THE IMPLEMENTATION OF DRILLING METHOD INTEGRATED
INTO WEB-BASED LEARNING MEDIA TO INCREASE THE
STUDENT’S ACHIEVEMENT AND MOTIVATION
ON LEARNING OF BUFFER SOLUTION
By:
Rusdi Lastaida Simbolon
Reg. Number 4113131066
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Getting Degree of
Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATHICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
ACKNOWLEDGEMENTS
I would like to praise and gratitude to Almighty God for His bless bring
this thesis into being.
This thesis “The Implementation of Drilling Method Integrated into Web Based Learning Media to Increase the Student’s Achievement and Motivation on Learning of Buffer Solution” was written to fulfill to get Sarjana Pendidikan
Kimia (S.Pd) degree, Faculty of Mathematics and Natural Sciences, State University of Medan (UNIMED).
In this opportunity, the author also conveys a respect and gratitude to:
• Drs. Eddyanto, Ph.D, As a thesis supervisor who has provided guidance and suggestions to the author since the beginning of the study until the completion in writing this thesis.
• Give thanks also to Dr. Wesly Hutabarat, M.Sc, Drs. Rahmat Nauli, M.Si, and Dr. Iis Siti Jahro, M.Si who has provided suggestions from the plan until the completion of this thesis.
• Thanks also conveyed to Dr. Simson Tarigan, M.Pd, as the Academic supervisor who always guided researcher during the lecture and the entire along with Mr. and Mrs. Staff and Lecturer in Chemistry department
especially in Bilingual study program of FMIPA UNIMED who have helped the author.
• The award was also presented to SMA Negeri 1 Sidikalang, and SMA Negeri 2 Medan especially for head master and Chemsitry teacher.
• Special thanks for my beloved father (Mangandar Simbolon) and beloved mother (Timoriani Naibaho) who always caring, raising and educating me with love and affection. Thanks to pray, motivation and sacrifices for both of them, so I can complete my first degree in Sarjana Pendidikan (S.Pd) in
this State University of Medan.
• For my friends, Hesti Vera Simarmata, Juwita Sitorus, Lanita Br. Munthe, Mariani Gusniar Samosir, Rhone P. Silalahi, and Jori Josua Siahaan.
Thanks for our friendship.
• All my beloved classmates of bilingual chemistry education Angela, Angeline, Anggun, Bayu, Cholida, Debby, Desi, Evina, Fatma, Hesti,
Haposan, Jori, Intan, Juliani, Juwita, Lanita, Liesa, Mariani, Nova, Poppy, Rhone, Riris, Rusdi, Ruth, Sinta, Siti, Yolanda, and Yuni.
• Special thanks to my special beloved best friend from I’m a child, Viyata Yunita Silaban, Renita Simanjuntak, Jojor Habeahan and also Godsan
Manik, thanks for love, support, motivation, and laugh in my life.
• All my beloved family from Gerakan Mahasiswa Kristen Indonesia (GMKI) FMIPA UNIMED, especially Dewi Bakara and Yerni Silalahi. • My roommate, dek Wadma, Ruth, K’ Nisa, dek Indra,K’ Tanti, Febry.
Thanks for our friendship.
Finally the author wishes that this thesis can be useful for education especially in the process of teaching and learning. Authors hope the suggestions and constructive criticism from readers who read this thesis for perfection this thesis.
Medan, June 2015 Author
iii
THE IMPLEMENTATION OF DRILLING METHOD INTEGRATED INTO WEB-BASED LEARNING MEDIA TO INCREASE STUDENTS’
ACHIEVEMENT AND MOTIVATION ON LEARNING OF BUFFER SOLUTION
Rusdi Lastaida Simbolon (Reg. Number 4113131066)
ABSTRACT
The aims of this study are to get the student’s achievement, student’s motivation between students follow tutorial and students don’t follow tutorial taught with Drilling method integrated in web- based learning media. Beside of that, this research also conducted to know the correlation between student’s achievement and student’s interest. This study involved 60 students of 11th grade in SMAN 2 Medan which taken by purposive random sampling. The research instruments are achievement test and non test in observation sheet and questionnaire motivation form. Test instruments in this research is UAN instruments about buffer solution has been validated. The research use data analyzed by SPSS -17 for windows. The result data shows that (1) The student’s achievement of students follow tutorial is higher than student’s achievement of students don’t follow tutorial. It can be seen from the average of gain and also proved with t-test, the normalized gain of students who are following tutorial is (0.46±0.14) and students who are not following tutorial is (0.38±0.13) at significant level = 0.05, Ha1 is received and Ho1 is refused where Sig. < (0.0075 < 0.05), (2) The student’s motivation of students follow is higher than student’s achievement of students don’t follow tutorial. It can be seen from the average of motivation and also proved with t-test, the average students follow tutorial is 83.33±9.37 and students don’t follow tutorial is 72.59±13.09 at significant level = 0.05, Ha2 is received and Ho2 is refused where Sig. < (0.005 < 0.05), (3) There is correlation between two variables that are student’s achievement and student’s motivation at significant level = 0.05, Ha3 is received and Ho3 is refused where Sig. < (0.000 < 0.05), with Pearson correlation (r) = 0.649, it means categorized in high correlation.
