THE DEVELOPMENT OF CHEMISTRY LEARNING MODULE TO INCREASE STUDENTS ACHIEVEMENT ON THE TEACHING AND LEARNING OF OXIDATION AND REDUCTION REACTION.

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By:

Dameita Sumbayak Reg Number 408131038

Bilingual Chemistry Education Study Program

THESIS

Submitted to fulfill the requirement for getting the degree of Sarjana Pendidikan

DEPARTMENT OF CHEMISTRY

FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN

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Dameita Sumbayak (NIM 408131038)

ABSTRACT

The aim of the development chemistry learning module on the teaching and learning of oxidation and reduction reaction are to develop and standardize of chemistry learning module and to know its affectivity due to student’s achievement. The populations of this research are all students grade X SMA Negeri 1 Medan, SMA Negeri 1 Tebing Tinggi, SMA Negeri 1 Berastagi, all students grade XI SMA Methodist 1 Medan, Chemistry lecturers, chemistry teacher, chemistry books. The samples that were chosen from two classes those are homogenize, and distributed normally. There two kinds of research instruments, those are questionaire for standarization of chemistry learning module, and 15 multiple choice those were validated by expert valuator and students, with its rcalculation 0.682 > rtable 0.344, stated that it was reliable .

questionaire was done in standarized chemistry learning module by chemistry lecturers, chemistry teachers, and students called as expert judgment. Trial for module have done, by giving pretest, teaching and learning activities by using module as media (in control class), and by using chemistry book as a media (in experimental class), giving posttest-I, and next two weeks is giving posttest-II. The result of this research can be shown as the average percentage in High Group (HG) using module 52.48% is higher than using book 51.12%, with tcount = 4.56

while ttable at α = 0,05 is 1.32, and the average of experimental class

( =77.37±6.21), and control class ( =70.48±5.45). the average percentage in Low Group (LG), using module 66.05% is less than using book 68.41% , with tcount = 1.19 while ttable at α = 0,05 is 1.32, and the average of experimental class

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CHAPTER II LITERATURE STUDY

2.1. Module as a Media 6

2.2. Learning Module 7

2.2.1. The Elements of Learning Module 8

2.2.2. The Advantages of Learning Module 9

2.2.3. ModuleAdministration 10

2.2.4. Steps for Arranging Module 11

2.3. Curiculum Education Unit (CEU) 11

2.3.1. The Objectives CEU 12

2.3.2. The Characteristic of CEU 13

2.4. Text Book 14

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2.5.1. Development of Redox Concept 15

2.5.2. Autoredox Reaction (Disproportionation Reaction) 18

2.5.3. Nomenclature system of compounds according to 19

Oxidation Number

2.5.4. Application of Redox Reaction in Daily Life 21

2.6. Conceptual Framework 21

2.7. Hypothesis 22

CHAPTER III RESEARCH METHOD

3.1. The Overview of the Research 23

3.2. Location and Time of Research 24

3.3. Population and Sample 24

3.4. Research Variable and Research Instrument 24

3.5. Research Design 25

3.6. Research Procedures 26

3.7. Data Collection and Analysis 28

3.7.1. Validity Test 30

3.7.2. Reliability Test 30

3.7.3. Difficulty Level of Instrument 31

3.7.4. Discrimination Index 31

3.7.5. The Normality of the Test 32

3.7.6. The Homogeneity of the Test 32

3.7.7. The Statistical Hypothesis 32

3.7.8. Average Percentage of Student’s Achievement 34

3.7.9. Effectiveness Percentage of Student’s Achievement 34

CHAPTER IV THE RESULT AND DISCUSSION

4.1. The Development of Chemistry Learning Module 35

4.1.1. Survey of Chemistry High School Textbook 35

4.1.2. Analysis of Senior High School Chemistry Textbook 35

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4.2. Standardization of the Research Instrument (Evaluation Test) 42

