THE IMPLEMENTATION OF INQUIRY-BASED LEARNING MODEL TO IMPROVE STUDENT’S ACHIEVEMENT AND
INTEREST ON SALT HYDROLYSIS TOPIC
By:
Haposan Januari Silalahi 4113131025
Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Getting Degree of Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
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ACKNOWLEDGEMENT
All praise and honor be to Almighty God who has power over the endless blessings that given to me in the preparation and conducting of this research from beginning to end.
The title of the thesis is “The Implementation of Inquiry-Based Learning Model with Concept Mapping to Improve Student’s Achievement and Interest on Salt Hydrolysis Topic”. This thesis is aimed to fulfill the requirement for Degree of Chemistry Education, at Chemistry Education, Faculty Mathematics and Natural Science (FMIPA), State University of Medan.
My honorable presents to Prof. Drs. Motlan, M.Sc, Ph.D., as the Dean of FMIPA Unimed, Prof. Dr. rer. nat Binari Manurung, M.Si., as the Coordinator of Bilingual Program in FMIPA Unimed, Dr. Iis Siti Jahro, M.Si., as the Secretary of Bilingual Program in FMIPA Unimed, and Agus Kembaren, S.Si,M.Si as the Head of Chemistry Department in FMIPA Unimed.
In this arranging the thesis, I would give my special gratitude to my Thesis Supervisor, Drs. Rahmat Nauli, M.Si for all his kindness, support, suggestion, help, and appreciating among my thesis arrangement. I also thanks to Dr. Iis Siti Jahro, M.Si as my Academic Supervisor for her support and advice in my learning academic during been in college. The great honorable also to my Thesis Examiners, Prof. Dr. Ramlan Silaban, M.Si., Dr. Ayi Darmana, M.Si., and Ir. Nurfajriani, M.Si for all them advices, motivation and suggestion in repairing thesis.
I also want to thank to Drs. Hotman Situmorang, M.Si as Headmaster of SMA Swasta Raksana Medan for giving me permission to do research. My special also I appreciate to my guiding teacher during there, Ms. Evi Simanjuntak, S.Pd. I also give thank to my class research in SMA Swasta Raksana Medan for expressing honor and well attitude during my research.
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Silalahi and my beloved mother Roslinda br. Sitorus. They are my inspiration and my spirit in finishing my thesis for beginning to the end. They’re special. I love them to moon and back. My love is also dedicated to my brother Harry Silalahi, my sisters Christina br. Silalahi and Corry br. Silalahi for all them supports and help me in earning.
My partner and also my very kind helper during in thesis arrangement, Jusmasari Harahap, Lina Purba, Romartha Gultom, Hana, Juliani Aswita, Juwita Sitorus, Hesti Vera and Julianti Baturbara, for them support and kindness in helping me during processing my thesis.
Always in my mind, I gratitude my greeting missed to all parts of PPL of SMA N 1 Plus Matauli Pandan; Evi Mungkur, Kristin Natalia, Musthofa Rangkuti, Yohana Tobing, Evina Sihite, Intan Permata, Fatma Harian, Dessy Amelia, Lina Sukma, Afriliandini, Rahmadyah, Siti Fatimah, Fahrozy, Galang and Elvi Khairunnisa for all moments we had been together. My beloved students are batch 19, 20 and 21 for all supports to me, especially ISIS and Kimz and all of the parts of Dorm of SMA N 1 Plus Matauli Pandan. Guys, you are always in my mind.
My best friend, we called ourselves ‘CK Kental’ that always support me not only in my thesis arrangement but also in all my situation, in my daily life, and always receive my bad personality; Endang Febriyanti, Santa Odilia, Merry Christine, Immanuel Simanjuntak. Thank you for all. I address also thank to my ‘Edakerz’ friend, Dewi Manurung, Nessy Tamara and Juni Sianipar for the support and laughing. My team in church, NHKBP Perumnas Mandala Medan, that always pray for me, give me suggestion in me. For Bang Edo Manik, his kindness in giving me the printer to print all my thesis.
Greetings to CESP 2010 that always make me as their original junior that give me advices and supports during my activity in college, give knowledge in making this thesis. And also to CESP 2012 and CESP 2013 that cheer up me when I was in bad situation and always give support to me in thesis preparation.
