THE EFFECTIVENESS OF QUANTUM TEACHING MODEL WITH MULTIMEDIA TO INCREASE STUDENT’S ACHIEVEMENT ON
TOPIC HYDROCARBON IN BILINGUAL SCHOOL (RSBI)
By:
Dian Citra Natalia Zebua Reg. Number 408131043
Bilingual Chemistry Education Studies Program
THESIS
Submitted to fulfill the requirement for getting the degree of Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
ACKNOWLEDMENT
First of all the writer would like to devote his greatest thankfulness to The Almighty God, is The Most Gracious and The Most Merciful for His blessing, guidance, strength, health and His favor which have been given so that the writer could finally finish this thesis with entitled: The Effectiveness of Quantum Teaching Model with Multimedia to Increase Student’s Achievement on Topic Hydrocarbon in Bilingual School (RSBI).
In this opportunity, i would like to express my deepest gratitude to my supervisor, Dr. Retno Dwi Suyanti, M. Si., for her exccellent guidance, times, caring, patience, and providing me with an excellent atmosphere for doing researc. I also thank for Prof. Dr. Suharta, M.Si., Drs. Rahmat Nauli, M. Si., and Dr. Simson Tarigan as my examiner for their advices, suggestions, guidance, and constructive critics in the process of completing this thesis. Not forgetten, for Drs. Asep Nugraha, M.Si., as my instruments validator for his times and suggestion for my istrument and for the wonderful experiences have been shared.
The Effectiveness of Quantum Teaching Model with Multimedia to Increase Student’s Achievement on Topic Hydrocarbon in Bilingual School (RSBI)
Dian Citra Natalia Zebua (408131043)
ABSTRAC
This research aims to know the effectiveness of quatun teaching model with multimedia to increase student’s achievement on topic hydrocarbon in bilingual school (RSBI).
The type of this research include as quasi experiments. Population in this research is all students class X, semester II SMA N1 Lubukpakam, that consist of 9 class, with 243 students. Sampling was done by simple random sampling by taking two classes from 9 randomized, that is class X-1 as the experimental class and class X-6 as the control class, total number of sample is 42 from two classes. The instrument that used to know student’s achievement is multiple choice question with 18 item test that have been tested the eligiblity before used as instrument test. Based on reability test is obtained that rcount > rtable, with value
rcount is 0.843 and rtable is 0.361
Result of research give the average value of pre-test from experiment class is 28.83 ± 7.57 and average value from control class is 80.14 ± 6.46. From normality test of all samples, known χ2
count is 10.86 and χ2table is 11.07, so is
obtained that χ2
count<χ2table, that means the data from samples is normally
distributed. From homogeinity test known Fcount is 1.14 and Ftable is 2.12 or
Fcount<Ftable, that means the samples comes from a homogeneous population.
Then, each sample is given a different treatment, experiment class is taught by quantum teaching model with multimedia and control class is taught by expository method. After treatment, post-test are distributed to all class, and the average value of post-test from experiment class
2 χ
is 80.14 ± 6.46, and control class is 72.50 ± 7.94. The average value of normalized gain, for experiment class is 0.72 and control class is 0.60. The normality test and homogeinity test is prequisite of hypothesis testing nd obtained or normality test a f
<
d analysis (C4) is 0.66.
