THE INFLUENCE OF MULTIMEDIA BASED INQUIRY TRAINING
LEARNING MODELON STUDENT’S ACHIEVEMENT ON
MOMENTUM AND IMPULSE IN CLASS XI, SMA N 1 P E R B A U N G A N , Y E A R 2 0 1 3 / 2 0 1 4
By:
Jefri S Waruwu Reg.Number409322005
Study Program Bilingual Physics Education
THESIS
Submittedto Acquire Eligible SarjanaPendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
iv
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 Influence of Multimedia Based Inquiry Training Learning Model on
Student’s Achievement on Momentum & Impulse in Class XI, SMA N 1
Perbaungan, Year 2013/2014.. On this occasion the authors like to thank Mr Prof.
Drs. Motlan, M.Sc,P.hd 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 Prof. Dr. Mara Bangun Harahap, M.S, ,
Dr. Derlina, M.Si, Drs. Rahmatsyah, M.Si, who have provided input and
suggestions from the research plan to complete the preparation of this
thesis. Thanks also presented to Drs. Sehat Simatupang, M.Si as the Academic
Supervisor and also the entire Lecturer and Staff in Physics Department FMIPA
UNIMED who have helped the author. Appreciation were also presented to
Headmaster and all teacher in SMA 1 Perbaungan who have helped during this
research.
I would like to thank especially to my father Emanuel Waruwu, S.Pd and
my mother Ramiti Dakhi, A.Md and also my brother Ferry Meiman Gunawan
Waruwu, S.Sos, my sister Nur Hartati Waruwu and all family especially my
Chatolic nun aunt Sr Anjelina Dakhi, Agustina Waruwu, Delorawati Waruwu, and
Oman Waruwu, and all of my big family that cannot mention one by one, who
have prayed and gave me encouragement and funding to complete the study in
Unimed. Especially thanks to all my friend in Bilingual Physics Class 2009,
Agnesia M Damanik, Astrid Pasadena Harahap, Avolen Siahaan, Carolina
Nainggolan, Debora Betty Sitanggang, Dewi Situmorang, Evi Valentine Silalahi,
Fetriana Simanihuruk, Gita Ravhani Anugrah, Hanna Monika Hutabarat, Henriko
Hutabarat, Janiar Satrini Gultom, Jefri Waruwu, Lucius Marbun, Mas Andri
v
Fitri, Riris M Rumahorbo, and Tionar M Malau who have helped, prayed and
gave supported to author. I also would like to thank to my fellow workers in the
church, El Shadai, sister rindang,pida,uci,rebeka,silsa,ester zebua, ester simbolon,
nidar clara, dika, agusniat, channy, dian, intan and brother suryadi, wothson,
daniel, boydi, leon, and Tombakner’s : markus,devi,agus, fandi, and also for
GEMA NIAS organization and all the member of this group.
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, January, 24th, 2014
Author,
iii
THEINFLUENCEOFMULTIMEDIA BASED INQUIRY TRAININGLEARNING
MODEL ON STUDENT’S ACHIEVEMENT ON OMENTUM
ANDIMPULSE IN CLASS XI, SMA N 1 PERBAUNGAN, YEAR2013/2014 JEFRI S WARUWU (409322005)
ABSTRACT
Physics is part science subjects are basically interesting to study because the study of the phenomena that occur in the universe. Where necessary for the study of effective and efficient learning to understand it. But in fact many students who do not like physics with regard to study physics was saturating and boring
The objective of research is (1). To know the students achievement in the subject matter Momentum and Impulse using Multimedia Based inquiry Training Learning Model and Conventional Learning in Class XI SMA N 1 Perbaungan, year 2013/2014. (2) To know the cognitive aspect that will be improved by implementation Multimedia Based Inquiry Training Learning Model in teaching momentum & impulse topic. (3) To know the influence Multimedia Based Inquiry Training Learning Model on student’s achievement on Momentum and Impulse in Class XI, SMA N 1 Perbaungan, year 2013/2014”.
