THE IMPLEMENTATION OF MEDIA CAMTASIA TO IMPROVE STUDENT’S ACTIVITY AND LEARNING ACHIEVEMENTS
OF HUMAN REPRODUCTIVE SYSTEM CLASS XI SMA SWASTA AL-ULUM ACADEMIC YEAR 2012/2013
BY :
Siti Aini Nurmala Siregar SID 409342011
Biology Bilingual Education Departement
THESIS
Submitted to Fulfill One of the Requirement for the Degree of Sarjana Pendidikan
BIOLOGY DEPARTEMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
vi
TABLE OF CONTENT
Page
ENDORSEMENT LETTER i
ABSTRACT ii
BIBLIOGRAPHY iii
ACKNOWLEDGEMENT iv
TABLE OF CONTENT vi
LIST OF FIGURE viii
LIST OF TABLE ix
LIST OF ATTACHMENT x
CHAPTER 1 INTRODUCTION
1.1.Background of Problem 1
1.2.Problem Identification 3
1.3.Problem Scope 3
1.4.Research Questions 4
1.5.Research Objective 4
1.6.Research Significances 5
CHAPTER II THEORITICAL REVIEW
2.1. Essential of Learning 6
2.2. Understanding Teaching 6
2.3. Factors that Affect Learning 7
2.4. Learning Achievement 7
2.5. Understanding Media Education 8
2.6. Function and Benefits Media Education 8
2.6.1 Function Media Education 8
2.6.2 The Rule Media of Teaching and Learning 9
2.7. Camtasia Media 9
2.7.1 Step by step Using Camtasia Studio 10 2.7.2 Worksheet is in Camtasia Studio 10 2.7.3 Navigation (control) Major in Camtasia 11
2.8. Reproductive System 11
2.9. Conceptual Framework 25
CHAPTER III RESEARCH METHODS
3.1. Location and Time of Research 26
3.2. Subject of Research 26
3.3. Type of Research 26
3.4. Procedure 26
3.5. Developing Instrument 29
3.5.1 Achievement Test 29
3.5.1.1. Validity Test 29
3.5.1.2. Reliability Test 30
vii
3.6. Data Analysis Technique 32
3.6.1 Learning Completeness 32
3.6.1.1. Individual Learning Completeness 33 3.6.1.2. Classical Learning Completeness 33
CHAPTER IV RESULT AND DISCUSSION
4.1. Result of Research 35
4.1.1. Description of Research Instrument 35 4.1.2. Description of Research Result 36 4.2. The improvement of Research Result in Every Cycle 48
4.3. Discussion 51
CHAPTER V CONCLUSIONS AND SUGGGESTIONS
5.1. Conclusions 53
5.2. Suggestions 53
ix
LIST OF TABLE
Page
Table. 3.1. Mechanism Cycle of Classroom Action Research 29
Table. 4.1. Completeness Frequency of Students Learning Achievement
in Cycle I 37
Table. 4.2. Observation Data of Each Students Activities in Cycle I 38
Table. 4.3. Completeness Frequency of Students Learning Achievement
in Cycle II 40
Table. 4.4. Observation Data of Each Students Activities in Cycle II 41
Table. 4.5. Completeness Frequency of Students Learning Achievement
in Cycle III 43
Table. 4.6. Observation Data of Each Students Activities in Cycle III 44
Table. 4.7. Completeness Frequency of Student Learning Achievements
in Cycle IV 46
viii
LIST OF FIGURE
Fig. 2.1. Structure of Male Reproductive Organs 13
Fig. 2.2. Structure of Spermatogenesis and Sperm 15
Fig. 2.3. Structure of Female Reproductive Organs 16
Fig. 2.4. The process of oogenesis 17
Fig. 2.5. The Cycle of Menstruation 19
Fig. 2.6. Babies In Gynecology 21
Fig. 4.1. Comparison of students learning achievement between value of
post-test 1, post-test 2, post-test 3, post-test 4 48
Fig. 4.2. The increasing number of students completes the lesson in
every cycle 49
Fig. 4.3. The Improvement of Students Activities in Every Cycle 50
x
Attachment of The List
Attachment 1. Syllabus 56
Attachment 2. Lesson Plan 59
Attachment 3. Instrument Question Test 78
Attachment 4. The Answers of Test 83
Attachment 5. Bloom’s Instruments Questions 84
Attachment 6. Result of Test 85
Attachment 7. The Calculation of Discriminant Power of Test 87
Attachment 8. Table of Upper n Lower of Students 88
Attachment 9. The Calculation of The Test Difficulty Level 99
Attachment 10. The Calculation of Reliability Test 90
Attachment 11. The Calculation of Validity Test 91
Attachment 12. Valid for Each Item 92
Attachment 13. Student’s learning Achievement in Cycle I 93 Attachment 14. Student’s learning Achievement in Cycle II 94
Attachment 15. Student’s learning Achievement in Cycle III 95
Attachment 16. Table of Individual Assessment 96
Attachment 17. Student Activity Cycle I 97
Attachment 18. Student Activity Cycle II 98
Attachment 19. Student Activity Cycle III 99
1
CHAPTER I INTRODUCTION 1.1. Background of Problem
In learning process at school, a variety of learning materials are given to
students who must be controlled in accordance with the expected goals. One of
the subject matter presented at the senior high school level is Biology. Biology as
part of the science is knowledge that deals with how to find out about the
systematic nature. Students' difficulties in learning Biology have been studied by
various researchers across the world (Cimer, 2011). Experiencing difficulties in so many topics in Biology negatively affects students’ motivation and achievement . There are many reasons why students have difficulties in learning
biological concepts.
