THE INFLUENCE OF DISCOVERY LEARNING MODEL TO INCREASE STUDENT’S ACHIEVEMENT AND STUDENT’S CHARACTER OF
COOPERATION AND ACTIVENESS ON THE TEACHING OF ELECTROLYTE AND NON ELECTROLYTE
SOLUTION IN SENIOR HIGH SCHOOL
By: Lina Marwiya Reg. Number 4103332019
Bilingual Chemistry Education Study Program
A THESIS
Submitted in Fulfillment of the Requirement for the Degree of Sarjana Pendidikan
CHEMISTRYDEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
ACKNOWLEDGMENT
Alhamdulillah, praise and gratitude to Almighty God, Allah SWT, for all the graces and
blessings that provide health and wisdom to me so can finish this thesis can be finished well.
The title of this thesis is “The Influence of Discovery Learning Model to Increase Student’s Achievement and Student’s Character of Cooperation and Activeness on the Teaching of Electrolyte and Non Electrolyte Sokution in Senior High School.” This research is done in
SMA Negeri 11 Medan in academic year 2013/2014 that prepared to get Sarjana Pendidikan
degree of Chemistry Education, Faculty of Mathematics and Natural Science, State University of
Medan
In this opportunity, a million thanks are delivered to Mrs. Dr. Iis Siti Jahro, M.Si as thesis
supervisor in written of this thesis, for big support, advice, guidance, suggestion and constructive
comments from beginning until end of completing this research. Great thanks are also addressed
to Mr. Prof. Dr. Albinus Silalahi, M.S, Mr. Dr. Eddyanto, Ph.D, and Mrs. Dra. Ani Sutiani, M.Si
as examiner lecturer who had given advice and suggestion to completing this thesis. Thanks also
goes to Drs. Marudut Sinaga, M.Si as academic supervisor who had motivated and guidance the
writer during lecturing, Dr. Retno Dwi Suyani, M.Si and (Alm) Prof. Dr. Suharta, M.Si as
instrument validator, Prof. Dr. rer. nat Binari Manurung, M.Si as cordinator of Bilingual
Program, Drs. Jamalum Purba, M.Si as Head of Chemistry Department, Prof. Drs. Motlan,
M.Sc., Ph.D as a dean of FMIPA UNIMED and all lecturer and staff in chemistry department.
And I also say thanks to Mr. Drs. K. Lumbantoruan, M.Pd as a head master of SMA
Negeri 11 Medan, Mr. Edi Suranta S.Pd as chemistry teacher for his help and guidance when do
the research and also for the teacher, staff administration, and students in SMA Negeri 11 Medan
who had given opportunity and helpful to me when do the research.
Especially deepest gratitude and appreciation to my beloved father Sumarmin, my
beloved mother Usliah, my beloved sister Lia Lestari, S.Pd and my beloved brothers Ardi
Kusmawadi, S.T, Isnan Syahputra S.T and Erifiandi. Your prayer for me was what sustained me
thus far. A billion thanks to my parents and my brothers for their caring, love, prayer, motivation
Special mentions are goes to my friends who have been involved in supporting me to
complete my education. A million thanks to my soul mate Devi Destika Pohan and Dini Khairani
Parinduri. Thanks for your support, motivation being my sisters and everything. And also thanks
to Melisa, Debby, Yogi, Yasir, Rabiah, Rudi, Fenny and Andre. Thank you for motivation and
discussion to finished this thesis. And thanks for every laugh, every smile, every sad, every
anger, and every crazy. Special thanks are also to all CESP 2010 students for all unforgettable
moments and all senior and junior in FMIPA for supporting my education and also my PPL
colleagues in SMA Negeri 1 Matauli Pandan for all great experiences. Great thanks are also
delivered to SMA Negeri 1 Matauli Pandan especially students of 18, 19, and 20 for being
always in my mind.
I already prepared this thesis with my best, but I am still needed the critics and suggestion
from the reader to make it better. I hope this thesis can be useful and give many contributions for
reader especially in education.