The type of research is experimental research. The population is all students of class XI SMA N 1 Perbaungan Academic Year 2013/2014, consist of 6 classes. Two classes selected by cluster random sampling. One class as experiment class and another class as control class. Experiment class using Inquiry Training Learning Model and control class using Conventional Model. The instrument in this research is multiple choices and observation sheet, multiple choices with 5 obtains and had 20 questions was valid and observation sheet to measure the activity of students. The test like multiple choices given in pre-test and post-test, and the observation sheet used in every meeting in twice of classes. To test the hypothesis using test t, but previously must tested the normality and homogeneity of the data.
The result of research get the level of student’s activity in experiment class is good criteria with the developed are the first meeting 7.82, the second meeting is 8.93, and in control class is less category with the developed are the first meeting 7.17, the second 8.26. From this research get the average of pre-test in experiment class is 2,722 and in control class is 3,369. After had the treatment in every class, so the average of post-test in class with treatment Multimedia Based Inquiry Training Learning Model is 4,889 while in class with Convetional Learning treatment get 3,869. In hypothesis test get tcalculate> ttableis 2.073 >2,070in significant value α= 0,05 and dk = 60. It mean of Ha accept is have the influence of Multimedia Based Inquiry TrainingLearning Model on Student’s Achievement on Momentum and Impulse In Class XI, SMA N 1 Perbaungan, Year 2013/2014.
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LIST OF CONTENT
Page
Ratification Sheet i
Biograph ii
Preface iii
Abstract iv
List of Content vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I INTRODUCTION
1.1 Research Background 1
1.2 Identification of Problem 6
1.3 The Scope of Research 6
1.4 Problem Statement 7
1.5 Research Objective 7
1.6 Research Significance 8
CHAPTER II LITERATURE REVIEW
2.1 Theoritical Framework 9
2.1.1. The Essence Learning Physics 9
2.1.2. Inquiry Learning Model 12
2.1.2.1. Inquiry Training Design 14
2.1.2.2 Syntax 15
2.1.2.3. Advantages & Disadvantages of Inquiry Learning Model 18
2.1.2.3.1. Advantages of Inquiry Learning Model 18
2.1.2.3.2. Disadvantages of Inquiry Learning Model 19
2.1.3. Conventional Learning 19
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2.1.4.1. Characterisitc of Learning 21
2.1.4.2. Learning Process 22
2.1.4.3. The Learning Outcomes 22
2.1.4.3.1. Understanding the Learning Outcomes 22
2.1.4.3.2. Factor That Affect Learning Outcomes 23
2.1.5. Education Media 24
2.1.5.1. Understanding the Education Media 24
2.1.5.2. Function and Benefits of Learning Media 25
2.1.5.3. Principles of Media Use 25
2.1.6 Momentum & Impulse 26
2.1.6.1. The Concept of Momentum, Impulse and Law
of Conservation of momentum 26
2.1.6.2. Impulse Changes Momentum 28
2.1.6.3. Conservation of Momentum 28
2.1.6.4. Collision 29
2.1.6.4.1. Kind of Collision 29
2.2. Conceptual Framework 34
2.3. Research Hypothesis 35
CHAPTER III RESEARCH METHOD
3.1 Research Location and Research Time 36
3.2 Population and Sample of the Research 36
3.3 Research Variable 36
3.3.1 Independent Variable 36
3.3.2 Dependent Variable 36
3.4 Research Design 37
3.5 Research Procedure 37
3.6 Research Instrument 39
3.6.1 Learning Outcomes 39
3.6.2 Instrument of Student Learning Activity 40
3.6.3 Tes Validity 43
viii
3.6.4 Level of Difficulty Test 43
3.6.5 Distinguish Power Test 44
3.6.6 Determine Average value & Standard Deviation 45
3.6.7 Homogenity Test 45
3.6.8 Normality Test 46
3.6.9 Hypothesis Test 46
CHAPTER IV. RESEARCH RESULT AND DISCUSSION
4.1 Research Result 50
4.1.1 Pre-Test Data 50
4.1.1.1 Pretest Score Of Student In Experiment & Control Class 50
