By:
Anggi Anggraini Reg. Number 4103332011
Bilingual Chemistry Education Study Programme
A THESIS
Submitted to Fulfill The Requirement for Getting The Degree of Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
BIOGRAPHY
Anggi Anggraini was born in Kabanjahe on June 9th, 1992. Father’s name is H. Mansyur and mother’s name is Hj. N. Rangkuti. The writer is the fifth child of five brotherhood. In 1998 writer was accepted to primary school, SD Negeri 06087 Medan
and graduated on 2004. On 2004, writer was entrance primary school in SMP Negeri 37
Medan and graduated on 2007. On 2007, writer was entrance senior high school in
SMA N 3 Medan and graduated on 2010. On august 2010, writer continued her study in
Bilingual Chemistry Education Study Programme, Faculty of Mathematics and Natural
iv
ACKNOWLEDGEMENT
Thankful to Allah S.W.T., The Almighty God, for all the graces and
blessing that provide health and wisdom to the author to compose this thesis well
and accordance with the planned time.
The tittle of this thesis is The Implementation of STAD Type of
Cooperative Learning With Multimedia Based on Computer To Foster Teamwork
and Increase Achievement of Student In Redox Reaction Topic, conducted in
SMAN 3 Medan, SMA Laksamana Martadinata and SMA Krakatau Medan in
academic year 2013/2014. This thesis is arranged to obtain the degree of Sarjana
Pendidikan in Chemistry Department, Faculty of Mathematics and Natural
Sciences, State University of Medan.
The author convey gratitude to late Prof. Dr. Suharta, M.Si (Alm) as my
thesis supervisor and continued by Prof. Dr. Ramlan Silaban, M.Si as my thesis
supervisor who had provided guidance, support and suggestion since the
beginning until the completion in writing the thesis. The author also give thanks to
Prof. Drs. Manihar Situmorang, M.Sc., Ph.D, Dr. Iis Siti Jahro, M.Si, and Drs.
Jamalum Purba, M.Si, as an evaluator committe who has provided suggestions for
the completion of thesis. The thank also gives to Prof. Drs. Motlan, M.Sc., Ph.D,
Dean of Mathematics and Natural Sciences Faculty, State University of Medan
and also thanks to Prof. Dr.rer.nat, Binari Manurung, M.Si as Coordinator of
Bilingual Programme, their advices and other necessary administrative.
I also give thanks to Prof. Dr. Albinus Silalahi, M.S, as the academic
supervisor who always guided the author during the lecture and all lecturers in
Chemistry Department FMIPA UNIMED who helped the author. The author also
present thanks to Principal of SMAN 3 Medan, Drs. Sahlan Daulay, M.Pd,
Principal of SMA Laksamana Martadinata, Dr. Ir. H. Suditama, MT, and Principal
of SMA Krakatau, Drs. Edi Siswanto and all chemistry teachers in the schools
who helped the author during the observation and research in SMAN 3 Medan,
Greatfull thanks to Allah S.W.T. because gives me best parent, H.
Mansyur and Hj. N. Rangkuti, who caring, raising and educating me with love
and affection. Thanks for the prayer, motivation and sacrifice of my parent so I
can complete Sarjana Pendidikan (S.Pd) from State University of Medan. Thanks
also for my beloved sisters and brother, Rina Nurmaningsih, A.Md, Sri Rahayu,
A.Md, Juli Meliza, S.Pd., M.Si and M. Raja Mulia, S.H, who give me support and
motivation until the completion of this thesis. The authors also express thanks to
best friends, Ilmi Fadhilah Rizki, Shofiyah, Rudi Purwanto, and my thesis team,
Fenny Rizky Amelia and Ervi Luthfi Sheila Wani Lubis and also big family of
CESP 2010, thanks for your support, help, motivation and friendship. Thanks also
gives to Reza Adriansyah, who always gives help, motivation and support to the
author in completing the thesis. Thanks for people who involved in the process of
writing until completion of this thesis.
The author tried maximal effort in the completion of the thesis, but the
author is aware of there are many weakness in terms of both content and
grammar. Author hope the suggestions and constructive critism from readers for
completeness the thesis perfectly. At least, author hopes this thesis can be useful
to enrich the reader in science education.
