THE EFFECT OF CONTEXTUAL TEACHING AND
LEARNING (CTL) BY USING FLASH ANIMATION
MEDIA IN SUBJECT MATTER VIBRATION AND
WAVE ON GRADE XII SMA N 2 KISARAN
YEAR.2012/2013
By: Azwar
Reg. Number: 408121032
Study Program: Physics Bilingual Education
THESIS
Submitted to Acquire Eligible of Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
iv
PREFACE
Alhamdulillah, the only one word can researcher says and praises as
thanks to Allah SWT the Lord of hosts, the Almighty who has given his grace and
blessing to writer so that this thesis can be done. Shalawat and Salam to
Rasulullah Muhammad SAW, hopefully His Syafaat will be abundant in days
later.
This thesis with title “The Effect Of Contextual Teaching And Learnning
(CTL) By Using Flash Animation Media To Subject Matter Vibration And Wave
On Grade XII Semester 1 SMA N 2 Kisaran Year.2012/2013” is arranged to
acquire the degree of “Sarjana Pendidikan”, Faculty of Mathematics and Natural
Sciences State University of Medan.
Now, I want to say thank you for my best thesis supervisor, Mr Drs. Jonny
H. Panggabean, M.Si. He always there in every time we need his care from this
thesis is nothing till Insyaallah become something. For Mr Drs. Abdul Hakim S.,
M.Si and then Mr Prof. Motlan, M.Sc, Ph.D also for Mr Dr. Ridwan A. Sani, M.Si
who give me so many suggestions and knowledge to make this thesis better.
Thanks also to Mr Drs. Eidi Sihombing, M.Si as my academic advisor who had
learned me from I start the study in Unimed till now. Last I want to thank for Mr.
Prof. Drs. Motlan Sirait, M.Sc, Ph.D as the dean of FMIPA Unimed also for his
trust to me to replace him in international school. It is amazing experience for me.
And also thank you for Mr. Syahruddin Lubis, S.Pd. MM as headmaster in SMA
N 2 Kisaran given research permission and Mr. Naek Tambunan S.Pd as teacher
in SMA N 2 Kisaran had helped in this research
With such a big emotive, with a deep sense of awe and with abundant tears
of pride I say thank you to my lovely father Zaharuddin and my lovely mother
Aisyah. Not just the support I got, not just the endless prayer that I accepted, but
also love and the struggle you are a force to this moment arrived. If a forgiveness
can be converted into a prayer, then it is still only prayer I can offer to you, my
Thanks for all my friends in Physics Department FMIPA Unimed,
especially to Bilingual Physics ’08, Arini, Tika, Febri, Nawi, Boby, Alfan, Majid,
Luqman, Risdo, Nawi, Wita, Zia, Nurul, Laila, Ester, Ruth, and Laurent.. Nice to
be your friend.
The final word, the authors recognize that there are still shortcomings in
the writing of this thesis. Because of its authors expect that criticism and
constructive suggestions to this thesis can be useful for us all
Medan, December 2012
Writer
Azwar
iii
THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING (CTL)
BY USE FLASH ANIMATION MEDIA TO SUBJECT MATTER
VIBRATION AND WAVE ON GRADE XII SEMESTER 1 SMA N 2
KISARAN YEAR.2012/2013
AZWAR (408121032)
ABSTRACT
This research have aim to: 1) To know learning outcome of physics by use Contextual Teaching and Learning by use flash animation media to subject matter vibration and wave on grade XII semester I SMA N 2 Kisaran. 2) To know learning outcome of physics by use Conventional model to subject matter vibration and wave on grade XII semester I SMA N 2 Kisaran . 3) To know what are effect of Contextual Teaching and learning by use flash animation media to subject matter vibration and wave on grade XII semester I SMA N 2 Kisaran.
Type of this research is quasi experiment with population all student grade XII SMA N 2 Kisaran it consist of 4 classes. Sample of this research take 2 class that determine with cluster random sampling technique, is grade XIIA-1 by use Contextual Teaching and Learning and grade XIIA-2 by use Conventional model. Instrument question was used in this research is multiple choise with 5 option as many 20 question was expressed valid and reliabel.