4.1.2 Data Analysis of Pre- Test 52
4.1.2.1 Normality Test of Pre-Test Data 52
4.1.2.2 Homogeneity test of Pre-Test 53
4.1.2.3 Hypothesis Test of Pre-Test 53
4.1.3 Post Test Value of Student in Experiment Class
and Control Class 54
4.1.3.1 Data Analysis of Post-Test 55
4.1.3.2 Normality Test of Post-Test Data 56
4.1.3.3 Homogeneity Test of Post-Test 57
4.1.3.4 Hypothesis Test of Post- Test 57
4.1.4 Question Category Value Experiment an Control Class 58
4.1.5 Observation 59
4.2 Research Findings 61
4.3 Discussion 62
CHAPTER V. CONSLUSION AND SUGGESTION
5.1 Conclusion 66
5.2 Suggestion 66
References 67
x
LIST OF TABLE
Table 2.1 Syntax of Inquiry Training Learning Model 16
Table 3.1 The Design of the research 37
Table 3.3 The Spesification learning outcome test 39
Table 3.4 Criteria for assessment for skill process 40
Table 3.5 Student Activity Sheet Observation In Classroom Experiment 41
Table 3.6 Student Activity Sheet Observation In Classroom Control 41
Table 3.7 Guidilines For Scoring Observation of Student Learning
Activities in Control Class 42
Table 4.1 Pre-test and Post Test Score in Experiment and Control Class 50
Table 4.2 Pre test score in Experiment and Control class 51
Table 4.3 Normality test of pre-test data in Experiment class
and Control class 52
Table.4.4. Homogeneity Test of Pre-Test Data 53
Table.4.5. Hypothesis Test of Pre-Test Data 54
Table 4.6 Post Test Value of Students in Experiment Class
and Control Class 55
Table 4.7. Normality Test of Post-Test Data in Experiment
and Control Class 56
Table 4.8 Homogeneity Test of Post Test Data 57
Table 4.9 Hypothesis Test of Post-Test Data 58
Table 4.10 Table 4.10 Percentage Of Student answer Every Category 58
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LIST OF FIGURE
Figure 2.1 Instructional and Nurturant effect; Inquiry Training Model 18
Figure 2.2 Conservation of Momentum 28
Figure 2.3 Collision 29
Figure 3.1 The overview of research planning 38
Figure 4.1 Column Diagram Pre test value from data in Experiment
Class and Control Class 51
Figure 4.2 Normal Distribution of Pretest In experiment Class 52
Figure 4.3 Normal Distribution Of Pretest In Control Class 53
Figure. 4.4 Column Diagram Post test from value data in Experiment
Class and Control Class 55
Figure 4.5 Normal Distribution of Postest In Experiment Class 56
Figure 4.6 Normal Distribution of Postest In Experiment Class 57
Figure.4.7.Coloum diagram of student percentage can answer
every category 59
LIST OF APPENDIX
Appendix 1. Lesson Plan Experiment Class 68
Appendix 2. Student Worksheet 88
Appendix 3 Student Activity 94
Appendix 3. Lesson Plan Control Class 99
Appendix 5. Model of Insturment 117
Appendix 6. Instrument Test 127
Appendix 7.Analysis Result From Validator About Model of Instrument 139
Appendix 8.Tabulation of pre-test data of control class 140
Appendix 9.Tabulation of post-test data of control class 141
Appendix 10.Tabulation of Pre-test data of Experiment class 142
Appendix 11Tabulation of Postest Data in experiment class 143
Appendix 12 Tabulation of Data Skill Process in Experiment Class 146
Appendix 13.Data of Pre-test and Post-test in Experiment Class 149
Appendix 14. Data of Pre-test and Post-test in Control Class 150
Appendix 15.Procedure of Statistic Calculation 151
Appendix 16. Normality Test 155
Appendix 17. Homogeneity Test Data 162
Appendix 18. Hypothesis Test 164
Appendix 19. Reliability Test 168
Appendix 20. Level Difficult Test 172
Appendix 21. Class Up & Down 176
Appendix 22. Analysis Of Test For Up And Down Group 178
1
CHAPTER I
INTRODUCTION
1.1. Background
New technologies, especially multimedia has an increasingly important
role in the learning process. Many people believe that multimedia will be bring us
to a situation where learning with learning effort will be replaced by learning with
fun. So the learning process a fun, creative, not boring would be the right choice
for teachers.
