THE IMPLEMENTATION OF INQUIRY ORIENTED INTERACTIVE DEMONSTRATION METHOD TO IMPROVE STUDENTS’ LEARNING OUTCOME AND ACTIVITY
ON BIOLOGY TOPIC OF YEAR 7 SMP NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2011/2012
By: Yeni Khairina ID Number: 408141126
Study Program: Biology Bilingual Education
THESIS
Submitted to Biology Education Department State University of Medan In Partial Fulfillment of The Degree of Sarjana Pendidikan
BIOLOGY EDUCATION (BILINGUAL)
MATHEMATICS AND NATURAL SCIENCES FACULTY
STATE UNIVERSITY OF MEDAN
The writer would like to express her praise to Allah SWT (The almighty God, for all the graces and blessings that provide health and wisdom to the writers that the research can be completed in accordance with the planned time.
This Thesis entitled “The Implementation of Inquiry Oriented Interactive Demonstration to Improve Students’ Learning Outcome and Activity on Biology Topic of Year 7 SMP Negeri 1 Tebing Tinggi Academic Year 2011/2012”, prepared to obtain the bachelor degree of Biology Education, Faculty of Mathematic and Natural Sciences,State University of Medan.
On this occasion , the writer would like to deliver her thank to Dr.rer.nat. Binari Manurung who has provided guidance and constructive advice to the writer since the beginning of this research until the completion of this draft. My appreciation goes to Dr.Syarifuddin,M.Sc, Dr.Fauziyah Harahap, M.Si and Dra. Meida Nugrahalia, M.Sc, the examiners who have provided input and advise from research plan to complete the preparation of this thesis.
The writer says thanks to Drs. H. Tri Harsono, M.Si as the academic adviser and the head of biology department, and to all my lectures and all staffs in the Department of Biology, Faculty of mathematics and natural sciences of UNIMED that have helped me during the study in the campus. Award also presented to H. Adrul as the Head Master of SMP Negeri 1 Tebing Tinggi, Zainab Nirwani, S.Pd, M.Si. as a biology teacher in SMP Negeri 1 Tebing Tinggi, all the teachers and students especially class VII-6 in SMP Negeri 1 Tebing Tinggi who have helped me during this research.
My never ending thankfulness is fully addressed to my beloved father Drs.H.Kasman,M.Ag and my mother Isma Yani and brothers Yasri Hidayat, Reza Hidayat and Aidil Farhan who have given prayers, moral support and material to complete my studies in UNIMED. My gratitude also goes to my friends Syahriani, Dina, Syadwina, Silvia, Henny, Verronicha, Dewi, Maya, Maria, Novi, Winny, Desri and all of my friends in class Biology Bilingual Education 2008 who helped me during this research can be completed on time. Special thanks also addressed to my beloved friend in mathematics education; Efrida, Farah, Togu, and Ginda that always gave me support to finish this research.
perfectly. Presumably the contents of this thesis are useful in enriching science and education.
Medan, July 2012 Writer
Yeni Khairinaa
THE IMPLEMENTATION OF INQUIRY ORIENTED INTERACTIVE DEMONSTRATION TO IMPROVE STUDENTS’ LEARNING OUTCOME AND ACTIVITY ON BIOLOGY TOPIC OF YEAR 7 SMP NEGERI 1 TEBING TINGGI
ACADEMIC YEAR 2011/2012
Yeni Khairina (408141126) ABSTRACT
The research is aimed to improve students’ learning outcome and activities in class through the implementation of inquiry oriented interactive demonstration on the environmental management topic of year 7-6 SMP Negeri 1 Tebing Tinggi academic year 2011/2012. The research was designed as a classroom action research (CAR) consisted of three cycles. The research subject were all students year VII/6 totally 25 students. Multiple choice tests and observation sheets were used to measure the effectiveness of the teaching method. The result showed that the percentage of students’ learning outcome by implementing the inquiry oriented interactive demonstration increased from cycle I to cycle III that is 12% at cycle I, 48% at cycle II, and 88% at cycle III. The students’ activities increased by 24% at cycle I, 56% at cycle II, and 88% at cycle III. Whereas the increase of each activities aspect namely: (1) Students Asked questions increased to 53.5% (2) Students Answered teacher’s questions increased to 81.3% (3) Students gave opinion increased to 64% (4) Students presented the result of discussion increased to 89.3% (5) Students Done assignment increased to 56% (6) Team work increased to 96%. Thus, the implementation of inquiry oriented interactive demonstration by classroom action research (CAR) can improve students’ outcomes and activities.
