THE IMPLEMENTATION OF BINGO MODELS TO IMPROVE STUDENT'S LEARNING ACTIVITIES AND LEARNING OUTCOMES OF MOLLUSC FOR 10TH GRADE STUDENT SMA NEGERI 1 TEBINGTINGGI ACADEMIC YEAR 2011/2012.

(1)

THE IMPLEMENTATION OF BINGO MODELS TO IMPROVE STUDENT’S LEARNING ACTIVITIES AND LEARNING

OUTCOMES OF MOLLUSC FOR 10th GRADE

STUDENT SMA NEGERI 1 TEBINGTINGGI ACADEMIC YEAR 2011/2012

By:

Verronicha Crysty 408141118

Biology Bilingual Education Study Program

A THESIS

Submitted to Fulfillof the Requirement for Degree of Sarjana Pendidikan

BIOLOGY DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

(2)

(3)

THE IMPLEMENTATION OF BINGO MODELS TO IMPROVE STUDENT’S LEARNING ACTIVITIES AND LEARNING

OUTCOMES OF MOLLUSC FOR 10TH GRADE

STUDENT SMA NEGERI 1 TEBINGTINGGI ACADEMIC YEAR 2011/2012

Verronicha Crysty ( ID. 408141118) ABSTRACT

The research is aimed to improve students; learning activities and outcomes in class through the implementation of Bingo models on Mollusc topic for 10th grade student, X-3 class, in SMA Negeri 1 Tebing Tinggi academic year 2011/2012 . The research was design as classroom action research (CAR) consisted of four cycles. The subject of research was all students at class X-3 that totally 34 students. This research used two kinds of instrument, test and nontest instrument. The test instrument involved multiple choice of Mollusc achievement test whereas non-test instrument used observation sheet.

Result shown that percentage of students’ learning activities increased by 20.58% in cycle I, 41.17% iin cycle II, 58.83% in cycle III and become 88.22% in cycle IV. Where the increase of each activities variable namely: (1) Number of students didPre-test and Post Test increased to 100%, (2) Students followedteacher's explanations concerning on learning objectiveswere 56.62%, (3)Studentsfollowedteacher's explanations regarding toinstruction of methods or media were 61.76%, (4)Studentsmade group discussion orderly were 66.18%, (5)StudentsRead and pay attention on the worksheet during observation and discussion were 50%, (6)Studentsfollowedteacher's explanations regarding to learning material or lesson increased to 69.85%, (7)Studentsenthusiastically in observation, (8)Studentsenthusiastically in discussion increased to 80.88%, (9)Studentshadrespect to the other students while presenting their results ofobservations were 36.03%, (10)Studentsgavefeedback or questions on the topic that was presented were 41.19%, (11)Studentsenthusiastically duringBINGOgame were 58.82%, (12)StudentsPolite behave duringplaying BINGO game were 63.97%, (13)Studentsfoundthe right keyword precisely and quickly were52.21%, (14)Studentshada good cooperation on group were 67.65%, (15)Studentsgavea rightconclussion were 31.62%, (16)Studentsstudent was pleased to award that given by the teacher to the winner groups of BINGO game were 44.12% and (17)Number of studentslistened to and followed the motivation from the teacher increased to 57.35%.

The result of data analysis showed the percentage of student learning outcomes by implementing Bingo models increased fom cycle I to cycle IV that is 20.59% in cycle I, 38.24% in cycle II, 64.7% in cycle III and 88.2% in the fourth cycle. The implementation of Bingo models by CAR can improve students’ learning activities and outcomes.

(4)

ACKNOWLEDGEMENTS

First and foremost, praise and thank be to Lord Jesus Christ, the almighty,

who has granted countless blessing, grace, love, knowledge, and opportunity to

the writer, so that she has been finally able to accomplish her thesis properly and

on time with entitled: ”The Implementation of Bingo Models to Improve Students’

Learning Activities and Learning Outcomes of Mollusc for 10TH Grade Student

SMA Negeri 1 TebingTinggi Academic Year 2011/2012”. It is impossible to her to

complete this thesis without His Guidance and Blessings until she is able to

succeed in presenting this academic work as one of the requirement to obtain the

degree of SarjanaPendidikan.