Learning system that has made the conventional learning system (teaching
faculty), thick with atmosphere instructional and felt less in accordance with the
dynamics of the development of science and technology so rapidly. More than
that required for the educational obligations also include moral values, noble
character, creativity, independence and leadership, which is very difficult in the
conventional learning system. Conventional learning systems are less flexible in
accommodating the development of materials for teacher competence should be
intensified to adjust course material with the latest technological developments.
In fact that Indonesia entered the information era is an era marked by the
increasing number of media information, widening the spread of information and
instantaneous, as well as information in a variety of forms that vary presented in
quick time. Presentation of the message in the information age will always use the
media, both electronic and non-electronic. Associated with the presence of the
media, explaining that the media neatly organized systematically affect
educational institutions such as the institution of the family, religion, school, and
scout. From the description of the proficiency level indicates that the presence of
the media has affected all aspects of life, including our education system, albeit in
varying degrees.
Thus the learning outcomes are determined by various factors that
influence it. One of the factors that are outside the individual is the availability of
2
better learning. In addition, learning style is a characteristic cognitive, affective
and behavioral physcomotoric, which acts as an indicator of relative stability for
the learners who are related to each other and react to the learning environment.
It is possible due to the low value of student competencies by learning
delivery strategy is less appropriate. In this case, the teacher may have little or no
use of learning resources optimally. Among teachers in delivering instruction
often ignore the use of media, but the media is working to increase student
learning motivation and in turn will improve the quality of education students.
The role of media in teaching and learning by Gerlac and Ely (1971:285)
stated that there are three special treatment held teaching media, namely: (1) The
media has the ability to capture, store and display the return of an object or event,
(2) The media has the ability to bring back objects or events in various ways
adapted to the needs, and (3) The media has the ability to display something
object or event that has meaning.
Similarly, Ibrahim (1982:12) suggests the function or role of media in
teaching and learning include: (1) to avoid the occurrence of verbal,
(2) Generating interest or motivation, (3) Attractive the attention, (4) Overcoming
the limitations of space, time and size, (5) Enable students to learn and (6) Making
provision stimulus for learning.
Along with the times then the development of science and technology
plays a very large. Physics as one of the branches Natural Sciences (IPA) is the
fundamental science that form the backbone for the development of science and
technology. Physics is also the science that studies the parts of nature and
interactions in it, and can be explained with simple concepts.
Physics is part science subjects are basically interesting to study because
the study of the phenomena that occur in the universe. Where necessary for the
study of effective and efficient learning to understand it. But in fact many students
3
Based on the experience of researchers at the Integrated Field Experience Program
(PPLT) in SMA N 1 Perbaungan, physics teachers generally prefer the reduction
formulas and calculations or discuss the questions, so that students think that
physics is difficult, tedious and less enjoyable.
This happens due to the lack of varied learning model of the material to be
delivered, teachers are less involved and require students to engage in
problem-solving lessons, so students are less creative thinking using logic, it is also less
eager to follow the teaching and learning activities, resulting in the subject matter
presented the teacher can not be accepted by most students.
Based on the above it is necessary model to encourage students to
passionate in following the teaching and learning activities, with the inquiry
training learning model. Inquiry learning model emphasizes student activity
maximally to seek and find, that inquiry learning model puts students as study
subjects. Inquiry students in the learning process not only act as receivers lessons
through teacher's explanation verbally, but students find their own role to the core
of the subject matter.
