THE DIFFERENTIA AND CRITICAL T
VIDEO AND
BIOLOGY
Submitted to Fulfill
MATHEMA
TIATION OF STUDENTS LEARNING ACH L THINKING BETWEEN THE USING OF ND GRAPHIC AS MEDIA IN PROBLEM B
LEARNING (PBL) MODEL IN SMA NEGERI 3 MEDAN
BY: SRI HAYUNI
409342029
GY BILINGUAL EDUCATION DEPARTM
A THESIS
lfill the Requirement for the Degree of Sarjan
BIOLOGY DEPARTMENT
MATICS AND NATURAL SCIENCE FACU STATE UNIVERSITY OF MEDAN
MEDAN 2013
CHIEVEMENT F LEARNING
BASED
MENT
jana Pendidikan
iv
ACKNOWLEDGEMENT
This thesis would not have been possible without the support of many peoples. Above all, I would like to thank Allah SWT for its grace and health so that I can finish this thesis entitled as The Differentiation of Students’ Learning Achievement and Critical Thinking Between the Using of Learning Video and Graphic as Media in Problem Based Learning (PBL) Model in SMA Negeri 3 Medan.
The author also wishes to thank several peoples around me who help and support thesis complishement. First, I would like to show my greatest appreciation to my beloved parentsAyahanda HamiddinandIbunda Wan Indriyanifor their fully and lovely support, my auntyBude Aidaryus Djamil for her loving care to me, my brother and sister.
Foremost, I would also like to express my sincere gratitude to my advisor Dr. Fauziyah Harahap, M.Si. who has supported me thoughout my thesis with her patience, motivation, enthusiasm, and immense knowledge. Her guidance helped me in all the time of research and writing of this thesis. I could not have imagined having a better advisor and mentor for my undergraduate study.
Besides my advisor, I would like thank the rest of my thesis committee: Dr.rer.nat. Binari Manurung, M.Si., Dr. Syami Edi, M.Si., and Dra. Martina A. Napitupulu, M.Sc. for their encouragement, insightful comments, and hard questions.
My sincere thanks also goes to Mam Desy in SMA Negeri 3 Medan for giving me the opportunity to use her class doing my research and all the students in XI Science 5 and XI Science 6 Academic Year 2012/2013 for their cooperation to be my research samples.
Last but not least I would like offer my special thanks to my “Sevenfold”
friends: Dewi Sahfitri, Mizanina Adlini, Ismi Raudha, Hafizhah Dini, Shofia LubisandDwi Rahmanarsihfor their encouragement and motivation.
Medan, July 17th2013
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TABLE OF CONTENT
Page
ENDORSEMENT LETTER i
BIOGRAPHY ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
TABLE OF CONTENT v
TABLE OF THE LIST viii
FIGURE OF THE LIST ix
APPENDIX OF THE LIST x
1. INTRODUCTION 1
1.1. Background 1
1.2. Problem Identification 5
1.3. Problem Limitation 5
1.4. Research Questions 6
1.5. Research Objectives 6
1.6. Research Significants 6
2. LITERATURE REVIEW 8
2.1. Theoretical Framework 8
2.1.1. The Aim of Education 8
2.1.2. A Framework of Thinking and Critical Thinking 9
2.1.2.1. Framework of Thinking 9
2.1.2.2. Critical thinking 9
2.1.2.3. Cornell Critical Thinking Test 13
2.1.3. Learning Achievement 15
2.1.3.1. Overview of Learning Achievement 15
2.1.3.2. Blooms’ Taxonomy 16
2.2. Learning Model: Problem Based Learning Model 17 2.3. The Media: Learning Media and Audiovisual Aids 20
2.3.1. Learning Media 20
2.3.1.1. Learning Media as Learning Resources 21 2.3.1.2. Learning Media as Semantic Function 21 2.3.1.3. Learning Media Manipulative Function 21
2.3.1.4. Psychologist Function 22
2.3.1.5. Socio-cultural Function 22
2.3.2. Audio Visual Aids 22
2.4. Learning Materials: Human Reproductive System 25
2.4.1. Definition Reproductive System 25
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2.4.3. Gametogenesis 34
2.4.4. Fetal Development 34
2.5. Relevant Research 36
2.6. Conceptual Framework 38
2.6.1. Significant Impact of Learning Video as 38 Media Toward Students Critical Thinking Skill
2.7. Research Hypothesis 39
3. RESEARCH METHOD 40
3.1. Research Location and Time Allocation 40
3.2. Research Population and Sample 40
3.2.1. Population 40
3.2.2. Sample 40
3.3. Research Variable and Instrument 41
3.3.1. Research Variable 41
3.3.2. Research Instrument 42
3.3.2.1. Learning Style Questionnaire 42
3.3.2.2. Blooms’ Cognitive Test 43
3.3.2.3. Cornell Critical Thinking Test 44
3.3.3. Validity Test 46
3.3.4. Reliability Test 47
3.3.5. Item of Difficulty 48
3.3.6. Discrimination Power 48
3.4. Research Design 49
3.5. Research Type 50
3.6. Research Procedure 51
