IMPLEMENTATION OF ACCELERATED LEARNING APPROACH TO INCREASE STUDENT’S
ACHIEVEMENT IN TEACHING COLLOID TOPIC
By:
Sri Wahyuni Rangkuti 408131092
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Getting Degree of Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
Title of Research :”IMPLEMENTATION OF ACCELERATED LEARNING APPROACH TO INCREASE STUDENT’S ACHIEVEMENT IN TEACHING COLLOID TOPIC”. Name : Sri Wahyuni Rangkuti
ID Number : 408131092
Study Program : Bilingual Chemistry Education Department : Chemistry
Approved by : Supervisor
Drs. Rahmat Nauli, M. Si NIP. 19660607 199103 1 001 Known:
Head of Chemistry Department Coordinator of Bilingual Class
Drs. Jamalum Purba, M.Si Prof. Dr. Herbert Sipahutar, M.Sc NIP. 19641207 199103 1 002 NIP. 19610626 198710 1 001
FMIPA UNIMED Dean,
Prof. Drs. Motlan Sirait, M.Sc., Ph. D. NIP. 19590805 198601 1 001
ABSTRACT
IMPLEMENTATION OF ACCELERATED LEARNING APPROACH TO INCREASE STUDENT’S ACHIEVEMENT
IN TEACHING COLLOID TOPIC
Sri Wahyuni Rangkuti (NIM 408131092)
PREFACE
Praise and Gratitude must be prayed to Almighty God, Allah SWT, for all the graces and blessings that provide health and wisdom to the author so writer can finish this skripsi well.
The title of this thesis is "Implementation of Accelerated Learning Approach to Increase Student’s Achievement In Teaching Colloid Topic ". This research is done in SMA N 1 Berastagi in academic year 2011/2012” that prepared to get degree Sarjana Pendidikan of Chemistry Education , Faculty of Mathematics and Natural Sciences, State University of Medan.
On this occasion, the author also conveys a respect and gratitude to : 1. Mr. Drs. Rahmat Nauli, M.Si, As a thesis’s supervisor who has provided
guidance and suggestions to the author since the beginning of the study until the completion in writing this thesis.
2. Give Thanks also to Prof. Dr. Suharta, M.Si, Dr. Marham Sitorus. M.Si, Dr. Mahmud, M.Sc. who has provided suggestions from the plan until the completion of this thesis.
3. Thanks also conveyed to Drs. Wesly Hutabarat, M.Sc., as the Academic Supervisor who always guided researcher during the lecture and the entire along with Mr. and Mrs. Staff and Lecturer in chemistry department FMIPA UNIMED who have helped the author.
4. The awards were also presented to Mr. Drs.Alberto Colia as a school principals SMA Negeri 1 Berastagi and Mr. Edison Sembiring, S.Pd as a chemistry teacher and staff which assist in the implementation of this research.
5. Special gratitude and appreciation to the my lovely father Abdurrahman Rangkuti and my mother Zahara who have caring, raising and educating me with love and affection. Thanks to prayer, motivation and sacrifices for both of them. So I can complete a Sarjana Pendidikan (S-1) at the State University of Medan.