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Baharudin, Cholida, Deby, Dessy, Evina, Fatma, Hesti, Intan, Jori, Juwita, Juliani, Lanita, Liesa, Mariany, Nova, Poppy, Rhone, Ricky, Riris, Rusdi, Ruth, Siti, Sinta, Yolanda, and Yuni. I really excited and proud to have you in my life. Surprisingly happy and guilt, thanks for all. Hope we guys can continue to the high degree.
Finally, I hope this thesis would be useful for everyone who likes to explore more about the learning model and media that suitable and effective to the salt hydrolysis topic notably and also other chemistry topics. I realize that this thesis is still far from perfection; any critiques and suggestions are needed for further improvement of this thesis to be better.
Medan, June 19th 2015 The Writer,
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THE IMPLEMENTATION OF INQUIRY-BASED LEARNING MODEL TO IMPROVE STUDENT’S ACHIEVEMENT AND
INTEREST ON SALT HYDROLYSIS TOPIC
Haposan Januari Silalahi (Reg. Number: 4113131025) ABSTRACT
The implementation of inquiry-based learning model with concept mapping to improve student’s achievement and interest on salt hydrolysis topic is explained. The aim of this research, to know how is the student’s achievement that be taught by inquiry-based learning model with concept mapping significant higher than taught by inquiry-based learning model on salt hydrolysis topic, and the second is to know the student’s interest that most improve through both experimental class. This research was done in SMA Swasta Raksana Medan on second semester. The population is XI Nat. Science and the sample is total sampling because there are just two classes consisted. The research instrument that was used in the research consists of test instrument and non-test. Both of instruments have been validated. The research data is analyzed by SPSS-16 for windows. The instrument test that used is multiple choice with five alternative options. The instrument test had been tested based on validity and reliability test. Based on validity, from 40 questions done, there were 27 questions are valid and just 20 questions are used as instrument test and rcount for reliability test is 0.743 which means that accepted reliable. The data of this research has been analyzed by hypothesis test. Based on hypothesis test using right side T-test, the result shows that the gain in 1st experimental class is (0.73±0.13) and 2nd experimental class is (0.58±0.13) at significant level α = 0.05, Ha1 is received and Ho1 is rejected where Sig. < α (0.000) < 0.05. The non-instrument test that is used is questionnaire. It was firstly done the validity by validator. From 20 questionnaire, all was valid. It is used to measure the student’s interest. The student’s interest in 1st experimental class is higher than in 2nd experimental class. It can be seen from the average of interest and also proved with t-test, the average in 1st experimental class is (27.59) and 2nd experimental class is (19.69) at level α = 0.01, Ha1 is received and Ho1 is rejected where Sig. < α (0.006) < 0.01. The Pearson correlation for achievement with interest is 0.250 for enough correlation.
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CONTENT LIST
Legalization paper i
Biography ii
Abstract iii
Acknowledgement iv
Content List vii
Figures List xiii
Tables List xiii
Appendix List xvi
CHAPTER I INTRODUCTION
1.1 Background 1
1.2 Problem Identification 5
1.3 Problem Statement 5
1.4. Problem Limitation 6
1.5 Research Objectives 6
1.6 Benefit of Research 7
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CHAPTER II LITERATURE REVIEW
2.1 Definition of Teaching and Learning 9
2.1.1 Definition of Teaching 9
2.1.2 Definition of Learning 9
2.2 Learning Chemistry 10
2.3 Student’s Learning Outcomes (Achievement) 11
2.3.1 Definition of Learning Outcomes 11
