By:
Rani Suryani N. Damanik Reg.Number: 409322024
Study Program: Physics Bilingual Education
THESIS
Submitted to Acquire Eligible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
iv
PREFACE
I would like to say the praise and gratitude to God Almighty, for all the
graces and blessings that provide health and wisdom to me so that this study can
be completed properly in accordance with the planned time.
This thesis with title “The Effect of Children Learning in Science (CLIS)
Model on Students’ Learning Outcomes in Thermal Expansion Topic at VII
Grade in SMP N 1 Tebing Tinggi” is arranged to acquire the degree of “Sarjana
Pendidikan”, Faculty of Mathematics and Natural Sciences State University of
Medan.
I would like to thank Mr Dr. Ridwan Abdul Sani, M.Si as Thesis Advisor
who has provided guidance and suggestions to me since the beginning of the
research until the completion of this thesis writing. Thank you very much also to
Mr. Prof. Drs. Motlan, M.Sc., Ph.D, Mrs. Dr. Derlina, M.Si, Mr. Alkhafi M.
Siregar M.Si who have provided input and suggestions from the research proposal
to complete the preparation of this thesis make this thesis better. Thanks also
presented to Mr. Drs. J.H. Panggabean, M.Si, as the Academic Supervisor and the
Examiner lecturer and also the entire Lecturer and Staff in Physics Department
FMIPA UNIMED who have helped me.
Appreciation were also presented to Headmaster and all teacher in SMP N
1 Tebing Tinggi especially for my guided Teacher, Mrs. Rosmiati, S.pd, my
dearest students in class VII-8 and VII-9 SMP N 1 Tebing Tinggi who have
helped during this research.
I would like to thank especially to my dear father J. Damanik and my dear
mother R. Siagian and also my sisters Febrina M Damanik, Agustina S Damanik,
my brothers Surya D.P Damanik, Jarrenson P Damanik and all family who have
always prayed and gave me encouragement and funding keep me struggle to
Especially thanks to all my friend in Bilingual Physics Class 2009,
Agnesia Damanik, Astrid P. Hrp, Avolen B.I. Siahaan, Carolina Nainggolan,
Debora B Sitanggang, Dewi S Situmorang, Evi V. Silalahi, Fetriana Simanihuruk,
Gita R Anugrah, Hanna M. Hutabarat, Henriko Hutabarat, Janiar S Gultom, Jefri
S. Waruwu, Lucius Marbun, Mas Andri Marbun, Pretti T. M Ambarita, Ribka M.
Tambunan, Rika Y. Fitri, Riris M. Rumahorbo, Rita Situmorang, Tionar M.
Malau who have helped, prayed and gave supported to me, nice to know all of
you and our memories will always remain in my mind. Appreciation were also
presented to UKMKP UP-MIPA as a place for me to grow up spiritually. I also
would like to thank my Brother Leybert Purba who have pray and support me
makes me grow up spiritually in “Metanoia” together with Agnesia M.D, Janiar
S.G, Rita S.S. Thanks also to my friends in Library Team UP-MIPA, Novalia
Manihuruk, Hertiana Manurung, Rani Banjarnahor, Mei Marpaung. Thanks to
Jasmen E. Sihotang, Asri B Saragih for their support and for trust me to guide
them. Last but not least, I would like to thank to my best friends, Reni Sirait, Desi
M Sijabat, Yeni Malau, Marlina Tambunan, Keasy Manurung, Bernard R
Nainggolan and Pratiwi D Sirait who have helped and gave suppported during my
research.
Last word, the author have do as much as possible in completing this
thesis, but the author aware and recognize that 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 thesis would be useful in enriching the knowledge and be useful
for all of us.
