THE EFFECT OF PEER TUTORING TECHNIQUE ON STUDENT LEARNING OUTCOME IN ECOSYSTEM TOPICS ON CLASS X
SENIOR HIGH SCHOOL 1 LUBUK PAKAM ACADEMIC YEAR 2013/2014
By: Tri Agustina
4103141083
Biology Bilingual Education
THESIS
Submitted to Fulfill the Requirement for Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
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ACKNOWLEDGEMENT
First of all, In the name of Allah, most Gracious, most Merciful, praise be to Allah SWT
lord of the world, so that the writer can finish this thesis as a partial fulfillment of the
requirement for the graduate degree of Sarjana Pendidikan at Biology Department, Faculty of
Mathematics and Natural Science, State University of Medan.
During the process of writing the thesis, the writer realized that writer made many
mistaken. Meanwhile, the writer has been given some suggestions, comments, academic
guidance, and moral support from my consultant and others that the writer would like to express
her sincere thanks.
The writer would like to express her great gratitude to Dr. Syahmi Edi, M.Si as thesis
supervisor, her consultant for her generous assistance, guidance, advices and valuable time to
read and discuss the thesis until it is completed, and thank for being her inspirational person. The
writer also would like thank profusely to Prof. Drs. Motlan, M.Sc, Ph. D., as dean of the Faculty
of Mathematics and Natural Science, State University of Medan. Prof. Dr.rer.nat. Binari
Manurung, M.Si, as a coordinator for bilingual program, Dra. Meida Nugrahalia, M.Sc, Dra. Hj.
Martina Restuati, M.Si as the lecturer team examiners for their suggestion and constructive
criticisms for the revision of this thesis and for Drs. H. Tri Harsono, M.Si as her academic
supervisor who has guided writer during academic program.
My never ending thankfulness is fully to my beloved father Ponidi and my mother Elfida
for their everlasting love, hopeful prayers in my life, and the entire moral and the financial
support that have enabled to finish my study. My special thanks and admiration are also due to
my sisters and brother, Puspita and Elfin.
The writer also thanks to the headmaster of SMA Negeri 1 Lubuk Pakam, Badaruddin
Tarigan, M.Pd and Biology Teacher, Dra. Jamiatun Nur Simbolon, and all the teachers and
student especially XMia-3, XMia-4, and XI5 Science Program Academic Year 2013/2014 in
SMA Negeri 1 Lubuk Pakam who received the presence of the writer during research in these
classes. And for all my friends in class Biology Bilingual Education 2010, especially for Shelly
Eka Putri, Rafika Novianti, Hafizah Ilmi Sufa, Suyedi Hendrayanto and all who show me the
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Especially for my beloved best friend Milda Lestari, Irwanda and Muhammad Bukhary
thank you for their support, their caring and help me to accomplish this Thesis.
The writer had tried as much as possible in the completion of this thesis, but the writer is
aware there are still many weaknesses in terms of content and grammar therefore the writer is
pleased to receive some suggestions and constructive criticism from readers for the thesis being
perfect. Any suggestion for the improvements in the future will be highly appreciated.