From result of research get average pretest score in experiment class is 41,88 and in control class get average pretest score is 42,81. After did treatment to each of class get average posttest in class by use Contextual Teaching and Learning as 80,31 while student by use Conventional model get average posttest score 75,63. On hypothesis testing get tcalculate >
ttable is 6,901> 1,6697 on significance level α = 0,05 and dk = 62. It mean Ha accepted that
v
1.5. Research Objectives 3
1.6. Benefits Experiment 4
CHAPTER II LITERATURE REVIEW 5
2.1. Theoretical Study 5
2.1.1.Understanding Learning and Learning Outcomes 5
2.1.1.1. Understanding Learning 5
2.1.1.2. Understanding Learning Outcomes 5
2.1.2. Contextual Teaching and Learning (CTL) 6
2.1.2.1. Application of the CTL (Contextual Teaching and Learning) 7
2.1.2.2. Component of Contextual Learning and Teaching 7
2.1.2.3. The Diagram of Contextual Teaching and Learning 9
vi
2.1.3.1. Understanding the Media 11
2.1.3.2. Adobe Flash 11
2.1.3.3. Basic Concept Animation 11
2.1.4. Conventional Learning Model 13
2.1.5. Characteristics of Conventional Learning Model 13
2.2. Subject Matter 14
2.3. Conceptual Framework 30
2.5. Hypothesis 31
CHAPTER III RESEARCH METHOD 32
3.1. Location and Time Research 32
3.2. Population and Study Sample 32
3.2.1. Population 32
3.2.2. Samples 32
3.3. Research Variables 32
3.4. Type and Design of Research 32
3.4.1. Type of Research 32
3.4.2. Research Design 32
3.5. Research Procedures 33
3.6. Research Instruments 34
3.7. Data Analysis Techniques 35
3.7.1. Finding the Descriptive Statistics of Each Group 35
3.7.2. Test Assumptions 35
CHAPTER IV RESULTS OF RESEARCH AND DISCUSSION 39
vii
4.1.3.3. Hypothesis Testing 43
4.2. Discussion 44
CHAPTER V CONCLUSIONS AND SUGGESTIONS 45
5.1. Conclusions 45
5.2 Suggestions 45
CONTENT OF TABLE
Page
Table 3.1. Control Group Pretest-Posttest Design 33
Table 3.2. Grating Learning Outcomes in Vibration and Mechanical
Waves 34
Table 3.3. Criteria of Student Ability 35
Table 4.1. Pretes Data in Experiment Class and Control Class 39
Table 4.2. Data of Score Posttest in Experiment Class and Control
Class 41
Table 4.3. Normality test Data Pretest and Posttest in Experiment and
Control 42
Table 4.4. Homogenity test Data Pretest Experiment Class and
Control Class 43
APPENDIX
Page
Appendix 1. Lesson Plan 48
Appendix 2. Flash Animation 87
Appendix 3. Student Work Sheet 88
Appendix 4. Observation Sheet 91
Appendix 5. Instruments Question 93
Appendix 6. Table of Grating Subject Matter of Vibration and
Waves 97
Appendix 7. Table of Preparing Calculation Validitas Test 104
Appendix 8. Validity Test Calculation 106
Appendix 9. Table of Preparing Calculation Reliability 108
Appendix 10. Reability Test Calculation 110
Appendix 11. Table of Preparing Calculation Difficulty Level 112
Appendix 12. Calculation of Difficulty Level Test 114
Appendix 13. Table of Preparing Calculation Distinguishment Test 115
Appendix 14. Calculation of Distinguishment Test 117
Appendix 15. Data Of Pretest Experiment Class 119
Appendix 16. Data Of Posttest Experiment Class 121
Appendix 17. Data Of Pretest Control Class 123
Appendix 18. Data Of Posttest Control Class 125
Appendix 19. Data Pretest And Posttest of Experiment Class 127
Appendix 20. Data Pretest And Posttest of Control Class 128
Appendix 21. Data Pretest and postest of Experiment Class And
Control Class 129
Appendix 22. Procedure Of Basic Statistic Calculation 130
Appendix 23. Normality Test 132
Appendix 24. Homogenity Test Calculation 135
Appendix 26. Research Documentation 142
Appendix 27. List of critical value for Lilliefors test 148
Appendix 28. Table of Homogenity Test 149
Appendix 29. List of Persentil Value for Distribution F 150
CHAPTER I INTRODUCTION
1.1. Background
The world developing so fast, something that previously could not be done,
suddenly struck by another person who could do it. So that someone is not left behind,
and not left behind by the fast changing era, then humans must have the science to suit
the times. Nations who want to progress, build community and trying to improve the
situation one of them through the education sector. It can be concluded that education is
important and is one key to the success of a nation.