2.3.2 Indicators of Student’s Learning Outcomes 13 2.3.3 Factor Affecting the Student’s Learning Outcomes 13
2.4 Student’s Learning Interest 14
2.4.1 Definition of Student’s Learning Interest 14 2.4.2 Factor Affecting the Student’s Learning Interest 14
2.4.2.1 Internal Factors 15
2.4.2.1.1 Maturity 15
2.4.2.1.2 Exercise and Deuteronomy 15
2.4.2.1.3 Motivation 15
2.4.2.2 External Factors 15
2.4.2.2.1 Factors of Teacher 15
2.4.2.2.2 Factors of Methods 16
2.4.2.2.3 Factors of Lessons 16
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2.6 Learning Media 18
2.6.1 Functions and Benefits of Media 20
2.6.2 Concept Mapping Media 21
2.7 Salt Hydrolysis 22
2.7.1 Understanding of Salt Hydrolysis 22 2.7.2 Types of Salt and Determination of pH Solution 22 2.7.2.1 Salt from Strong Acid and Base 23
2.7.2.2 Salt from Strong Acid and Weak Base 23 2.7.2.3 Salt from Strong Base and Weak Acid 24 2.7.2.4 Salt from Weak Acid and Weak Base 26
2.8 Conceptual Framework 26
2.9 Research Hypothesis 27
CHAPTER III RESEARCH METHODS
3.1 Research Location and Research Objects 28
3.2 Population and Sample 28
3.3 Research Variable and Instrument 29
3.4 Design of the Research 29
3.5 Research Procedure 30
3.5.1 Arranging the Research Instrument 32
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3.5.1.2 Reliability Test 33
3.5.1.3 Difficulty Test 33
3.5.1.4 Distinguish Index 34
3.5.2 Teaching Treatment 35
3.5.3 Data Collection and Analysis 35
3.5.4 Normality Test 35
3.5.5 Homogeneity Test 36
3.5.6 Hypothesis Test 36
3.6 Performance Indicator 37
CHAPTER IV RESULT AND DISCUSSION
4.1 The Description of School Sample 38
4.2 The Analysis of Instrument 38
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4.3.2 The Result of Student’s Interest by Questionnaire 42
4.4 The Analysis of Data 43
4.4.1 Normality Test 44
4.4.1.1 Normality Test of Student’s Achievement 44 4.4.1.2 Normality Test of Student’s Interest 44
4.4.2 Homogeneity Test 45
4.4.2.1 Homogeneity Test of Student’s Achievement 45
4.4.2.2 Homogeneity Test of Student’s Interest 45
4.5 Student’s Achievement 46
4.5.1 Student’s Achievement before Teaching Treatment 46 4.5.2 Student’s Achievement after Teaching Treatment 47
4.5.3 Gain 48
4.6 Student’s Interest 48
4.7 Hypothesis Testing 49
4.7.1 Hypothesis Test of Hypothesis 1 49 4.7.2 Hypothesis Test of Hypothesis 2 50 4.7.3 Hypothesis Test of Hypothesis 3 51
4.8 Discussion 51
CHAPTER V CONCLUSION AND SUGGESTION
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5.2 Suggestion 57
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FIGURE LIST
Figure 3.1 Research Design 32
Figure 4.1 The Gain diagram between Student’s Achievement and 43
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APPENDIX LIST
Appendix 1 Syllabus 61
Appendix 2 Lesson Plan 64
Appendix 3 Lattice of Instrument Test 81 Appendix 4 Analysis of Instrument Test 82 Appendix 5 Instrument Test (Before Validation) 91 Appendix 6 Instrument Test (After Validation) 97
Appendix 7 Inquiry Question 100
Appendix 8 Questionnaire (Student’s Interest) 108
Appendix 9 Observation Sheet 112
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Appendix 21 Value of 1st Experimental Class (Pretest and Posttest) 137 Appendix 22 Value of 2nd Experimental Class (Pretest and Posttest) 139 Appendix 23 Gain of 1st Experimental Class 139
Appendix 24 Gain of 2nd Experimental Class 140
Appendix 25 Gain of Student’s Interest in 1st Exp. Class 141
Appendix 26 Gain of Student’s Interest in 2nd Exp. Class 142
Appendix 27 Normality Test 143
Appendix 28 Homogeneity Test 147
Appendix 29 Hypothesis Test 149
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CHAPTER I
INTRODUCTION
1.1 Background
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the effect? When our students graduate fromschool, they are just smart in theory, can not be applied in daily life.