Medan, July 2014
Writer,
Tri Agustina
TABLE OF CONTENTS
1.2. The Identification of Problem 4
1.3. The Limitation of Problem 4
1.4. Research Question 5
1.5. The Objectives of the Research 5
1.6. Significance of the Research 5
1.7. Operational Definition 5
CHAPTER II THEORITICAL REVIEW 7
2.1. Theoretical Framework 7
2.1.1. Definition of Learning 7
2.1.2. Definition of Teaching 8
2.1.3. The Theory of Constructivism 8
2.2. Peer Tutoring 9
2.2.1. The Advantages of Peer Tutoring 11
2.2.2. Weakness of Peer Tutoring 11
2.3. Learning Outcome 11
2.4. Ecosystem 13
2.4.1. Introduction of Ecosystem 13
2.4.2. Component of Ecosystem 14
2.4.3. Process of Ecosystem 15
2.4.4. The Transformation Energy 17
3.1.2. Research Time 26
3.2. Population and Sample of Research 26
3.3. The Method and Design of Research 26
3.4. Research Instrument 27
3.4.1. Test 27
3.5. Technique of Data Collection 28
3.5.1. Validity 28
CHAPTER IV RESULT AND DISCUSSION 40
4.1. Description of Data Result 40
4.1.1. Analysis of Instrument Test 40
4.1.1.1. Validity Test Analysis 40
4.1.1.2. Reliability Test Analysis 41
4.1.1.3. Analysis of Difficulties Index Test 41
4.1.1.4. Analysis of Discrimination Power 41
4.1.2. Data of Pre Test 42
4.2. Hypothesis Testing Analysis 45
4.2.1. Preliminary Analysis 45
4.3. Discussion 48
CHAPTER V CONCLUSION AND SUGGESTION 51
5.1. Conclusion 51
5.2. Suggestion 51
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LIST OF TABLE
Page
Table 2.1. Component of Ecosystem 15
Table 3.1. Research Design 27
Table 3.2. Grid Test Material of Ecosystem 27
Table 3.3. Coefficient Correlation of Test Validity 29
Table 3.4. Coefficient Correlation of Test Reliability 30
Table 3.5. Classification Index Level Difficulty 30
Table 3.6. Classification of Differential Power Problem 31
Table 4.1. Validity of Test Instrument 40
Table 4.2. Data Item-Level Difficulties 41
Table 4.3. Different Item-Power Data 42
Table 4.5. Frequency Distribution List of Pre test in Experiment Class 42
Table 4.6. Distribution Frequency List of Pre Test score in Control Class 43
Table 4.7. Frequency Distribution List of Post Test Score of Experiment
Class 44
Table 4.8. Frequency Distribution List of Post Test in Control Class 44
Table 4.9. Data Normality Test Results 45
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LIST OF FIGURE
Page
Figure 2.1. Energy flows and material cycles 16
Figure 2.2. Simple food chain 17
Figure 2.3. Nitrogen cycles 20
Figure 2.4. Phosphorus Cycles 21
Figure 2.5. Carbon Cycles 22
Figure 3.1. Diagram of Research setting 34
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LIST OF APPENDIX
Page
Appendix 1 Syllabus 54
Appendix 2 Lesson Plan 58
Appendix 3 Research Instrument 65
Appendix 4 Answer Keys 73
Appendix 5 Grid of Trial Test on Ecosystem Topic 74
Appendix 6 Result of Instrument Trial 76
Appendix 7 Calculation of Validity Test 77
Appendix 8 Calculation of Reliability 78
Appendix 9 Calculation of Difficulties Index 80
Appendix 10 Calculation of Differential Power Problem 82
Appendix 11 Grouping of Experiment Class 84
Appendix 12 List of Student 85
Appendix 13 List of Student’s Score 86
Appendix 14 Normality of Pretest on Experiment Class 88
Appendix 15 Normality of Pretest on Control Class 90
Appendix 16 Homogenitas Data 92
Appendix 17 Equality Test 94
Appendix 18 Normality of Postest on Experiment Class 96
Appendix 19 Normality of Postest on Control Class 98
Appendix 20 Homogenitas Data of Learning Outcome 100
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CHAPTER I INTRODUCTION
1.1. The Background of Research
Teaching and learning process is the core of the formal education process
in schools. In teaching and learning, there is an interaction or reciprocal
relationship between students and teachers, where students receive learning
materials that are taught by teachers. Teachers teach by stimulating, guiding the
students and directing student, teaching materials that are suitable with the
purpose.
The purpose of teaching in general is for teaching materials that is
delivered fully and mastered by all students. This mastery can be addressed from
the results of learning or learning achievement obtained by students. The
achievement of a goal of learning is strongly influenced by the teaching methods
that employed by teachers.
In learning activities always found the existence of students who
experience difficulty in achieve mastery learning about materials that have been
determined. Generally these difficulties are difficult to understand the learning
materials, as well as the difficulty in solving the exercises and test questions. In
particular, student’s difficulties can not be mastered basic competencies of the
subject matters. One obstacle in learning mastery is still prevalent because of the
learning approach was dominated by the role of the teacher (teacher centered).