Physics is part of natural science, a science that studies natural phenomena that
occur in their daily lives. In general physics lessons suppose a difficult subject, so this
has resulted in student learning outcomes to be low.Based on observation data done by
researcher to grade XII IA-1 and XII IA-2 in SMA N 2 Kisaran in form questioner the
researcher got that 58.57 % students dislike physics lesson and 41.43% student like
physics lesson from 70 student in two class. From compare the data look that many
student dislike physics lesson. The case supporting by many reason of students. Which of
one they said that the physics lesson is difficult to figure out. So that the case make them
don’t interact to physics lesson and make their learning outcome is low.
Based on interview researcher with physics’ teacher that teach in SMA N 2
Kisaran , said that learning outcome of student in physics still low in grade XII year
2011/2012 reach average 60, this case look from daily test and result of test semester of
student. One of factor that cause low in learning outcome of student in physics can see
from lesson plan of teacher. In lesson plan the teacher just using conventional method,
learning just center on teacher, teacher just explain the lesson front of class the student
have physics so that physics lesson become difficult and bore. Look from the student,
student just now the theory from the book, it like memorize content of the book. They
can’t construct their thinking about a theory and also inquiry solution from a physics
problem by their thinking. Teacher also seldom using model in teaching and learning
process, by using model student can construct their thinking about the theory. In teaching
and learning teacher also never do reflection subject matter after learning and teaching
process.
The low results obtained by students in learning physics because physics is
2
learn. Often the lessons presented in math’s equation, so the concept of physics cannot be
applied in their daily lives.
Learning that orientation to mastery of subject matter that suppose fail produce
student be active, reactive and innovative. Student be success remember in short time but
fail in help student to solve their problem in life. Whereas, changing learning model that
more useful so can help student in face issue. In daily life, vibration and wave can find
around us and suitable to contextual teaching and learning.
From the problem the researcher has reason to take CTL in subject matter
vibration and wave because this model has components that can construct think of
student of what that they study and make student active, reactive, and innovative in
learning and teaching. CTL is learning concept has thought that “child will study well if
environment created natural”, it mean will more useful if child work and experience
themselves what their learning, not only know it. Learning not only activity transfer
knowledge from teacher to, but how student mean what their learn.
CTL had observed by: Sihotang (2010) Pengaruh Model Pembelajaran
Kontekstual Terhadap Hasil Belajar Siswa pada Materi Pokok Hukum Newton di Kelas
X Semester 1 SMA N 1 Parlilitan T.P.2009/2010, before applying CTL average value
pretest is 40,12 and then applying CTL gotten average value is 81,6 so increasing
between pretest and posttest is 41,48. whereas Rambe (2011) Pengaruh Pendekatan
Kontekstual (Contextual Teaching and Learning) Terhadap Hasil Belajar Fisika Siswa di
Kelas VII SMP N 18 Medan T.P.2010/2011. Before applying CTL average value pretest
is 40,69, then applying CTL gotten 73,38 so increasing between pretest and posttest is
32,69. Both observer did experiment and found that outcome learning of student increase
after applied Contextual Teaching and Learning. But both of them did not use Flash
Animation Media for this model, so that the observer interesting to use flash animation
media in this model.
Base on explaining above, observer interesting observe success learning of
student that related to a model Contextual Teaching and Learning. So observer want take
title about The Effect of Contextual Teaching and Learning (CTL) by Using Flash
1.2. Problems Identification
Based on the above background, some problems can be identified as follows:
1. Students' physics learning outcomes is low
2. Teacher less using variation learning approach in teaching
3.Teachers less involve students in learning activities and teaching
1.3. Problem Limitation
Based on the background and the identification problem, limitation problem focused on :
1. The student is limited to students Grade XII of SMA N 2 RSBI Kisaran Semester 1
Year 2012/ 2013
2. The student’s learning outcomes are limited on subject matter Vibration and Wave.
3. The used approach in this research is limited on Contextual Teaching and Learning
(CTL) and the used media is limited on learning animation Flash
1.4. Problem Formulation
Based on problem identification above be problem formulations are:
1. How learning outcome of physics by use Contextual Teaching and Learning by using
flash animation media in subject matter vibration and wave on grade XII SMA N 2
Kisaran?
2. How learning outcome of physics by using conventional model in subject matter
vibration and wave on grade XII SMA N 2 Kisaran?
3. What is there a significant effect Contextual Teaching and Learning by using flash
animation media in subject matter vibration and wave on grade XII SMA N 2
Kisaran?