IMPLEMENTATION OF ACCELERATED LEARNING APPROACH TO INCREASE STUDENT’S ACHIEVEMENT
IN TEACHING COLLOID TOPIC
Sri Wahyuni Rangkuti (NIM 408131092)
ABSTRAK
PENERAPAN PENDEKATAN ACCELERATED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA
PADA TOPIK KOLOID
Sri Wahyuni Rangkuti (NIM 408131092)
TABLE OF CONTENTS
Page
Legalization Paper i
Biography ii
Abstract iii
Preface iv
Table of Contents vi
List of Figures x
List of Table xi
List of Appendix xii
CHAPTER I INTRODUCTION
1.1. Background of Research 1
1.2. Problem Identification 5
1.3. Problem Statements 5
1.4. Problem Limitation 6
1.5. Research Objectives 6
1.6. Research Benefit 6
1.7. Operational Definition 7
CHAPTER II LITERATURE REVIEW
2.1. Theoretical Framework 8
2.1.1. Teaching and Learning Concept 8
2.1.2. Method of Learning 11
2.1.3. Learning style 11
ii
2.1.5. General Learning Difficulties The Higher Level Descriptions 13
2.1.5.1 Difficulties with input 14
2.1.5.2 Difficulties with integration 14
2.1.5.3 Difficulties with memory 14
2.1.6. The Truth of Learning Outcomes 15
2.1.6.1 Types of Student Learning Outcomes 17
2.1.6.2 Examples of Institutional Student Learning Outcomes 17
2.1.7. Accelerated Learning Concept 18
2.1.7.1 Definition of Accelerated Learning 18
2.1.7.2 Importance of Accelerated Learning 21
2.1.7.3 Characteristics of Accelerated Learning 21
2.1.8 Principles of Accelerated Learning. 22
2.1.9. Basic Assumptions Accelerated Learning 23
2.1.9.1 Basic Thinking of Accelerated Learning Approach 24 2.1.9.2. Basic principles of Accelerated Learning 24 2.1.10. The Concept of Accelerated Learning Approach 25 2.1.11 Basic Steps of Accelerated Learning Application. 26
2.2 Matery 29
2.2.1 Defenition of Colloid 29
2.2.2. Classification 29
2.2.3 Hydrocolloids 30
2.2.4 Interaction between colloid 31
2.2.5 Preparation of Colloid 32
2.2.6 Stabilization of colloid dispersion 32
2.3. Hypothesis 34
CHAPTER III RESEARCH METHODOLOGY
3.1. Research Location and Research Object 35
3.2. Population and sample 35
3.3. Research Variables 35
3.4. Research Variety and Design 35
3.4.1 Research Variety 35
3.4.2 Research Design 35
3.5. Research Procedures 37
3.6. Research Instrument 38
3.6.1. Validity Question 42
3.6.2. Reability Problem 43
3.6.3. Index Dificulty of Question 43
3.6.4. Technique Data Analysis 44
3.6.5. Homogeneity Test 45
3.6.6. Hypothesis Testing 45
3.7. Research Time Table 46
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1. Observation Result 48
4.1.1. Data Analysis of Research Instrument 48
4.1.2. Data description of research result 49
4.1.3. Data analysis of research result 49
iv
4.1.3.2. Homogenity Test 50
4.1.3.3. Gain 51
4.1.3.4. Hypothesis Tesing 51
4.2. Discussion 52
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 55
5.2. Suggestion 55
LIST OF TABLE
Page
Table 2.1 Dispersed Phase 30
Table 3.1 Research Design 36
Table 3.2 Research Instrument 38
Table 3.3 Research time table 46
Table 4.1 Data of research result 49
Table 4.2 Normality Test For Pre-Test 49
Table 4.3 Normality Test For Post-Test 50
Table 4.4 Homogeneity Test For Pre-Test 50
Table 4.5 Homogeneity Test For Post-Test 51
Table 4.6 Post-Test Data 52
v
LIST OF FIGURE
Page
Figure 2.1. Flow Chart of Design Research 9
Figure 2.2 Picture of Solution and Colloid 32
LIST OF APPENDIX
Page
Appendix 1a Lesson Plan Experimental class 58
Appendix 1b. Lesson Plan Control class 65
Appendix 2. Worksheet 71
Appendix 3a.Lattice test instrument test before validation 73 Appendix 3b.Lattice test instrument test after validation 74
Appendix 4. Instrument test 75
Appendix 5. Key answer Instrument test 79
Appendix 6. Pre-test and Post test 80
Appendix 7. Key answer Pre-test and Post test 83
Appendix 8. Calculation validation test 84
Appendix 9. Table Calculation Validation test 87
Appendix 10. Calculation Reliability test 88
Appendix 11. Table Calculation Reliability test 90
Appendix 12. Calculation Item Difficulty 91
Appendix 13. Table Calculation Item Difficulty test 93
Appendix 14. Calculation Item Discrimination 94
Appendix 15. Table Calculation Item Discrimination 96 Appendix 16. Data Tabulation and Students’ score 97
Appendix 17. Calculation Normality test 98
viii
Appendix 19. Calculation Gain 101
Appendix 20. Calculation Hypothesis test 102
Appendix 21. Table Values of r product moment 103
Appendix 22. Table values of chi square 104
Appendix 23. Table values of Distribution-t (Table t) 105 Appendix 24. Table values percentile for Distribution-F 106
CHAPTER I INTRODUCTION
1.1 Background
In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2004; Ormrod, 1995). It is also thought of as the way in which information is absorbed, processed, and retained. "Learning Theories" are elaborate hypotheses that describe how exactly this procedure occurs. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.
