EFFECTS OF INQ UIRY-BASED LEA RNING MODEL ON STUDENT’ S LEARNING OUTCOMES IN TOPIC OF DYNAMIC ELECTRICITY IN
GRADE X SMA N 2 BALIGE ACADEMIC YEAR 2012/2013
By :
Riris Mariani Rumahorbo 409322023
Bilingual Physics Education
THESIS
Submitted to Acquire Eligible of Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND SCIENCES STATE UNIVERSITY OF MEDAN
PREFACE
The authors say the praise and gratitude to God Almighty, for all the graces and
blessing that provide health and wisdom to the author so thet this study can be completed
properly in accordance with the planned time.
Thesis entitled “Effects of Inquiry-Based Learning Model on Student’s Learning
Outcomes in Topic of Dynamic Electricity in Grade X SMA N 2 Balige Academic Year
2012/2013”, prepared to obtain a Sarjana Pendidikan’s degree of Physical Education, Faculty
of Mathematics and Natural Science in State University of Medan.
On this occasion the author like to say big thanks to Mr. Rahmatsyah as Thesis
Advisor who has provided guidances and suggestions to the author since the begining of the
proposal until the completion of this thesis writing. Also thank you to Prof. Dr. Motlan Sirait
M.Sc., Ph.D., Drs. Eidi Sihombing,MS, Dr.Ridwan Abdul Sani,M.Si., who have provide
corrections and suggestions from the research plan to complete the preparation of this thesis.
Thanks also presented to Dr.Derlina,M.Si., as the Academic Supervisor and also the entire
Lecturer and Staff in Physics Department FMIPA UNIMED who have helped the author in
studying and in writing this thesis. Appreciation were also presented to Headmaster and all
teacher in SMA N 2 Balige especially to Mr. Rinaldi Hutauruk who have helped during this
research. I would like to thank especially to my father S.Rumahorbo and my mother
H.Situmorang for every love and for every prayer, gave me encouragement and funding to
complete the study in State Uniersity of Medan. Also thanks to my beloved sisters and
brothers, Hendra Rumahorbo, Jefri Rumahorbo, Freddy Y. Rumahorbo, Eky Rumahorbo,
Yonbronson Rumahorbo, and two my little angel, Dion and Desy, for every prayer and every
smile. Especially thanks to all my friend “Gel. Elektromagnetik” in Bilingual Physics Class
2009, Agnesis Damanik, Astrid P. Harahap, Caroline Nainggolan, Debora Betty Sitanggang,
Dewi Situmorang, Fetriana Simanihuruk, Gita Rahani, Janiar Satrini Gultom, Jefri Waruwu,
Henriko Hutabarat, Lucius Marbun, Pretty Ambarita, Rani SN Damanik, Ribka Tambunan,
Rika Yulia Fitri, Rita Situmorang, and Tionar Melisa Malau, then my lovely “d Gembel”
Avolen Siahaan, Hanna Monika Hutabarat, Evi Valentine Silalahi, and Mas Andri Marbun,
who have helped, prayed, and gave supported to author. I also would like to thank to my
beloved sister who helped me in faith and keep my hope even in a big trouble Retni
Lumbangaol. Also thankss to my friends from Pardamean 137, Dewi Sitanggang, Dormauli
Sembiring, Eka Sinaga, Dewi Simanjuntak, Fitri Sinaga, Rohani Situmeang, Titin and Eta
who have helped and gave supported during my thesis writing.
The author has endeavored to as much as possible in completing yhis thesis, but the
author is aware there many drawbacks in terms of both content and grammar, then the author
welcome any suggestions and constructive criticism from readers for this thesis perfectly.
The author hope the contents of this thesis would be useful in enriching the repertoire of
knowledge.
