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THE DEVELOPMENT OF INNOVATIVE CHEMISTRY

MODULE WITH INTEGRATION OF EXPERIMENT

ON THE TEACHING BUFFER SOLUTION

By:

Evina Nelly Natalia Sihite Reg. Number 4113131021

Bilingual Chemistry Education Program 2011

A Thesis

Submitted to Fulfill the Requirement for Getting the Degree of Sarjana Pendidikan

CHEMISTRY DEPARTMENT

FACULTY OF MATHEMATIC AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

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iv

ACKNOWLEDGEMENT

Thanks to Jesus Christ that always blessed me for finished my thesis. I know You always have big and best plan for me no matter what. You are full of kindness.

This thesis titled “ The Development of Innovative Chemistry Module with Integration of Experiment on The Teaching Buffer Solution”. This thesis aimed to fulfil the requirement for Sarjana Pendidikan Degree at Chemistry Department of Mathematics and Science Faculty of State University of Medan.

I would like to said my gratitude to Prof.Drs. Motlan, M.Sc, Ph.D., as the Dean of FMIPA Unimed, Prof.Dr.rer.nat Binari Manurung, M.Si., as the Coordinator of Bilingual Program in FMIPA Unimed, Dr.Iis Siti Jahro, M.Si., as the Secretary of Bilingual Program in FMIPA Unimed, and also Agus Kembaren, S.Si., M.Si., as the Head of Chemistry Department in FMIPA Unimed.

I would said my special gratitude to Prof.Dr. Ramlan Silaban,M.Si., as Thesis Supervisor for your help, your advice, and your suggestion in my thesis and I also thanks to Drs. Eddyanto M.Sc, Ph.D,. as my Academic Supervisor. My great thanks also go to Prof. Drs. Manihar Situmorang, M.Sc, Ph.D., Drs. Jamalum Purba, M.Si., and Ir. Nurfajriani, M.Si., as my Thesis Examiner Lecturer. I also would said thanks to my module validator Prof. Dr. Retno Dwi Suyanti,M.Si and Drs. Marudut Sinaga, M.Si for all your advice and suggestion. And great thanks to Mr. Sam that always help us (Bilingual Student).

I also said thanks to Drs. Sutrisno, M.Pd as Headmaster of SMA Negeri 2 Medan, Drs. Sahlan Daulay, M.Pd as Headmaster of SMA Negeri 3 Medan, Drs.K. Lumbantoruan, M.Pd as Headmaster of SMA Negeri 11 Medan, Pdt. Paulus Subyanto,S.Th as Headmaster of SMA Swasta Methodist 2 Medan, and Drs. Hotman Situmorang as Headmaster of SMA Swasta Raksana Medan. I also said thanks to all the teachers that already helped me by giving advice and suggestion in arranging my module, Rosmey Togatorop, S.Pd, Sarma Evi Simanjuntak, S.Pd, B. Manurung, S.Si, Edi Suranta, S.Pd, Rapi. R. Sihombing, S.Si, S.Pd, Drs. Manarsar, Sri Murni Ginting, S.Pd, Drs. Simon Manurung, M.Si.

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Thanks to My crazy class, CESP 2011. Thanks for all your craziness that we already passed for this 4 years. Thanks to Ruth Sari Handayani Panjaitan, Ricky Tampubolon, and Jori Josua for you know me so well. Thanks to Batak.com (Nek Enji, Popo, Poppy, Nopa, Riris, Debby) that always driving me crazy for all your weird behaviour. Thanks to ETER (Eirene, Tarida, Evina, Renggania) you are always be my “bikur”. For my one and only Najong, thanks for everything that you have done to me. Thanks to all my team of PPLT Unimed in SMA Negeri 1 Plus Matauli Pandan for all experience. Thanks to my students in MTN, for you support and pray. And thanks to all people, whose the name can’t mention but always support me. I love you all.

Medan, 2015

Evina Nelly Natalia Sihite

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The Development of Innovative Chemistry Module

with Integration of Experiment on The

Teaching Buffer Solution

Evina Nelly Natalia Sihite (Reg. Number 4113131021)

ABSTRACT

The development of Innovative chemistry module with integration of

experiment on the teaching Buffer Solution will be explained in this research.

