THE COMPARISON OF STUDENT’S LEARNING ACHIEVEMENT IN THE TOPIC OF HUMAN REPRODUCTIVE SYSTEM USING THE MODEL OF COOPERATIVE LEARNING TYPE STAD ( STUDENT
TEAM ACHIEVEMENT DIVISION )
AND NHT ( NUMBERED HEAD TOGETHER) GRADE XI IPA STUDENTS IN SMA NEGERI 1 LUBUKPAKAM
ACADEMIC YEAR 2011/2012.
By
Syahriani
Reg. Number : 081244410033
Study Program: Biology Bilingual Education
A THESIS
Submitted to Fullfill The Requirement For Degree of Sarjana Pendidikan
BIOLOGY DEPARTEMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
THE COMPARISON OF STUDENT’S LEARNING ACHIEVEMENT IN THE TOPIC OF HUMAN REPRODUCTIVE SYSTEM USING THE MODEL OF COOPERATIVE
LEARNING TYPE STAD ( STUDENT TEAM ACHIEVEMENT DIVISION AND NHT( NUMBERED HEAD TOGETHER) GRADEXI IPA STUDENTS IN
SMA NEGERI 1 LUBUKPAKAM ACADEMIC YEAR 2011/2012.
Syahriani ( 081244410033 ) ABSTRACT
The aimed of this research was to know the comparison of student learning achievement in the topic human reproductive system using STAD model and NHT model of grade XI IPA students of SMA Negeri 1 Lubukpakam Academic year 2011/2012. This research was started on March 2012 and accomplished in July 2012
This research was designed as a quasi experiment. This quasi experimental research was given to 30 students in grade XI IPA 1 of SMA Negeri 1 Lubukpakam by teaching them using STAD model and to 32 students in grade XI IPA 4 of SMA Negeri 1 Lubukpakam by teaching them using NHT model.
ACKNOWLEDGEMENT
The writer would like to express her praise to Allah SWT ( The almighty
God, for all the graces and blessings that provide health and wisdom to the writers
that the research can be completed in accordance with the planned time.
This Thesis entitled “The Comparison Of Student’s Learning Achievement
In The Topic Of Human Reproductive System Using The Model Of Cooperative
Learning Type STAD ( Student Team Achievement Division ) And NHT (
Numbered Head Together) Grade XI IPA Students In SMA Negeri 1
Lubukpakam Academic Year 2011/2012”,prepared to obtain the bachelor degree
of Biology Education, Faculty of Mathematic and Natural Sciences,State
University of Medan.
On this occasion , the writer would like to deliver her thank to Dra.Martina
A. Napitupulu, M.Sc who has provided guidance and constructive advice to the
writer since the beginning of this research until the completion of this draft. My
appreciation goes to Dr.Syarifuddin,M.Sc, Dr.rer.nat .Binari Manurung,M.Si and
Dra.Meida Nugrahalia,M.Sc the examiners who have provided input and advise
from research plan to complete the preparation of this thesis.
The writer says thanks to Dr.Syarifuddin,M.Sc as the academic adviser.
Thanks also extended to Drs.H.Tri Harsono, M.Si. as the head of biology
department, and to all my lectures and all staffs in the Department of
Biology,Faculty of mathematics and natural sciences of UNIMED that have
helped me during the study in the campus. Award also presented to Badaruddin
tarigan,M.Pd as the Head Master of SMA Negeri 1 Lubukpakam, Dra.H.Idawaty
Br.Karo and Ni’mah Lubis,S.Pd as a biology teacher in SMA Negeri 1
Lubukpakam, all the teachers and students especially XI IPA in SMA Negeri 1
Lubukpakam who have helped me during this research.