4.2.1. Validation of the Instrument 42

4.2.2. Reliability of the Instrument 42

4.2.3. Normality Evaluation Test 43

4.2.4. Homogeneity Test 43

4.3. Student’s Achievement before Teaching Treatment 44

4.4. Student’s Achievement after Teaching Treatment 45

4.5. Hypothesis Testing 47

4.6. The Percentage of Average Student’s Achievement by Chemistry 49

Learning Module

4.7. The Affectivity Percentage of Chemistry Learning Module 49

4.8. Discussion 50

CHAPTER V CONCLUSION AND SUGGESTION

5.1. Conclusion 52

5.2. Suggestion 53

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LIST OF TABLE

Table 2.1. The Differentiation between Textbook and Module 7

Table 2.2 Binary Compounds of Metal and Nonmetal 19

Table 2.3.Binary Compounds of Nonmetal and Nonmetal 19

Table 2.4. Compounds of Polyatomic Ions 20

Table 2.5. Compounds of Polyatomic Ions if Cation has One Oxidation 20

Number

Table 2.6. Acid Compounds 21

Table 3.1.Research Design of the Developed Learning Module to Increase 25

Student’s Achievement in The Teaching of Oxidation and

Reduction Reaction

Table 3.2 Validation Criteria 29

Table 4.1. Average Percentage Analysis of Chemistry Materials 36

in Redox Reaction Topic that is Included in the

Textbook for Bilingual Class From 4 Publisher

Table. 4.2. The Performance of Textbook on The Material Redox Reaction 40

Which is Judged by Chemistry Lecturer, Chemistry Teacher,

and Senior High School Students

Table 4.3. Normality Test of three schools that were done 43

In trial chemistry learning module

Table 4.4 Homogeneity Test of three school that were done 43

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Table 4.5.The Student’s Achievement Based on The Pretest on Developed 44

Chemistry Learning Module in the Teaching

of Redox Reaction

Table 4.6. The Student’s Achievement Based on The Posttest-I on 45

DevelopedChemistry Learning Module in the

Teaching of Redox Reaction

Table 4.7. The Student’s Achievement Based on The Posttest-II on 46

Developed Chemistry Learning Module in the

Teaching of Redox Reaction

Table 4.8. The Affectivity of Developed of Chemistry Learning Module 50

Onto Student’s Achievement on Teaching

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LIST OF FIGURE

Page

Figure 3.1.The Overview of Research on the Development of Learning 23

Module to Increase Student’s Achievement in

The Teaching of Redox Reaction

Figure 3.2. The Procedure have been conducted in The Development and 27

Innovation of Learning Module of Chemistry Topics for

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LIST OF APPENDIX

Page

Appendix 1. Syllabus 56

Appendix 2. Lesson Plan 59

Appendix 3. Instrument Evaluation Test 79

Appendix 4. Key Answer 85

Appendix 5. Instrument Test Planning Analysis 86

Appendix 6. Quetionnaire for trial o chemistry teaching 88

Module on Oxidation and Reduction Reaction

Appendix 7. Analysis of Senior High School Text Book 89

from 4 Publishers

Appendix 8. Standarization of Chemistry Learning Module 93

by Chemistry Lecturers

Appendix 9. Standarization of Chemistry Learning Module by 94

Chemistry Teachers

Appendix 10. Standarization of Chemistry Learning Module 95

by Students

Appendix 11. The calculation of validity and reliability test of 96

instrument test

Appendix 12. The calculation of difficulty level of instrument 100

Appendix 13. The calculation of discrimination index 102

Appendix 14. Table of Class Grouping based on High Group 104

and Low Group in Three Schools

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Appendix 16. Calculation of Homogenity Test 114

Appendix 17. Calculation of Hypothesis Testing 115

Appendix 18. The Percentage Activity of Redox Reaction Chemistry 124

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CHAPTER I INTRODUCTION 1.1 Research Background

Development of learning module is very important and very interesting to

be discussed and it’s believed that using the learning module that have developed

can increase students’ achievement especially in chemistry topic. Development

learning module in English version is very important for this moment, as we know

that Indonesian Education still in process to compete with another country. In

Globalization era we forced to use as International Language that is needed to be

mastered. We need English to communicate with foreigners in the field of

development, technology, economy, and education. Qualified education will

create students who are able to compete internationally. Government has an effort

to increase the quality of our education in Indonesia, which has one purpose, able

to compete internationally. One of efforts that can be observed is the existence of

Bilingual class in Rintisan Sekolah Berstandar Internasional (RSBI) or Sekolah

Berstandar Internasional (SBI).

Teaching and learning in Bilingual class use two languages, those are

Bahasa Indonesia and English, especially for subject matter such as, Mathematics,

Chemistry, Biology, and Physics. For getting the concept of Bilingual class, there

are some prerequisites, such as (1) learning substances should be suitable with

students’ cognitive development and student’s English improvement, (2) School is

able to create conducive learning environment in using English, (3) learning is

forced to solve problems and students do cooperatively.(http://gurupembaharu.c

om/home/?p=2733.).