This research is aimed to arranged the standardized innovative chemistry module

with integration of experiment and the module was standardized by lecturer,

teacher, and student. This research was conducted in five schools; those are SMA

Negeri 2 Medan, SMA Negeri 3 Medan, SMA Negeri 11 Medan, SMA Swasta

Methodist 2 Medan, and SMA Swasta Raksana Medan. The research began with

analysis of chemistry guide practicum textbooks usually used in schools

especially on topic buffer solution by teacher from those schools. Furthermore,

research continued with arranged the innovative chemistry module with

integration of experiment on topic buffer solution, thus the module will

standardized. The result of this research showed that the average score of analysis

guide practicum textbooks is 76.32%. It means that the chemistry guide practicum

textbooks that usually use in schools is quite good but need some revision for

some criteria (content, extension, depth, design, and language). The result

evaluation innovative chemistry module with integration of experiment on topic

buffer solution, researcher got the average of all components by Chemistry

Lecturers were 3.38, Chemistry Teachers were 3.72, and students were 3.74. The

total average of evaluation for innovative chemistry module with integration of

experiment was 3.62. It means that the innovative chemistry module with

integration of experiment is valid and did not to be revised. So, the innovative

chemistry module with integration of experiment was ready to be used as a

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CONTENT LIST

Pages

Legalization Sheet i

Biography ii

Abstract ii

Acknowledgement iv

Contents List vi

Figures List ix

Tables List x

Appendix List xii

CHAPTER I INTRODUCTION 1

1.1.Background 1

1.2. Problem Identification 4

1.3.Problem Statements 4

1.4.Problem Limitations 5

1.5.Research Objectives 6

1.6.Benefits of Research 6

CHAPTER II LITERATURE STUDY 7

2.1. Learning Media 7

2.2. Learning Module 9

2.2.1. Innovative Module With Integration of Experiment 12

2.2.2. Virtual Laboratory 13

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vii

2.4. The Difficulties of Studying Buffer Solution for Student 17

2.5. Buffer Solution 18

2.5.1. Buffer Solution Composition 18

2.5.2. pH value of the buffer solution 19

2.5.3. Work Principle of Buffer Solution 20

2.5.4. The Influence of Addition Acid And Base in Buffer Solution 20

2.5.5. Choosing Buffer Solution 21

2.5.6. Making Buffer Solution 21

2.5.7. Buffer in Daily Life 22

2.2. Conceptual Framework 23

CHAPTER III RESEARCH METHODOLOGY 24

3.1. Research Location and Object 24

3.2. Research Population and Sample 24

3.3. Design of the Research 25

3.4. Research Procedures 25

3.5. Data Collection 28

3.6. Data Analysis 28

3.6.1 Descriptive Analysis 28

CHAPTER IV RESULT AND DISCUSSION 31

4.1. Survey of High School Chemistry Guide Practicum Text Book 31

4.2. Analysis of High School Chemistry Guide Practicum Text Book 31

4.3. The Development of Innovative Chemistry Module With Integration Of

Experiment

42

4.3.1.Standardization of Innovative Chemistry Module With Integration of

Experiment By Chemistry Lecturer

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viii

4.3.2. Standardization of Innovative Chemistry Module With Integration of

Experiment by Chemistry Teacher

45

4.3.3. Standardization of Innovative Chemistry Module With Integration of

Experiment by Senior High School Student Grade XI

47

4.3.4. Standardization of Innovative Chemistry Module With Integration of Experiment by Chemistry Lecturer, Teacher, And Student.

