THE ADVANT AGE O F COO PE RAT IVE CL ASS EXPERI MENT (CCE) TEACHI NG METHO D O VER T HE CO NVE NTIO NAL
METHO D O N ST UDENTS LEARNI NG ACT IVITY AN D ACHI EVE MENT I N INVERTEB RATES SUB TO PI C
F O R G R A D E X S M A N E G E R I 2 B A L I G E A C A D E M I C Y E A R 2 0 1 3 / 2 0 1 4
by:
Tiara Linda Batubara 4103141080
Biology Education Bilingual Study Program
A THESIS
Submitted to fulfill the requirement for degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
ACKNOWLEDGEMENT
First and foremost, praise and thank to Almighty Jesus Christ, who has granted countless blessing, knowledge and opportunity to the writer, so that she has been finally able to accomplish her thesis.
The writer hardly knows where to start expressing her gratitude but for sure the gratitude goes to all those who have assisted her in the process of completing this thesis. It would be impossible to list all names but several people deserve her sincere and special thanks.
Grateful acknowledgment is addressed to her thesis superviser, Dra. Hj. Martina Restuati, M.Si, who has generously given the time, guidance and suggestion until this thesis comes to its present form.
Her enormous appreciation is also addressed to Drs. Tri Harsono, M.Si. the head of Biology Department, Prof. Dr. rer. nat. Binari Manurung, M.Si., the coordinator of Bilingual Program, and Mr. Samsudin, Mr. Hasugian and Mam Riche for their administrative assistance. She wishes to acknowledge Prof. Dr. rer. nat. Binari Manurung, M.Si., Syarifuddin, M.Sc, Ph.D., and Dra. Martina A. Napitupulu, M.Sc., as her examiners, for the valuable suggestions on this thesis. She also thanks to the validators of the rsearch instrument and all lecturers of Biology Education Bilingual Program who has become her inspiration during the academic years and this theis completion.
Special thanks are extended to Aldon Samosir, S.Pd., the headmistress of SMA Negeri 2 Balige, Biology teacher of Grade Ten, Happy BF Hutabarat, S.Pd., M.Si and students of XI IA 5, X6 and X7 academic year 2013/ 2014 for the cooperation and attention during the research.
thanks to them for raising up her spirit and hugging her while she was had the heart’s falls on this thesis starting point. This very thanks is for the five most special names above for all precious advices, family warms and touchful unlimited love given to her.
Last but not least, her heartfelt thanks also go to her special academic and spiritual friends Helma K Sihombing, Herlina Manalu, Dewi Mentari, Lea Christina Ginting, Martalena Pakpahan and guider sister Henny Manurung, S.Si. She thanks for all sweet moments in Manna Community Small Group during the almost four years. Her deepest thanks also go to all great friends in Biology Bilingual Program Year 2010 for their warm friendship.
It would be difficult to find adequate words to convey how much she owes the people. Lots of thank to all of you. May God always bless us.