Medan, July17th, 2014
Author,
Anggi Anggraini
iii
THE IMPLEMENTATION OF COOPERATIVE LEARNING STAD TYPE WITH MULTIMEDIA BASED ON COMPUTER TO
FOSTER TEAMWORK AND INCREASE STUDENT’S
ACHIEVEMENT IN REDOX REACTION TOPIC
ANGGI ANGGRAINI (4103332011)
ABSTRACT
The objectives of this research are: (1) to know the chemistry student’s achievement that taught by cooperative learning STAD type and direct instruction, (2) to investigate whether the student’s achievement taught by cooperative learning STAD type with multimedia based on computer is significant higher than student’s achievement taught by direct instruction, (3) to investigate how many percent of student’s teamwork character that can be fostered by using cooperative learning STAD type, (4) to investigate the effectiveness of cooperative learning STAD type with multimedia based on computer compare with direct instruction to increase student’s achievement.
This research was done in SMAN 3 Medan, SMA Laksamana Martadinata and SMA Krakatau in Medan. The population is all student X grade in SMAN 3 Medan, SMA Laksamana Martadinata and SMA Krakatau in Medan. The samples are 6 classes which taken 2 classes of each selected schools choosed randomly. The sample classes devided into experiment class use cooperative learning STAD type and control class use direct instruction. The research instruments are achievement test and observation sheet. The achievment test is pretest and posttest, the mean of pretest in experiment class is 24,111 and in control class is 20,611. The posttest in experiment class is 78.056 and in control class is 65.611. Both of instrument have been validated by expert about the content. The achievement test is used to measure the increasing of student’s achievement and observation sheet is used to measure the foster of student’s teamwork character. The research data is analysed by using SPSS 16.0 for Windows.
LIST OF CONTENT
Page
Agreement Sheet i
Biography ii
Abstract iii
Acknowledgement iv
List of Content vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I INTRODUCTION 1.1. Reseach Background 1
1.2. Scope of The Study 5
1.3. Problem Identification 5
1.4. Problem Formulation 5
1.5. Research Objective 6
1.6. Research Benefit 6
1.7. Operational Defenition 7
CHAPTER II LITERATURE REVIEW 2.1. Cooperative Learning 8
2.1.1. STAD (Student Team Achievement Division) 10
2.2. Direct Instruction 12
2.3. Learning Media 15
2.4. Character Education 17
2.4.1. Teamwork Character 19
2.5. Learning and Learning Outcome 21
2.6. Material of Reduction and Oxidation Reaction 22
vii
2.6.2. The Development Concept of Redox Reaction 23
2.6.3. Oxidation Number 24
2.6.4. Nomenclature of Compound Based on IUPAC Rule 25
2.7. Conceptual Thingking 26
2.8. Hypothesis 27
2.8.1. Verbal Hypothesis 28
2.8.2. Statistic Hypothesis 28
CHAPTER III RESEARCH METHOD
3.1. Location and Time of Research 29
3.2. Population and Sample 29
3.3. Research Variable 30
3.3.1. Independent Variable 30
3.3.2. Dependent Variable 30
3.3.3. Control Variable 30
3.4. Research Instrument 30
3.5. Research Design 33
3.6. Research Procedure 35
3.7. Test of Research Instrument 37
3.7.1. Validity Test 37
3.7.2. Reliability Test 37
3.7.3. Difficulty Index 38
3.7.4. Discriminating Power 38
3.7.5. Destructor Index 39
3.8. Technic of Data Analysis 39
3.8.1. Normality Test 40
3.8.2. Homogeneity Test 40
3.8.3. Normalized Gain 40
3.8.4. The Increase of Student’s Achievement 40
3.8.5. The Foster of Teamwork Character of Student 41
3.9. Hypothesis Test 41
CHAPTER IV RESULT AND DISCUSSION
4.1. Description of School Samples 42
4.2. The Cooperative Learning STAD Type in Redox Reaction Topic 42
4.3. The Analysis of Research Instrument 46
4.3.1. Validity Test 46
4.3.2. Reliability Test 47
4.3.3. Difficulty Index 47
4.3.4. Dicriminating Power 47
4.3.5. Destructor Index 47
4.4. Data of Research 48
4.5. Analysis of Research Data 52
4.5.1. Normality Test 52
4.5.1.1. Normality Test of Student’s Teamwork Character 52
4.5.1.2. Normality Test of Student’s Achievement 53
4.5.2. Homogeneity test 53
4.5.2.1. Homogeneity Test of Student’s Achievement 53
4.5.3. Hyphothesis Test 54
4.5.4. The Percentage of Effectiveness 55
4.6. Discussion 55
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 59
5.2. Suggestion 59
x
LIST OF TABLE
Page
Table 2.1. Syntax of STAD Type of Cooperative Learning 11
Table 2.2. Syntax of Direct Instruction 14
Table 3.1. Description of School Samples 29