54

4.3.5. Trial of Innovative Chemistry Module with Integration of Experiment in Senior High School

55

4.4. Discussion 56

CHAPTER V CONCLUSION AND SUGGESTION 59

5.1. Conclusion 59

5.2. Suggestion 59

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x

TABLES LIST

Pages

Table 3.1 The average of validity instrument 30

Table 4.1 The Result of Analysis Book Code A on Topic Buffer Solution 32

Table 4.2 The Result of Analysis Book Code B on Topic Buffer Solution 34

Table 4.3 The Result of Analysis Book Code C on Topic Buffer Solution 36

Table 4.4 The Result of Analysis Book Code D on Topic Buffer Solution 38

Table 4.5 The Result of Analysis Book Code E on Topic Buffer Solution 40

Table 4.6 The Result Score of Chemistry Guide Practicum Analyzed 42

Table 4.7 Buffer Solution based on 2013 curriculum and the Short Description of Innovation that have been Integrated in Learning Material

43

Table 4.8 The Result of Questionnaire Innovative Chemistry Module with

Integration of Experiment Module Standardization by Chemistry

Lecturer

48

Table 4.9 The Result of Questionnaire Innovative Chemistry Module with

Integration of Experiment Standardization by Chemistry Teacher

46

Table 4.10 The Result of Questionnaire Innovative Chemistry Module with

Integration of Experiment Standardization by Student from SMA

Negeri 2 Medan

48

Table 4.11 The Result of Questionnaire Innovative Chemistry Module with

Integration of Experiment Standardization by Student from SMA

Negeri 3 Medan

49

Table 4.12 The Result of Questionnaire Innovative Chemistry Module With

Integration of Experiment Standardization by Student from SMA

Negeri 11 Medan

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Table 4.13 The Result of Questionnaire Innovative Chemistry Module with

Integration of Experiment Standardization by Student from SMA

Swasta Methodist 2 Medan

51

Table 4.14 The Result of Questionnaire Innovative Chemistry Module with

Integration of Experiment Standardization by Student from SMA

Swasta Raksana Medan

52

Table 4.15 The Average Score of Standardization Innovative Chemistry Module

with Integration of Experiment by Student

53

Table 4.16 The Result of Questionnaire Innovative Chemistry Module with

Integration of Experiment Standardization by Lecturer, Teachers, and

Students

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FIGURES LIST

Pages

Figure 2.1. Virtual Lab Figure 15

Figure 3.1. Research Procedure in The Development and Standardization of

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APPENDIX LIST

Pages

Appendix 1 Syllabus 53

Appendix 2 Analysis of Suitability the Chemistry Experiment Textbook Materials for

Senior High School with 2013 Curriculum Content Standard on Buffer

Solution Topics by Expert Team

60

Appendix 3 Questionnaire For Trial the Development of Innovative Experiment

Module on Buffer Solution Topics

65

Appendix 4 Questionnaire Description Of Module Analysis Standardized (Trial) 65

Appendix 5 Result of Chemistry Guide Practicum Textbooks Analyzed by

Expert

67

Appendix 6 Result of The Innovative Chemistry Module With Integration of

Experiment by Lecturers

68

Appendix 7 Result of The Innovative Chemistry Module With Integration of

Experiment by Teachers

69

Appendix 8 Result of The Innovative Chemistry Module With Integration of

Experiment by Students

70

Appendix 9 The Result of Questionnaire Of Description Module Analysis Generally 71

Appendix 10 Innovative Chemistry Module with Integration of Experiment 72

Appendix 11 Research Documents 73

Appendix 12 Research Documentations 74

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CHAPTER I INTRODUCTION 1.1. Background

Education is one of the most important things in the world. On the basis of

wisdom and sanity grounds, education is the light that enlightens in them the

ability to differentiate between right and wrong, true and false, correct and

incorrect and also is the milestone in the development of integrated personality,

the righteousness in character, the enlightenment of conscience and the

inculcation of social, moral, ethical and spiritual values.

Education that should be implemented for Indonesia, according to the Law

no.20 / 2003 on National Education System is education that can develop the

skills and character development and civilization of dignity in the context of the

intellectual life of the nation (Article 3); and actively develop the capacity of

students to have spiritual powers, religious, self-control, personality, intelligence,

noble character, and skills needed him, the community, the nation, and the state

(chapters 1: 1; 3).