Medan, February 2014
Author,
EFFECTS OF INQUIRY-BASED LEARNING MODEL ON STUDENT’S LEARNING OUTCOMES IN TOPIC OF DYNAMIC ELECTRICITY IN GRADE X SMA N 2
BALIGE ACADEMIC YEAR 2012/2013
Riris Mariani Rumahorbo (Reg. Number 409322023)
ABSTRACT
This study aims to constructs learning model by using inquiry-based learning model in topic dynamic electricity in secondary high school grade X and observe its effect on improving cognitive learning outcomes of students
The type of research is experimental research. The population is all students of class X SMA Negeri 2 Balige Academic Year 2012/2013, consist of 7 classes. The research done in May 2013. Two classes selected randomly as sample. One class as experiment class and another class as control class. Experiment class using Inquiry-based learning model and control class using conventional learning. Research data collected through student’s learning outcomes test in multiple choice. The test given twice, before and after treatment (pretest and postest). To test the hypothesis using test t, but previously must tested the normality and homogenity of the data.
CONTENTS
Page
Legitimation Sheet i
Biography ii
Abstract iii
Preface iv
Contents vi
List of Figure viii
List of Table ix
List of Appendix x
CHAPTER I INTRODUCTION
1.1. Background 1
1.2. Problems Identification 8
1.3. Problems Limitation 8
1.4. Problems Formulation 9
1.5. Research Objectives 9
1.6. Benefits of Research 9
CHAPTER II THEORITICALLY LITERATURE
2.1. Definition of Learning 10
2.2. Learning Outcomes 10
2.2.1. Cognitive Domain 11
2.3. The Inquiry-Based Learning Model 12
2.3.1. The Defenition of Inquiry-Based Learning Model 12
2.3.2. Process of Inquiry-Based Learning 14
2.3.3. Integrating Inquiry into The Classroom 15 2.3.4. Superiority and Weakness of Inquiry-Based Learning Model 18
2.4. The Conventional Stategy of Learning 19
2.5. Dynamic Electricity 20
2.5.1. Electric Current and Instrument of Electric Measurement 20
2.5.2. Ohm Law and Resistance 21
2.5.3. Electrical Power and Energy 21
2.5.4. Electrical Circuit of Direct Current 22
2.5.5. Kirchoff Law 22
2.6. Research’s Results With Inquiry-based Learning Model 23
2.7. Conceptual Framework 24
2.8. Hypothesis 25
CHAPTER III RESEARCH METHODOLOGY
3.1. Place and Time 26
3.2.1. Population research 26
3.2.2. Samples 26
3.3. Variable of Research 26
3.4. Type and Design of Research 27
3.4.1.Type of research 27
3.4.2. Design of Research 27
3.5. Procedure of Research 27
3.6. Instrument of Research 28
3.6.1. Validity of Tests 30
3.7. Technique of Data Analysis 30
3.7.1. Determine the Average Value and Standard Deviations 30
3.7.2. Test of Normality 31
3.7.3. Test of Homogenity 32
3.7.4. Test of Hypothesis 33
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1. Research of Research 34
4.1.1. Pre-test Data of Experiment and Control Class 34 4.1.2. Post-test Data of Experiment and Control Class 35
4.1.3. Tabulation of Each Question 36
4.2. Data Analysis 36
4.2.1. Normality of Data 36
4.2.2. Homogenity of Data 37
4.2.3. Hypothesis Testing 38
4.3. Discussion 38
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 40
5.2. Suggestion 40
LIST OF TABLE
Page
Table 2.1 Revised Bloom’s Taxonomy of Cognitive 12
Table 2.2. Phase of inquiry-based learning 18
Table 2.3. Table of result of earlier research 23
Table 3.1. Design of research 27
LIST OF FIGURE
Page
Figure 2.1. Process of Inquiry-Based Learning 15 Figure 2.2. Graph of Relationship Between Time and Current 22 Figure 4.1 Bar Chart of Pre-test Data in Experimental and
Control Class 35
Figure 4.2 Bar Chart of Post test Data in Experimental and
LIST OF APPENDIX
Page
Appendix 1 Specifications of Test on Learning Outcomes 43
Appendix 2 Question 56
Appendix 3 Lesson Plan 1 62
Appendix 4 Worksheet 1 76
Appendix 5 Lesson Plan 2 78
Appendix 6 Worksheet 2 89
Appendix 7 Lesson Plan 3 91
Appendix 8 Worksheet 3 101
Appendix 9 Tabulation of Pretest Answer in Experiment Class 103
Appendix 10 Tabulation of Pretest Answer in Control Class 105
Appendix 11 Tabulation of Postest Answer in Experiment Class 107
Appendix 12 Tabulation of Postest Answer in Control Class 109
Appendix 13 Student Learning Outcomes Data 111
Appendix 14 Calculation Mean Value and Standard Deviation in
Experiment Class 113
Appendix 15 Calculation Mean Value and Standard Deviation in
Control Class 114
Appendix 16 Normality Test of Data 116
Appendix 17 Homogenity Test Calculation of Data 121
Appendix 18 Calculation of Hypothesis Data 123
Appendix 19 List of Critical value for Liliefors 126
Appendix 20 List of percentile Value for Distribution t 127
Appendix 21 List of Area Under Normal Curve 0 to z 128
Appendix 22 List of F Distribution 129
CHAPTER I