Table 3.2. The Specification of Evaluation Test 31
Table.3.3. The Specification of Observation Sheet 32
Table 3.4. Research Design 33
Table 4.1. Description of STAD in Redox Reaction Topic 43
Table 4.2. Data of Student’s Teamwork Character 48
Table 4.3. Data of Student’s Achievement in Experiment Class 49
Table 4.4. Data of Student’s Achievement in Control Class 49
Table 4.5. Description of Posttest Score 50
Table 4.6. Gain of Student’s Achievement 51
Table 4.7. Relation between Character and Achievement 51
Table 4.8. Result of Normality Test of Student’s Teamwork Character 52
Table 4.9. Result of Normality Test of Student’s Achievement 53
Table 4.10. Result of Homogeneity Test of Student’s Achievement 54
LIST OF FIGURE
Page
Figure 2.1. The Edgar Dale’s Cone of Learning 15
Figure 3.1. Research Design of Student Achievement 34
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LIST OF APPENDIX
Page
Appendix 1. Syllabus 64
Appendix 2a. Lesson Plan of Experiment Class 70
Appendix 2b. Lesson Plan of Control Class 87
Appendix 3a. Instrument Analysis Before Validation 103
Appendix 3b. Instrument Analysis After Validation 115
Appendix 4a. Instrument Test Before Validation 127
Appendix 4b. Instrument Test After Validation 134
Appendix 5a. Answer Key Before Validation 138
Appendix 5b. Answer Key After Validation 139
Appendix 6. Learning Media 140
Appendix 7. Observation Sheet 145
Appendix 8. Table of Instrument Validation 146
Appendix 9. Result of Validity Test 147
Appendix 10. Table of Instrument Reliability 150
Appendix 11. Result of Reliability Test 152
Appendix 12. Calculation of Difficulty Index 153
Appendix 13. Calculation of Discriminating Power 154
Appendix 14. Calculation of Destructor Index 156
Appendix 15. Data of Research 158
Appendix 16. Data of Student’s Teamwork Character 164
Appendix 17. Analysis of Student’s Teamwork Character 168
Appendix 18. Relation between Student’s Teamwork and Achievement 171
Appendix 19. Normality Test 174
Appendix 20. Homogeneity Test 181
Appendix 21. Hyphothesis Test 183
Appendix 22. Calculation of Gain and Effectiveness Percentage 184
Appendix 23. Research Schedule 185
CHAPTER I INTRODUCTION
1.1. Research Background
Education is a pillar of country development. The quality of education
determine the quality of a nation. Sardjoko (2013) said that based on the United
Nation Development Program 2011, the Human Development Index of Indonesia
is in 128 rank from 187 country which is surfey with 0,67 percent index. The
education quality of Indonesia is low. The index of education quality is 14,8
percent while Singapore and Malaysia is 28 and 33 percent. This is proved by a
lot of unemployment man due to the defeat in competitive job. In micro size, the
education quality is effected by the teacher quality and education system itself.
Education in school is depend on the success in learning process. The
successof teaching and learning is determined by approach of the teacher to the
student. In senior high school, chemistry is one of subject teached. Based on
Situmorang (2009), the difficulties in studying chemistry related with its
characteristic, where the characteristics are: (1) A number of chemistry has
abstraction characteristics. (2) Chemistry was asimplificaton from in fact. (3)
Characteristics of chemistry are successive and develop quickly. (4) Chemistry
not only problem solving. Problem solving consists of numbers (numeric
problem) that has important partin chemistry learning. But also have to describe
such as chemistry facts, chemistry laws, chemistry terms and others. (5) The
materials which is studied in chemistry very much. One of chemistry subject in X
grade at even semester is redox reaction. The redox concept is the material with
abstract characteristic, factual and need an advance comprehension. To learn this
subject also need skill and logical reasoning of student (Wiwit, 2012). Teachers
perceive redox as one of the most difficult topics to teach and research has shown
that school students have difficulties in conceptualising redox reactions. Jong and
Treagust (1995) suggested that students regard oxidation and reduction as
independent reactions; they have problems with the meaning and assignment of
2
agents. Soudani et al. (2000) found that students have difficulties in using a
theoretical knowledge of redox to interpret everyday phenomena. All of these
problems make student hard to understand in learning topic of the redox reaction.