From interviews with a physics teacher at SMAN 1 Perbaungan, said that
there are many students who are less interested in studying physics because
students are less active in learning activities, in addition to the models used by
teachers are less varied and still use the traditional learning model. It also makes
learning not fun and does not create a vacuum in the students' learning process
and only receive lessons without any real understanding of physics.
In order to realize the physics learning interesting and fun, the students
develop thinking skills especially critical thinking skills, active and creative
indispensable. Students who master the concepts are not only able to memorize a
number of concepts that have been learned, but students should be able to apply it
to other aspects to develop the concept of thinking. One model that is able to
4
in the process of learning is inquiry training learning model. Inquiry training
learning model not only developing intellectual abilities but all this potential,
including the emotional development and skills development. In the inquiry
learning model, students are exposed to a problem who accidentally created by
the teacher or the results of "engineering", so students must put all thoughts and
skills to get the findings in the problem through the research process.
Learning inquiry will train students to express opinions and discover their
own knowledge useful for solving problems. The use of models in an efficient and
effective inquiry will reduce the dominance of the teacher during the learning
process, and the boredom of students receive lessons will be reduced. Inquiry
learning has an important role in improving the quality of education in schools,
including physical education, for inquiry learning not only developing intellectual
abilities but all potential students include emotional development and skills
development. Thus, efforts to be made to actively involve students in learning so
as to improve the skills, understanding, interest and learning outcomes of students
in physics, one using inquiry training learning model.
The research has been carried out by Ridwan Abdullah Sani and M.
Zainul Abidin (2010), entitled Influence Inquiry Training Learning Model for
Mastering of Physic Concept In Class X SMA N 1 Tanjung Beringin. From the
research that is done then there is the influence of Inquiry Training learning model
for Mastering Physic Concept In Class X SMA N 1 Tanjung Beringin where the
obtained value 6,69 posttest experimental class and control class posttest results
4,64.
The research has been carried out by Nurhaida Lubis (2010), entitled
influence inquiry learning model for student learning outcomes in the material
substance and its form of class VII semester 1 MTS N 3 Terrain academic year
2009/2010. From the research that is done then there is the influence of inquiry
learning model for student learning outcomes in the material substance and its
5
the obtained value 68.70 posttest experimental class and control class posttest
results 59.20 . The constraints faced by previous researchers, among others: (1)
students are not familiar with the inquiry training learning model before so it took
an adjustment period with the students during the learning process takes place. (2)
in the group discussions there were some students who are silent or actively
participate less and less in group discussions. (3) the limitations of the tools and
materials in the lab because of the number of groups is too much.
How to overcome the above weaknesses researchers will now apply the
inquiry training learning model and trying to overcome the constraints faced by
previous researchers by providing guidance and clarification in advance stages of
inquiry training learning model at the start of the meeting at the time of teaching
and learning activities will be started if the students still do not get it Researchers
explain the stages of inquiry training learning model at the next meeting. Second,
researchers gave LKS (student worksheet) put more emphasis on students'
understanding of concepts when teaching and learning take place as well as
providing some animation related to the material that will be taught to identify the
level of student understanding. Second, the presence of a clear LKS, will allow
students to understand what will be done in a group discussion so that students
will actively participate in groups and researchers will give more attention and
guidance to students who are noisy and disturb the current discussion.
Research conducted by researchers at the above applied in Junior High
School (SMP). To that end, researchers are trying to carry out research in high
school (SMA). In this case, researchers want to conduct further study by outlining
the steps inquiry training learning model in the lesson plan so that the
implementation of research activities carried out in accordance with the more
targeted measures inquiry training learning model to guide and motivate the
students to perform learning activities in order to increase student participation.
Unlike previous research, this study researchers will provide the student
worksheets to facilitate teachers in conveying information to students and media
6
will also consider the effectiveness of the time so that students are expected to
play an active role in the learning well.
Based on the description above, researchers interested in conducting
research entitled The Influence of Multimedia Based Inquiry Training Learning Model on Student’sAchievement on Momentum and Impulse in Class XI, SMA N 1 Perbaungan, Year 2013/2014.