count (4.05) 2
χ table(11.07), for homogeinity test χ2count(2) < χ2table(2.12), it means that data of
normalized gain is normally distributed
t
and homogen. From hypothesis test using t-test right side, with using data from normalized gain it give result count is 3.1749
and ttable is 1.684, so obtained that tcount > ttable, it means that Ha is received and
LIST OF CONTENT
Page
Ratification Sheet i
Biography ii
Abstrac iii
Acknowledgement iv
List of Content vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I INTRODUCTION
1.1 Research Background 1
1.2 Problem Identification 5
1.3 The Scope of Research 5
1.4 Problem Statement 5
1.5 Research Objective 5
1.6 Research Significance 6
1.7 Operational defenition 6
CHAPTER II LITERATURE REVIEW
2.1 Theoritical Framework 7
2.1.1. Defenition of Learning 7
2.1.2. Student’s Achievement 8
2.1.3. Factors that influence the Student’s Achievement 8
2.1.4. Quantum Teaching 9
2.1.4.1. Defenition of Quantum Teaching Model 9
2.1.4.2. Main Principle of Quantum Teaching 10
2.1.4.4 Quantum Teaching Model 11
2.1.5. Expository Learning Method 14
2.1.6. Education Media 14
2.1.6.1. Undestanding of Education Media 14
2.1.6.2. Function and Benefit of Learning Media 15
2.1.6.3. Principles of Media Use 16
2.1.6. 4. Microsoft power Point 17
2.1.7. Bilingual Schoool (RSBI) 18
2.1.8. Hydrocarbon 19
2.1.9 Framework of Design Quantum Teaching 30
2.2 Conceptual Framework 31
2.3 Hypothesis 32
CHAPTER III RESEARCH METHOD
3.1 Research Location and Research Time 33
3.2 Population and Sample of the Research 33
3.3 Research Variable 33
3.3.1 Independent Variable 33
3.3.2 Dependent Variable 33
3.4 Research Design 33
3.5 Research Procedure 34
3.6 Research Instrument 35
3.6.1The Validity of Item Test 36
3.6.2 The Reliability of Test 36
3.6.3 Difficulty Index 37
3.6.4 Different Index 38
3.7 Data Collection and Analysis 38
3.7.1 Test of Analysis Requirements 38
3.7.1.1 Normalized Test 38
3.7.2 The Homogeinity Test 39
3.7.3 Normalized Gain 40
CHAPTER IV RESULT AND DISCUSSION 4.1 Instrument Test
4.1.1. Validty 41
4.1.2. Reability 41
4.1.3. Difficulty Index 41
4.1.4. Discrimination Index 42
4.2. Description data of Research Result 42
4.3. Analyzing Data of Research Result 43
4.3.1. Normality Test of Data 43
4.3.2. Homogeinity Test 44
4.3.3. Hypothesis Test 44
4.3.4. Normalized Gain 45
4.4. Cognitive Domain 46
4.5. Research Findings 47
4.6. Discussion 47
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 50
5.2. Suggestion 50
LIST OF TABLE
Page
Table 2.1 The Name of Molecular Formula of Alkane 21
Table 2.2 The Name of Molecular Formula of Alkyl 22
Table 3.1 The Design of Research 34
Table 4.1 Result of Average pre-test and Post-test from Sample Class 43
Table 4.2 The Normality Test 43
Table 4.3 The Homogeinity Test 44
Table 4.4 Hypothesis Test 45
Table 4.5 Result of independent Sample Test using SPSS 17 45
LIST OF FIGURE
Page
Figure 3.1 Flow Chart Overview of Research 35
LIST OF APPENDIX
Page
Appendix 1 Lesson Plan (Experiment Class) 53
Appendix 2 Lesson Plan (Control Class) 64
Appendix 3 Lattice Questions About Hydrocarbon Topic 72
Appendix 4 Lattice of Instrument 73
Appendix 5 Researcch Instrument 89
Appendix 6 Questions Answer 99
Appendix 7 Instrument for Pretest and Postest 100
Appendix 8 Calculation of Test Validity 106
Appendix 9 Calculation of Reability Test 109
Appendix 10 Calculation of Difficulty Index 111
Appendix 11 Calculation of Discrimination Index 113
Appendix 12 Data of Pre-Test and Post-Test 115
Appendix 13 Calculation of Normality Test 117
Appendix 14 Calculation og Homogeinity Test 120
Appendix 15 Calculation of Hypothesis testing 122
Appendix 16 Calculation of Normalized Gain 124
Appendix 17 Gain of Cognitive Domain 126
Appendix 18 Value of Chi Squere (χ2
) 127
Appendix 19 Value of R Product Moment 128
Appendix 20 The List of Value in t-distribution 129
Appendix 21 List of Percentile Value for Distribution F 130
Appendix 22 Documentation 131
CHAPTER I INTRODUCTION 1.1.Background
Education is one of efforts to develop the intellectual life of the nation
and to improve the quality of human resources (HR). Therefore, education plays
an important role towards the progress of a nation. This has been recognized both
by the government where so many efforts have been undertaken to improve the
quality of education in Indonesia. Such as curriculum improvement, teacher
quality improvement, provisioning the International/ Bilingual schools that have
the ability to competing and so forth.