Medan, May 2013
Author,
vi
LIST OF CONTENT
Page
Validation Sheet i
Biography ii
Abstract iii
Preface iv
Contents List vi
Figure List viii
Table List ix
Appendix List x
CHAPTER I INTRODUCTION
1.1 Background of Study 1
1.2 Problem Identification 3
1.3 Problem Limitation 3
1.4 Problem Formulation 4
1.5 Research Objective 4
1.6 Benefits of study 4
CHAPTER II LITERATURE REVIEW
2.1 Definition of Learning 5
2.2 Definition of Teaching and Learning 6
2.3 Definition of Science 7
2.4 Learning Outcomes 8
2.4.1 Cognitive Domain 9
2.5 Direct Instruction Model 10
2.5.1 Syntax of Direct Instruction Model 11
2.6 Children Learning in Science (CLIS) Model 13
2.6.1 The Understanding of CLIS Model 13
2.6.2 Aims of CLIS Model 14
2.6.3 Syntax of CLIS Model 14
2.6.4 The Advantages and Disadvantages of CLIS Learning Model 20
2.7 Thermal Expansion 20
2.7.1 Definition of Thermal Expansion 20
2.7.2 Thermal Expansion of Solid 21
2.7.3 Thermal Expansion of Liquids 26
2.7.3.1 Water Anomaly 27
2.7.4 Thermal Expansion of Gasses 27
2.7.4.1 Boyle’s Law 28
2.7.4.2 Gay Lussac’s Law 29
2.7.5 The Principles of Thermal Expansions in Daily Life 29
2.8 Conceptual Framework 31
CHAPTER III RESEARCH METHODOLOGY
3.1 Location and Time of Reseach 33
3.2 Population and Sample 33
3.2.1 Research Population 33
3.2.2 Research Sample 33
3.3 Variable of Research 33
3.3.1 Independent Variable 33
3.3.2 Dependent Variable 33
3.4 Type and Design of Research 33
3.5 Research Procedure 34
3.6 Research Instrument 35
3.6.1 Test of Learning Outcomes 35
3.6.2 Validity Test 37
3.7 Data Processing Technique 37
3.8 Data Analysis Technique 37
CHAPTER IV RESULT OF RESEARCH AND DISCUSSION
4.1 Result of Research 41
4.1.1 Pre test of Experiment and Control Class 41 4.1.2 Post test of Experiment and Control Class 42
4.2 Data Analysis 43
4.2.1 Normality of Data 43
4.2.2 Data Homogeneity 43
4.2.3 Hypothesis Testing 44
4.3 Discussion 45
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion 47
5.2 Suggestion 47
ix
LIST OF TABLE
Page Table 2.1 Stages, Purpose and Methods that can used in
Learning activities using CLIS Learning Model 18 Table 2.2 Coefficient of Linear Expansion of Selected
Materials 23
Table 2.3 Coefficient of Volumetric Expansion of Selected
Liquids 26
Table 3.1 Design of Research 34
Table 3.2 Specification of learning outcomes test in
Thermal Expansion Topic 36
Table 4.1 Pre test Data Normality Test of
LIST OF FIGURE
Page
Figure 2.1 Stages of CLIS Learning Model 17
Figure 2.2 Thermal Expansions in Rail Way 21
Figure 2.3 Thermal Expansions of Water 26
Figure 2.4 Water Anomaly 27
Figure 2.5 Thermal expansions in Bimetal 30
Figure 2.6 Thermal Expansions on a Bridge 31
Figure 4.1 Bar Chart of Pre test Data in
Experimental and Control Class 42
Figure 4.2 Bar Chart of Post test Data in
x
LIST OF APPENDIX
Page
Appendix 1. Specification of Learning Outcomes
Test on Thermal Expansion Topic 50
Appendix 2. Instrument of Learning Outcomes 59
Appendix 3. Lesson Plan 1 65
Appendix 4. Students Worksheet 1 75
Appendix 5. Lesson Plan 2 76 Appendix 6. Students Worksheet 2 82
Appendix 7. Lesson Plan 3 84 Appendix 8. Student Worksheet 3 92
Appendix 9 Tabulation of Pre-test Answer in Experiment Class 94
Appendix 10 Tabulation of Pre-test Answer in Control Class 96
Appendix 11 Tabulation of Post test Answer in Experiment Class 98
Appendix 12 Tabulation of Post test Answer in Control Class 100
Appendix 13 Students’ Learning Outcomes Data 102
Appendix 14 Calculation of Mean Value and Standard Deviation in experiment class 104
Appendix 15 Calculation of Mean Value and Standard Deviation in control class 105
Appendix 16 Normality Test Calculation of Data 107
Appendix 17 Homogenity Test Calculation of Data 111
Appendix 18 Calculation of Hypothesis Test 113
Appendix 19 List of critical value for Liliefors 115
Appendix 20 List percentile value for distribution t 116
Appendix 21 List of area under normal curve o to z 117
Appendix 22 List of F Distribution 118 Appendix 23 Research Documentation 120
CHAPTER I
INTRODUCTION
1.1 Background of Study
Gagne in Sridevi (2008) state that science is what the scientist does. It is a
process by which we increase and refine our understanding and of the universe
through continuous observation, experiment, application and verification.