INTRODUCTION
1.1. Background
Constitution of 1945 article 31 paragraph 1 states that every citizen is entitled to education. Education is essentially an effort to help students improve the potential which exists in students. The success of the achievement of the objectives of education depends on the learning process. A study done in a good and right will speed up development of potential students. In contrast, a study carried out by amateurish and unsuitable will make difficult improving of students’s potential or even could not develop at all and finally avoid fields that relate to the potential. One of the fields given since level of elementary school up to high school that is the Natural Sciences (in Indonesia called IPA).
Natural Sciences (IPA) is concerned with how to find out about natural phenomena systematically, so that the Natural Sciences is not just a collection of knowledge mastery of facts, concepts, or only principles but also is a process of discovery. Natural Sciences education expected to become a vehicle for learners to learn about human and surroundings, as well as the prospect of further development in applying them in everyday life. The process of learning places emphasis on providing hands-on experience to develop competence in order for learners to explore and understand the natural surroundings scientifically. Natural Sciences education geared to finding out and doing so can help learners to gain a deeper understanding of the natural surroundings.(Badan Standard Nasional Pendidikan, 2006). Science education at high school level is divided into several subjects to be chemistry, physics, and biology, and studied by each student in the first year. On the second and third year of high school, Natural Science became one of majors program where the material provided and more analytical study time.
same thing, practicing the other possibilities of happening and poured it into a masterpiece. This works in the development of technology that was donated has an effect on the increase of human civilization.
Based on curriculum of 2006, the aim of learning Physics in Secondary High School (in Indonesia SMA) are: ( a ) to gain experience in applying scientific method through trial or experiment where students do it through the testing of hypotheses betatesting mounting instrument, retrieval, processing data, and its interpretation and submit the experiment verbally and in writing; ( b ), understanding the concept principle law, and interconnectedness and theoretical physicist and mutual action to resolve problems in daily life and technology. Capability of observation and experiment is emphasized on exercise think that includes ability diagnosticate experimental apparatus used in measuring, both in the laboratory and in everyday life (Badan Standard Nasional Pendidikan, 2006 ). It is hinted that in physics learning need for the right blend between theory and experiment that supports the theory of knowledge. Thus students follow a process of learning more meaningful through his own experience mengeksplorasikan with scientific experiments that start from an observation came to the conclusion that will become the new knowledge.
During this time, most of the learning of Physics in schools using the teacher learning center with reason that physics is difficult to taught so that teachers need delivering learning in detail. But this matter often makes students bored in classrooms and don't have the opportunity to develop the ability to think conceptually because the teacher focuses on solving the question mathematically. Preparation for National Exams(in Indonesia Ujian Nasional) or National College entrance exam, became one of the reasons why teachers give priority to resolving the question mathematically.
investigation, student construct their own understanding and built the ability in solvel problem and new knowledge. Furthermore, physics is not only a theoritically sciences, so many of physics concepts can be seen in real life or done using models and media in experiment.
In the school observed by researchers also performed a teacher center learning and teaching of Physics in mathematically. This is bring an effect in student outcomes in National Exam that not satisfying enough. According to the data value of the UN during the last ten years, starting from the school year 2001/2002 to 2010/2011 school year, the value of the UN on the lessons of physics having the lowest value 5.24 on the school year 2001/2002. While the next year has increased until it reaches the highest value 8.56 at 2004/2005 school year. Then experienced a decline until the value of 6.84 in academic year 2010/2011.