Education is one of the efforts to improve the quality of human resources. Education is currently placing students as the center point of the process of learning in which students as subjects who developed through experiential learning. The main problem in learning in formale ducation (schools) nowadays is still low absorptive capacity of learners. This is evident from the average student learning outcomes are always still very alarming. This achievement is certainly a result of the learning condition is still conventional and do not touch the realm of the learner's own dimension, namely how to actually learn (learning to learn). In a more substantial sense, that the learning process is still giving do teachers’ dominance and not provide accessfor students to develop independently through the discovery in his thinking process (Trianto, 2009). Chemistry is one of the natural sciences (IPA), which plays an important role as well as a significant influence on the development and technological progress. This field of study has an important role and is widely used in daily life, such as food, drink, clothing and even industry. Seeing the importance of chemistry in human life and technology students need to be equipped to strengthen the ability ofa chemical to produce a Human Resources (HR) are competent, to be able to follow the development of science and technology which is currently a development priority. Learning chemistry in school is less precise if only pay attention on product without considering the process that takes place in everylearning. It happens due to the lack of constructivist learning models that are applied in high school, most of learning is still dominated by the teacher (teacher-centered), so non-cognitive skills are less honed. With this model students will become passive learners. The low achievement of students in learning chemistry can be seen in the average of School Exam (UAS) scores of students in area of North Sumatera, academic year 2004/2005 on chemical subject is 4.01, academic year 2005/2006 was 6.75, academic year 2006/2007 was 6.50, academic year 2008/2009 was 6.25
(http://www.waspada.co.id/index.php//20.10). They’re shown that the student’s
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not optimal. Based the experience of researcher on field study experience (PPL) in SMA N 1 Plus Matauli Pandan, chemistry is difficult subject towards student’s understanding. Most of students become obnoxious at time. It is seen from the results of pure value of daily exam (UH 1) on academic year 2014/2015. With the KKM 78, only five students can fear this test. The highest value was 98 (XI MIA 5), and the lowest value is under 10 (XI MIA 8). But, when the researcher taught chemistry subject integrated with inquiry, there was an increasing value that achieved by students. It can be proved by UH 2. The highest value was achieved at 100 (XI MIA 1) and the lowest value is between 60 to 40, and KKM for the test is 78. Although, there maybe no significant in increasing but, researcher believed that someday, all students can get the maximum value. (Published in SMA N 1 Plus Matauli Pandan, 2014).
Concepts and strategies that teachers use this time also decreased. Teachers no longer wanted to change the way they teach, just focused with teaching and learning activities which are monotonous. Teachers do not try to understand their students' abilities, resulting in students may not understand what the teachers taught. Descriptively, teaching in principle is to guide students in the teaching implies that teaching is an effort to organize the environment in conjunction with students and teaching materials, resulting in the learning process. Teaching is defined as an organized activity or set the environment as well as possible and connecting with children, resulting in learning process. Or said, teaching in an attempt to create conditions conducive to ongoing learning activities for students. (Rovegno and Nate, 2003)
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Harvard Graduate School of Education. Perkins in (http://www.teachinquiry.com/index/Introduction.html) begins with the belief that teachers generally approach the complexity of teaching in one of two ways:
1. Students learn isolated skills and knowledge, starting with the simple building blocks of a particular topic and then building to more complex ideas. While this appeals to common sense (think of the efficiency of a automobile assembly line), the problem with this approach is the removal of any context to the learning, making deep understanding of the content less likely. Perkins calls this approach elementitis, where learning is structured exclusively around disconnected skills and fragmented pieces of information.
2. Students learn about a particular topic. This approach is frequently utilized in history and science classes, where students are taught about other people’s ideas but rarely if ever given the opportunity to produce and refine their own ideas. Perkins calls this aboutitis where learning is equated with consuming knowledge or information, without developing the critical thinking or creative, knowledge-building skills necessary to transfer knowledge to novel situations.
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To improve human resources in education, it is necessary to invent the changes in learning strategies. In order to assist students in understanding and understand the lessons to be learned. Inquiry-based learning is one of the learning strategies that can be used by teachers in the classroom. Inquiry-based learning is one of learning model that centered only to students. The main purpose of inquiry-based learning is to push students to develop the diciplint of intelectual and the thinking skills by giving the questions. The strategy of inquiry-based learning pulling on to the process of looking and finding. (Retno, 2010). In enhancing inquiry-based learning strategies, the authors conducted a study on “The Implementation of Inquiry-based Learning Model with Concept Mapping to Improve Student’s Achievement and Interest on the Subject of Salt Hydrolysis”.