There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitive, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism vi ews learning as a process in which the learner actively constructs or builds new ideas or concepts.
Merriam and Caffarella (1991) highlight four approaches or orientations to learning: Behaviourist, Cognitivist, Humanist, and Social/Situational. These approaches involve contrasting ideas as to the purpose and process of learning and education - and the role that educators may take.
2
two aspects are mutually supportive learning methods. These two aspects are interrelated. Application of a particular instructional method required adjustment of media to be used. In addition to the adjustment method of learning media, it is also very necessary to the purpose of learning, types of tasks, the learning context that includes the characteristic students and also the expected response from the students when learning takes place (Arsyad, 1997)
Teaching and learning process is at the core of the formal education process in schools. In teaching there interaction or reciprocal relationship between students and teachers, where students receive course materials taught by the teacher. Teachers teach by stimulating , guiding and directing students learning students learn the material in accordance with the objectives. Learning objectives in general lesson is that the material presented is fully owned by all students. It can be demonstrated mastery of learning outcomes or student learning achievements obtained.
Along with the passage of time and the current progress of time, a teacher is always trying to reach the perfect learning system. It is not easy to achieve because in general the teachers face challenges that are serious enough about the difficulty of learning the students to follow in earnest. The fact that most students face is indifferent to the on going learning activities or in other words, students' motivation is so low that the failure to reach the limits of graduation to be no real evidence to graduates of a teacher. The low teacher student learning outcomes are not able to create a learning environment in accordance with the developments and advances in technology (Sriwanti, 2008).
Learning is generally defined as relatively permanent changes in
last. Notice, though, that learning can be physical, social, or emotional as well as cognitive. You do not “learn” to sneeze simply by catching cold, but you do learn many skills and behaviors that are physically based, such as riding a bicycle or throwing a ball. You can also learn to like (or dislike) a person, even though this change may not happen deliberately.
For teachers, learning usually refers to things that happen in schools or classrooms, even though every teacher can of course describe examples of learning that happen outside of these places. Even Michael, at age 6, had begun realizing that what counted as “learning” in his dad’s educator-type mind was something that happened in a classroom, under the supervision of a teacher (me). For me, as for many educators, the term has a more specific meaning than for many people less involved in schools. In particular, teachers’ perspectives on learning often emphasize three ideas, and sometimes even take them for granted: (1) curriculum content and academic achievement, (2) sequencing and readiness, and (3) the importance of transferring learning to new or future situations.
In fact that many student in Indonesia specially in Medan that difficult to understand if study chemistry, they still assume that chemistry is difficult and must be avoided, this conception make motivation student to learn chemistry is low, and the effect is student result also decrease. And also learning process in class that still monotonous, and haven’t variation so that cannot to maximize the student potential.
Based on a study conducted by researchers previously showed that, still less the maximum application of multiple media to enhance student learning outcomes, especially computer-based multimedia. Possible factors that influence it is not suitable between computer-based multi media offered by the applied Approach. Therefore in this study to try to matching between Accelerated Learning Approach with the help of computer-based media.