Medan, July 2014 Writer
THE INFLUENCE OF DISCOVERY LEARNING MODEL TO INCREASE
STUDENT’S ACHIEVEMENT AND STUDENT’S CHARACTER OF
COOPERATION AND ACTIVENESS ON THE TEACHING OF ELECTROLYTE AND NON ELECTROLYTE SOLUTION
I N S E N I O R H I G H S C H O O L
Lina Marwiya (4103332019) ABSTRACT
CONTENT
Page
Agreement Sheet i
Content ii
List of Figure v
List of Table vi
List of Formula vii
List of Appendix viii
CHAPTER I INTRODUCTION
1.1 Background 1
1.2 Problem identification 5
1.3 Problem limitation 6
1.4 Problem statement 6
1.5 Research objectives 6
1.6 Research benefit 7
CHAPTER II LITERATURE STUDY
2.1. Essence of learning and student’s achievement 8
2.1.1. Essence of learning chemistry 8
2.1.2. Chemistry student’s achievement 9
2.2. Character education 10
2.2.1. Character education assessment 10
2.2.2. Character of cooperation 10
2.2.3. Character of activeness 12
2.3. Essence of learning model 13
2.3.1. Essence of discovery learning model 13
2.3.2. Discovery learning model objectives 15
2.3.3. Role of teachers in discovery learning model 16
2.3.4. Syntax of discovery learning model 16
2.3.6. Conventional method 18
2.4. Electrolyte and non-electrolyte solution 20
2.4.1. Definition of solution 20
2.4.2. Electrolyte and non-electrolyte solution 21
2.4.3. Classification of electrolyte solution 21
2.4.4. Svante arrhenius theory 21
2.4.5. Causes electrolyte solution can conduct electricity 22
2.4.6. Electrolyte ion compound and covalent polar compound 23
2.7. Hypothesis 24
CHAPTER III RESEARCH METHODOLOGY
3.1. Location and time of research 25
3.2. Population and sample of research 25
3.3. Research variable and instrument 25
3.3.1 Independent variable 25
3.3.2 Dependent variable 26
3.4. Research instrument 26
3.4.1. Instrument test 26
3.4.2. Observation sheet 28
3.5. Research design 31
3.5.1. Type of research 31
3.6. Research procedure 31
3.6.1. Research flow diagram 33
3.7. Technique data collection and analysis 34
3.7.1. Technique data collection 34
3.7.1.1. Validity test 34
3.7.1.2. Reliability test 35
3.7.1.3. Difficulty level 36
3.7.1.4. Discriminating power index 37
3.7.2. Data analysis 38
3.7.2.1. Normality test 38
3.7.2.3. Normalized gain 38
3.7.2.4. Hypothesis test 39
3.7.2.8. Percentage of character 39
3.8. Research time table 39
CHAPTER IV RESULT AND DISCUSSION
4.1. Research result 41
4.2. Analysis of research instrument 41
4.2.1. Validity test 41
4.2.2. Reliability test 42
4.2.3. Difficulty level test 42
4.2.4. Discrimination index test 42
4.3. Data analysis of research result 43
4.3.1. Data analysis of student’s achievement before treatment 44 4.3.2. Data analysis of student’s achievement after treatment 44
4.3.3. Normality test of the data 45
4.3.4. Homogeneity test of the data 46
4.3.5. Normalized gain 46
4.3.6. Hypothesis test 47
4.4. Data of character 48
4.5. Discussion 49
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 53
5.2. Suggestion 53
LIST OF TABLE
Page
Table 2.1. Syntax of discovery learning model 17
Table 3.1. Lattice of instrument test (Electrolyte and Non-Electrolyte) 27
Table 3.2. Lattice of observation sheet 28
Table 3.3. Research design 32
Table 3.4. Research time table 41
Table 4.1. Difficulty level and discrimination index 43
Table 4.2. Student’s achievement before teaching treatment 44
Table 4.3. Student’s achievement after teaching treatment 45
Table 4.4. Data of normality test 45
Table 4.5. Data of homogeneity test 46
Table 4.6. Data of normalized gain 47
Table 4.7. Data of hypothesis test 48
LIST OF FORMULA
Formula 2.1. Ionization degree 23
Formula 3.1. Mark of observation Sheet 29
Formula 3.2. Validity test 33
Formula 3.3. Reliability test 33
Formula 3.4. Standard deviation test 34
Formula 3.5. Difficulty test 35
Formula 3.6. Discriminating power index 35
Formula 3.7. Normalized gain 37
LIST OF FIGURE
Page
LIST OF APPENDIX