1.2 Problem Identification
Based on the background described above, then the problem can be formulated as follows:
1. The problem in learning caused the quality of education in Indonesia. 2. The quality of education in Indonesia is still low.
3. Chemistry is one of subject that lack of understanding by students.
4. The lack of delivery material and learning models that lead to bored students in learning.
5. Model and media on teaching and learning process can make students easily understanding the chemistry concept that abstract and bored.
6. The capacity of cognitive aspect in salt hydrolysis is still low. 1.3 Problem Statement
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2. Is the student’s interest by implementing the concept mapping in inquiry -based learning model higher than student’s interest in inquiry-based learning model on the salt hydrolysis topic?
3. Is there any significant correlation between student’s interest to the student’s achievement obtained by Inquiry-Based Learning model with concept mapping than inquiry-based learning model?
1.4 Problem Limitation
1. Strategy of model of Inquiry-Based as free inquiry combining with concept mapping.
2. The student’s learning achievement to be measured in this study is cognitive aspect of level C1,C2,C3,C4 using instrument test.
3. The student’s interest to be measured in this study is the interest of student in this topic.
4. The main topic will be taught in study is salt hydrolysis.
5. The subject of this study is students of XI Nat. Science SMA Sw. Raksana Medan.
1.5Research Objective
The general objective of this research is to know what the model of inquiry-based learning with concept mapping increase the student’s learning achievement and interest in salt hydrolysis topic
The specific objectives are:
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2. Whether or not, the student’s interest that be taught by inquiry-based learning model with concept mapping is significant higher than student’s interest in inquiry-based learning model on the salt hydrolysis topic. 3. Whether or not, there is significant correlation between student’s interest
to the student’s achievement in implementing inquiry-based learning with or without concept mapping.
1.6Benefit of Research
This study is expected to provide benefits, especially for chemistry teachers, students and also for the other researcher about how to improve learning through inquiry-based learning integrated with concept mapping. The expected benefits of this research are generally described as follows:
1. For Chemistry teacher and researcher, this research result can be as alternative model beside other model presented in increasing quality of teaching and learning process especially in salt hydrolysis by applying inquiry-based learning using concept mapping.
2. For Students, to increase the student’s achievement through innovatiove model learning to make interest of learning process so that it can increase the student’s interest to learn chemistry and repeat the subject matter until they comprehend and it will result student’s learning outcome and increasing the value.
3. For other researchers, it can be a modal to make a further research related to the study.
1.7Operational Defenition
1. Inquiry-Based Learning (IBL) is an appropriate method of learning because it has a significant role to play in professional practice development.
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3. Concept maps are a creative way of individual students to generate ideas, lesson notes, or planning a new study.
4. Interest is choice of pleasure in activities and can excite a person to fulfill its readiness to learn.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the research that obtained from the result of data analysis, it can be concluded that:
1. The chemistry students’ achievement that be taught by Inquiry-based learning
model with concept mapping is higher that chemistry student’s achievement that be taught by inquiry-based learning model. It can be proven by the percentage of gain from each treatment.
2. The student’s interest in first experimental class shows the good response better than the student’s interest in second experimental class. It can be proven b the percentage of gain from each treatment.
3. There is significant correlation between student’s interest and student’s achievement. The data shows 0.250, means that it is enough correlate.
5.2 Suggestion
Based on the result and discussion and conclusion, researcher can assumed and give some suggestion as follows:
1. There is a development and invention and also continuously research of chemistry learning to each chemistry subjects, not only on salt hydrolysis topic. 2. To teacher and other educated person, applying the Inquiry-Based Learning Model with Concept Mapping can easily get the instructional aim and can increase the student’s achievement and interest, especially on chemistry subjects that basically they are calculation such as thermochemistry and chemical equilibrium. Inquiry model is suitable to both subjects, and if teachers apply the inquiry model to both well, researcher think that the increasing of achievement is high.
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4. In preparing the research and conducted in class, researcher found some false ways to conduct the class. In first class, when conducting inquiry, the class was not condusive and noisy. So, for next researcher, firstly you have to control the class by feel what they want and what they will do.
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