My never ending thankfulness is fully addressed to my beloved father
Syamsir,S.E. and my mother Azmaini,S.H. and brothers Lukman Hakim and
Wawan Akbar who have given prayers, moral support and material to complete
TABLE OF CONTENT
1.2 Problem Identification 3
1.3 Problem Scope 4
1.4 Research Question 4
1.5 The Research aims 4
1.6 Research Contributions 5
CHAPTER II LITERATURE REVIEW 6
2.1 Theoretical Framework 6
2.1.1 Definition of Learning 6
2.1.2. Understanding Learning Achievement 7 2.1.4 Factors that influence learning Achievement 8
2.2 Cooperative Learning 9
2.3STAD Model 10
2.4 NHT Model 12
2.5 Human Reproductive System 14
2.6 Conceptual Framework 28
27. Research Hypothesis 29
CHAPTER III 30
RESEARCH METHODS 30
3.1. Research Location and Time 30
3.2.Population And Sample 30
3.3.Research Variable 30
3.4.Data Collection Instruments 30
3.4.1. The Validity of The Test 31
3.4.2. The Reliability of The Test 32 3.4.3. The Difference Power of The Test 32
3.4.4. The Level of Test Difficulty 33
3.5. Research Instrument 33
3.5.1 Test of Student Achievement 33
3.6 The Type And Design Of The Research 36
3.8Data Collection Technique 37
3.9 Data Analysis Technique 40
3.9.1 Normality Test 30
3.9.2 Homogeneity Test 41
3.9.3 Testing Hypothesis 41
CHAPTER IV
RESULTS AND DISCUSSION 43
4.1. Results 43
4.1.1Data Analysis Of Research Instruments 43
4.1.2. Description Of Data 43
4.1.2.1. Description Of Pre-Test Data 44 4.1.2.2. Description Of Post Test Data 45 4.2. Data Analysis Testing Requirements 47
4.3.Hypothesis Testing 48
4.4. Research Findings 49
4.5 Discussion 49
CHAPTER V
CONCLUSION AND RECOMMENDATION 54
5.1. Conclusions 54
5.2. Recommendations 54
LIST OF TABLES
Page
Table 2.1. Phases of STAD type cooperative learning 12
Table 3.1 Guidelines of Students Achievemnt Test 34
Table 3.2 pre test- Post test Design. 35
Table 4.1 The difference of Pre-Test value in STAD model class and
NHT model class 44
Table 4.2. The differences of Post-test value in STAD model class and
LIST OF FIGURES
Page
Figure 2.1 Structure of the male reproductive system 14
Figure 2.2 The structure of the female reproductive system 16
Figure 2.3 The process of spermatogenesis 18
Figure 2.4 The process of oogenesis 19
Figure 2.5 Menstrual Cycle 21
Figure 2.6 The process of fertilization 23
Figure 2.7 Chidbirth Process 25
Figure 3.1. Research Procedure Scheme 39
Figure 4.1 Differences diagram pre test value in STAD class
and NHT class 44
Figure 4.2.The Comparison of Pre-test value in STAD Class
and NHT class 45
Figure 4.1 Differences diagram post test value in STAD class
and NHT class 46
Figure 4.2.The Comparison of Post-test value in STAD Class
LIST OF APPENDIXES
Appendix 1 Syllabus 57
Appendix 2 Lesson Plan 59
Appendix 3 Instrument Of Pre-Test And Post Test 85
Appendix 4 The Answer Key 94
Appendix 5 Student’s Paper Work STAD Model 95
Appendix 6 The Answer Sheet Of STAD Student Evaluation Sheet 104
Appendix 7 The NHT Student’s Work Sheet 112
Appendix 8 The Answer of NHT Student’s Work Sheet 113
Appendix 9 Table of Validity Test 118
Appendix 10 Calculation Of Validity Test 120
Appendix 11 Table Of Realibility Test 121
Appendix 12 Calculation Of Reliability Test 122
Appendix 13 Table Of Discrimination Index 120
Appendix 14 Calculation Of The Discrimination Index 124
Appendix 15 Table Of Calculation Of Test Difficulty Level 127
Appendix 16 Calculation Of Test Difficulty Level 128
Appendix 17 Result Of Student Learning Data 126
Appendix 18 The Calculation Of Average, Standard Deviation And
Variance Of Pre Test Value 131
Appendix 19 The Calculation Of Average, Standard Deviation And
Variance Of Post-Test Value 133
Appendix 20 The Normality Test Of Research Data 135
Appendix 21 The Homogeneity Test Of Research Data 139
Appendix 22 Hypothesis Testing 141
Appendix 23 Result Data Of Student Worksheet And Discussion 147
Appendix 24 Documentation Of Research 149
CHAPTER I INTRODUCTION 1.1 Background of the Study
Learning is a two-way communication process, teaching that conducted by
the teacher as an educator, while the learning is done by the students. In this case,
the role of teacher is not merely providing information, but also directing and
facilitating the study process to be more appropriate to the learning process (as
facilitator). Learning is a process of the study that builds teachers to enhance
students' thinking skills, and increase the ability of students to construct new
knowledge as a good effort to improve the mastery of subject matter (Syamsudin,
2007).