Appendix 1. Syllabus 57
Appendix 2. Lesson Plan for Experiment Class 60
Appendix 3. Lesson Plan for Control Class 72
Appendix 4. Lattice of Instrument Test (not valid) 87
Appendix 5. Instrument Test (had not been valid) 96
Appendix 6. Lattice of Instrument Test (had bee valid) 104
Appendix 7. Instrument Test (had been valid) 110
Appendix 8. Observation Sheet 115
Appendix 9. Guidance of Experiment 120
Appendix 10. Calculation of validity test 124
Appendix 11.Validity test 125
Appendix 12. Calculation of reliability test 126
Appendix 13. Reliability Test 127
Appendix 14. Calculation of difficulty level 128
Appendix 15. Difficulty level 129
Appendix 16. Calculation of discrimination index test 130
Appendix 17. Discrimination index test 131
Appendix 18. Normality test 132
Appendix 19. Homogeneity test 133
Appendix 20. Hypothesis test 135
Appendix 21. Calculation of student’s achievement 136
Appendix 22. Calculation of gain 141
Appendix 23. Data in control class 142
Appendix 24. Data in experimental class 143
Appendix 25. Data of student’s cooperation 144
Appendix 26. Data of student’s activeness 147 Appendix 27. Relation between Student’s achievement and
Student’s character 150
Appendix 29. Result of work sheet 157
CHAPTER I INTRODUCTION 1.1. Background
Education is a requirement that must be met in the process of life. Progress of a nation is
influenced by the quality of education of the nation itself because education can produce
high-quality human resources. Education here means in formal, covering teaching and learning
process involving teachers and students. Improving the quality of education is reflected by
student achievement. While the student achievement is influenced by the quality of education is
good. Due to good quality education that will lead students to improve learning achievement
better. A good quality of education in a country indicate of success in education sector
development in that country. There are many influences to improving the quality of education,
one of them is the application of models or learning methods. In Indonesia, the quality of
national education still under the national standard. This matter can be seen from the student's
achievement especially chemistry in senior high school.
Many factors cause the quality of education in Indonesia is still under standard. One of them
is the selection of the model or the lack of proper learning methods are conducted by subject
teachers. Mistakes can lead to the selection of learning methods do not achieve the goal of
teaching. Most teachers still use conventional method, therefore student’s achievement is low
because students no interested in learning, they feel bored. Based on my observation (2013) that
is done in school SMA Negeri 11 Medan shows that student’s achievement in senior high school
especially chemistry. Where there are many students who have value lower than KKM, it is
about 55%. The value which is should get by students is about 68. Based on that in averaging
value shown that teaching chemistry was not maximal yet to get a good result.
In terms of improving the quality of education in Indonesia, the government also has made
several attempts to change one of them with the curriculum. For now, the government changed
the curriculum of the KTSP into the curriculum 2013. Where the 2013 curriculum requires active
students in the assessment of affective, cognitive, and psychomotor.
Based curriculum 2013 that aims to prepare Indonesian people that have the ability to live as
individuals and citizens who believe, productive, creative, innovative, and affective and able to
contribute to society, nation, state, and civilization of the world, so that students are required to
cooperation with intellectual and psychomotor abilities (Regulation minister of education and
culture No. 69 of 2013).