TABLE OF CONTENT
Thesis Approval i
Biography ii
Abstract iii
Acknowledgement iv
Table of Contents vi
Figure List viii
Table List x
Attachment List xi
CHAPTER 1 INTRODUCTION 1
1.1 Background 1
1.2 Problem Identification 3
1.3 Research Scope 3
1.4 Research Question 4
1.5 Objectives 4
1.6 Significance of Study 5
BAB II LITERATURE REVIEW 6
2.1 The Essential of Learning 6
2.2 Learning Outcome 7
2.3 Learning Activity 9
2.4 Inquiry-based Learning 10 2.5 Learning Science Based-inquiry 13 2.6 Inquiry Oriented Interactive Demonstration 18 2.7 Environmental Management 23
CHAPTER III METHODOLOGY OF RESEARCH 30
3.2 Object of Research 30
CHAPTER IV RESULT OF RESEARCH AND DISCUSSION 43
4.1. The Result of Instrument Test 43 4.3. Description of Research 47
4.3.1. Cycle I 47
4.3.2. Cycle II 52
4.3.3. Cycle III 56
4.4. Discussion 61
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS 63
5.2. Recommendations 64
TABLE LIST
Table 2.1: the cognitive domain 8 Table 2.2: Taxonomy assessment 8 Table 2.3: Syntax of the inquiry Model 12 Table 2.4: A basic hierarchy of inquiry-oriented science teaching practices 16 Table 2.5: Relative degree of sophistication of various inquiry-oriented intellectual processes. 17 Table 3.1: The Test of Environmental Management Topic 36 Table 3.2: The student’s mastery level category 40 Table 3.3: The learning activity criteria 42 Table 4.1: Score for Every Aspect of Students’ Activity in Cycle I-III 44 Table 4.2: The Percentage of Students' Activity Categories from
Cycle I-III 44 Table 4.3: The Average Score of Students’ Learning Outcomes 45 Table 4.4: The Percentage of Students’ Mastery Level from Cycles I-III 46 Table 4.5: The Percentage of students’ learning outcome completeness
FIGURE LIST
Figure 2.1: The scheme of active learner 9
Figure 2.2: The scheme of passive learner 10
Figure 2.3: The Diagram of Inquiry Phases 13
Figure 2.4: Deforestation just outside Gunung Lauser 23
Figure 2.5: Erosion in Madagaskar 24
Figure 2.6: Flood in residential in jakarta 25
Figure 2.7: Reforestation at Sungai Buloh Singapore 26
Figure 2.8: Air Pollution in new Mexico 28
Figure 2.9: Garbage dump in Manila 29
Figure 3.1: Diagram of research procedure 35
Figure 4.1: Diagram of the percentage of students' activity levels in the cycle I by the implementation of inquiry oriented interactive in environmental management topic in class VII-6 SMP
Negeri 1 Tebing Tinggi. 50 Figure 4.2: Diagram of the percentage of students' activity levels in the cycle II
by the implementation of inquiry oriented interactive in environmental management topic in class VII-6 SMP Negeri 1 Tebing Tinggi. 54 Figure 4.3: Diagram of the percentage of students' activity levels in the cycle III
by the implementation of inquiry oriented interactive in environmental management topic in class VII-6 SMP Negeri 1 Tebing Tinggi. 58Figure 4.4: Students’ activity during teaching learning process as part of an
action research using inquiry oriented interactive demonstration method in grade 7/6 SMPN 1 Tebing Tinggi, semester 1 academic year 2011/2012. 59
Figure 4.5: Students’ learning outcome during teaching learning process as part
method in grade 7/6 SMPN 1 Tebing Tinggi, semester 1 academic year 2011/2012. 59
Figure 4.6: The percentage of students’ completion as part of an
CHAPTER I INTRODUCTION
1.1. Background
At this present time a lot of criticisms are directed on the teachers’ way of teaching which puts too much emphasis on the mastery of just a number of information or concepts rather than the teaching-learning process itself. Delivering information or concepts to students can be less useful or even not useful at all if it is only communicated through one-way direction.
