THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING (CTL) AND MULTIMEDIA TO INCREASE STUDENTS ACHIEVEMENT AND STUDENTS ACTIVITY ON TEACHING HYDROCARBON.

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By:

Amry P. Tambunan Reg. Number 409332016

Bilingual Chemistry Education Study Program

THESIS

Submitted to Fulfill the Requirement for the Degree of Sarjana Pendidikan

DEPARTMENT OF CHEMISTRY

FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN

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THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING (CTL) AND MULTIMEDIA TO INCREASE STUDENTS

ACHIEVEMENT AND STUDENTS ACTIVITY ON TEACHING HYDROCARBON

Amry P. Tambunan (Reg. Number 409332016)

ABSTRACT

The purpose of this research was to explore the differences between students’ chemistry achievement using CTL with multimedia and students’ chemistry achievement using direct instruction. The population of the research was students grade X of SMA Negeri 1 laguboti. The sample is selected by using purposive sampling to choose two classes for every school as experiment class and control class. Experiment class taught by CTL with multimedia while control class taught by direct instructional. The variable of this research were dependent variable, and text book, time allocation, test instrument as control variable. Test instrument was validated before used to validator and students then tested by correlation moment product formula therefore from 30 items taken 18 items were valid. And then, 18 items chosen as instruments test of research. The reliability of test is 0.714.

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LIST OF TABLE

Page

Table 2.1. The Simple Hydrocarbons And Their Variation That According To The

Carbon Atoms 29

Table 3.1. Design of Research 38

Table 4.1 Average, Deviation Standard and Data Variance 48

Table 4.2. Normality Test 49

Table 4.3. Homogenity Test 50

Table 4.4. Result of Hypothesis Test 51

Table 4.5. Gain Percentage 51

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LIST OF FIGURE

Page

Figure 3.1. The Scheme of Research Step 40

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APPENDIX LIST

Page

Appendix 1. Silabus 47

Appendix 2. Lesson Plan 49

Appendix 3. Instrument Test Prediction 81

Appendix 4. Research Instrument 82

Appendix 5. Answer Key (Research Instrument) 88

Appendix 6. Video Explanation 93

Appendix 7. Valid Test Instrument Prediction 95

Appendix 8. Valid Research Instrument 96

Appendix 9. Answer Key (Valid Research Instrument) 100 Appendix 10. Calculation of Test Reliability 103 Appendix 11. Calculation of Difficulty Index 104 Appendix 12. Calculation of Discrimination Index 106

Appendix 13.Calculation of Test Validity 108

Appendix 14.Students Score 110

Appendix 15.Calculation of Deviation Standart 111

Appendix 16.Test Normality 113

Appendix 17.Homogenity Test 117

Appendix 18.Hypothesis Test 118

Appendix 19.Gain Test 120

Appendix 20.Students Learning Activity Test 124

Appendix 21. Correlation Test 127

Appendix 22.Table Addition 131

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CHAPTER I

INTRODUCTION

1.1Background

Nowadays, a lot of students are lack in motivation when they study in school. Some of them just do school for formality. They don’t have good motivation to learn, so that it also influences their achievements in study. These conditions happen for all school subjects, especially chemistry. Most of student doesn’t have good motivation to learn chemistry. They learn about chemistry just for formality, so that they can graduate from school (Christensen. 2010).

Most of teaching model that applied by teacher in school is using direct instruction. Direct instruction model is rarely connecting learning subject with real life, because teacher just give direct information to students. By connecting subject with real life, it will be easier for students to understand because they experienced it in real life.

Another reason why students get bored in classroom is teaching style and presentation that teacher show in classroom is not interesting. The quality of presentation that shown by teacher is very important. Good presentation will raise students’ interest and they will have willing to study. And of course if they have will to study, it will be easier to teach them.

Chemistry is a branch of Natural Science which describes the structure, composition, properties and material changes. Most of the chemistry material classified as an abstract, that chemistry studied by simplification of the many object in this world and its discussion not only with solving problems which consists of numbers (numerical problem) but also includes explanation about chemical phenomena contained in it.