Sciences is related, how to find about natural phenomenon systematically, so that
science is not just mastery knowledge in the form of collection of facts, concepts
or principle but also a process of discovery (Depdiknas in Yuyun,2010:1). Just
like the branches of a tree, a branch of science is made up of many smaller
branches. Physics is smaller branches of science.
In curriculum of SMP/MTs (Depdiknas in Asshagab,2012:3) the aim of
physics education is to make students able to use scientific methode based on
scientific attitude to solve problems faced so that they will more aware of the
Majesty of God Almighty. All those skills can be acquired through a process of
inquiry learning (discovery), lab activities or experiments so that students get
hands-on experience and discover the process themselves.
Based on a preliminary study in one junior high school in the Tebing
Tinggi city on January 15, 2013 found the fact that the process of learning that
takes place in class in general, is still centered on the teacher as an information
center. The teacher still uses conventional learning in teaching the students. The
teacher usually uses direct instruction model to teach the students. Even in the
process of learning physics, teachers usually try to transfer its knowledge to the
students, so it tends to make passive students, because students just do activities
sitting, silent, listen, noted in accepting the knowledge that is transferred through
the processing of teachers without prior knowledge already possessed by students.
Also from preliminary studies by the author, it was found that in one class in one
of the junior high school at Tebing Tinggi, only 50% who liked physics, because
physics is an interesting and challenging lesson. And the rest of students don’t like
2
daily life. So they still confused about their aim to learn about physics, they just
know how to solve problems without application in their daily life.
One indicator of the quality and success of the learning process is the
learning outcomes achieved by the students. This is in accordance with that
expressed by Sudjana (2001:45) states that "every process of learning success is
measured by how big the learning outcomes achieved by students, as well as
measured in terms of the process." But in a preliminary study by the authors also
found that, students also less involved in the learning process, so it's easy to forget
the concepts that have been given, and make the lack of understanding of concepts
and skills of students in solving problems. It can be seen from the average value
of learning achievement in physics last semester of school year 2012/2013 was
only 64.4. This value is below the minimum completeness criteria (MCC)
established by the curriculum that is 75.0. Just 39% of students who get value
above the minimum value of mastery criteria, the rest 61% get value below the
minimum value of mastery criteria. In addition, the physics teacher is also not
usual in using visual aids and demonstrations in physics, causing students are not
usual to doing practical activities. This is one of the causes of low student learning
outcomes.
To improve student learning outcomes, teachers can perform a variety of
ways, for example by using a model of effective teaching and learning in
accordance with the objectives set in the curriculum. Suparno (in Asshagab,
2012:5) state that in the last decade constructivist philosophy has influenced and
improved learning physics in particular and science in general. Constructivism is
not a new concept. It is learning or meaning making theory. It suggests that
individuals create their own understanding, based upon the interaction of what
they already know and believe and the phenomena or ideas which they come into
contact (Sridevi, 2008:9). A model of teaching is a plan or pattern that can be used
to shape curriculums (long term courses of studies), to design instructional
materials and to guide instruction in the classroom and other settings (Joyce,
Children's Learning in Science (CLIS) developed by the CLIS in the UK, led by
Driver (Tytler, 2002:2).
The aim of the Children’s Learning in Science was to discover how to use
a constructivist approach to teach the selected topics, and translate this into
materials which could be used by other teachers. Based on the findings Driver in
Adey (Matitamole, 2012:3), that if the activity increases, student learning
outcomes will also increase. Therefore, one way to improve student learning
outcomes is to increase activities in learning. In relation to this, the application of
CLIS learning model developed by Driver is expected to be an alternative to
classroom teaching and improve student learning outcomes.
Based on the background as it has been presented, the author is interested
in doing research entitled“The Effect of Children Learning in Science (CLIS)
Model on Students’ Learning Outcomes in Thermal Expansion Topic at VII
Grade in SMP N 1 Tebing Tinggi.”
1.2 Problem Identification
Based on the background above, problems that can be identified are as
follows :
1) Student’s physics learning outcomes are still relatively low
2) Students are less actively in the physics learning activities
3) Lack of interaction among students in physics learning activities.
4) Lack of media learning utilization.
5) Learning model still not variety in physics learning activities.