4
computer - based multimedia is 84% and 71% is based media handout. Average chemistry student learning outcomes are taught by using cooperative learning type of Think-Pair-Share by Susan Ardian Ningsih get the data 14.48% higher than the average student learning outcomes and Rose, (2002): "Accelerated Learning attempts to integrate a variety of games and activities, emotions and music, relaxation, visualization, role playing, colors, concept maps, positive thinking and the emotional atmosphere of fun, so learning becomes more meaningful activities with stronger memory ".
Accelerated learning is important today, since technology is rapidly producing new solutions in business. Children today have to learn at rapid speeds to keep up with technology, as well adults must learn quickly also. Accelerated learning programs open the doors to help adults gain. The programs offer courses or training to help you stay up to date. The problem is technology is speeding, so the accelerated learning courses change rapidly to help you stay ahead of the game.
ways to successfully approach learning. The programs help you to adapt to home studies combined with programs in the upcoming web business. Online you will find links to courses that open the door to learning accelerated programs to develop skills, designed to teach pre-school kids develop skills to prepare for their future. Rather the parents can use the learning from the courses to advance their children’s skills. The courses build motivation. You learn multi-intelligence strategies in creativity, logic and learning. Using accelerated methods, the courses walk you through learning new languages. You find it easy to learn, and will develop skills to learn quickly. research with the title : “Implementation of Accelerated Learning Approach to Increase Student Achievement in Teaching Colloid Topic at SMA Negeri 1 Berastagi Student Grade XI School Year 2011/2012”.
1.2 Problem Identification
1. Using of Multimedia that still low in learning 2. System constructivism that haven’t maximal
3. Teaching and learning in class still monoton and not optimal for students
4. Accelerated Learning Approach that haven’t familiar in teaching. 1.3Problem Statements
6
1.4 Problem Limitation
Based on the research tittle and based on problem identification above, so researcher scoped the problem until using the Accelerated Learning Approach to increase student achievement in SMAN 1 Berastagi student grade XI school year 2011/2012, especially in the developing of Colloid Topic.
1.5Research Objectives
1. To know the student achievement in learning chemistry that taught by using accelerated learning approach in student grade XI school year 2011/2012, especially in the developing of colloid topic.
2. To know the student achievement in learning chemistry that taught by using conventional method in student grade XI school year 2011/2012, especially in the developing of colloid topic.
3. To know are significant different between student achievement in teaching chemistry that using Accelerated Learning Approach with conventional method in SMA N 1 Berastagi student grade XI school year 2011/2012 in colloid topic. 1.6 Research Benefit
1. As the reference for chemistry teacher about alternative accelerated learning approach and applying in learning process.
2. As the enjoying learning for student.
3. As alternative approach for teacher in choosing learning approach to increase student achievement.
1.7 Operational Definitions
Accelerated learning is learning about the brain and learning. This study allows to use different learning methods and media. Accelerated learning is trying to integrate a variety of games and activities, emotions and music, relaxation, visualization, color, concept maps, a fun positive way of thinking so that learning becomes more meaningful to apply the four basic steps, namely the technique of preparation, delivery techniques, techniques ssof training and performance techniques.
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CHAPTER V
CONCLUTION AND SUGGESTION
5.1 CONCLUTION
From the result of research, can be concluded that :
1. There are different between student learning outcomes that taught by accelerated learning approach compare with conventional learning approach in teaching colloid topic in XI student grade SMAN 1 Berastagi.
2. The percentage of average gain (student’s understanding) in experimental class that was taught by Accelerated Learning Approach in teaching colloid topic is equal to 42 %
3. The percentage of average gain (student’s understanding) in control class that was taught by using conventional learning in teaching colloid topic is equal to 27 %.
5.2 SUGGESTION
1. For teacher, hope that can using Accelerated Learning Approach in teaching Colloid topic to make student easier to received the material about colloid that have more theoretical than calculation so it is can make student not boring.
2. For school holder, in order to provide another inventory to support teaching and learning in classroom.
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