June, 2014 The Writer
THE ADVANT AGE O F COO PE RAT IVE CL ASS EXPERI MENT (CCE) TEACHI NG METHO D O VER T HE CO NVE NTIO NAL
METHO D O N ST UDENTS LEARNI NG ACT IVITY AN D ACHI EVE MENT I N INVERTEB RATES SUB TO PI C
F O R G R A D E X S M A N E G E R I 2 B A L I G E A C A D E M I C Y E A R 2 0 1 3 / 2 0 1 4
Tiara Linda Batubara (4103141080) ABSTRACT
TABLE OF CONTENT
Page Title
Approval Sheet ... i
Abstract ... ii
Acknowledgement ... iii
Biography ... v
Table of Content ... vi
List of Figures ... ix
List of Tables ... x
List of Appendices ... xi
CHAPTER I INTRODUCTION 1.1 Background of the Problem ... 1
1.2 Research Scope ... 3
1.3 Problem Identification ... 4
1.4Problem Limitation ... 4
1.5 Research Questions ... 4
1.6 Research Objectives ... 5
1.7 Significance of Research ... 5
1.8 Operational Definition ... 5
CHAPTER II LITERATURE REVIEW 2.1 Learning Understanding ... 6
2.1.1 The Essential of Learning ... 6
2.1.2 Senior High School Learning ... 6
2.1.3 Learning Activity ... 7
2.1.4 Learning Achievement ... 7
2.2 Cooperative Method ... 9
2.2.1 STAD Cooperative Learning Model ... 10
2.3 Experiment ... 12
2.3.1 Excesses and Weaknesses of Experiment ... 12
2.3.2 Inquiry Learning Approach in Experiment ... 13
2.3.3 Elements of Successful Inquiry ... 13
2.3.4 Characteristics Comparison between Inquiry-based and Traditional Approaches ... 15
2.4 Invertebrates ... 15
2.4.1 Annelids ... 16
2.4.2 Platyhelminthes ... 21
2.4.3 Nemathelminthes ... 24
2.5 Conceptual Framework ... 25
2.6 Formulation of Hypothesis ………... 26
2.6.1 Research Hypothesis ... 26
2.6.2 Statistical Hypothesis ……… 26
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Location and Time ... 27
3.2 Research Population and Sample ... 27
3.2.1 Research Population ... 27
3.2.2 Research Samples ... 27
3.3 Research Variables ... 28
3.4 Research Design ... 28
3.5Research Instrument ... 29
3.6 Research Procedure ... 31
3.7 Data Analysis Technique ... 34
3.7.1 Students Activity Data ... 34
3.7.2 Students Cognitive Data ... 34
CHAPTER IV RESULT AND DISCUSSION 4.1 Result ... 36
4.1.1 Description of Research Data ... 36
4.1.1.2 The Advantage of Cooperative Class Experiment (CCE) Teaching
Method on Students Learning Activity ………. 37
4.1.1.3 Comparison of Students Activity from 1st Meeting to 6th Meeting ... 38
4.1.1.4 Students Learning Achievement ... 38
4.1.1.5 Students Learning Activity and Achievement ... 41
4.1.2 Analysis of Research Data (Pre test) ... 42
4.1.3 Analysis of Research Data (Post test) ... 43
4.2 Discussion ... 44
4.2.1 Cooperative Class Experiment (CCE) Teaching Method on Indicators of Students Learning Activity in Invertebrates Sub Topic ... 44
4.2.2 Cooperative Class Experiment (CCE) Teaching Method in Solving the Invertebrates Learning Achievement’s Problems ... 46
4.2.3 The Implementation of Cooperative Class Experiment (CCE) Teaching Method in Biology Learning Process ... 47
CHAPTER V CONCLUSION AND RECOMMENDATION 5.1 Conclusion ... 49
5.2 Recommendation ... 49
REFERENCES ... 51
LIST OF TABLES
Pages
Table 2.1 Revised Bloom’s taxonomy – cognitive domain ... 8
Table 2.2 Differences of Cooperative to Conventional Learning ... 10
Table 2.3 Comparison of Inquiry-based and Traditional Approach ... 15
Table 3.1 Number of Student Class X SMAN 2 Balige 2013/ 2014 ... 27
Table 3.2 Research Design-Two Groups ... 28
Table 3.3 The Test Lattice ... 30
Table 3.4 Student Activity Category ... 34
LIST OF FIGURES
Pages
Figure 2.1 Cycle or spiral of inquiry ... 14
Figure 2.2 Anatomy of Annelida ... 16
Figure 2.3 Monoecious Architecture of Earthworm ... 19
Figure 2.4 Morphology of Nereis ... 20
Figure 2.5 Anatomy of Leeches ... 20
Figure 2.6 Anatomy of Pheretims sp ... 21
Figure 2.7 Conceptual Framework ... 25
Figure 3.1 Flowchart of Research Procedure ... 33
Figure 4.1 The effect of Cooperative Class Experiment (CCE) teaching method on students learning activity ………….. 37
Figure 4.2 Percentage of students activity from 1st to 6th meeting …. 38 Figure 4.3 The effect of Cooperative Class Experiment (CCE) teaching method on students learning achievement …... 39
Figure 4.4 Ability in answering C4, C5 and C6 questions …………. 40
