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
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
iii
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
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
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
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
xi
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
ix
FIGURES LIST
Pages
Figure 2.1. Virtual Lab Figure 15
Figure 3.1. Research Procedure in The Development and Standardization of
xii
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
1
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
2
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
3
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
4
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
5
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
6
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