The writer hardly knows where to start expressing her gratitude but for

sure the gratitude goes to all those who have assisted her in the process of

completing this thesis. The completion of this thesis is nothing without the

support of many people around and close to the writer. Thus the writer would like

to extend heartfelt thanks to:

1. Ms. Dr. Hj. Ely Djulia, M.Pd., as writer’s thesis supervisor for countless

valuable time spent in giving the guidance, comments, and criticism to

qualify the content of this thesis draft.

2. Mr. Syarifuddin, M.Sc., Ph.D., Mr. Dr.rer.nat. BinariManurung, M.Si., and

Mrs. Dra. MeidaNugrahalia, M.Sc., as writer’s examiner, she is so

indebted for their suggestion and constructive critics for this thesis.

3. Mr. Mhd. Syarif, M.Si.,M.Pd., the headmistress of SMA Negeri1

TebingTinggi for his kindness to allow the writer in conducting her

research at this school.

4. Mrs. Indrawati,S.Pd., M.Si. and Ms. MaimunnahNasution,STP. asBiology

teacher of Grade X SMA Negeri 1 TebingTinggi for their for their

assistance in conducting this research and also all student of class X-3 that

(5)

5. Her beloved parents, Drs.JacksonHaloho and Dra. Hertitawati Br. Siahaan,

writer deserves her special appreciation and cannot be thanked enough for

their undying boundless love, super attention, fund, encouragement, and

prayers all along the writer’s life.

6. Her beloved brothers and sisters, Edho, Okky,K’ Eva and

K’HafizahSiregar for theirenormously affection,prayers, support, guidance

to writer.

7. Her beloved aunty, Murniati Br.Siahaan, S.Si and Nurhayati Haloho for

their affection and support to writers’ study in Biology Bilingual.

8. Her beloved friends in Biology Bilingual class Syadwina Hamama, Dewi

Sartika, Raja Novi, Henny, Yeni, Silvia, Maya and all friends in

Bio-Bil’08 who over years become mentors and giveinvaluable support, insight

and encouragement to help writer to complete this thesis.

9. Her special friends Leonardo Damanik and Masdelina L.G. for their

friendship, invaluable attention, patience, support, motivation and prayers

till the completion of this thesis.

May theLove, Bless and Joy of God always be with us. Finally,with all humility

this thesis hopefully beneficial to contribute ideas in education, especially for the

writers.

Medan, July 2012 The writer,

(6)

CHAPTER II LITERATURE REVIEW ... 6

2.1 Theoretical Framework ... 6

2.1.1 Essential of Learning ... 6

2.1.2 Constructivism Learning Theory ... 6

2.1.3 Active Learning ... 7

2.1.4. Bingo Models ... 9

2.1.5. The Role of Bingo games in Classroom ... 11

2.1.6. Relevant Research Concerning on Bingo ... 12

2.1.7. Learning Activity ... 14

2.1.8. Learning Outcome ... 15

2.1.9. The Success of Teaching and Learning ... 16

2.1.9.1. Indicator of success teaching and learning ... 16

2.2. The Conceptual Framework ... 16

2.3. Learning Material ... 16

CHAPTER III RESEARCH METHODOLOGY ... 26

3.1 Location and Time Research ... 26

3.2 Subject of Research ... 26

3.2.1. Parameter of research ... 26

3.3 Research Design ... 26

3.4 Variable and Developing Instrument ... 27

3.4.1. Independent variable ... 27

3.4.1. Dependent variable... 27

(7)