3.6.1. Preparation Step 51
3.6.2. Implementation Step 54
3.6.3. Final Step 58
3.7. Data Analyze Method 61
4. RESULT AND DISCUSSION 64
4.1. Result of Research 64
4.1.1. Instrument Test 64
4.1.1.1. Validity Test 64
4.1.1.2. Reliability Test 64
4.1.1.3. Item of Difficulty 64
4.1.1.4. Item Discriminant 64
4.1.2. Description of Research Data 65
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4.1.3. Analysis of Data Researach 71
4.1.3.1. Normality Test 71
4.1.3.2. Homogeinity Test 71
4.1.3.3. Hypothesis Testing Test 71
4.1.4. The Relation between Critical Thinking and Learning 73 Achievement
4.2. Result Discussion 75
4.2.1. Learning Achievement 75
4.2.2. Critical Thinking 76
4.2.3. The Relation between Critical Thinking and Learning 78 Achievement
5. CONCLUSION AND RECOMMENDATION 80
5.1. Conclusion 80
5.2. Recommendation 80
REFERENCES 81
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APPENDIX OF THE LIST
Page
Appendix 1. Syllabus 87
Appendix 2. Lesson Plan for PBL with Learning Video Class 94
Appendix 3. Lesson Plan for PBL with Graphic Class 114
Appendix 4. Students Worksheet Meeting One 134
Appendix 5. Students Worksheet Meeting Two 135
Appendix 6. Students Worksheet Meeting Three 136
Appendix 7. Cogvitive Test Instrument 137
Appendix 8. Critical Thinking Test Instrument 142
Appendix 9. Calculation of Validity Test Table 149
Appendix 10. Calculation of Validity Test 150
Appendix 11. Calculation of Reliability Test 151
Appendix 12. Calculation of Item Difficulty Test 152
Appendix 13. Calculation of Item Discriminant Test 153
Appendix 14. Calculation of Item Discriminant Test Table of Rank 154
Appendix 15. Calculation of Item Discriminant Upper & Lower Group 155
Appendix 16. Recapitulation Cognitive Instrument Inclusion Criteria 156
Appendix 17. Cognitive Pre-Test of PBL with Learning Video Result 157
Appendix 18. Critical Thinking Pre-Test of PBL with Learning Video 158
Appendix 19. Cognitive Post-Test of PBL with Learning Video Result 159
Appendix 20. Critical Thinking Post-Test of PBL with Learning Video 160
Appendix 21. Cognitive Pre-Test of PBL with Graphic Result 161
Appendix 22. Critical Thinking Pre-Test of PBL with Graphic Result 162
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Appendix 24. Critical Thinking Post-Test of PBL with Graphic Result 164
Appendix 25. Recapitulation of Students Cognitive Test 165
Appendix 26. Recapitulation of Students Critical Thinking Test 166
Appendix 27. Cognitive Instrument Homogeneity Test 167
Appendix 28. Critical Thinking Instrument Homogeneity Test 173
Appendix 29. Cognitive Instrument Normality Test 179
Appendix 30. Critical Thinking Instrument Normality Test 180
Appendix 31. Cognitive Instrument Hypothesis Test 181
Appendix 31. Critical Thinking Instrument Hypothesis Test 183
Appendix 32. Simple Linear Regression Table 187
Appendix 33. Simple Linear Regression Calculation 188
Appendix 34. Learning Style Observation Sheet 190
Appendix 35. Learning Style Questionnaire Observation 192
Appendix 36. Critical Thinking Post Test Result - Deduction Criteria 194
Appendix 37. Critical Thinking Post Test Result - Induction Criteria 195
Appendix 38. Critical Thinking Post Test Result - Deduction Criteria 196
Appendix 39. Critical Thinking Post Test Result - Induction Criteria 197
Appendix 40. F Table Distribution 198
Appendix 41. r Product Moment Table 199
Appendix 42. t Table Distribution 200
Appendix 43. Observation Permission Letter 201
Appendix 44. Construct Validity Approval 202
Appendix 45. Content Validity Approval 203
Appendix 46. Research Permission Letter 204
Appendix 47. School Research Approval Letter 205
1
CHAPTER I INTRODUCTION
1.1. Background
Contemporary reforms efforts show the potential of bringing new and radical perspective about what academic learning means and how it can be best achieved (Arends, 1998). Peraturan Menteri Pendidikan Nasional (Permendiknas) Republik Indonesia No. 22 year 2006 about the Content of Standardization for Senior High School Education asserted that student should be able to relate their knowledge comprehension into Science, Technology and Society (STS) as the goal of our learning. In order to achieve this expectation, the involvement of thinking ability for every learning activity should be concern (Sanjaya, 2006). One of this thinking ability Ashman and Conway (1997) advocated is the critical thinking.