1.2. Identification of Problems
Based on the background above, the problem of identification of this
research are as follows:
1. Study physics was saturating and boring
2. Low of student achievement for physics
3. lack of students to think actively, creative and critical thinking in the
learning process
4. learning model still not variated that used by teacher
5. The dominance of the teacher in the learning process, so students do not
have a chance to express their opinion.
1.3. Scope of Research
In order to keep this research become more focused and directed, the
researcher limit the problems as the following
1. Learning model used is a Inquiry Training Learning of on the
experimental class and Conventional Learning on the control class.
2. The material taught is Momentum and impulse
3. Conducted to determine the Influence of Multimedia Based Inquiry
Learning Model on student learning outcomes.
7
1.4. Problem Statement
The problem statement of this research are:
1. Is the students achievement in the momentum and impulse subject using
Multimedia Based Inquiry Training Learning Model has ifluence than
Conventional Learning?
2. How does student learning activities during the Inquiry Training Learning
Model in the subject matter in momentum and impulse of SMA N 1
Perbaungan, year 2013/2014?
1.5. Research Objective
The research objective is as follows:
1. To know the Influence Multimedia Based Inquiry Learning Model on
students achievement in the subject matter Momentum and Impulse in
class XI SMA N 1 Perbaungan, year 2013/2014.
2. To know the student learning Activity using Inquiry Training Learning
Model on student achievement in the subject matter Momentum and
Impulse in Class XI SMA N 1 Perbaungan, year 2013/2014
3. To know the student learning achievement by using Mutimedia Based
Inquiry Training Learning Model and conventional learning on
Momentum and Impulse in class XI SMA N 1 Perbaungan, year
8
1.6 Research Significance
1. For students
1. Improving student learning outcomes in the subjects physics, especially
the material momentum and impulse
2. Motivating students to engage in learning through inquiry training learning
model
2. For teachers
1. Opening think conception of teachers in developing teaching and learning
model one uses inquiry training learning model
2. Feedback for teachers to measure the success of the implementation of the
teaching and learning activities in the classroom
3. For schools
1. Improving the quality of the school through learning outcomes student
learning and teacher performance
2. As feedback to improve the effectiveness and efficiency of the learning
66
CHAPTER V
CONCLUSION & SUGGESTION
5.1. CONCLUSION
Base on the research find from the analysis of result and hypothesis test, it can
conclude that :
1. Have the effect of Inquiry Training Learning Model on student’s
achievement on Momentum and Impulse in class XI SMA N 1
Perbaungan, year 2013/2014. It means Inquiry Training Learning Model
better than Conventional model to increase of student achievement
2. Student activity frequency in experiment class have Inquiry Training
Learning Model after two times meeting concluded to good category.
While the students activity in control class have conventional learning
after two times meeting is concluded to less category.
3. Base on t test, find that has significant influence in student achievement
using Inquiry Training Learning Model especially in material Momentum
& Impulse Class XI SMA N 1 Perbaungan T.P 2012/2013
5.2 SUGGESTION
Suggestion from the reserach is
1. For next research, it will be better to make the good plan in group
organization, it should be the member of group each group only 2-3
people. It can make them in active.
2. In the collection of data in research, find that student need a long time
because they still not understand the step-step in worksheet. It will be
better the next researcher want to continue this research, using the
67
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ii
BIOGRAPHY
Jefri S Waruwu was born in Gunungsitoli-Nias Island on November 4th,
1991. Father named Emanuel Waruwu, S.Pd and mother named Ramiti Dakhi,
A.Md, and he is the last of fourchildren. In 1997, the authors entered Primary
School SDN No.074038 Gunungsitoli and graduated in 2003. In 2003, the authors
continue education in Junior High School SMP N 6 Gunungsitoli-Nias in business
department and graduated in 2006. In 2006, the authors continue education to
High School SMAS St Xaverius Gunungsitoli in Natural Science Department 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