LIST OF APPENDICES
Pages
Appendix 1 Syllabi ... 55
Appendix 2 Lesson plan of experimental class ... 56
Appendix 3 Lesson plan of control class ... 88
Appendix 4 Test Instrument ... 100
Appendix 5 Test Instrument Answer Key ... 108
Appendix 6 Observation Sheet Instrument of Students Learning Activity ... 109
Appendix 7 Table of Individual Assessment of Students Activity ... 110
Appendix 8 Calculation of Test Instrument ... 111
Appendix 9 Validity and Reliability of Test Instrument ... 121
Appendix 10 Table of Item Discriminant ... 123
Appendix 11 Questions Criteria Table ... 124
Appendix 12 Validity by Validator ... 125
Appendix 13 Validity by Research School ... 132
Appendix 14 Result of Research Data ... 133
Appendix 15 Data Analysis: Calculation of Normality Test (Pre test) ... 150
Appendix 16 Data Analysis: Calculation of Homogeneity Test (Pre test) ... 151
Appendix 17 Data Analysis: Calculation of Normality Test (Post test) ... 153
Appendix 18 Data Analysis: Calculation of Homogeneity Test (Post test) ... 154
Appendix 19 Data Analysis: Calculation of Hypothesis Testing ... 156
Appendix 20 Product Moment Table ... 158
Appendix 21 Liliefors Table ... 159
Appendix 22 F-Distribution Table ... 160
Appendix 24 Test Value of Control and Experimental
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
Based on the data analysis and research discussion on Chapter IV, the result of research can be concluded as followed:
1. Cooperative Class Experiment (CCE) teaching method gives advantage in which it significantly affects the students learning activity on Invertebrates sub topic, grade X SMA Negeri 2 Balige academic year 2013/ 2014. The students activity in experimental and control class is significantly different, where students in experimental class that taught with Cooperative Class Experiment (CCE) method is significantly more active than students in control class that taught with conventional method.
2. Cooperative Class Experiment (CCE) teaching method gives advantage in which it significantly affects the students learning achievement on Invertebrates sub topic, grade X SMA Negeri 2 Balige academic year 2013/ 2014. Learning achievement of students in experimental class that taught with Cooperative Class Experiment (CCE) method showed better result than students in control class that taught with conventional method. Students abilities in answering C4, C5, C6 questions based on Bloom’s taxonomy of cognitive domain in Cooperative Class Experiment (CCE) class is higher than the conventional.
5.2 Recommendation
In line with conclusion drawn, it is suggested that:
2. For teachers, Cooperative Class Experiment (CCE) teaching method can be used as the appropriate teaching method for the effectiveness learning process. It can enhance teacher’s awareness to develop alternative teaching method in learning process.
CHAPTER I INTRODUCTION
1.1 Background of the Problem
Basically, education is the interaction between teacher and learners to achieve the education goals, happening on several environment. Creating the compatible learning environment for learners that drives them to the goals is the task of teacher. Uncomfortable and unpleasant learning atmosphere make learning activities not harmonious. It certainly becomes serious obstacle for the education goals attained (Djamarah, 2006).
Learning method determines the success of learning process. According to Nana (2005), learning method is way used by teacher to conduct the relation with learners while learning is underway. Picking out the exact method to deliver a matter is not as easy as it sounds, even many teachers prefer to use the conventional method only because it is easier to apply in class. Whereas it is an important point to choose suitable method to manage the students learning activities and behaviour so that they can actively perform learning tasks to get an optimal learning outcomes (Wahjoedi, 1999). The teacher and students said getting the success of learning process is if the learning objectives reached.
more comfort with their friends because of the togetherness in doing task given (Hana, 2011).