3.4.1.1. Mollusca Achievement Test ... 27

3.4.2. Instrument for Student Activity (Non-Test) ... 29

3.4.2.1. Classroom Observation ... 29

3.4.2.2. Student Response ... 30

3.5. Instrument Test ... 30

3.5.1. Validity Test ... 30

3.5.2. Reability Test ... 30

3.5.3. Difficulty Index ... 31

3.5.4. Discrimination Power ... 32

3.6. Research Procedure ... 32

3.6.1. Steps in Cycle I ... 32

3.6.2. Steps in Cycle II ... 34

3.6.3. Steps in Cycle III ... 35

3.6.4. Steps in Cycle IV ... 36

3.7. Data Collection Technique ... 39

3.8. Data Analysis Technique ... 40

3.8.1. Analysis of Student Learning Outcome ... 40

3.8.1.1. Learning Completeness ... 40

3.8.1.2. Analysis of Student Learning Activity ... 41

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 43

4.1 The Result of Instrument test ... 43

4.1.1 Validity Test ... 43

4.1.2 Reability Test ... 43

4.1.3.Discrimination Index ... 43

4.1.4. The Difficulty index ... 43

4.2. Description Result of Research ... 44

4.2.1. Students’ Activity ... 44

4.2.2. Students’ Learning Outcomes ... 46

4.2.2.1. Student’s Mastery Level ... 47

4.2.2.2. The Completeness of Student’s learning outcome ... 48

4.2.3.Students’ Response ... 49

4.3. Description of each cycle ... 50

4.3.1. Cycle I ... 50

4.3.1.1. Planing ... 50

4.3.1.2. Action ... 50

4.3.1.3. Observation ... 54

4.3.1.3.1. Students’ Learning activities ... 54

4.3.1.3.2. Students Learning Outcomes ... 57

4.3.1.4. Reflection ... 57

4.3.2. Cycle II ... 58

4.3.2.1. Planing ... 59

4.3.2.2. Action ... 59

4.3.2.3.1.Students’ Learning activities ... 62

(8)

4.3.2.4. Reflection ... 66

4.3.1. Cycle III ... 66

4.3.3.1. Planing ... 66

4.3.3.2. Action ... 67

4.3.3.3.1.Students’ Learning activities ... 68

4.3.3.4. Reflection ... 73

4.3.4. Cycle IV ... 73

4.3.4.1. Planing ... 73

4.3.4.2. Action ... 73

4.3.4.3.1.Students’ in Learning activities ... 77

4.3.4.4. Reflection ... 80

4.4. Discussion ... 80

CHAPTER V CONCLUSION AND RECOMENDATION ... 83

5.1 Conclusions ... 83

5.2Recomendations ... 83

REFERENCES ... 84

(9)

List of Table

Page

Table 2.1.8. The cognitive domain... 15

Table 3.3.2.1Mollusc Test Content ... 27

Table 3.8 Indicator of Student Mastery level ... 40

Table 3.7.2The learning activity criteria ... 42

Table 4.1.Score of 17 aspects of students activity in cycle I-IV ... 44

Table 4.2. The Percentage of Student’s level activity ... 45

Table 4.3.Average score of Student’s Learning outcomes ... 46

Table 4.4.Percentage of student mastery level in cycle I-V ... 47

(10)

LIST OF FIGURE

Page

Figure 2. 3.1 Mollusc body part ... 18

Figure 2.3.1.1Mollusc gills ... 19

Figure 2.3.1.2.Mollusc gills ... 20

Figure2.3.2.Chiton ... 20

Figure2.3.3.a. Chiton dorsal surface ... 21

Figure2.3.3.b. Chiton ventral surface ... 21

Figure 2.3.4.Denthalium elephantium ... 21

Figure 2.3.5.a. Achatina fulica ... 22

Figure 2.3.5.b. Lymnea javanica ... 22

Figure 2.3.6.a. Anadara sp. ... 24

Figure 2.3.6.b. Margantifera pictoda ... 24

Figure 2.3.6.c.Corbicula javanica... 24

Figure 2.3.7.Octopus, Squid, Cuttlefish and Nauthilus... 24

Figure 2.3.8.Concept map ... 25

Figure 3.1.Scheme of research step ... 38

Figure 3.7.1.Flowchart of Research Procedure ... 39

Figure 4.1.Diagram of every aspect of students’ activity in Cycle I ... 56

Figure 4.2. Diagram of percentage of students’ activity in Cycle I ... 56

Figure 4.3. Diagram of percentage of students’learning outcomes in Cycle I ... 57