The same problem also happened in one of junior high school in Tebing Tinggi. Based on the observation that has been done on teaching practice last semester (July to November 2011), there were some findings, for instance students were rarely involved in the learning process. The teacher was still the main source of information. The class activity was dominated by the teacher alone. Thus, there was not much opportunity for students to involve actively in the learning process.
While in the cognitive aspects, unsatisfactory results could be seen from the daily test of students VII-6 which had average score only 63.4, in addition to Mid-tests which had average score 64 on a scale of 100. It indicates that the learning outcomes are still below of minimum completion (KKM) which is 75.
The analysis of the topic problem was done by taking last year's result of students’ learning outcome (Academic year 2010/2011). About 50% of the students did not reach the minimum requirement to master the topic of Environmental Management. Based on the interview with the Biology teacher, Zainab Nirwani, S.Pd, M.Si, stated that this subtopic is very wide, so the students cannot understand all of the materials thoroughly.
research. Thus, giving students more opportunity to reflect on their own learning, gain a deeper understanding of the course concepts, and Become better critical thinkers”.
From the statement above, it can be said that the inquiry-based learning can help students in acquiring knowledge and skills of the results found own (experience) and not the result given set of facts. Taking Brunner’s opinion (Dahar (1988:125)) that said finding solution and knowledge by involving in it will produce a meaningful knowledge. The meaningful knowledge is characterized by the ability of students to understand about the concept or facts has been discovered and acquired in learning process.
However, according to Wenning (2005:3) in his article hierarchies of pedagogical
practices and inquiry process said that "There is little attention given to how the processes of
scientific inquiry should be taught and critical need to synthesize a framework for more
effective promotion of inquiry processes among students at all levels". Learning by inquiry
can be less effective and causing confusion to the student if the inquiry activity which is conducted is not suitable to the ability of the people that is involved, both teachers and students. That's why, Wenning (2005: 4) states that there are five-tiered approaches in learning activities oriented science inquiry; they are discovery learning, interactive demonstration, inquiry lesson, inquiry labs, and hypothetical inquiry (pure hypothetical inquiry and applied hypothetical inquiry). From the approaches above, interactive demonstration approach is simpler and leads to student understanding in learning science.
Interactive demonstration method on inquiry-oriented learning will facilitate students in understanding subject matter well. Based on Wenning (2005:5) stated that interactive demonstration designed to enhance students' skills in making predictions or make an explanation to determine whether or not students have misconceptions. In other words it can be concluded that this method is oriented to understanding the subject matter.
The stages in the interactive learning based on Wenning (2005:5) consists of demonstrating by the teacher and asking questions about the possibility of what would happen (prediction) or how something could happen (explain). The teacher's role in this method are in conducting the demonstration, developing and asking probing questions, eliciting responses, soliciting further explanations, and helping students to reach the conclusions. In other words, a demonstration on interactive demonstration doesn’t show a teacher as a model.
Activity on Environmental Management Topic of Year VII/6 SMPN 1 Tebing Tinggi Academic Year 2011/2012” will be done.
1.2. Problem Identification
From background above, so the problems are:
1. Most of students have not reached the mastery learning standard
2. Teacher is the only source of information and lecturing is the main method of teaching
3. The lecturing method is less giving the opportunity to the student to involve in learning process
1.3. Research scope
Research problem is limited into:
1.3.1 Subjects of Research
The Subject in this study is the improving of student’s learning outcome and activity by implementing interactive demonstration oriented inquiry.