Based on the researcher observation to SMA Negeri 2 Balige, data obtained from one of X Class Biology teacher, Happy B. F. Hutabarat, the subject matter were generally delivered by using traditional method and there are no experiment used. During the lesson students were not sufficiently active in reading, asking, answering and responding their friends’ opinion. While the teacher was explaining, mostly they were not serious. They became active laughing if the tacher made some humour but while the teacher was giving question, there were 3 to 4 students spontaniously answered, but they were always the same person. In responding friends’ opinion, generally they kept silent. They were responding if only asked. Students togetherness ability was also categorized low, because they almost prefer working individually when asked to discuss one topic. Beside those phenomene of low rate of students activities, the examination result showed that students learning achievement were still below standard (56,25% or 18 students reach Minimum Completeness Criteria (MCC)).
There should be way out to overcome these problems in order to achieve the learning objectives optimally. One attempt to overcome these problems is by implementing the Cooperative Class Experiment (CCE) teaching method.
Cooperative learning does not mean several students which working together only. It is an instructional strategy in which students engage in activities that promote collaboration and teamwork. Cooperative learning in an arrangement in which students work in mixed ability groups and are awarded on the basis of the success of the group (Woolfolk, 2004). In cooperative learning the students work in small group and rewards are based on the entire group performance, this is a small group method or technique (Sprinthall, 2000). Cooperative learning activities are carefully structured learning activities in which students are held accountable for their contribution, participation and learning, they are also provided incentives to work as team in teaching others and learning from others (Slavin, 2000).
For the Cooperative Class Experiment (CCE) teaching method implementation, the cooperative learning is incoorporated in class experiment (Wachanga and Mwangi, 2004). The class experiment teaching method involves supervised learning activities with students doing practical work individually or in groups (Das, 1985) while the Cooperative Class Experiment teaching method (CCE) combines the cooperative learning into class experiments.
Based on the background above, the research will be done in order to know the advantage of Cooperative Class Experiment (CCE) teaching method over the conventional method on students learning activity and achievement in
Invertebrates sub topic for grade X SMA Negeri 2 Balige academic year 2013/
2014.
1.2 Research Scope
Invertebrates sub topic in biology for grade X SMA Negeri 2 Balige academic year 2013/ 2014.
1.3 Problem Identification
According to the background above, the identified problems are:
1. Uncomfortable learning atmosphere makes learning activities not harmonious.
2. The conventional method is commonly used in learning process. 3. There is no variation of learning method.
4. Activeness of students in learning process is still low. 5. Student achievement did not reach the standard.
6. Students have less experienced in performing experiment and observation in school in invertebrates materials.
1.4 Problem Limitation
1. The using of Cooperative Class Experiment (CCE) teaching method in learning process.
2. Students learning activities of asking question, answering teacher’s question, giving opinion, doing homework, performing in front of class, and work team.
3. Students learning achievement of Invertebrates sub topic for grade X SMA Negeri 2 Balige academic year 2013/ 2014.
1.5 Research Questions
1. Is there any advantage of CCE teaching method over the conventional method on students learning activity in Invertebrates sub topic for grade X SMA Negeri 2 Balige academic year 2013/ 2014?
1.6 Research Objectives
1. To know the advantage of CCE teaching method over the conventional method on students learning activity in Invertebrates sub topic for grade X SMA Negeri 2 Balige academic year 2013/ 2014.
2. To know the advantage of CCE teaching method over the conventional method on students learning achievement in Invertebrates sub topic for grade X SMA Negeri 2 Balige academic year 2013/ 2014.
1.7 Significance of Research
For teachers, to give motivation in learning plans by implementing the Cooperative Class Experiment (CCE) teaching method to improve students learning activities and achievement. For students, as learning experiences which can improve their learning activities and achievement. For researcher/ teacher candidate, as self preparation matter to be the future professional teacher.
1.8 Operational Definition
1. Cooperative learning activities are carefully structured learning activities in which students are held accountable for their contribution, participation and learning , they are also provided incentives to work as team in teaching others and learning from others.
2. Inquiry is learning approach in which the students are pushed to learn passes through their own active contribution by concepts and principles for having experience and doing experiment that enables students to find out priciples for themselves. Knowledge and skills got by students be expected not as results of facts’ set retention but as their own discovery result.
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