As an ussual phenomenon in school, the observation result of teaching and
learning activity in SMAN 3 Medan shown same problem of student. The student
achievement in chemistry subject is relatively low (lower than standard pass of
exam). There is no variation in teaching and learning process. The class is always
start by teacher explain the material, give example and then give homework for
student. Teacher also rarely use media in teaching thus student only listen to the
teacher explanation. This make student has no interaction with friends nor teacher
in increasing the comprehension of topic learned and not develop the character of
student.
In Law No. 20 Year 2003 about National Education System at section 3
stated that national education is used to develop ability and form character and
prestige nation culture in developing national intellectual life. According to the
function mentioned, the purpose of national education is to develop the potential
of student become faithfull man to God The One, noble character, healthy,
educated, capable, creative, independent and democratic citizen and also
responsible. The content of National Education Purpose imply that education will
create intelligence of intellectual, emotional, spiritual, social and kinesthetics. The
National Education has noble purpose to student individual, those are developing
educated personal, increasing technical competency, developing strong
personality and forming strong character, and creating perfect human and prestige
life (Suharta, 2012).
In supporting the national education system, curriculum need to make the
system effective. Curriculum is a set of plans and arrangements regarding the
purpose, content, and teaching materials and methods used to guide the
organization of learning activities to achieve specific educational objectives (Law
number 20 year 2003). In Farisi (2012) curriculum experts considers that the
curriculum has a strategic position and influence in the overall educational
in the educational process, as the design process and outcomes, and center of
education. In this position, it is not an exaggeration to say that the process and
educational outcomes are controlled, regulated, and assessed based on the criteria
contained in curriculum. In development country, curriculum need to be
developed. Based on the functions and objectives of the national education, the
curriculum development must be rooted in the national culture, national life today,
and the life of the nation in the future. Curriculum 2013 is developed curriculum
which is centered on the needs, requirements, and interests of learners and the
environment. Competency-based curriculum model is characterized by the
development of competence in the form of attitudes, knowledge, thinking skills,
and psychomotor skills are packaged in a variety of subjects.
One of competence development is the teamwork character. According to
Suharta (2012) a teamwork action undertaken together with along with mutual
understanding, mutual respect, and help each other so that it looks unity and
compactness. This collaboration skill is necessary because humans are social
creatures who need others to help each other, and helping each other can be done
if there is always collaboration among individuals. According to Johnson (1975)
teamwork is working together within the group to reach the group goal. This will
promote interpersonal processes that will generally improve the quality of
classroom life and increase the enjoyment and productiveness of both the teacher
and students.
In improving the teamwork character and student achievement, researcher
implement the cooperative learning of STAD (Student Teams Achievement
Divisions) type to increase the activity and interaction of student through teaching
and learning process. In Kunandar (2007) STAD type is developed by Robert
Slavin at all from John Hopkins University. This is the most simple model and
widely use in cooperative learning. This model is used to teach new academic
information to student through verbal or non verbal. Students are assigned to
four-member learning teams that are mixed in performance level, gender, and ethnicity.
The teacher presents a lesson, and then students work within their teams to make
4
process, there is quiz to identify the student understanding. This model will
increase the learning outcome, that are teamwork and student achievement.
Felder (2004) doing analysis of 39 studies of small-group learning in
science, mathematics, engineering, and technology courses and cooperative
learning gives positive effect (d=0.51) on achievement (sufficient to move student
from 50th percentile to 70th percentile on a standardized test). Research by
Pradiyanti (2013) prove the effectiveness of STAD. The pre test of cognitive
learning result is 41 and the post test is 86. The N-gain of cognitive learning result
is 0.78. This mean STAD gives positive effect in learning efectivity. Study done
by Majoka (2010) prove the effectiveness of STAD also. The classroom
observation indicated that the students of experimental group were engaged in
learning at a higher level as compared to the counterpart students of control group.
Furthermore, the experimental group outscored significantly the control group on
posttest showing the obvious supremacy of cooperative learning over traditional
method of teaching. Hence, ultimate result of the study indicated that STAD was
more effective instructional paradigm as compared to the traditional method of
teaching. Due to its provision for higher learning engagement, it proved to be an
active learning strategy.
Besides the using of model, the increasing of learning outcome can be
supported by using of media. According to Munadi (2008), media in outline is
human especially teacher but not only it, anything that create to deliver the
learning message is learning media. Specifically, the definition of media in
teaching and learning process is graphic tools, photograph, or electronic to get,
process, and rearrange the visual and verbal information. Media is a part of
teaching and learning process to reach the educational purpose generally and
learning purpose in school specifically. To provide more information from media,
multimedia based on computer is used in this research. Multimedia has ability to
combine all media elements, for example text, presentation, video, animation,
image, graph, sound and develop the learning material become more efficient and
Based on the background described, researcher interest to do the research
entitled : ”The Implementation of Cooperative Learning STAD Type With Multimedia Based on Computer To Foster Teamwork and Increase Student’s Achievement in Redox Reaction Topic”.