However in the real fact as mentioned by Sanjaya (2006) our science learning program at the school has not been dialed with student's ability to think critically and systematically yet. Based on his opinion this is occurs because our learning strategy doesn’t involve thinking ability in every learning activity. The impact of this learning strategy then implies in students’ non applicative knowledge.
Biology is a study of life which extends from the global scale of the entire living thing which has a close relation to the process inside of the living body with its surroundings (Kurniawati, 2010). One of the biology learning material which has a close relation to the organism is about the reproductive system. Reproduction is the organism characteristic that processes new organisms creation of the existing ones (Campbell, 2008). On the second grade of senior high school, our curriculum has been raised this topic concerning for the human.
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Sugiono (2008) found that the impact of less media utilzation in the study caused human reproductive lesson become less attractive and boring. Finally it made student understanding become low and reflected with the low student achievement test score.
Kurniawati (2010) found in her research that the limited teaching method and utilization of media has made the student rather feel boring and didn’t motivate to study the human reproductive system. Finally only 65% of students passed the MSS (Minimum Score Standard) in the last examination (MSS for science course is 75) meanwhile others were failed.
The limitation on teaching media utilization that suitable to teach the human reproductive system also a problem in SMA Negeri 3 Medan. Mam Desi as one of the Biology teacher of grade XI science class in the researcher personal talked has mentioned that there is a need of finding new innovative media that enable to engage and stimulate students' motivation and critical thinking in learning human reproductive system topic in SMA Negeri 3 Medan now. Thus, researcher finally decided to conduct the research location in this school.
According to Tiwari, 1999 and Cook and Moyle, 2002, Problem Based Learning (PBL) model has been advocated as a promising strategy to promote students’ critical thinking (include reasoning, communicating and connecting) in such a problem solving way. The components of PBL, using real world situations (problems), group learning, student-directed solutions for problems, and teacher serving as facilitators of learning has much promise for, and important applications in enhancing students critical thinking (Downing, 2013). Through a PBL modelstudents’ engagement and motivation can be construct by introducing them to the ‘real world’ problem which relevant to their study (Beasly and Ford, 2003). It is indicates that Problem Based Learning model was a promising method dealing with the learning problem in human reproductive system topic as mentioned earlier.
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the increasement of student achievement in the classroom through Problem Based Learning model. Harold Wenglinsky (2004) found that teaching critical thinking is associated with higher test scores. Therefore it can be concluded that instruction emphasizing advanced reasoning skills in classroom promotes high student performance in Problem Based Learning model (Wenglinsky, 2004; Schmidt, 1993). Therefore, the Problem Based Learning model was a good answer to solve low students achievement problem in human reproductive topic.
Rusman (2012) argued that there are several factors that can engage and motivate the students to be actively participating in the learning process. One of them is the availability of learning media that suitable to the study concept. This statement indicated that the role of media is very important in learning activity. Thus to study human reproductive system topic, the learning media involvement is necesarry.
According to Sugiono, 2008; Samodra, 2009; Kurniawati, 2010, the role of media is very useful to improve student understanding about the human reproductive system that contains with the abstract concept and difficult facts. Shankar (2007) on his book’s: Methods of Teaching Educational Technology
mentioned that the learning video as a media function is to stimulate the real world environments and creates an actual environment for experimentations.