1.3.2 Object of research
Object in this study is students’ year VII/6 SMPN 1 Tebing Tinggi academic year 2011/2012 with environmental management topic.
1.3.3 Parameter
1. The improving of learning outcome of student that can be seen from the gain of the average pretest and posttest score presented in the form of individual and classical score index.
2. The improving of student’s activity that can be seen from the observation sheet.
1.4 Research Question
By considering the background and limitations of problems then the formulation of the problem are:
2. Do the students’ activities of VII-6 SMPN 1 Tebing Tinggi academic year 2011/2012 on environmental management topic improve after the implementation of inquiry oriented interactive demonstration?
1.5 Objectives
Based on the research questions above, the research objectives are:
1. To know the increasing of students’ learning outcome of year VII/6 SMPN 1 Tebing Tinggi academic year 2011/2012 on environmental management topic after the implementation of inquiry oriented interactive demonstration
2. To know the increasing of students’ activities of year VII/6 SMPN 1 Tebing Tinggi academic year 2011/2012 on environmental management topic improve after the implementation of inquiry oriented interactive demonstration
1.6 Significance of Study
The significances of study that is expected are:
1.6.1 Theoretical Benefits
The results are expected to provide useful input for the education’s development, especially learning outcome and student’s activity in biology
1.6.2 Practical Benefits
1. Teacher can use inquiry oriented interactive demonstration method to improve the learning outcome and student’s activity in environmental management topic
2. Provide information to emphasize students' activeness in teaching and learning activities
3. As the system consideration and input as well as the motivation to do class action research
4. The application of active learning strategies and fun that can motivate learners to learn so that educational goals can be achieved
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS 5.1. Conclusions
Based on the results and discussion that has been described above, The conclusions are:
1. The implementation of inquiry oriented interactive demonstration method can improve students’ activity in class VII/6 SMP Negeri 1 tebing Tinggi academic year 2011/2012 on the environmental management topic where the students who are active in the cycle I is 24%, cycle II is 56% and cycle III is 88%.
2. The implementation of inquiry oriented interactive demonstration method can improve each aspect of students’ activity in class VII/6 SMP Negeri 1 tebing Tinggi academic year 2011/2012 on the environmental management topic where:
a. Asking the question score in the cycle I is 22.5, cycle II is 44, and cycle III is 53.5 b. Answering teacher’s question score in the cycle I is 57.3, cycle II is 73.3, and cycle III
is 81.3
c. Giving opinion score in the cycle I is 49.3, cycle II is 73.3, and cycle III is 81.3 d. Doing the task score in the cycle I is 74.6, cycle II is 81.3, and cycle III is 89.3
e. Performing in front of the class score in the cycle I is 30.6, cycle II is 52, and cycle III is 56
f. Team work score in the cycle I is 66.6, cycle II is 92, and cycle III is 96
3. The implementation of inquiry oriented interactive demonstration method can improve students’ learning outcomes in class VII/6 SMP Negeri 1 tebing Tinggi academic year 2011/2012 on the environmental management topic with the classical completion in the cycle I is 12%, in the cycle II is 48% and in the cycle III is 88% .
4. The implementation of inquiry oriented interactive demonstration method can improve students’ learning mastery in class VII/6 SMP Negeri 1 tebing Tinggi academic year 2011/2012 on the environmental management topic where the students who have high level of learning mastery in the cycle I is 12%, in the cycle II is 48% and in the cycle III is 88%
The recommendations that can be given after carrying out this research:
1. To overcome the perceived lack of time allocation in implementing inquiry oriented interactive demonstration method, the teacher should set a specific learning parts that can be done outside of class time.
2. To make students become more active in learning by inquiry oriented interactive demonstration method, the procedure can be modify a little, in which students will be more involved in the learning process by doing experiments themselves to prove their hypothesis or prediction.
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