1.5. Research Objectives
As for objectives from this research are :
1. To know learning outcome of physics using Contextual Teaching and Learning by
using flash animation media in subject matter vibration and wave on grade XII SMA
4
2. To know learning outcome of physics using Conventional model in subject matter
vibration and wave on grade XII SMA N 2 Kisaran
3. To know what is there a significant effect of Contextual Teaching and learning by
using flash animation media in subject matter vibration and wave on grade XII SMA
N 2 Kisaran.
1.6. Benefits Experiment
The benefits of this research are:
1. As an information material of learning outcome of student to the subject matter of
vibration and wave by using the learning of Contextual Teaching and Learning using
flash animation media in SMA Negeri 2 RSBI Kisaran.
2. As one alternative learning that can use by teachers to improve the quality of learning
3. As input for researchers as prospective teachers of physics to be able to apply the
45
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
This conclusion research based on data had gotten from research,
systematic way did by see the aim had formulated, as for conclusion get are:
1. Learning outcome of physics given Contextual Teaching and Learning by
using flash animation media in subject matter vibration and wave on grade
XII SMA N 2 Kisaran Year. 2012/2013 (experiment class) before give
treatment is average pretest as 41,88 and after give treatment is average
posttest as 80,31.
2. Learning outcome of physics given Conventional model of vibration and
wave on grade XII SMA N 2 Kisaran Year 2012/2013 (control control)
before give treatment is average pretest as 42,81 and after give treatment is
average posttest as 75,63.
3. There is a significant effect of Contextual Teaching and Learning by using
flash animation media of vibration and wave on grade XII SMA N 2
punishment according student which be bad condition, because Contextual
Teaching and Learning which optimal activity of student, efectivity of
46
3. To next researcher which want research with same model, suggestion do
research on location and different subject matter and attention excess and
BIBLIOGRAPHY
Ariani, N, dan, Haryanto, (2010), Pembelajaran Multimedia di Sekolah, Jakarta: Prestasi
Pustaka,
Djamarah, (2006), Strategi Belajar Mengajar, Jakarta: Rineka Cipta,
Fendi, P,(2010), Physics 3 for Senior High School Year XII, Bogor: Yudhistira,
Halim, H, and Mohammad, R, (2010), Pengertian, Fungsi dan Peranan Media
Pembelajaran, (online),
http://kiflipaputungan.wordpress.com/2010/06/27/pengertian-fungsi-dan-peranan-media-pembelajaran/diakses 24 januari 2012
Hamzah, B, (2011), Model Pembelajaran, Bumi Aksara: Jakarta
Hewitt, P. G., (2006), Conceptual Physics Tenth Edition, St. Petersb: Pearson Addison
Wesley
Ifraj, S. (2006). Contextual Teaching and Learning Practices in the Family and
Consumer Sciences Curriculum. Journal of Family and Consumer Sciences
Education, Vol. 24, No. 1, Spring/Summer
Johnson, E,(2007), Contextual Teaching and Learning, ( Ahli bahasa, A. Chaedar
Alwasilah ). Bandung: Mirzan Learning Center
Kamajaya, (2004), Fisika SMA Kelas XII, Bandung: Grafindo,
Rambe,M.S.D, (2011), Pengaruh Pendekatan Kontekstual (Contextual Teaching and
Learning) Terhadap Hasil Belajar Fisika Siswa di Kelas VII SMP N 18 Medan
T.P.2010/2011, Skripsi, FMIPA, Unimed Medan
Miller, K, J. (2005). Infusing Tolerance, Diversity, and Social Personal Curriculum into
Inclusive Social Studies Classes Using Family Portraits and Contextual Teaching
and Learning. Teaching Exceptional Children Plus. Volume 1, Issue 3,
Mulfayeti,S,. dkk, (2011), Psikologi Pendidikan, Pascaserjana, Unimed, Medan
Sihotang,O, (2010), Pengaruh Kontekstual Terhadap Hasil Belajar Siswa Pada Materi
Pokok Hukum Newton di Kelas X Semester 1 SMA N 1 Parlilitan
T.P.2009/2010,Skripsi, FMIPA, Unimed Medan
Sears,F.W.and Zemansky.(1986).University Physics.New York: John Wiley and Sons
Sudjana, (2002), Metode Statistika, Bandung: Tarsito
Zaelani, A,.(2009).1700 BANK SOAL BIMBINGAN PEMANTAPAN FISIKA SMA/MA.