Therefore, researchers and other educators give the considerable time to
do a study on improving the quality of education, particularly in improving the
quality of teachers. As Slameto (2010) states that "the role of teachers has
increased from as a teacher, became a director of learning process. As director of
learning process, duties and responsibilities of teachers are more increase,
including increasing the function of teachers as lesson planning, learning
managers, appraisers learning outcomes, learning motivator, and as a mentor ".
Chemistry is one of the most important subjects to be understood by
students, where this knowledge has an important role in the development of
technology and everyday life. Chemistry itself is composed of many materials and
concepts that are interconnected with each other. But apparently the result of
observation of students' understanding in chemistry topics is still low, it seen from
the lack of involvement of student in teaching and learning process in class and
the ability of student in answer the questions that given (interview with teacher in
SMA N 1 Lubukpakam).
According to the results of interviews and observations during the
researcher running the PPL (Experience Field Program) in SMA N 1 Matauli
Pandan, the student considers that the chemical was “a scary” lesson. This means
that students are worried that chemistry will make them not exhaustive and does
not enter science classes for class X, and for class XII students, they worried if it
chemistry is hard to understand, complicated, too much rote, a lot of material, dull
and uninterested. From that, seen that a gap between teachers and students, the
teacher as a teacher only to deliver the material without seeing aspects of the
students, such as interest, understanding, difficulty, and so forth. And from the
students, they see the teacher as an addition to the burden for them, even as the
enemy. Of course students do not have a strong interest and motivation to learn
the material being taught, so do not be surprised if they have low achievement of
chores and daily tests. According to Bandura (1988) in Bobby De Porter (1999)
"The Beliefs of someone about his/her ability was very influential on the ability
itself."
That condition above demands hard work from various parties, especially
the teachers as educators who deal directly with students. Teachers are required in
designing creative learning process, the selection of learning resources, media and
learning methods that appropriate to the topic being taught. This is supported by
Sagala (2003) that "Teachers should be able to maintain student interest in
learning, steady their motivation and lead the process of learning occurs naturally
follow from the experience. So that teachers have to be wise and creative in
determining the appropriate model for learning, so that learning process can take
place effectively and efficiently ". Thus the thing that we often encounter in which
the students as a generation of country feel very tired, not interested, and under
estimate in chemical class can be overcome.
A teacher has the right to determine the model and methods of learning,
learning media and allowed his class to design freely, provided that the learning
process can be carried out effectively and efficiently. Be aware that the problems
mentioned above could have been caused by the atmosphere of learning that is not
exciting and fun for students, the lack of interest media, the tedious method of
learning, so that it result the gap between the teacher and the students. In Arsyad
(2009), there is two very important elements in the process of learning that is
method of teaching and learning media. The selection of teaching methods will
affect the appropriate of media, the media itself greatly helped the effectiveness of
students' motivation and interests, enhance understanding, the present data with
interesting and reliable. This is supported by Hamalik (1986), when students are
less interested in following the lesson one the caused is the method that used by
teachers may not be appropriate. He added also (Hamalik: 2003) that the use of
instructional media in teaching and learning can rise the new desire and interest,
rise the motivation and learning stimulation, and even bring psychological effects
on students. Therefore, the teacher must be observant and creative in designing
classroom and the learning process.
Quantum Teaching as learning model with use multimedia can be a solution
and a bright spot for teachers and students, especially for Bilingual School (RSBI)
where the school facilities are adequate. This model is one of selectable learning
model that can be used so that the learning process be effective, efficient and
enjoyable.