Figure 4.4. Diagram of comparison of students’ activity in Cycle I-II ... 63

Figure 4.5. Diagram of percentage of students’ activity in Cycle II ... 64

Fig38ure 4.6. Diagram of stuents’ learning outcomes in cycle I and II .... 65

Figure 4.7. Diagram of percentage of completeness of student learning outcomesin cycles II ... 65

Figure 4.8.Diagram of comparison ofstudents’activityIn CyclesI-III ... 70

Figure 4.9. Diagram of the percentage of students' activity levels in the cycle III ... 71

Figure 4.10: Diagramof student learningoutcomesincyclesI-III ... 72

outcomes in cycle I-III ... 72

Figure 4.12.Diagram of comparison ofstudents’activityIn CyclesI- IV ... 78

Figure 4.13. Diagram of the percentage of students' activity levels in the Cycle IV ... 78

Figure 4.14: Diagramof student learningoutcomesincyclesI,II, III and cycle IV ... 79

(11)

LIST OF APPENDIX

Page

Appendix 1 Syllabi ... 86

Appendix 2 Lesson Plan ... 92

Appendix 3 Mollusca Achievement Test ... 118

3. aPretest ... 125

3. bPost-test I ... 125

3. c.Post-test II ... 128

3. d.Post-test III ... 130

3. ePost-test IV ... 134

Appendix 4 Answer of Mollusca Achievement Test ... 141

Appendix 5 Worksheet (Cycle I,II,III and IV) ... 142

Appendix 6 Calculation of Validity test... 149

Appendix 7 Table of Validity Test ... 151

Appendix 8Calculation of Reability Test ... 152

Appendix 9Table of of Reability Test ... 153

Appendix 10Calculation of Difficulty Index ... 154

Appendix 11Table of Difficulty Index ... 156

Appendix 12Calculation of Discrimination Index ... 157

Appendix 13 Table of Discrimination Index ... 159

Appendix14 Bingo Board ... 160

Appendix 15 Observation sheet of students’ activity on Mollusc by using Bingo ... 172

Appendix 16 Observation sheet of Cycles ... 175

Appendix 17 Students’ Response sheet ... 188

Appendix 18 Learning outcomes of Pretest and Post-test I-IV... 190

Appendix 19Learning outcomes completeness of Pretest and Post-test I-IV .. 191

Appendix 20Sudents’ Mastery Level ... 192

Appendix 21 Score of Bingo games ... 193

(12)

1

CHAPTER I INTRODUCTION

1.1. Background

Learning is a very important part in human's lives. It is the acquiring or

getting knowledge of a subject or a skill by study, experience or instruction, or

learning is relatively permanent change in a behavioural tendency and is the result

of reinforced practice (Brown: 2000). Learning process happens every time and

everywhere and expected a better change (Sagala: 2009).

The present and future national development must emphasize the

importance of human resource (HR) development and quality in order to achieve

excellence in an era of global competition. This has been enshrined in the

preamble of Constitution, 1945, which one of the purposes of the establishment

the State of the Republic of Indonesia is to educate the nation's life. Intelligent life

of nation can only be achieved through the system and attempts a good education

so that the quality of education will appropriate with the expected goal. It means

that all cities in Indonesia should prepare and develop the education for their

students to face the globalizations. The method that’s using are international

standardization school, that’s known as “RSBI” and “SBI”. Here, the schools

offer the student to slowly change the teaching and learning process.

Biology is the living science that consists of so many vocabularies, in

which it has different meaning and purpose to another science. Most of

vocabularies in biology are adapted from Latin. By far, this reason make people

think that biology is difficult to be learned. Biology itself actually is not difficult

to learn as long as the teaching process is proper to the learner’s ability.