1.3 Problem Limitation
Many problems that have to be resolved as described in the problem
identification above. But given the limitations by the author, to provide a clear
scope of the discussion, the study is limited to:
1) Student’s physics learning outcomes are still relatively low
4
1.4 Problem Formulation
By considering the background and limitation of problems in the study
then the formulation of the problem is:
is there any effect of using CLIS learning model in learning outcomes of student
grade VII SMP N 1 Tebing Tinggi in Physics lesson of Thermal Expansion topic?
1.5 Research Objective
Based on the research question above, the research objective is:
To know the effect of using CLIS learning model in learning outcomes of student
grade VII SMP N 1 Tebing Tinggi in Physics lesson of Thermal Expansion topic.
1.6 Benefits of Study
The significances of study that expexted are:
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 learning model in learning physics.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the research result, data analysis, and discussion so can
be concluded that:
There is significant effect of using CLIS learning model in learning outcomes
of student grade VII SMP N 1 Tebing Tinggi in Physics lesson of Thermal
Expansion topic, where is average of learning outcomes while using CLIS
learning model is higher than students who learn with direct instructional
model. This result can happened because in CLIS learning model, students
learn the topic with experiment based worksheet and based application in
daily life. Then students are easier to understanding about the topic.
5.2 Suggestion
Based on research result and discussion before, researcher give
suggestions as follows:
1) Experiences of researcher, the experiment in CLIS learning model not
occurs well. Because the instrument for experiment not complete enough.
When teacher use CLIS learning model, teacher should choose the
experiment that have simple instrument so the experiment can occurs
better.
2) Experiences of researcher, the time when learning activities occur not
manage well. When teacher use CLIS learning model, teacher should use
the time as efficient as possible, so that the stages in CLIS learning model
48
REFERENCES
Ali, I. (2008). Implementasi Model Pembelajaran CLIS untuk Meningkatkan prestasi belajar Siswa.Tesis UPI : Tidak diterbitkan
Arikunto, S.(2003). Dasar-Dasar Evaluasi Pendidikan. Penerbit Bumi Aksara, Jakarta
Asshagab, S.M.N. (2012). Penerapan Model Pembelajaran Children’s Learning in Science (CLIS) untuk Meningkatkan Keterampilan Proses Sains dan Pemahaman Konsep Hukum Newton Siswa. Tesis UPI: Tidak diterbitkan
Djamarah, S.B. (1996). Strategi Belajar Mengajar. PT Asdi Maha Satya: Jakarta
Ginting, A.S. (2010). Pengaruh Model Pembelajaran Koperatif tipe STAD dengan Menerapkan Children Learning In Science (CLIS) Terhadap Hasil Belajar Siswa Kelas IX SMPN 1 Tigabinanga Tahun Pelajaran 2009/2010. UNIMED: Medan
Joyce, B. & Martha W. (2003). Models of Teaching 5th Edition. Prentice Hall: New Jersey
Manurung, K.R. (2012). The Application of CLIS to Improve Student’s Learning Outcome and Learning Activity in Biology for XI Science Student SMA Negeri 1 Tebing Tinggi Academic Year 2011/2012. UNIMED: Medan
Matitamole, L.E. (2012). Penerapan Model Pembelajaran Children Learning in Science untuk Meningkatkan Hasil Belajar Siswa dalam Pembelajaran Fisika di SMP pada Pokok Bahasan Suhu dan Kalor. UPI: Tidak Diterbitkan
Needham, R in association with Hill, P. (1987). CLIS in the Classroom “teaching strategies for developing understanding in science. Children’s Learning in Science Project: University of Leeds
Prasodjo, B., et al. (2009). Physics 1 for Junior High School Year VII. Yudhistira
Sanjaya, W., (2006). Kurikulum Pembelajaran Teori dan Praktik Pengembangan KTSP, Jakarta; Kencana
Sardiman.(1986). Interaksi dan Motivasi : Belajar Mengajar. PT RajaGrafindo Persada: Jakarta
Scott, P in association with Dyson, T. And Gater, S. (1987). A constructivist view of learning and teaching in science. Children’s Learning in Science Project: University of Leeds
Sridevi, K.V.(2008). Constructivism in Science Education. Discovery Publishing House : New Delhi
Sudjana, N.(2001). Metode Statistika, Tarsito : Bandung
Sudjana, N.(2009). Penilaian Hasil Proses Belajar Mengajar, Penerbit PT Remaja Rosdakarya, Bandung
Tytler, R.(2002) Teaching for understanding in Science: Student conceptions research, & changing views of learning. Australian Science Teachers Journal: Proquest Research Library