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Education that we can see around is often using Direct instruction method without using some media. Teacher is teaching by speaking in front of class about subject. “Likewise with the using of media is still minimal in teaching and learning. This happen because some teachers think that using media is very troublesome and requires a lot of funds” (Aristohadi, 2008). We can see that not all the media is requires a lot of fund. Some media can be used by using things surround us and also some cheap things that affordable by teacher. Like in topic of oxidation we can use a slice of apple to show students oxidation process. Some of media may be troublesome for teacher that not have basic about instructional technology or educational technology. Definition of educational technology according to Commission on Instructional Technology is “instructional technology means the media born of the communications revolution which can be used for instructional purpose alongside the teacher, the book, and the blackboard” (Sukiman: 2012). What we need the most is communication media that grow rapidly and we can used it on education. This tools of technology is called hardware like TV, radio, video, PC etc.

Media that widely used nowadays is PC or personal computer. Computer is one of learning media that can help students in learning process, so that it will be easier for students to understand. In recent years, computer is widely used by students from the entire grade. A lot of people said that nowadays is global era, where in this era we can use information technology that the main tools is Computer. Information that we can make not only sound or image, but we can show information in multimedia. We can use computer a to type, draw, photo editing, video player, to play a song and to analyze experiment result or to operate scientific program etc (Sukiman: 2012).

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understand about computer and its software, teacher need to know which one is suitable when teacher teach some subject.

Teaching with media that’s attractive is one of key roles to improve the student’s ability. One of attractive media is the simple animation multimedia. Multimedia is media and content that uses a combination of different content forms. The term can be used as a noun (a medium with multiple content forms) or as an adjective describing a medium as having multiple content forms (http://en.wikipedia.org/wiki/Multimedia).

Students activity also important thing to be concerned in learning. Students will be easier to understand if student get involved in teaching and learning process. Teachers must be more creative to give freedom and opportunity to student while they are study in the classroom. From learning activity, students will learn more if we compare it just by listening (Gagne. 1996).

Instructional curriculum that have been used in Indonesia since 2006 is KTSP. This curriculum has a different concept learning approach with curriculum in 1994, which is based on students competency, where the school program focus students activity. One of the important materials in application of KTSP is depend on the teachers understand how to apply contextual learning strategy in the class. Direct instruction method is widely used by teacher. This teaching model is need to be upgraded and need to be changed. However, its not easy for teacher to change teaching methods, because teacher needs ability and skill to do another teaching method.

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In KTSP, the teacher does not have to describe objectives and materials in detail for a teaching learning process in the classroom. Hence, the teacher is given freedom to use an approach that is relevant to the KTSP, for example the CTL approach. One of the approaches that emphasizes the process and content of writing, which was discovered by Dewey (1916), is a contextual approach. The contextual approach is a learning philosophy that emphasizes students’ interests and experiences. The contextual teaching and learning (CTL) was developed by the Washington State Consortium, which involved 11 universities, 20 schools and some education organizations in the United States (Satriani:2012).

Multimedia is the field concerned with the computer-controlled integration of text, graphics, drawings, still and moving images (Video), animation, audio, and any other media where every type of information can be represented, stored, transmitted and processed digitally. A Multimedia Application is an Application which uses a collection of multiple media sources e.g. text, graphics, images, sound/audio, animation and/or video. Hypermedia can be considered as one of the multimedia applications (Marshall:2001).

Hydrocarbon in chemistry has a major role in human life and livelihood. Processes in nature that around us is most associated with hydrocarbonal system. (Susilowati: 2009).

Based on the background above, so that the writer take a title : “The Effectiveness of Conceptual Teaching and Learning (CTL) and Multimedia to Increase Students Achievement and Students Activity on Teaching Hydrocarbon”.

1.2Problem Identification

Based on the background above, problem identifications of this research are like below :

1. Low students motivation that effecting students achievement in chemistry lesson, because they have some difficulties especially hydrocarbon.