However, it’s so often encountered boring and passive class during

learning biology, it may be caused by less variety on teaching. Students cannot be

active and difficult to take something to establish their self in a positive

interaction during learning process. Ironically makes students unable to save

memory of lessons for a long period of time and bring them to low learning

(13)

2

increase student’s learning outcome, such as puppets, picture cards, card games,

crossword, toys and etc. Students can learn through playing so they are more

interested on teaching-learning process (Daryanti: 2008).

Based on observation at SMA Negeri 1 Tebing Tinggi, it was found

problems on learning Molluscs, i.e. model, method and the media that used to

provide to introduce Mollusc were less interactive to facilitate students for

understand about Mollusc. Students are not introduced directly to the objects that

had been studied, so students got note knowledge rather than understanding.

Rotting is not necessarily means that student has learned or understood. Another

obstacle is uninteresting package of teaching mollusc, especially to review topic

and understand the terminology on Mollusc. Teachers usually only used textbook

and PowerPoint to tell or review students about terminology, so students didn’t

involve to find it by them self. Learning in that way finally would make students

feel tired and bored and have low outcome as the consequence. SMA Negeri 1

Tebing Tinggi has minimum completeness criteria (KKM) for biology that is 75.

Actually their authentic score cannot reach minimum completeness criteria, but

because of remedial test that’s held by teacher, all of student can reach KKM.

According to the data from biology teacher, the average score for Mollusc topic of

students in academic year 2010/2011 was only 68,5 without remedial. It indicated

that they have not passed the completeness criteria which are 75 on a scale of 100.

Basically, process of teaching by far is not something that’s not good, but

along development of education from time to time, it has been found new teaching

models that’s would give a better effect to improve student learning outcomes and

activities on learning process. Bingo model is one of alternative model, where in

Bingo models have an educative game namely Bingo games. By using Bingo

students are able to learn biology teminology joyfully and actively, include when

learn about Mollusc. Bingo game could be applied and suitable for students in X

grade that still categorized into young age student. Overall, Bingo was a useful

ancillary learning tool; helpful in identifying key concepts, contributing to

(14)

3

make students feel challenged to the games, compete fairly to their classmate,

confidence when found the answer and answer question bravely in front of their

friends. Using a specially designed Bingo games provides an easy and engaging

way for students to review concepts in preparation for a test (Williams: 2007).

According to Moore and Dettlaff (2005) the use of games in classroom can

be an effective tool. Games can add flexibility to the classroom, allowing students

to adjust to the way in which they learn best. It allow students to work in groups

or alone, to be competitive or not, to be creative, and to have fun while learning

(Davis: 2009).

BINGO by Mel Silbermen (2007) is a model in active learning strategy, in

which has game media that is square-shaped, consist of twenty-five small square

or grid where the point in the game is shaping up to horizontal, vertical or

diagonal lines. The winner on games retrieved from the formation of horizontal,

vertical or diagonally lines.

On the previous research has been done by Rob Weisskirch a student from

California State University (2007). From his journal Playing Bingo to Review

Fundamental Concepts in Advanced Courses, Ninety-two university students

rated their understanding of developmental psychology theories before and after

participating in a modified Bingo exercise designed to review the fundamentals of

the theories and concepts. Students reported an improvement of their perceived

knowledge of developmental theories and for each of the theories reviewed. They

rated the exercise as academically challenging, helpful to learn concepts, and not a

waste of time. Overall, on a scale of 1 being bad and 10 being good, the students

rated the activity, on average, 8.65 (SD = 1.53). Students who reported being able

to explain the theories to others at the conclusion of the exercise had higher test

scores. Based on the description above, so the research about “THE

IMPLEMENTATION OF BINGO MODELS TO IMPROVE STUDENTS’ LEARNING ACTIVITIES AND LEARNING OUTCOMES OF MOLLUSC

FOR 10TH GRADE STUDENT SMA NEGERI 1 TEBING TINGGI

(15)

4

1.2. Problems Identification

Based on background above, so the problems are:

1. The student learning outcome was below KKM (on previous year for mollusc

topic). The average biology score of students was 68.5.

2. The using of teacher-centred in teaching learning process, so students were

less interactive in learning Mollusc.