The educational goal of course is supported by the current study that

curriculum of 2013, where we can see that the core competency in all educational

material has been stated, especially in the core competencies to which: (1) Living

and practice the teachings of their religion. (2) Living and practicing honest

behavior, discipline, responsibility, caring (mutual assistance, cooperation,

tolerance, peace), polite, responsive and proactive, and demonstrate behaviors as

part of a solution to various problems in interacting effectively with the social

environment and nature and the place itself as a reflection of the nation in the

association world. (3) Understand, implement, and analyze factual knowledge,

conceptual, procedural, and metacognitive based on curiosity about science,

technology, art, culture, and humanities with human insight, national, state, and

civilization-related causes of phenomena and events, and apply the procedural

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solve the problem. (4) processing, reasoning, and presenting in the realm of

concrete and abstract domains associated with the development of the learned in

school independently, act effectively and creatively, and be able to use the method

according to the rules of science. By learning has been supported by the device

then the next is to achieve these objectives it is necessary to effective learning

Learning is an inseparable part of the educational process. Because

education cannot happen just like that without going through the process of

learning and exercises. Learning in order to effectively and efficiently, there

should be a variety of efforts and approach to suit the purpose, in an effort to

improve the quality of education.

The appropriate learning in the educational process must aimed to achieve

the main goal of education itself. For that to achieve that goal, we have made

many innovative learning model developed with the aim to streamline the

educational process itself. Model of inquiry learning, discovery, problem based

learning, project based learning, and others are examples of the many learning

model developed at this time. All learning model that certainly aims to achieve the

main goal of the educational process and streamline the process.

Although many learning models that have been developed, but there are

things to consider that the selection of appropriate learning models appropriate for

the subject matter as well. Because even though the learning model that we use

has been innovative but if the subject or the material we teach is not appropriate

or suitable for the material then it is not even efficient learning process but instead

stunted and produce results that are not in line with expectations. Because it needs

to be careful consideration and selection of the right model for the right subject or

learning material.

Learning media is one of the tools that the learning process is intended to

optimize the learning process and obtain maximum results. One of media that can

be found today are learning modules. Where the module is a textbook or

handbook to help participants better understand the students to the material being

taught. This has been proven by many studies that prove the effectiveness of the

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entitled The Development of Chemistry Learning Module To Increase Student's

Achievement on The Teaching and Learning of Oxidation and Reduction

Reaction. In that study results obtained from the experimental class that uses the

module is 52.48% higher than the control class that does not use a module is

51.12%.

Module experiment is one medium that is great for use in learning due to

the presence of the module, the learning process, especially experiments can

easily be done with the hope of getting maximum results. The learning module

has to be able to help students to study by their style independently, so they use

different technique to solve certain problems based on their knowledge

background and their ability (Situmorang, et.all., 2012)

Innovative module is the kind of modules that are developed and compiled

with the creative and efficient. Innovative module contains not only words but

also can be an image or chart with attractive colors. This will attract students to

read the module innovative and students will more easily understand the material

provided.

Chemistry is the science that is very complex. Chemistry is perceived by

students as a challenging subject, since it is difficult to construct the abstract

concepts frequently encountered in the subject area (Ayas & Demirbas, 1997;

Nakleh, 1992). Chemistry is one of the subject that laboratory or experiment

basis. One of the materials studied in chemistry are buffer solution. On the topic

buffer solution should be emphasized mastery of concepts are accompanied by

experiments conducted. Buffer solutions are materials that are very close to our

daily life, but with no proper teaching the concept of buffer solution are close to

daily life can be difficult to be understood by students.

According to my experience during my PPLT in SMA Plus Negeri 1

Matauli Pandan,, the school have good facilitation such as chemistry laboratory

and have qualified teacher that enough to support the learning process. The

experiment of chemistry is not doing optimally in SMA Plus Negeri Matauli

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Experiment books or guide practicum textbooks they use is not interesting, not

comprehensive, and has many difficult experiments.

Because of lack of experiment books, researcher chose innovative

chemistry module with integration of experiments to fix that problem. Provision

of data, information, and the question in this case is through an innovative

chemistry module with integration of experiment included in the making of the

conclusions will be based on the modules. And based on that, the researchers

made research entitled “The Development of Innovative Chemistry Module with Integration of Experiment on The Teaching Buffer Solution “

1.2. Problems Identification

Based on the background described above, problems can be identified as follows :

1. Lack of ability of student in understanding chemistry especially in experiment

because the experiment or guide practicum book they used is not interesting so they don’t interested about chemistry.