Observation revealed that as teachers there is a tendency that they still
dominate the learning activities in the class. Teachers still use the conventional
way of teaching that is lecturing method where the teacher acts as the only source
of information. On the other hand, student’s activity are listening and taking
notes. This creates a situation where the learning activity is centered on the
teacher alone and students act as passive learners.
The condition of learning activities above is not considered as effective as
it could have been. Lecturing method tends to create an atmosphere of
monotonous and boring circumstance in the classroom. Few observations have
revealed that some students cannot focus and pay attention to the teacher.
Questions are also rarely asked and discussed. This may relate to the condition
that biology contains lots of explanations and memorizations. We can see this
problem through their achievement in most exams. Some students have
difficulties to reach the minimum requirements to pass in the exams.
Studying biology involves lots of memorization which may quite difficult
for some of the students. It contains lots of concepts that lead to many
misconceptions as well. Students face problems of understanding concepts and it
can be seen through activity of re-iterating some concepts at the end of the
learning processes (individual observation, 2012 and Karo, 2012). The students
It is suspected that this problem led to the low achievements in some topics where
the understanding of some concepts are important.
I interviewed the biology teacher for grade XI of SMA Negeri 1
Lubukpakam and it was suggested that one of the most difficult topic for students
is learning human reproductive system (Karo, 2012). She emphasized that the
students had problem of memorizing organs of human reproductive system and its
anatomical and physiological structure of each organ. The method of lecturing is
used to deliver all the information due to the lack of media and alternatives for
some reasons. Teacher becomes the only source of information. The observation
showed that the result of student monthly test in the biology subject is below the
minimum completeness criteria (KKM) . The value is 70 and of the average of
students scored only reached 65.
In this situation teachers are in charge to have initiaves dealing with
difficulties faced by both teachers and students. Teachers are expected and
encouraged to be more active and creative in developing learning strategy. One
the strategy may involve the students in the process intead of waiting the
informaiton to be delivered. Vygotsky theory suggested that students need to learn
and work in groups so that the students can interact with each other and needed
the help from teacher to students in learning activities (Syamsudin, 2007). In this
case I chose cooperative learning model as a solution to the problem of the grade
XI of SMA Negeri 1 Lubukpakam.
Cooperative learning model is not entirely new for the teachers. Model of
cooperative learning is a learning model that prioritizes the groups (Slavin, 2005).
Each student in the group had levels of different abilities (high, medium and low)
and if it is possible a member of the group come from different races, cultures,
different tribes and with regard to gender equality. Cooperative learning model
prioritizes cooperation in solving problems to apply the knowledge and skills in
order to achieve learning objectives.
Based on the above issues teacher needs to develop the model of learning
that can improve student’s achievement and activity in the learning process. One
Achievement Division) type. According to Slavin ( 2005 ) STAD emphasizes the
interaction between student activity to motivate each other and help each other to
master the subject matter in order to achieve maximum performance. The
advantages of cooperative learning STAD model is a type of cooperation in
groups and in determining the success of the group's success not only based on the
group scores but also depend on the individual ability of the member, so that the
students in a group must ensure that their members master the learning topic.