3. Students were not introduced directly with objects that have been studied

(Molluscs) so that their knowledge was just rote and difficult to develop their

capabilities and build knowledge.

1.3.Research Scope

Based on problems identification above, scope of this research limited on:

1. Research has been done at class X-3 in SMA Negeri 1 Tebing Tinggi.

2. The model that used was BINGO by using BINGO games media for Mollusc.

3. This research has been conducted to look at student activities and outcomes in

learning by using BINGO.

1.4.Research Question

The formulation of the problem in this research were:

1. How BINGO models is implemented on Mollusc topic for 10th grade student

SMA Negeri 1 Tebing Tinggi?

2. Is there any improvement of students’ learning activities by implementating

BINGO models on Mollusc topic for 10th grade student SMA Negeri 1

Tebing Tinggi?

3. Is there any improvement of students’ learning outcome by the

implementation of BINGO models on Mollusc topic for 10th grade student

SMA Negeri 1 Tebing Tinggi?

1.5.Objectives of Research

The purposes of this research include:

a. To know the implementation of Bingo models of Mollusc for 10th grade

student SMA Negeri 1 Tebing Tinggi.

b. To know the improvement of student learning outcome by the implementation

(16)

5

c. To know the improvement of students’ learning activities by implement

BINGO on Mollusc topic for 10th grade student SMA Negeri 1 TebingTinggi.

1.6.Significance of Study

The benefits of this research are:

1) Student

1. Increase students learning interest on Mollusc by using BINGO games.

2. Improve the students’ learning activity and outcome on Mollusc topic by

a new learning model.

2) Teacher

1. As contributions for teachers in selecting teaching strategies and models

that appropriate and suitable in achieving learning objectives.

3) School

1. As references for the school to improve the students’ learning outcome

and optimize the teacher quality.

4) Other Researchers

1. As a reference for other researchers in applying BINGO learning model.

1.7. Operational Definition

1) Bingo model is an active learning model based on constructivism learning

theory in which the model use Bingo game as the media, where this media

was using square shaped cardboard that has grids and the point of this game

pressed to form a horizontal, vertical or diagonal line on grids. Bingo game is

effective to improve students’ skill to find the key concept of Mollusca topic.

2) Students’ learning outcome is the results of the study or the level of mental

development (cognitive process) in which becomes better after the process of

learning occur where in this research will be shown by the objective test (

pre-test and post-pre-test) and also observer sheet.

3) Students’ learning activities is an activities or engaged in of students for the

purpose of acquiring certain skills, concepts, or knowledge, whether guided

by the teacher or not and for make sure that all activities during the class will

suitable to the syntax of Bingo model, where in this research will be shown by

(17)

83

CHAPTER V

CONCLUSION AND RECOMENDATION 5.1. Conclusions

Based on the results of research and discussion that has been described

above, so, the conclusions are:

1. The implementation of Bingo models was done in four cycle consist of

planning, action, observation and reflection phase. The core activity on

this model was develop students’ critical thinking by finding the key

concpt. By enrichment of method and Bingo games modify in each cycle,

can improve students’ learning activities and outcomes on Mollusc topic.

2. The implementation of Bingo models can improve students’ learning

activities at class X-3 SMA Negeri 1 Tebing Tinggi academic year

2011/2012 on Mollusc topic with activities category active and very active

classically by percentage 88, 22% in the fourth cycle.

3. The implementation of Bingo models can improve students’ learning

outcomes at class X-3 SMA Negeri 1 Tebing Tinggi academic year

2011/2012 on Mollusc topic with the classical completeness 88, 24%.

5.2. Recomendations

Recomendations that can be given after carrying out this research are:

1. To overcome the perceived lack of time allocation in implementing Bingo

models, the teacher should set specific learning parts that can be done

outside of class time.

2. To make students be more active in learning by Bingo models, the

procedure of this models can be modify a little, in order to make students

more involved on learning process by doing their own observation for

better understanding rather than note knowledge.