2. Student mostly understanding only theoretical of chemistry but lack of

understand in practical or experiment of chemistry.

3. The arrangement of chemistry experiment learning modules on the topic of

Buffer Solution to order it is suited to the common curriculum

4. Prepare an innovation chemistry experiment learning modules on the topic of

Buffer Solution in order the teaching and learning process can be proceeded

optimum.

5. Standardize a developed Innovative chemistry module with integration of

experiments according the standard provided by BSNP.

1.3. Problems Statement

Based on the background described above, then the problem can be

formulated as follows:

1. How is the teacher’s perception on buffer solution as the subject matter on the

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2. How is the respond of lecturer, teacher, and students on the innovative

learning module composed based on 2013 curriculum in buffer solution as the

subject matter?

3. How to prepare an innovative chemistry learning module with integration of

experiment on the topic of Buffer Solution in order the teaching and learning

process can be proceeded optimum?

4. What kind of innovation can be made on to the learning material of Buffer

Solution in order the students can easily to study chemistry?

5. How to standardizing a developed innovative chemistry module with

integration of experiment according the standard provided by BSNP?

1.4. Problem Limitation

In order for this study the problem in this study should be limited. From

the formulation of this problem, so that limit the problem in this study are:

1. Arranging and developing the innovative chemistry module with integration

of experiment on the topic of Buffer Solution according to standard provided

by BSNP.

2. Preparation of innovative chemistry module with integration of experiment

developed from the chemistry guide practicum textbooks used in some Senior

High School in Medan.

3. Analyze the chemistry experiment textbook used in Senior High School on the

topic of Buffer Solution.

4. Innovative chemistry module with integration of experiment will be reviewed

and revised by the chemistry lecturer in Chemistry Department, chemistry

teacher from various Senior High Schools, and students from Senior High

School to obtain the standard of innovative chemistry module with integration

of experiment.

5. Development of innovative chemistry module with integration of experiment

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1.5. Research Objectives

The objective of this research are :

1. To obtain teacher and lecture’s perception on buffer solution as the subject

3. To prepare an innovative chemistry module with integration of experiment on

the topic of Buffer Solution in order the teaching and learning process can be

processed optimum.

4. To know what kind of innovation can be made on to the learning material of

buffer solution in order the students can easily to study chemistry.

5. To standardized a developed innovative chemistry module with integration of

experiment according to the standard provided by BSNP.

1.6. Benefits of Research

The benefits of this research are:

1. As input material for chemistry teachers to use the innovative chemistry

module with integration of experiment as learning media that will be used in

teaching of the learning material especially Buffer Solution.

2. Provide guidelines for science teachers especially chemistry teachers to

implement Innovative chemistry module with integration of experiment in

learning process.

3. Give reference of best learning media (Innovative Chemistry Module with

Integration of Experiment) which can improve the students’ achievement on

the teaching of buffer solution based on the 2013 curriculum

4. Give motivation to teachers to conduct similar and better research examining

learning media to chemistry topic.

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

From the data analysis, researcher could conclude:

1. The teacher perception on topic buffer solution as the subject matter

especially in practicum on the chemistry guide practicum textbooks for grade

XI in 2nd semester was good.

2. The respond of chemistry lecturers, chemistry teachers, and students on

innovative chemistry module with integration of experiment that has been

composed based on 2013 curriculum in buffer solution was very good.

3. The innovative chemistry module with integration of experiment arranged

after doing the analysis of chemistry guide practicum textbooks that usually

used in Senior High School.

4. The innovative chemistry module with integration of experiment on topic

buffer solution arranged innovatively in content, extension, depth, design, and

language.

5. The innovative chemistry module with integration of experiment must

standardize based on specifics criteria (content, extension, depth, design, and

language) that already provided BSNP.

5.2. Suggestion

From the result of the research, there are some suggestion that provided,

those are :

1. For chemistry teacher, it so important to used standard innovative chemistry

module with integration of experiment with virtual lab to make student more

interested to learn chemistry especially in practicum/experiment. The

teaching and learning process will be more interesting and interactive so the

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2. For researcher that will be doing related research can use this research for

implementations stage of innovative chemistry module with integration of

Gambar

Table 4.13

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