Based on interview with teacher, teacher centered approach always do in learning
activity in the class. Teacher puts students as an object and not as subject students
(Anitarera, 2009).
If the learning activity in the school has relied on teacher centered, so
learning activities occurs only in one direction, namely teacher to student. This
phenomenon was resulted the gap between teachers and students, so that when
students encounter a problem in the concept of subject matter, the students do not
2
a barrier in the mastery of subject matter concepts. If the concept of the lesson can
not be controlled, it will affect the students' learning outcomes.
Based on this phenomenon, teacher centered approach needs to be
converted into a student centered. This is consistent with the statement by Redjeki
(2001) which states that there are four pillars of education declared by UNESCO.
These four pillars are empowered students must be willing and able to do in order
to enrich their learning experience (learning to do), are able to build knowledge of
the world around it (learning to know), to build the knowledge and establish
identity (learning to be), as well as interact with groups of individuals who varied
and spawned in positive attitudes (learning to live together). To solve the problem,
then developed a way to make students active in learning by cooperating among
student is peer tutoring.
The selection of peer tutoring learning as a learning strategy was expected
to help students in understanding the subject matter, can instruct students to
improve achievement, motivation, creativity, imaginative, and the ethos of science
and the development potential of children who have not been fully implemented.
Peer tutor technique is learning strategy with a number of students as members of
a small group in different ability levels.
In the study in classroom, each student must work together and help each
other in understanding the subject matter. Therefore at peer tutoring strategy, the
learning is not yet finished when one of the student in the group has not to master
the subject matter. Sunarto (2008) said that peer tutoring is one of the learning
strategies to help the student needs to support the study. This is cooperative
approach rather than competitive. Mixed ability groupings are essential. In the
classroom situation the more advanced child can act as tutor and since he/she is of
similar age they should have a good understanding of the tutees situation and
should also be working in the same ZPD. Mutual respect and understanding
fostered among students working together. Students that involved peer tutors will
feel proud of his role and also learn from the experience. This condition helps
reinforce what they have learned and acquired over the responsibilities assigned to
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tutoring will benefit both tutors or taught. According Khusna (2009) peer tutoring
will encourage and move of they have learned in addition to explain the material
to other students. In addition, peer tutoring can also enhance cooperation and
social skills on students in learning activities and make tutors become berate the
social bond (Lidren, 1991). This technique is also an effective way to improve
academic achievement for the tutor and tutee. Helpful to solve the problem and is
also effective in helping to develop creativity, experimentation, problem-solving
skills and learn the concept of depth (Lake, 1999).
Previous research on peer tutoring conducted by Setyaningsih (2007) in
the form of action research on high school students about the effectiveness of the
use of models of peer tutoring on student learning outcomes in the concept of food
digestion. The method used in the research is to divide the tutors in each group,
the tutor explains the different materials from each group. After completion of
explaining the material in a group, tutors are to explain the same material in
different groups. From the results of the research show that there is an increase in
student learning outcomes after three cycles of learning. The literature study can
reveal how to improve student learning by learning outcomes of peer tutors that
each group studied different material and only one class did observed.
Further, in the research of Amprasto (2003) observe on plant ecology
laboratory study using a mini research by utilizing peer tutors. Prior to this
research, first determine which students will be a peer tutor and was given a
briefing on the task and role. Practical topics designed so that the student becomes
a little research and implemented on the laboratory experiment results discussed
in the group and then proceed to class discussions. At the end of the discussion,
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can conclude that there are improvements to the learning outcomes of students
who act as tutee.
Learning peer tutoring is not widely done in high school, especially in the
subjects of biology. Some subjects did used peer tutoring applicable use numbers
processing such as physics, chemistry, and mathematic. In fact, the subject matter
contained biological concepts related to the branch of chemistry and mathematics
(Setiawati, 2007).