3. Further research about the implementation of Bingo models on different

biological materials, researcher/prospective teachers should understand the

aspects and indicators contained on Bingo models, and limiting those

(18)

84

REFERENCES

Arikunto, S., (1999), Dasar-Dasar Evaluasi Pendidikan, Edisi Revisi, Bumi Aksara: Jakara

Bennet, Neville, et all. (2005). Teaching Through Play., Grasindo: Jakarta

Bonwell, C.C. dan Eison, J.A. (1991) Active Learning: Creating Excitement in the Classroom. ERIC Digest. [Online]. Available from:

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/ 0000019b/80/23/6e/bd.pdf [11-01-2012].

Center for Faculty Excellent, (2009), Classroom Activities for Active Learning. University of North Carolina at Chapel Hill, North Carolina.

Davis, Tricia M. et al (2009). Reviewing for Exams: Do Crossword Puzzles Help in the Success of Student Learning? 9(3), 1-3

Djamarah, S, B., (2002), Strategi Belajar Mengajar. Rineka Cipta: Jakarta

Elizabeth Dalton. 2003. The “New Bloom's Taxonomy,” Objectives, and Assessments. North Carolina State University, North Carolina.

Ginnis, Paul. (2008) Trik dan Taktik Mengajar PT.Index :Jakarta

Hill, John M. D. (2003). Puzzles and Games: Addressing Different Learning Styles in Teaching Operating Systems Concepts. 2-3

Joyce, Bruce & Marsha Weil. (2003). Model of Teaching,5th edition.Prentice Hall of India :New Delhi

Kumar ,Rita And Lightner, Robin. (2007). “Games as an Interactive Classsroom Technique: Perceptions Of Corporate Trainers, College Instructors And Students”. International Journal Of Teaching And Learning In Higher Education.19,(1),2-3

Mel, Silberman.(2007).Active Learning, 101 Strategies to Teach Any Subject. A simon and Schuster Company : : United State of America

(19)

85

Munir. (2008). Kurikulum Berbasis Teknologi Informasi dan Komunikasi, Alfabeta : Bandung

Nurkancana, W., (1986). Evaluasi Pendididkan, Penerbit Usaha Nasional:

Surabaya.

Ruppert EE, Fox RS, Barnes RB. ( 2004) Invertebrate Zoology, A functional

evolutionary approach, 7 th ed. Brooks Cole Thomson,Inc : New Jersey

Sagala, Syaiful (2009). Konsep dan Makna Pembelajaran. Bandung: Alfabeta

Sconul, (2004), Learning Outcomes and Information, Society of Collage, National and University Library, United kingdom.

Simon, Tong (2001), Active learning: theory and applications, Stanford University, California.

Slameto, (2010).Belajar dan faktor-faktor yang mempengaruhi nya, Rineka Cipta: . Jakarta

Sudjana, (2002), Metode Statistik, Edisi Ke-6, Tarsito: Bandung

Sugiyono, Prof,Dr. (2010), Metode Penelitian Kuantitatif Kualitatif dan R&D, CV.Alfabeta: Bandung

Paulson, Donald R and Faust, Jennifer L.(2009). “Active and Cooperative Learning” Journal of Chemical Education. 76,(8), 1-6

Weisskirch, Rob. (2009). “Playing Bingo to Review Fundamental Concepts in Advanced Courses”. International Journal for the Scholarship of Teaching and Learning. 3.(1),1-9 [Online]. Available from:

http://academics.georgiasouthern.edu/ijsotl/v3n1/articles/PDFs/Article_W eisskirch.pdf (Accessing January 18th2012)

Williams,Donald L.,EdD. (2007). “A Unique Review Strategy that Motivates Student Learning”. International Journal of 2 (..), 64-69

Wirth, Karl R and Perkins Dexter. (2008). “Learning To Learn”, 12-21 [Online]. Available from:

THE IMPLEMENTATION OF BINGO MODELS TO IMPROVE STUDENT'S LEARNING ACTIVITIES AND LEARNING OUTCOMES OF MOLLUSC FOR 10TH GRADE STUDENT SMA NEGERI 1 TEBINGTINGGI ACADEMIC YEAR 2011/2012.