North Sumatera has some Bilingual class in SBI and RSBI. School which

get predicates as RSBI. Some of schools that has RSBI or SBI predicate are; SMA

Negeri 1 Medan, SMA St.Thomas 1 Medan, SMA Swasta Budi Murni Medan,

SMA Swasta Al-Ulum Medan, SMA Syafiatul Amalia Medan SMA Negeri 1

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Negeri 1 Lubuk Pakam, SMA Negeri 1 Sidikalang, SMA Negeri 2 Plus Sipirok,

SMA Negeri 2 Kisaran, SMAN 2 Balige etc.

Based on observation during done training teacher program in SMA

Negeri 1 Tebing Tinggi, there are two main gaps: (1) chemistry teachers’ English

skill is low and (2) the quality of Bilingual chemistry books was not standard from

their content and language. The standard categorize is from Curriculum Education

Unit. To reach the objectives of RSBI and SBI, both of those gaps should be

solved. Experience in training school showed that the biggest gap was english

skill of chemistry teacher in RSBI was low. It’s mean that senior teachers who are

mastered in Mathematics, Chemistry, Biology, and Physics could not teach their

subject matter by using English. None of teacher is able to used English while

teaching and learning process. They used English only in opening session and

closing session. This gap will be solved because State University of Medan has a

Bilingual program for Faculty of Mathematics and Natural Science. Candidate of

professional International teacher will be graduated next year. The second gap is

the qualities of Bilingual chemistry books are not standard from their contents and

language. Students use Mathematic book, Chemistry book, Biology book, and

Physics book in Indonesia version. Bilingual books as a supplement. To overcome

this gap, it’s important and interesting to develop chemistry learning module

which would be standarized in content, language, and its presentation.

Module is a complete unit, independently, it consist of a series of learning

activities that is arranged to help students in reaching the objectives that has

formulated specifically and clearly. Module is a set of curriculum that is prepared

to learning autonomously. Module learning give chance for students to learn by

their style, so they use different technique to solve certain problems based on their

knowledge background (Nasution, 2005). But in this case module is designed as a

learning media that consist of learning materials. It is created communicatively.

The material will be discussed is clear and measurable. It is concerned in learning

activities of people who use it (Munadi, 2008). Module is a printed media that can

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learning module could improve student’s achievement in automotive

mechanic-engineering of SMK Panca Bhakti Banjarnegara course year 2005/2006. From the

calculation of tcount is bigger than ttable means that students using interactive

learning module have better learning performance.

Factually, learning chemistry can be concluded that, (1) chemistry is not

famous subject matter for students; (2) chemistry is not able to improve students’

cognitive ability; (3) chemistry make a gap between teacher and students; (4)

chemistry has not improvement. Even thought school programs have an effort to

develop students’ conceptual understanding, but there is no relationship among

the materials (Burhan, 2008). The material in chemistry is needed to be

developed. Especially in topic Oxidation and Reduction Reaction that is difficult

to be understood by students. Usually teacher explains this topic by conventional

method, difficult language to be gotten, and inappropriate learning media.

Based on gaps above, it is better to develop a module that is written in

Bilingual version, and it has standardized content to help teaching and learning

chemistry in Bilingual class, RSBI, to create effective learning. The writer is

interested to do research with the title “The Development of Chemistry Learning Module to Increase Student’s Achievement on the Teaching and Learning of Oxidation and Reduction Reactions”.

1.2. The Problem Identification

Based on the background explained above, there were some problems

which identified to make the research be formed. The problem identification were:

1. How does the sequence of chemistry materials to be arranged in the module in

order the topic of Oxidation and Reduction Reactions is easy to be learned and

it meet the curriculum education unit?

2. How to make learning module in topic of Oxidation and Reduction Reactions

be attractive, easy to be understand, can increase the students’ achievement in

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3. How do the chemistry teachers opinion on the standard learning module in

topic Oxidation and Reduction Reactions?

4. How does the effectiveness of learning module in topic Oxidation and

Reduction Reactions can be used to increase students’ achievement in

chemistry?

1.3. The Problem Formulation

The problem formulation of the study were:

1. Did the sequence of chemistry materials that will be arranged in the module in

order the topic of Oxidation and Reduction Reactions was easy to be learned

and it meet the curriculum education unit?

2. Did teachers’ perception that learning module had fulfilled the standard

categorize?

3. Did the learning module in topic Oxidation and Reduction Reactions could

increase students’ achievement class X, academic year 2012/2013?

4. Did the learning module in topic Oxidation and reduction reaction effective to

be used in increasing student’s achievement?

1.4. The Scope of Research

There were so many problems that had identified; the writer limited the

problems as below:

1. Developing and standardizing module in topic Oxidation and Reduction

Reactions will be concerned on the content, language, and its presentation.

2. The sources of module that will be developed are from minimal 4 chemistry

books that usually used by RSBI or SBI students.