For successfully of the learning process, the teacher must be able to select
and use media in learning process appropriated with the subject will be learned.
The ability of media can stimulate the senses of sighting, hearing and smelling.
Comparison of learning Achievements of showing than hearing senses is very
prominent. Approximately 90% of the learning outcomes acquired through the
sense sighting, and only about 5% is obtained through the senses hearing, while
another 5% to other senses (Arsyad, 2007). Some solutions that expected can
solve this problem, i.e, use Camtasia Media, that the media which students can
define and analyze the problem, identify and find needed information (by watch
the video in there).
According to the overall information above, researcher is interested to
explore the problem of learning Biology at SMA Al-Ulum. This school is
experiencing low student’s achievement (<KKM). The KKM is 75, and learning
achievement for grade XI students in this school was still low, 62 in average
score. From the observation, it may be concluded that the school tends to
2
Biology. Researcher is also interested to use media of learning process approach
in solving the problem of SMA Al-Ulum Medan in learning Biology.
In the subject of Human Reproductive System, despite our have
reproductive systems, but is concretely not all of human reproductive system can
we see. That can be known and seen just external. For those with the media hoped
is expected to provide the experience of learning that can be store in long term
memories.
1.2. Problem Identification
Based on the background above, problems identified in this thesis as
follow:
1. There is a tendency that the ongoing learning activities centered on the
Biology teacher (teacher-centered).
2. The learning achievement of students Al-ulum Medan is not satisfactory yet,
it was shown from the students average score in 2011/2012 achieve 75, there
are 10 students from 33 students that reach the value above of criteria of
Minimum Completeness.
3. The student's ability to perform the scientific method or science process skills
when learning Biology is lacking.
4. Students are focused on the teacher’s theory without create the concept in
their own mind. Students will have many concepts but are not trained to find
and develop the concept.
5. The low activity of the students in the learning process during which the
students were more likely to receive information from the teacher
(teacher-centered).
1.3. Problem Scope
From the identification of problem, the research that have been mentioned
above this study is limited to:
3
a. Learning method
Learning method used in this research is traditional method which used
camtasia for media.
b. Teaching material
Teaching material is limited only on Human Reproductive System
topic.
c. Parameter
Parameter is the students learning achievement assessment and the
students activity in learning process.
2. Research subject
Research subject is students Al-Ulum grade XI IA 1 academic year
2012/2013.
1.4. Research Questions
In accordance with the issues that have been stated, then the problem can
be formulated:
1. Is the implementation of Media Camtasia on the topic human reproductive
system can improve learning achievement?
2. Is the implementation of media camtasia on the topic human reproductive
system can improve student activities?
1.5. Research Objectives
1. To determine the learning achievement of students who are taught using the
media camtasia on the topic of human reproductive system for XI Grade
students of SMA Al-Ulum Medan Academic Year 2012/2013.
2. To enhance the students activities through implementation media camtasia on
the topic human reproductive system for XI Grade students of SMA Al-Ulum
4
1.6. Research Significances
The significances that expected from the results of this research are:
1. For teachers, they can enhance the innovative and suitable learning method
which will be used in teaching and learning process in the classroom.
2. For students, this research will give knowledge and experience about use
media in learning process very important to remember the subject matter in
long time memories.