1.2. Scope of The Study
To focus on the problem, so the scope of this study are :
1. The subject taught in this research was chemistry on redox reaction topic
2. The teaching models were cooperative learning STAD (Student Teams
Achievement Divisions) type and direct instruction
3. The media was multimedia based on computer
4. The research result to be measured were student’s teamwork character and student’s achievement
5. The research object was student X grade in SMAN 3 Medan, SMA
Laksamana Martadinata and SMA Krakatau
1.3. Problem Identification
According to the research background above, the problem identification can
be devided into some points :
1. Redox reaction is difficult topic for student, because it is about
conceptual understanding and need retention of student
2. Learning model and media used in learning process is not suitable with
the redox reaction topic as abstract concept
3. Teamwork character of student is not improve yet through learning
process
4. Student achievement in chemistry relatively low
1.4. Problem Formulation
According to the problem identification and scope of study above, the
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1. How the chemistry student’s achievement that taught by cooperative
learning STAD type and direct instruction?
2. Is the student’s achievement taught by cooperative learning STAD
type with multimedia based on computer is significant higher than
student’s achievement taught by direct instruction?
3. How many percent of the student’s teamwork character that can be
fostered by using cooperative learning STAD type?
4. How the effectiveness of cooperative learning STAD type with
multimedia based on computer compare with direct instruction to increase student’s achievement?
1.5. Research Objective
Based on the problem identified, the objectives of this reseach are :
1. To know the chemistry student’s achievement that taught by
cooperative learning STAD type and direct instruction
2. To investigate whether the student’s achievement taught by
cooperative learning STAD type with multimedia based on computer
is significant higher than student’s achievement taught by direct
instruction
3. To investigate how many percent of the student’s teamwork character
that can be fostered by using cooperative learning STAD type
4. To investigate the effectiveness of cooperative learning STAD type
with multimedia based on computer compare with direct instruction to
increase student’s achievement
1.6. Research Benefit
The benefit of this research are :
1. Benefit for student
Give chance for student to have different experience in learning, thus
student can optimalized the character, especially teamwork character
2. Benefit for teacher
Give alternative teaching model and media to increase student
achievement and develop student teamwork during the learning
process
3. Benefit for researcher
Give experience in apply the model and media in teaching process
1.7. Operational Definition
Some operational definition in this research are :
1. Redox reaction is a topic given in X grade at even semester discuss
about the oxidation number concept, reduction and oxidation reaction,
compound nomenclature and redox reaction application in daily life
2. STAD is Student Teams achievement Divisions, a type of cooperative
learning model developed by Robert Slavin et all
3. Multimedia based on computer is media that can combine all media
elements, for example text, presentation, video, animation, image,
graph and sound (Munadi, 2008)
4. Teamwork is actions undertaken together with along with mutual
understanding, mutual respect, and help each other so that it looks
unity and compactness (Suharta, 2012)
5. Student achievement is result of interaction teaching and learning. For
teacher, teaching activity closed by evaluation of achievement and for
student, achievement is result of learning activity (Dimyanti and
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the research result in the discussion obtained the conclusions as
below:
1. The mean of student’s chemistry achievement that taught by cooperative
learning STAD type with multimedia based on computer is better (86.67%
pass the KKM) compare with student’s chemistry achievement that taught by
direct instruction (63.33% pass the KKM).
2. The student’s achievement taught by cooperative learning STAD type with
multimedia based on computer is significant higher (sig=0.000) than student’s
achievement taught by direct instruction.
3. The cooperative learning STAD type with multimedia based on computer can
foster (45.80 %) the student’s teamwork character.
4. The effectiveness of cooperative learning STAD type with multimedia based
on computer is effective to increase student’s achievement (20.51%) compare
with direct instruction.
5.2. Suggestion
From the result of research have been discussed, there are some of
suggestion had to be raised, such as:
1. It is suggested for chemistry teachers to use STAD type of cooperative
learning multimedia based on computer as an alternative teaching model in
order to foster teamwork of student and increase achievement of student on
redox reaction topic.
2. It is suggested for the other researcher to do the next research about STAD
type of cooperative learning multimedia based on computer the with another
topic in chemistry or the other subject matter as an effort to increase