3. This module will be assessed and revised by chemistry teachers, chemistry

lecturers and the students until the resulting product of learning modules.

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1.5. The Research Objectives

The specific research objectives were:

1. To arrange the sequence of chemistry materials in the module in order the

topic of Oxidation and Reduction Reactions is easy to be learned and it meet

the curriculum education unit.

2. To observe chemistry teachers’opinion on the standard learning module in

topic Oxidation and Reduction Reaction.

3. To know if learning module in topic Oxidation and Reduction Reactions can

increase students’ achievement class X, academic year 2011/2012.

4. To know whether learning module in topic Oxidation and reduction reactions

effective to be used in increasing student’s achievement.

1.6. The Significance of Research

The advantages that were hoped from this research:

1. Chemistry teachers can use learning module to make an effective teaching and

learning process and to increase students’ achievement.

2. For researcher, to develop and standardize the module in increasing student’s

achievement.

3. Students who learn chemistry can understand the topic of Oxidation and

Reduction Reaction easier, more attractive, and enjoyable.

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CHAPTER V

CONCLUSION AND SUGGESTION 5.1. Conclusion

The conclusion after the research was conducted were:

1. The analysing of some chemistry book grade X for bilingual

students,especially for oxidation and reduction reaction topic are not fully

meet the standards competency and basic competency feasibility of content,

design presentation and feasibility of language, with book code A is 40% ,

book Code B is 65% , book Code C is 55%, and book Code D is 65%. It

caused by those book are not communicative (understandable language),

materials are explain briefly, some of them didn’t present the introduction, and

something that make readers interested.

2. The standarization that was conducted by three kinds respondents, those are

chemistry lecturers who actively teach in International and Bilingual class

students in State University of Medan, chemistry teachers, and International

students grade XI. They assessed the chemistry module with the value 3.42

means that the sequence of chemistry materials in the module in order the

topic of oxidation and reduction reaction is easy to be learned and it meet the

curriculum education unit can be arranged.

3. Chemistry teacher who taught oxidation and reduction reaction actively have

positive perception think that learning module have fulfill the standard

categorize, with The average of questionnaire which assessed by chemistry

teacher is 3.47 . It can help them to prepare their learning sources, and it used

as learning media, so the learning activities are more active, and students also

prepare theirselves at home by learning module.

4. Learning module is effective to increase student’s achievement in HG but not

in LG. It can be seen from the average value of post test-I by using module is

higher than chemistry book. The student’s achievement in posttest-I using

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5.45), and for low class by using module (74.71 ± 7.30) is higher than by

using book (72.49 ± 7.16).

5. The resistance of learning module obtained by doing post test-II two weeks

after postest-I,and the affectivity percentage of developed learning module

(109.49%) is higher than with chemistry book (108.92). The developed and

standardized chemistry learning module is effective in increasing the student’s

achievement on chemistry.

5.2. Suggestion

Based on the result of research which has conducted, the authors suggest that:

1. Before using a chemistry book or a chemistry learning module, teacher should

check the overall of the book, especially the material content, its language, its

presentation design layout, so the teacher should select it before consumed by

students.

2. The developed and standardized chemistry learning module with the title:

Oxidation Reduction Reaction or RSBI and SBI students grade X was

recommended for used as a teaching and learning media in RSBI school.

3. Chemistry teacher should master all contents in chemistry module and master

the way of using module before consumed by students, and students should

bring it while teaching and learning process.

4. For the next reseacher it is better using observation sheet for students and

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Her beloved parents are L.J.F. Sumbayak and O.M.S.Sinaga. she grows in an

extraordinary family, especially the second child from four siblings. She entered

elementary school in 1996, its name SD Negeri 124158 Pematangsiantar, and was

graduated in 2002. Then, continue her study in SLTP Negeri 4 Pematangsiantar in

2002, and graduated in 2005. She passionated to continue her study to SMA

Negeri 2 Pematangsiantar, which one of the most favorite senior high school in

Pematangsiantar in 2005, and graduated in 2008. In 2008, she pass the SNMPTN

test, and was received in chemistry department, State University of Medan. Great

chance, when she was appreciated to study in Bilingual and International

class, Faculty of Mathematics and Natural Science, State University of Medan,

and passed defense examination on 23rd July 2012.While studying in UNIMED,

she had extracuricullar activities, i.e, joined in small group in UKMKP (Unit

Kegiatan Mahasiswa Kristen Protestan) UP FMIPA Unimed, and also joined in

IKBKK (Ikatan keluarga Besar kristen Kimia). Since 2010, was begun to serve in

Sunday school in GKPS Pardamean.