3. For researcher, as an idea donation for the next researcher and it can be useful
54
CHAPTER V
CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions
After the data had been analyzed, so it can be concluded that:
1. The application using the media camtasia can improve the students learning
achievement on human reproductive system topic. Based on the result of test done
in each cycle, the average of students learning achievement value in first cycle
was 63 and still low, in the second cycle reach 73 and presented as medium
criteria, in the third cycle reach 77.5 and presented as high criteria and 88.1 in the
fourth cycle and presented as very high criteria. The number of students getting
the completeness increases, which is from 3.12% at the end of first cycle, then in
the second cycle shown the increasing value reach 43.75%, in the third cycle
reach 62.5% .
2. The application traditional method used media camtasia can improve the
students earning activities. It showed from the increasing of number students
activities in each cycle from the first cycle is 31.78% with low criteria, 43.75%
with medium criteria in second cycle, 44.96% with the still medium criteria in
third cycle.
5.2. Suggestions
Based on the conclusion above, it can be suggested:
a. For Biology Teacher
1. Teacher is suggested to use learning media or variation of model/method to
make easy in delivering the concepts of matter in teaching and learning process.
2. Teacher hoped can manage the time effectively in implementing the traditional
55
3. Teacher should guides the students as a whole at the time in implementing this
media, so the students can participate in the learning process.
b. For Students
1. Students suggested for used the audio visual for learning process. In all subject
matter, not only in biology learning but also the other.
2. students should be able to better interact and give good responses and work
together in learning, especially when the discussion took place.
c. For School
1. School should be able ti implementation to use the learning media or variation
of model/method to another subject matter.
2. School should be able to provide a useful learning tool for improving students
attention to the material presented by the teacher.
d. For other Researchers
1. Before the research implemented, suggested to develop and prepare the better
instruments to reveal the other aspects.
2. Suggested before it used the instrument or tools that have been made by
researcher before it used in research to suit their application, especially in terms of
time allocation, support facilities including instructional media and students
characteristics that exist in school where the research was conducted.
3. Suggested to make the balancing between the numbers of observer with the
indicator that will be observed. There should be limitation of indicator that
observed by observer. It will make the observer become focused on some
students.
4. This research should be used as a reference for further research by linking
aspects that have not been exposed and developed from the variable mentioned
54
REFFERENCES
Arsyad, A, (2007), Media Pembelajaran, Penerbit Pt. Raja Grafindo Persada, Jakarta.
Arikunto, S, (2003), Dasar-Dasar Evaluasi Pendidikan, Penerbit Bumi Aksaara, Jakarta.
Cimer, A.2011. What makes Biology learning difficult and effective: Students views. http://www.academicjournal’s.org/ERR
Daryanto, 2011, Belajar dan Mengajar, Yrama Widya, Bandung
Djamariah, Sy.(2002). Strategi Belajar Mengajar. Penerbit Rineka Cipta. Jakarta
Kusuma, M.2011. Ilmu Pengetahuan Alam. www.klikedukasi.com
Lazarowitz, R and Penso S, 1992. High School Student difficulties in learning Biology concepts. J.Biol, Educ.26(3):215-224
Margono, S., (2005). Metodologi Penelitian Pendidikan, Penerbit Rineka Cipta, J akarta.
Marieb, Hoehn. Human Anatomy and Physiology. Eight Edition. Pearson International Edition. Benjamin Cummings
Mulyasa, (2007), Kurikulum Tingkat Satuan Pendidikan, PT. Remaja Rosta Karya, Bandung.
Oxtora, R, (2007), Pemanfaatan Media Berbasis Komputer Dalam Pembelajaran, Padang.
http://www.pikiran-rakyat.com
Purnomo, W, (2008), Sistem Reproduksi Manusia, Surabaya. http://www.esmartschool.com/pnu/004/PNU0040012.asp
Raharjo, (2007), Multimedia Dalam Pembelajaran, Jakarta. http://www.diknas.lipi.go.id
Rohani, A, (1997), Media Instruksional Edukatif, Penerbit Rineka Cipta, Jakarta .
55
Slameta, (2003), Belajar dan Faktor-Faktor Yang Mempengaruhinya, Rineka Cipta Jakarta.
Sudjana, (2002), Metode Statistika, Penerbit Tarsito, Bandung.
Sudjana, (1992), Media Pengajaran, Penerbit Sinar Baru Arsindo, Bandung.
Syamsuri, I, dkk, (2007), Biologi Untuk SMA Kelas XI, Penerbit Erlangga, Jakarta.
Suryosubroto, (2002), Proses Belajar Mengajar Di Sekolah, Penerbit Rineka Cipta, Jakarta.