2. Students are rarely taught to solve problem and connected to real life. 3. The presentation of subject by teacher in learning process is less

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1.3Scope of Study

To make this research more specific and focus, so the writer makes the scope of study as follows:

1. The research will held by using Contextual Teaching and Learning (CTL) and also use multimedia, then compare with Direct instruction Method. 2. Multimedia that used by researcher is simple animation and video or flash. 3. This research will held in Chemistry subject on High School with subject

Hydrocarbon. 1.4Problem Formula

1. Is there increasing of students achievement after applying Contextual Teaching and Learning (CTL) using Multimedia if compare with achievement by Direct instruction method?

2. Is there the effectiveness of Contextual Teaching and Learning (CTL) using Multimedia by looking the students achievement on solving problems related with chemistry subject after applying teaching method compare with Direct instruction teaching method?

1.5Research Objectives

1. To investigate how the effect of Contextual Teaching and Learning (CTL) using Multimedia by looking the students achievement on solving problems related with chemistry subject after applying teaching method compare with Direct instruction teaching method on teaching hydrocarbon. 2. To investigate the effect of Contextual Teaching and Learning (CTL)

using multimedia and students activity in teaching hydrocarbon.

3. To know the correlation of students achievement with students activity. 4. To know what cognitive domain competence developed by this teaching

model.

1.6Research Benefits

The benefits of this research are : 1. As a knowledge for the researcher

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3. As a references for another researcher that related with this research. 1.7Operational Definition

1. Contextual Teaching and Learning is a teaching approach that emphasizes the process of full involvement of students to be able to find material to learn and connected it to real life situations that encourages students to apply the acquired knowledge into daily life. CTL involves seven main components, like : Constructivism, Inquiry, Questioning, Learning Community, Modeling, Reflection, and Authentic Assessment (Rusman: 2011).

2. Multimedia is come from multi and media. Multi is related with the amounts and media come from medium that means to deliver (Sukiman: 2012). So multimedia is way than more than one to transfer something. In this case example of multimedia is simple animation and video or flash. 3. Direct instruction means traditional (http://www.thefreedictionary.com/Dir

ect instruction). So Direct instruction method mean a kind method that was used traditionally, like lecturing method.

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44 CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

Based on the results of data analysis and statistical tests in chapter-IV, then set some conclusions as follows:

1. The learning outcomes of students who are taught by contextual teaching and learning with multimedia higher (83.52 ± 7.82) than the learning outcomes of students who are taught by learning using conventional learning models (9.83 ± 77.72). It means that CTL using multimedia is more effective than conventional method.

2. Students activity have a positive impact in students achievements. Students with higher activity have higher achievement compare with students with lower activity.

3. There is positive and significant correlation between activity on improved student learning outcomes of students taught using contextual teaching and learning with multimedia.

4. Cognitive competence domain that developed by this teaching model is C-2.

5.2. Suggestion

Based on the discussion and the conclusions that have been mentioned above, the authors suggest the following:

1. For teachers and prospective teachers, the implementation of contextual teaching and learning with multimedia can improve student learning outcomes, especially chemistry subjects.

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THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING (CTL) AND MULTIMEDIA TO INCREASE STUDENTS ACHIEVEMENT AND STUDENTS ACTIVITY ON TEACHING HYDROCARBON.

Amry P. Tambunan Reg. Number 409332016

THESIS

Submitted to Fulfill the Requirement for the Degree of Sarjana Pendidikan

DEPARTMENT OF CHEMISTRY

ABSTRACT

CONTENTS

CHAPTER I INTRODUCTION

CHAPTER III RESEARCH METHOD

CHAPTER V CONCLUSION AND SUGGESTION

LIST OF TABLE

LIST OF FIGURE

CHAPTER I

1.1Background

1.2Problem Identification

1.5Research Objectives

1.6Research Benefits

44 CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

5.2. Suggestion

REFERENCES