity 92 Appendix 15: The calculation of Homogeneity Student’s Activity 94 Appendix 16: The Calculation of Hypothesis Student’s Activity 95 Appendix 17: The Validity Test 98 Appendix 18: The Score of Cognitive Test 100 Appendix 19: The Calculation of Pre-test Score 102 Appendix 20: The Calculation of Post-test Score 104 Appendix 21: The Calculation of Normality Test in Learning Achievement 106 Appendix 22.The Calculation of Homogeneity Test in Learning Achievement 110 Appendix 23: The Calculation of Hypothesis test 112
Appendix 24: The Table of r-table 118 Appendix 25: The Lilliefors Table 121
Appendix 26: The t-table 123
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CHAPTER I
INTRODUCTION
1.1. BACKGROUND
Education has an important role in the daily life human and the progress of a country. Through education, creating the next generation on the nation to realize the ideals of the nation. Given the critical importance of education in life, it is not an overstatement that current education gets more attention from the government. Moreover along with the development of science and technology, it is a nation require people strong and able to face the challenges of globalization of education. In education, biology is one part of the educational building of Indonesia, who alTherefore must be considered in the improvement of quality. Biology is one of the subjects in which there are complex because of the variety of materials that are described with the concepts of inter-related and integrated Therefore that we can not understand any of the concepts of learning without understanding the concept as well. One of the goals of learning in high school biology students are able to understand the concepts biology and their interrelationships. Many students think that biology is a subject that is memorizing. This opinion is in line with the expression Susilowati (2008).
"When talking about biology, certainly in the mind of the students are full of memorizing learning. Exposure biology text books are Therefore vast and detailed impression that all material must be memorized. This is what ultimately makes students confused absorb the essence of the lesson "
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friend. Therefore, teachers should equipped themselves with skills that are expected to assist in carrying out their duties. Since the teacher is one of the factors that influence the learning process, the teacher should understand and develop their methods in teaching to improve student’ interest.
Based on the observation done by the researcher in SMAN 18 Medan on September 2013, students thought that biology is difficult because of frequently using difficult terms. In addition, the teaching methods given by the teachers tend to be no variety. Therefore that it made them bored. The impact is that their value is low (about 68) which was the minimum criteria of completeness (MCC) biology at the school is 75.
Researcher took the topic of animal and plant cells because the animal and plant cells is a matter of submatery that use many terms that are rarely heard and difficult to understand. Therefore, many students assumed that the material is difficult to be studied because it contains of and coverages quite a lot of learning materials.
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each others. To determine the students' understanding of concepts learned, we want to do the testing by providing student learning achievement.
Therefore, from the objective of study, we will combine the concept map with Students Team Achievements Division (STAD) cooperative learning methods which is help students thinking process critically to accept the subject matter and improve the students learning achievement. Student Team Achievement Division (STAD) is a cooperative-learning strategy in which small groups of learners with different levels of ability work together to accomplish a shared learning goal (Majoka,2010). Cooperative learning is an approach to instruction in which students work in small groups to help another learn (Johnson D & Johnson R,1987). Cooperative learning refers to instructional methods in which teachers organize students into small groups, which then work together to help one another learn academic content. Cooperative learning methods are extensively researched and under certain well-specified conditions they are known to substantially improve student achievement in most subjects and grade levels, yet the structured forms of cooperative learning that have proven to be effective are not used as often as more informal forms( Robert,1995)
The integration of cooperative learning within active learning activities leads to the development of critical and independent thinking skills, deeper understanding of concepts, and longer-lasting learning (Donmoyer, 1996 and Secules et all, 1997).
1.2. Problem Identification
Based on the background of the issues raised above, Some problems can be identified, namely:
1. Low student learning achievement
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3. The teaching technique is less effective.Therefore, that students saturated with noted activities.
1.3. Research Scope
As for the scope of the problem in the studies are the subject matter of animal and plant cells by using concept maps in STAD cooperative learning in class XI semester I SMA N 18 Medan Academic Year 2013/2014
1.4. Research Question
The question of the problem namely:
1. Are the students who have been taught by using concept map in STAD Cooperative learning more active than students without concept map in STAD cooperative learning in animal and plant cells topic?
2. Is there any effect of concept map in STAD cooperative learning on student learning achievement at the material animal and plant cells in class XI semester I in SMA NEGERI 18 MEDAN Academic Year 2013/2014?
1.5. Research Objective
Based on the research question above the objective this study is to know: 1. The students’ learning activities who have been taught by concept map in
STAD Cooperative learning more active than without concept map in STAD cooperative learning in animal and plant cells in class XI semester 1 SMA NEGERI 18 Medan T. A 2013/2014
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1.6. Research Significane
After doing this research are expected to be useful:
1. Provide alternative options and use of media in teaching and learning to
t e a c h e r s
2. Assist and advise the teachers to improve student learning achievement and student activities with the selection and use of appropriate media in learning and teaching
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CHAPTER V
CONCLUSION AND SUGGESTION 5.1. Conclusion
Based on the result using concept map in STAD cooperative learning in teaching and learning animal and plant cells in grade XI in SMAN 18 Medan, It can be concluded that :
1. The student’s learning activities was higher when they have been taught using concept map in STAD cooperative learning and it means that they are more active compare with have been taught without concept map. 2. Average score of student learning achievement who have been taught
using concept map in STAD cooperative learning was higher than using without concept map. It have positive effect on student learning achievement.
5.2. Suggestion
Based on the conclusion above, it’s recommended to :
1. Teacher should apply concept map in STAD cooperative learning in teaching and learning animal and plant cells because mean score of student’ activities and learning achievement was higher than using traditional method.
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