Based on the data known that the achievement of physics students in a school is still not good enough and unstable. Compared with other subjects physics is always occupy one of the lowest position on the national examinations. Seen more in again, students achievement in daily learning is also low, including interest and motivation to learn physics. Based on interviews directly to some students, known that most of graders X dislike lesson in physics. The reason, physics is very difficult to understood, physics had complicated formulas, or the teacher less interactive.
Inquiry-based learning environment is one that provides and supports development of learning experiences where students observe events, ask questions, construct explanations, test those explanations, use critical and logical thinking, generalize observed patterns, and consider alternative explanations. The questions lead to the curious for answers to the question (or for solutions to a problem) and result in the beginning of exploration and hypotheses creation. These hypotheses lead to an investigation to test the hypothesis or find answers and solutions to the question and/or problem. The investigation leads to the creation or construction of new knowledge based on investigation findings.
Researchers in several countries had been doing some research to find out any real effect of inquiry-based learning model againts learning outcomes or the ability of developing students knowledge, of whom:
Study entitled “Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence” done by Peggy Brickman, Cara Gormally, Norris Armstrong, from University of Georgia and Brittan Hallar from West Virginia Higher Education Policy Commission Division of Science and Research (2009). According to this study, in the sciences, inquiry based learning has been widely promoted to increase literacy and skill development, but there has been little comparison to more traditional curricula. In this study, they demonstrated greater improvements in students’ science literacy and research skills using inquiry lab instruction. They also found that inquiry students gained self-confidence in scientific abilities, but traditional students’ gain was greater –likely indicating that the traditional curriculum promoted over-confidence. Inquiry lab students valued more authentic science exposure but acknowledged that experiencing the complexity and frustrations faced by practicing scientists was challenging, and may explain the widespread reported student resistance to inquiry curricula.
Abdelraheem, A., & Asan, A(2006) also done the study entitled “The Effectiveness of Inquiry-based Technology Enhanced Collaborative Learning Environment”. The
Another researcher, K-E. Chang, Y-T. Sung, and C-L. Lee (2003) done a study entitled “Web-based collaborative inquiry learning”. This study proposes a web-based collaborative inquiry learning system. This system uses the World-wide web (www) as a source of knowledge exploration, and provides exploratory problems to guide students to think and explore. A concept map is used as a tool of anchoring and representing knowledge during inquiry process. In the process of learning, learners are allowed to exchange the evidence they have collected, their personal opinions, and the concept maps that they have built. In order to effectively integrate the inquiry learning, collaborative learning, and concept map in the system, this study proposes a collaborative inquiry learning model and related learning activities.
In Indonesia, some researchers previously have also been researching on application of inquiry-based learning model as an effort to improve student learning outcomes and successfully proved that inquiry-based learning model was able to increase the understanding of the concepts and student learning outcomes. One of the researchers, Primadani and Alimuf Rohmah Arief (2012) who conducted a study entitled “Pengaruh Model pembelajaran Guided Inquiry dengan Self Assesment terhadap Hasil Belajar Siswa Kelas X pada
Materi Listrik Dinamis di SMA Negeri 1 Krian. Researchers try to apply the guided inquiry-based learning model with self assessment. This research aims to determine the effect of guided inquiry learning model with self assessment to students learning outcomes class X in the material dynamic electricity at SMA Negeri 1 Krian. From the analysis obtained the conclusion that the application of guided inquiry-based learning model with self assessment has a positive effect to students learning outcomes class X in the material dynamic electricity at SMA Negeri 1 Krian.
From study entiled “Pengaruh Model Pembelajaran Inquiry Terhadap Hasil Belajar siswa pada Materi Pokok Suhu dan Kalor di Kelas X Semester II SMA N I
Further researches mentioned above use the model of inquiry-based learning with different approach. Besides that also there is a difference a few things as research purposes, the term that observed, and of course the result obtained. However, there is a similarity is in the event that inquiry-based learning influential positive in the development of knowledge and behavioral science student. Of course these things affect the learning outcomes of the students in the subject that observed, tha learning outcomes is better after given treatment use the model of inquiry-based learning compared with before apply inquiry-based learning.