The other type of the cooperative leaning that will be applied in this
reasearch is NHT (Numbered Heads Together ). Numbered Heads Together is the
model that emphasizes each student accountable for learning the material.
Students are placed in groups and each person is given a number (from one to the
maximum number in each group). The teacher poses a question and each student
has their own responsibility to figure out the answers relate to the predefined
number . According to Lie ( 2004 ) NHT can provide benefits for students who
are underachieving and high achieving students that work together to complete the
task. The students in a group depend on each other for information and for doing
the task assigned on them This model can promote mutual respect among the
members and the prevent the domination of particular student in a group.
Based on the problem above I am interested to make the comparison of
STAD with NHT in order to know which model is more appropriate that can be
served to solve the problem exist in this school and state my research title as The
Comparison Of Student’s Learning Achievement In The Topic Of Human Reproductive System Using The Model Of Cooperative Learning Type STAD ( Student Team Achievement Division ) And NHT ( Numbered Head Together)
Grade XI IPA Students In SMA Negeri 1 Lubukpakam Academic Year 2011/2012.
1.2 Problem Identification
1. Some of students learning achievement in the topic human reproductive system is
below the KKM.
2. The Lecturing- method is dominantly used in the learning process.
4. Activeness and cooperation among the students in the biology learning process
are still low.
1.3 Problem Scope
There are many factors that affect the student’s achievement at school but
this research focuses on “The Comparison of student’s learning achievement in
the topic of human Reproductive System using the model of cooperative learning
type STAD and NHT grade XI IPA Students in SMA Negeri 1 Lubukpakam
Academic Year 2011/2012”.
1.4. Research Question
In accordance with the issues that have been stated, then the problem can
be formulated as follow:
1. How do the students learning achievement in the topic human reproductive system
grade XI IPA in SMA Negeri 1 Lubukpakam that taught by using the model of
cooperative learning type STAD?
2. How do the students learning achievement in the topic human reproductive system
grade XI IPA in SMA Negeri 1 Lubukpakam that taught by using the model of
cooperative learning type NHT ?
3. How do the comparison of student’s learning achievement in the topic human
reproductive system that taught by using STAD and NHT of grade XI IPA in SMA
Negeri 1 Lubukpakam academic year 2011/2012?.
1.5. The Research Aims
There are several aims of this research, they are:
1. To obtain the information about students’ learning achievement in the topic human
reproductive system grade XI IPA in SMA Negeri 1 Lubukpakam that taught by
using the model of cooperative learning type STAD?
2. To obtain the information about student’s learning achievement in the topic human
reproductive system grade XI IPA in SMA Negeri 1 Lubukpakam that taught by
using the model of cooperative learning type NHT ( Numbered Head Together ) ?
3. To obtain the information about the comparison of students’ learning achievement in
the topic human reproductive system that taught by using STAD and NHT of grade
1.6. Research Contributions:
The research findings will be useful for:
1. Improving student learning achievements in order to achieve the thoroughness
standards of learning especially in the topic of Human Reproductive system.
2. Increasing student interest and motivation in learning biology.
3. Increasing the activity of students in learning in the learning process.
4. Improving students' ability to work together in a group / discussion.
5. Enhancing teacher’s awareness to develop alternative strategies to teach biology.
CHAPTER V
CONCLUSION AND RECOMENDATION 5.1. Conclusions
Based on the results of research, the conclusions are :
1. There was an increase result of student’s learning achievement from the
value 44.3 to 79 with the increasing percentage 43.96% using STAD
model on the topic human reproductive system of grade XI IPA students in
SMA Negeri 1 Lubukpakam for academic year 2011/2012.
2. There was an increase result of student’s learning achievement using NHT
model from the value 44.8 to 74.3 with the increasing percentage 39,65%
on the topic human reproductive system of grade XI IPA students in SMA
Negeri 1 Lubukpakam for academic year 2011/2012.