Therefore, the selection of models or learning methods appropriate a requirement that must
be met by an educator. The use of the method is necessary in order to the giving of material or
instructional materials achieved well. Learning is related to the success of the learning process
that the outcome will determine the student achievement that will be achieved. Therefore, in
choosing learning methods or learning, a teacher must pay attention to several things; conformity
with the purpose of learning methods and teaching materials, teaching methods and conformance
with environmental education. The selection of models / methods of learning based on the
curriculum 2013 also saw the character of students that can be developed from the subject matter
that we teach. Learning model contained in the curriculum 2013 among others, the model of
problem based learning (PBL), discovery learning, and project-based learning. According
Suradijono, in Warmada, problem based learning is a teaching approach that uses problems as a
first step in collecting and integrate new knowledge. With the use of models that model the
quality of education in Indonesia is expected to be better. According to the Sofa (2008),
discovery learning is learning that requires discovery mental processes, such as observing,
measuring, classifying, suspect, explaining, and making decisions. While project-based learning
is an innovative approach to learning that enable students to learn and work autonomously to
construct their knowledge related to real life, so as to produce a product of student work. PBL
learning model is student-centere learning and put the teacher as a motivator and facilitator.
Chemistry is compulsory subject matter for Senior High School, because while in junior
high school has not taught as a separate subject. In 2005, chemistry is taught separately in junior
chemistry with other subjects. Educational experience that is often faced by chemistry teachers in
senior high school is most of students consider chemistry as a subject matter that is difficult, so
it is not uncommon to have first students feel less able to learn chemistry.
According to Tanjung, N (2007) there are some factor that is suspected to be the cause of
the lack of mastery of chemistry in senior high school, they are: students often learn by rote
without understanding the subject matter, material that is taught often float so that students do
not find the key to understanding the material, teachers can’t giving the concept to master the
material being taught. One of the problems that make-low the student's achievement in learning
difficult so they have a feeling not Able to study it. This case may be the caused by the
presentation of topics are less interesting and boring. And finally, it leaves a dangerous, difficult,
and less scare to students who understand the basic concepts of chemistry a (Situmorang, 2006).
Teachers as educators, should be pay attention to the model / learning methods appropriate in the
explain of the subject matter. In addition, teachers must have extensive knowledge so that they
can develop and ultimately student learning topic easier to understand and can provide an
optimum student’s achievement.
Learning method that many of them involve the student’s activeness is Discovery learning
method. Balzach (2006) explains that in discovery learning students are required to learn to find
something, this requires each student to learn and work independently. Implementation of
discovery learning methods allows the students more active and creative in finding and solving
problems.
According to Sofa (2008), discovery learning is the learning that requires mental processes,
such as observing, measuring, classifying, suspect, explaining, and making decisions. In
discovery learning, teachers give a problem and told to solve problems through experiments.
Here the teachers are not controlling the learning process but an active role of students is more
needed in learning chemistry to understand between concepts and the structure of the chemical
being studied. Teachers are expected to guide the students in the discovery and problem solving.
Mental skills demanded higher than discovery include designing and conducting experiments,
collecting and analyzing data, and drawing conclusions.
Discovery model is not different with experimental method because students solve problems
set by the teacher through the experiment. Based on the research that has been conducted by
Mardiah Nur (2007) using the experimental method on the topic electrolyte and non-electrolyte
solution shows that the average value calculated for the experimental class (72.75 ± 9.39) is
higher than the average value of the control class (53.00 ± 15.35). This suggests that the
practicum-based learning method is effective in teaching chemistry. Based on the research that
has been conducted by Husnarika Febriani (2010) using the discovery learning shows that the
value of the average student to class discovery for 83.63. While the average value of students for
classes that use cooperative-type jigsaw of 79.63. This suggests that students who are taught by
discovery learning model on average higher student’s achievement than student’s achievement of
conducted by Lia Isti Indriyani (2013) using experimental method using PAS on the topic
electrolyte and non-electrolyte solution shows that the value of average students in experiment
class (80.30±9.75) is higher than the average value in control class (70.61±8.88). So, from the
data above will be doing research using discovery learning model on the topic electrolyte and
non-electrolyte solution.
By using curriculum 2013 in teaching and learning activities, each teacher must develop the
character of each student in accordance with the material to be taught, for example, the character
of cooperation and involvement of the student.