Dynamic electricity constituting a topic of lectures in grade X second semester and is the very important concept in the curriculum of physics learning. This concept is actually very interesting and close to the phenomenon that can be seen in daily life, but in reality, most students have difficulties in learning the concepts and apply on the issue of daily. It is caused by in learning at school, students only accept the study by listening and write down the laws used on dynamic electricity without really understand the concept.
In connection with that, a study needs to be done so that the teacher can teach in a school with fun and vary in their teaching. Researchers want to apply model of inquiry-based learning in physics subjects in high school. The using of inquiry-based learning model is one of the recommended way to help students understand the concepts of physics so that student learning outcomes better. In addition to give understanding easily, the inquiry-based learning model could also give a good learning motivation and attract the attention of students as seen or experienced the events directly related to the concept learned by students.
Based on it above, researchers interested do research influence inquiry-based learning model on topic listik dynamic, by title “Effects of Inquiry-Based Learning Model on Student’s Learning Outcomes in Topic of Dynamic Electricity in Grade X SMA N 2
Balige Academic Year 2012/2013”
1.2. Problems Identification
From the explanation above, can be identified the scope of the problem, namely:
2. The using of a less varied learning model, as well as the still low level of understanding of the concepts and student learning outcomes.
1.3. Problems Limitation
Focus on this research is implementation of inquiry-based learning model in material of electric dynamic concept to improve student’s learning outcomes in secondary high school grade X limited on the following:
1. Research conducted in two classes namely class of control and class of experiment that implement inquiry-based learning.
2. Improvement of the cognitive aspects of students learning outcomes is change of the cognitive aspect of student learning outcomes after using inquiry-based learning models. Cognitive aspects of student’s learning outcomes can be reviewed on this research is limited on level remember (C1), understand (C2), apply (C3), analyze (C4), evaluate (C5), and create (C6) in the cognitive domain of the revised Bloom's taxonomy.
3. Mattter of physics which reviewed at this research is dynamic electricity which includes concepts: (1) Electric Current and Instrument of Elecrical Measurement, (2) Electric Resistance and Ohm Law, (3) Electrical Power and Energy, (4) Electrical Circuit of Direct Current, and (5) Kirchoff law.
1.4. Problems Formulation
Based on the background that has been explained above so it can be compiled research problems as follows:
“Do implementation of inquiry-based learning model can further enhance the learning outcome of students of class X on the topic of Dynamic Electric?”
Problem Formulation above can be divided into several research questions:
1. How the average of student learning outcomes in the cognitive aspect of dynamic electricity material after learning by using an inquiry-based learning model?
1.5. Research Objectives
This study aims to constructs learning model by using inquiry-based learning model in topic dynamic electricity in secondary high school grade X and observe its effect on improving cognitive learning outcomes of students.
1.6. Benefits of Research
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the research result, data analysis, and discussion so can be concluded
that:
1. There is effect of using Inquiry-based learning model in learning outcomes of
student grade X SMA N 2 Balige in Physics lesson of Dynamic Electricity topic,
where is average of learning outcomes while using Inquiry-based learning model
is higher, that is 83.59 than students who learn with conventional model, that is
75.67. This result can happened because in Inquiry-based learning model,
students learn the topic with experiment based worksheet and based application
in daily life. Then students are easier to understanding about the topic.
2. There is significant effect of using Inquiry-based learning model in learning
outcomes of student grade X SMA N 2 Balige in Physics lesson of Dynamic
Electricity topic. Inquiry-based learning model makes students more active, more
enjoyable learning atmosphere, and the learning model very supportive in
increasing in the student’s learning outcomes.
5.2 Suggestion
Based on research result and discussion before, researcher give suggestions as
Experiences of researcher, the time when learning activities occur not manage well.
To make the experiments in Inquiry-based learning model can be implemented, it
would require the creativity of teachers to design and create a simple lab instruments
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