3. There was a comparison of student’s achievement between STAD model
and NHT model as amount as 1.06 : 1 with the differences percentage
5.95% on the topic human reproductive system of grade XI IPA students
in SMA Negeri 1 Lubukpakam for academic year 2011/2012.
5.2. Recommendations
There are several recoommendations can be proposed, they are :
1. Students of SMA Negeri 1 Lubukpakam are encouraged to improve their
interest and curiosity by implementing cooperative learning model.
2. Teachers are advised to apply the model of cooperative learning type
STAD and NHT as an alternative method of teaching biology.
3. For researcher, as a prospectus teacher this study/research will equip
him/her to do teaching in the future. This will give her insights and
REFERENCES
Arikunto, S., (2011), Dasar-Dasar Evaluasi Pendidikan, Penerbit Bumi Aksara,
Jakarta
Dotson,J.M., (2001).Cooperative Learning Structures Can Increase Student
Achievement,Kagan Online Magazine,Winter 2001
Dimyanti dan Mudjiono, (2006 ), Belajar dan Pembelajaran, Penerbit Rineka
Cipta , Jakarta.
Dunn, L., ( 2002 ), Learning and Teaching Briefing Papers Series, Oxford
Brookes University, Oxford
Gholami, G., ( 2011 ), The Effect of Cooperative Learning on Academic
Achievement, Journal of American Science 7(12):596-599
Haryati,M., (2007), Sistem Penilaian Berbasis Kompetensi Teori dan
Praktik, Penerbit Gedung Persada Press, Jakarta.
Isjoni. (2007) Cooperative Learning untuk Mengembangkan Kemampuan Belajar
Berkelompok. Penerbit Alfabeta, Bandung.
Jihad, A., (2008 ) Evaluasi Pembelajaran. Multi Pressindo ,
Yogyakarta.
Lie,A., (2004 ), Cooperative Learning, Penerbit PT.Grasindo, Jakarta.
Majoka,M.I. et.al,(2010),Student Team Achievement Division (STAD) As An Active Learning Strategy: Empirical Evidence From Mathematics Classroom, Journal of Education and Sociology, ISSN: 2078-032X
Pratiwi,D., ( 2006 ),Biologi untuk SMA Kelas XI, Penerbit Erlangga,Jakarta.
Pribadi, A., (2009 ), Biology for XI Grade, Yuhistira, Jakarta.
Purnomo, ( 2009 ) , Biologi Kelas XI untuk SMA dan MA, Penerbit Departemen
Pendidikan Nasional, Jakarta.
Purwanto, N., (2004) Prinsip-prinsip dan Teknik Evaluasi Pengajaran.
Remaja Rosdakarya,Bandung.
Rusman ( 2010 ), Model Pembelajaran Mengembangkan Profesionalisme
Guru, Penerbit Raja Grafindo Persada, Jakarta.
Slameto , (2003 ), Belajar dan Faktor – factor yang Mempengaruhinya, Rineka
Cipta, Jakarta.
Slavin, R.E., (2005). Pembelajaran Kooperatif ,Insan Madani,Jakarta.
Sudjadi, B., (2007), Biologi untuk SMA Kelas XI, Penerbit Interplus,
Bandung.
Sudjana, N., (2008 ),Metoda Statistika, PT Remaja Rosdakarya,
Bandung.
Supridjono, A., (2009), Cooperative Learning. Pustaka Belajar,Yogyakarta.
Swortzel,K., (1997), The Effect Of Cooperative Learning Methods On
Achievement,Retention, and Attitudes of Home Economics Students In
North Carolina,Journal of Vocational and Technical education, Volume 13
Syamsudin, A., Budiman, Nandang, (2007), Profesi Keguruan 2, Penerbit
Universitas Terbuka, Jakarta.
Trianto, (2009), Mendesain Model Pembelajaran Inovatif Progresif, Kencana:
Jakarta.
Wyk,M.V.,(2010 ),Do Student Teams Achievement Divisions Enhance