Individualistic attitudes, selfishness, indifference, lack of sense of responsibility, communicate
and lack of empathy is a phenomenon that shows no social value or character in daily life. In
fact, in these conditions, education can provide a substantial contribution. Education can
contribute in overcome social problems because education has the function and role in improving
human resources. But the character development in schools has not yielded the expected results.
Many of the causes behind why the development of character in the world of education has not
yielded the expected results. Factors could cause stems from the curriculum, design or
implementation of the supporting factors of learning (Syaodih, 2009).
As with the conventional method which is a way of explain information verbally to some
listeners, this activity centered on the speaker and the communication that occurs in the same
direction. Many conventional learning methods which use of teacher to present a subject matter
that makes the students tend to be lazy to think and just listen without understand what was said
by the teacher, this makes the students sleepy and bored quickly. Therefore, a teacher is required
to be able to present the subject matter as interesting as possible, so that the students feel interest
and creativity to be active in chemistry (Roestiyah, 2001)
Applied of discovery learning can make students learn about the real processes. In addition
the student will grow and develop a sense of scientific and have a confidence to be able to define
and solve problems they find, so that the results obtained in the memories of durable, not easily
forgotten (Roestiyah, 2001).
1.2. Problem Identification
Based on the background that explained above, problems can be identified as follows:
1. Is the quality of national education in Indonesia still under national standards?
2. Are the lack of proper selection of learning models are conducted by the teachers?
3. Is the student’s understand to the materials especially chemistry at the senior high school
still low?
4. Is the student’s character in the class to a subject matter less developing?
1.3. Problem Limitation
Based on the scope of problems in identifying the problems above, the problem limitation
are:
1. The research was conducted at the Senior High School (SHS) class X using 2013
curriculum, semester 2, T.A. 2013/2014, in SMA Negeri 11 Medan
2. The subject matter that had been in this research is Electrolyte and Non-Electrolyte
Solution
3. Teaching method was applied in this research are Discovery Learning Model and
Conventional Method
4. Student’s character that had been measured in this research are cooperation and
activeness through observation sheet
5. Student’s student’s achievement that had been measured in this research is cognitive
aspect of the level C1, C2, and C3
1.4. Problem Statement
In this research, that used as problem statement are:
1. Is the student’s achievement who have learning use Discovery Learning Model higher
than student’s achievement who have learning use Conventional Method?
2. How many percentage the character of student’s cooperation can develop through
Discovery Learning model?
3. How many percentage the character of student’s activeness can developed through
Discovery Learning model?
1.5. Research Objective
1. Knowing the student’s achievement which taught by using Discovery Learning model
higher than student’s achievement which taught by using Conventional Method on the
teaching electrolyte and non-electrolyte solution.
2. Determining percentage of development character of cooperation through Discovery
Learning Model on the teaching electrolyte and non-electrolyte solution
3. Determining percentage of development character of activeness through Discovery
Learning model on the teaching electrolyte and non-electrolyte solution
1.6. Research Benefit
The benefits of this research are:
1. Strengthen existing theories in the education, especially theories of learning about chemistry
discovery learning method can affect student’s student’s achievement, cooperation and student’s activeness
2. Can provide guidelines for teachers of science, especially chemistry teachers to carry out in
schools to improve student’s achievement and student’s character
3. Giving motivate to the teachers of chemistry to choosing teaching methods are expected to
provide more effective learning.
BAB V
CONCLUSION ANDSUGGESTION 5.1. Conclusion
After conducted research, and analyze the data have gotten some conclusion, they are:
1. Student’s achievement of experiment class that was taught using discovery learning
model is higher than control class that was taught using conventional method on the topic
of electrolyte and non-electrolyte solution.
2. Student’s character of cooperation is developing that is taught using discovery learning
model with the percentage of average is 64.87% with medium categories.
3. Student’s character of activeness is developing that is taught using discovery learning
model with the percentage of average is 64.87% with high categories.
5.2. Suggestion
From the result obtained from this study, some suggestions had to be raised in order to the learning process on chemistry is effective in increasing of student’s achievement, they are:
1. It is suggested to chemistry teachers to use Discovery Learning Model on the teaching of
Electrolyte and Non-Electrolyte Solution because it can increase student’s achievement.
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