Learning model that developed by Bobbi De Porter based on "Bring their
world into our world and deliver our world into their world". Where the teacher
must first enter the world of students and attract students to understand their belief
that this is something important and interesting, and also easy. Thus will arise the
spirit, motivation and the passion of students in learning. According to the results
of interviews conducted of students, that the main reason there is no interest in
learning because the student thought that teacher doesn’t understand them (Porter,
1990). This learning model also known with 5 steps, that are: Encourage,
Experience, Name, Demonstrate, Repeat, and Celebrate. This steps will create the
curiosity and motivation in students, so students will be more active, make the
lesson more meaningful because students will be invited to experience its own.
The using of multimedia in this learning process is to make the effective
learning process and to make easier in transfer the message, rise the motivation
and the interest of students (Arsyad, 2007). Moreover with using the multimedia
the students could learn independently with reply the topic out of time school. the
Bilingual School or RSBI is one school that has the ability to compete with other
school, in academic field, information, facility, teacher quality, and also the
Therefore, the teachers have to prepare their self and have to able to use all the
available facilities maximally to reach the aim of teaching and learning process.
The multimedia that used in in this research is software of microsoft power point,
that has the ability to design text, color, picture and is combined with macromedia
flash that suitable with the producer.
Hydrocarbon is a chemical material that learn in the first grade in senior
high school. There is so many abstrac concept in Hydrocarbon topic, so it need the
appropriate the teaching model and using of appropriate media so that the students
can master the lesson well.
Quantum Teaching Learning model is also give a positive impact on
teaching and learning activities which in a study conducted by "Romian" (2010)
on the subject of Salt Hydrolysis, Dini Anggraini (2007) in topic Atomic
Structure, Manik (2010) on the subject of Newton's Laws, Tumanggor (2011) in
topic rate reaction And in using of multimedia also give the positive impact that
has proved by Gultom (2010) in teaching Colligative Properties topic, Butar-Butar
in teaching Hydrocarbon topic, and also Leonardo (2008) in teaching hydrocarbon
topic.
Based on above explanation, the researcher interests to combine
Quantum Teaching model with multimedia to improve students achievement by
conducting research by the title “ The Effectiveness of Quantum Teaching
1.2. Problem Identification:
To give the direction of this research, the problem statements in this
research are as follows:
1. The low of student achievement on chemistry topic
2. There is the gap between teacher world and student world
3. The teaching and learning process not grow the enthusiasm from students
1.3. Scope of Research
In order to keep this research become more focused and directed, the
researcher limit the problems as the following:
1. The learning model that used in this research are Quantum Teaching
model with multimedia and expository method.
2. This study will limited from the grouping of Hydrocarbon compounds,
nomenclature of Hydrocarbon, physical properties of Hydrocarbon and
isomer of Hydrocarbon.
3. The research subject is class X in SMA Negeri I Lubukpakam as
Bilingual School (RSBI).
1.4. Problem Statement
The problem statement of this research are:
1. Is the student's achievement in Hydrocarbon topic with using quantum
teaching model with multimedia significant higher than expository
learning method?
2. Which is cognitive aspect will be improved by implementation quantum
teaching model with multimedia in teaching of Hydrocarbon topic?
1.5. Research Objectives
The objectives of this research are:
1. To know the better method in teaching Hydrocarbon topic to get the best
2. To know the cognitive aspect that will be improved by implementation
quantum teaching model with multimedia in teaching of Hydrocarbon
topic.
1.6. ResearchSignificance
The significance that will be gotten in this research are the following:
1. Getting the learning models that can increase student achievement in
Hydrocarbon topic
2. Quantum Learning model with media in this research can bridge a gap
between teacher and student
3. The result of this research can be used and implemented as a learning
model for other chemistry topic in the high school curriculum.
1.7. Operational Definition
1. Learning model is a pattern of overall approach used by a teacher for
designs the learning process (Nasution in Peronika, 2011).
2. Quantum Teaching is one model of teaching for effective learning and
enjoyable by using elements that exist in students and their learning
environment through the interactions that occur in the classroom (Porter,
1999).
3. Learning media is media that bring the messages or information that has
instructional aim or consist of the aim of learning process. Multimedia
interpreted with various combination of graphic, texts, sound, video and
animation , where together present information, messages, and the content
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