This research used peer tutoring method, performed on high school
students with the same material in each group, namely ecosystem. Data retrieval is
done by comparing the results learning outcome of the experimental group and the
control group as well as the score of pre test and post test.
Based on this background, will be done research on "The Effect Peer
Tutoring Technique on Student Learning Outcomes in Ecosystem Topics on Class X Senior High School 1 Lubuk Pakam Academic Year 2013/2014 "
1.2. The Identification of Problem
Based on the description of the problem background above, it can be
identified several issues as follows:
1. The appropriate of learning strategies is lesson cannot suitable with the needs
of students.
2. The learning method that is use dominated by teacher center
3. This method use peer tutoring technique in teaching biology has not been
implemented.
1.3. The Limitation of Problem
The problem in this study is limited to:
1. Material concept that used is ecosystem topic in class x
2. Learning outcome that measured include cognitive aspect based on taxonomy
bloom have been revisited and will measure by objective test
3. Subject of research is student of class x senior high school 1 lubuk pakam,
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1.4. Research Question
As for the formulation of the problem in this study:
1. How the significant effect of peer tutoring technique on student learning
outcome in ecosystem topic on class x SMA 1 Lubuk pakam ?
1.5. The Objectives of Research
The Aim of this research is as follows:
1. To know the significant effect of peer tutoring technique on student
learning outcome in ecosystem topic.
1.6. The significance of Research
This research is expected to provide the following benefits:
1. For student to increase social interaction between them in classroom at peer
tutoring done and after peer tutoring learning finished, and increase
learning process to can achieve mastery learning.
2. For teacher, this research can help to increase class management in student
grouping to make learning activity more active and easy to student get
mastery of concept in subject matters.
3. As an addition to information and literature in education, especially
regarding learning with peer tutoring techniques.
1.7. Operational Definition
Operational definition in this research as follows;
1. Peer tutoring technique is waged efforts on student learning outcomes in
ecosystem material by classmates who act as tutors. Peer tutoring is done
by dividing the class into eight groups of four people, one of the students
in the group to act as tutors who had been given a briefing materials
ecosystem.
2. Learning outcomes in this study is the value achieved students from the
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ecosystem. Pretest and posttest were given to students in the form of
multiple choice questions to measure student’s cognitive aspects.
3. The materials covered of ecosystem which is all of the living things in a
community and the physical and chemical factors that they interact with.
The topics include components of ecosystem, energy flows,
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1.
Conclusion
Data description and analysis of research on the effects of peer tutoring
technique on students learning outcome in ecosystem topic in the class X senior
high school 1 Lubukpakam of chapter I until IV in this paper can be concluded:
Student’s learning outcome of experiment class with peer tutoring learning
higher than control class without peer tutoring learning. Due to the application of
the techniques of peer tutoring positive impact on learning outcomes of students,
because the students in this study received support from their peers so that they
things related to the issues mentioned above as follows:
1. Biology teacher
a. Teacher should be in the learning process, teachers must prepare lessons
with the best possible, so that the material can be conveyed to the
fullest, including the selection of methods, techniques and models used
in the learning process.
b. Teacher should be designed so that learning and teaching that enriches
variations learners do not feel bored. As educators must also consider of
learners especially behavior and thinking and understanding of the
learner.
c. Learning activity by using techniques of peer tutoring in biology lessons
50
continued and carried out continuously as an alternative in improving
the learning outcomes.
2. Student
a. Student should take place during the learning process of students can
work together with the group, so it can stimulate student to be active in
the learning process.
b. Student should not be ashamed to ask about the materials that are
considered difficult to other friends, as tutor explanation is usually easier
to understand. This is due between questioner and answerer have the
same level of development.
c. Student should not hesitate to help his less capable, as with other friends
teach student will be growing understanding.
3. Parties School
a. All parties should support the school in learning activities that take
place.
b. Facilitate the learning process by completing the required infrastructure.
c. To all educators, especially school, is expected to improve the
professional competence and the competence including to equip
themselves with the extensive knowledge, because basically
competencies possessed by an educator greatly affect the success of the
learning process and given a positive impact on the development and
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