Beyond of this expectation, a video learning also has a potential in bringing a better learning quality. Video instruction to support the learning method in classroom is a more effective teaching technique than conventional lectures (Felton, Keesee, Mattox, McCloskey and Medley, 2001). The findings of their research demonstrated that there was significant effect toward students learning achievement by using audio and video media aided than the conventional method. Through a video learning student comprehension will be increased due to their real illustrating experience, then it will engage them with the material and bring concrete understanding about the topic (Arsyad, 2004).
4
experience to students learning process. The more senses involve in the learning process, the more student comprehension can be construct.
Considering with that mainstream, researcher then conducted a research titled as: The Differentiation of Students’Learning Achievement and Critical Thinking between the Using of Learning Video and Graphic as Media in Problem Based Learning (PBL) Model in SMA Negeri 3 Medan.
1.2. Problems Identification
Based on research background description, researcher identified the research problems as follow:
1. Human reproductive system topic contains with abstract concept and difficult facts.
2. Human reproductive system topic learning activity in the class is less attractive due to the conventional method that the teacher teach in human reproductive system topic.
3. Limited learning media utilization about human reproductive system topic.
4. Students low achievement about the human reproductive system topic. 5. Low students motivation to study human reproductive system.
6. Low thinking involvement stimulating in our learning system.
1.3. Problems Limitation
In order to obtain an appropriate discussion, this research has some limitations as follows:
1. Focuses on human reproductive system topic.
2. Researcher use Problem Based Learning (PBL) model as the teaching method.
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4. Analysing whether there is a relation of students critical thinking and learning achievement between the using of learning video and graphic as media in PBL model.
5. Student learning achievement examineby Blooms’cognitive instrument test.
6. Students critical thinking examine by modified Cornell Critical Thinking Test Series Level X instrument.
7. For XI Grade Science Students in SMA Negeri 3 Medan academic year 2012/2013.
1.4. Research Questions
1. Is there any significant difference of students’ learning achievement between the using of learning video and graphic as media in Problem Based Learning (PBL) model about the human reproductive system topic based onthe Blooms’ cognitive test result?
2. Is there any significant difference of students' critical thinking between the using of learning video and graphic as media in Problem Based Learning (PBL) model about the human reproductive system based on Cornell Critical Thinking Test calculation Level X result?
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1.5. Research Objectives
This research is conducted to achieve some objectives as follows:
1. To analyse the significant difference of students’ learning achievement between the using of learning video and graphic as media in Problem Based Learning (PBL) model about the human reproductive system topic based on theBlooms’cognitive test result.
2. To analyse the significant difference of students’ critical thinking between the using of learning video and graphic as media in Problem Based Learning (PBL) model about the human reproductive system based on Cornell Critical Thinking Test calculation Level X result. 3. To analyse the relations of students' critical thinking and learning
achievement between the using of learning video and graphic as media in Problem Based Learning (PBL) model about the human reproductive system topic.
1.6. Research Significants
Considering about the research results and discussion, the researcher expects this research has some benefits both theoretical and practical.
In theoretical, this research significants as follows:
1. As a reference of learning methods to teach the human reproductive system in senior high school.
2. Contribute an idea in providing learning media that suitable for teaching human reproductive system in senior high school.
3. Contribute an idea to improve human reproductive system learning quality achievement.
4. Contribute an idea to involve critical thinking skill in learning about the human reproductive system topic.
5. Contribute an idea to imrove students’critical thinking skill in learning human reproductive system topic.
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Meanwhile, in practical. This research significant as follows:
1. As a practical reference for teacher in teaching human reproductive system using learning video as media.
2. As a reference in making lesson plan that suitable with human reproductive system learning video as media.
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CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
Based on the result and research discussion described in previous chapter, it can be concludes that:
1. There is significance difference of students’ learning achievement between the using of learning video and graphic as media in Problem Based Learning (PBL) class in SMA Negeri 3 Medan.
2. There is significance difference of students’ critical thinking between the using of learning video and graphic as media in Problem Based Learning (PBL) class in SMA Negeri 3 Medan.
3. There is a relation between students’ critical thinking level with the students learning achievement.
5.2. Recommendation
Based on the research conclusion, there are some recommendation for further research, as follows:
1. Writing essay suggested to be the instrument of critical thinking, not only non-essay tes instrument.
2. The time to stimulate critical thinking in problem based learning method should be longer.
3. The need of further research to verify why exactly learning video role in order to enhancestudents’critical thinking is necessary.
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