CONTENT LIST
Page
Legalization Sheet i
Contents List ii
Figures List v
Tables List vi
Appendix List vii
CHAPTER I INTRODUCTION 1.1. Background 1
1.2. Problem Identification 3
1.3. Problem Limitation 4
1.4. Problem Formulation 4
1.5. Research objectives 4
1.6. Research Benefits 5
1.7. Operational Definition 6
CHAPTER II LITERATURE STUDY 2.1. Definition of Learning 7
2.2. Learning Principles 7
2.3. Student’s Achievement 8
2.4. Motivation 8
2.5. Learning Model in Teaching Chemistry 9
2.5.1. Learning in Tutorial 9
2.5.2. Drilling Method 10
2.5.2.1. The Steps Using of Drilling Method 10
2.5.2.2. Disadvantages and Advantages Drill Method 11
2.6. Learning Media 11
2.6.2. Web Based Learning Media 12
2.7. Buffer Solution 14
2.7.1. Defenition of Buffer Solution 14
2.7.2. pH of Buffers 14
2.7.3. Calculating pH of Buffer 15
2.7.3.1. pH of Buffers from a weak Acid and its Conjugate base 15
2.7.3.2. pH of Buffer from a Weak Base and its Conjugate Acid 15
2.8. Conceptual Framework 16
2.9. Hypothesis 16
CHAPTER III RESEARCH METHOD 3.1. Overview of the Research 18
3.1.1. Deep Analysis of Test Guidance 18
3.1.2. Research Location and Time 19
3.1.3. Population and Sample 19
3.1.4. Research Variable 19
3.2. Research Design 19
3.3. Research Instrument 23
3.3.1. Test Instrument 23
3.3.2. Non Test Instrument 24
3.3.2.1. Questionnaire of Student’s Motivation 24
3.3.2.2. Observation Sheet of Student’s Motivation 25
3.3.2.3. Calculating Value of Student’s Motivation 26
3.4. Trial Instrument 27
3.5. Data Analysis Techniques 27
3.5.1. Normalized gain 28
3.5.2. Normality Test 28
3.5.3. Homogenity Test 28
CHAPTER IV RESULT AND DISCUSSION
4.1. Preparation of Website 31
4.2. Developing of Website 31
4.3. Research Instrument Arrangement 31
4.4. Research Data Collection and Analysis 32
4.4.1. The Result of Pretest and Posttest 32
4.4.2. Gain (Increasing of Student’s Achievement) 33
4.4.3. The Result of Student’s Motivation 35
4.4.4. Normality Test 37
4.4.5. Homogeneity Test 38
4.4.6. Hypothesis Test 39
4.4.6.1. Hypothesis (I) 39
4.4.6.2. Hypothesis (II) 40
4.4.6.3. Hypothesis (III) 41
.4.5. Discussion 41
CHAPTER V CONCLUSION AND SUGGESTION 5.1. Conclusion 44
5.2. Suggestion 44
FIGURES LIST
Page
Figure 3.1. Scheme of Research Design
22
Figure 4.1. Average Score of pretest and Posttest
33
Figure 4.2. Average gain of students follow tutorial
34
Figure 4.3. Average gain of students don’t follow tutorial
35
LIST OF APPENDIX
Page
Appendix 1.
Silabus
48
Appendix 2.
Lesson Plan Experiment Class
53Appendix 3.
The Analysis of Instrument Test
75
Appendix 4.
Instrument Specification
82
Appendix 5.
Instrument Test
83
Appendix 6.
Key Answer
90
Appendix 7.
Student’s Motivation Observation Sheet
101
Appendix 8.
Student’s motivation Questionnaire
107
Appendix 9.
Learning Media
111
Appendix 10. The Result of Pretest and Posttest
127
Appendix 11. Normalized Gain
129
Appendix 12. Observation Sheet of Motivation
131
Appendix 13. Average of Observation Sheet Motivation
137
Appendix 14. The Result of Student Questionnaire
139
Appendix 15. Normality Test
143
Appendix 16. Homogeneity Test
147
Appendix 17. Hypothesis Testing
150
CHAPTER I
INTRODUCTION
1.1. Background
Education is a process of improve student that change in behavior is that
the make their useful to this process, so the targets of that change can be reach as
expected (Hamalik, 2009). One of the goals of the chemistry teaching is to
develop more effective, pedagogically and scientifically sound, strategies to teach
high school students the concept of chemistry. The success is evident from the
two sides are of the level of understanding and mastery of the material provided
by the teacher (Sudjana, 2005). The government provides a solution for students
who want to do tutoring to help overcome learning difficulties and support
student’s achievement. Non formal education was held for residents people who
need education that serves as replacement, enhancer, and complement formal
education in order support lifelong education ( Depdiknas 2009).
Based on the experience of researchers for programs of field experience
(PPL) XI SMA Negeri 1 Sidikalang, many students attend tutoring outside school
hours. For every class that consist ± 30 students, there are ± 15 students attending
tutoring of test guidance. Some reason for students to follow tutorial including in
order to perform better in school, students think that chemistry is difficult to
understand because they contain an abstract concept and a lot of calculations,
there are also students who think that the way teachers teach in school are less
attractive, as well as the lack of time in school lessons so as to make students less
motivated to study chemistry at school. The lack of student motivation can be
seen from the low value of daily tests students. In grade XI Science on the odd
semesters in an academic year 2014/2015, 35% of students achieving grades
Completeness Minimum Criteria (KKM) and 65% failed.
Based on interviews with Jujung Siagian (2015) owner tutoring Quantum
Smart Education (QSE), there are several factors that lead to low learning
achievement, namely the lack of student motivation, both of self-motivation and
chemistry at school due to lack of time in school lessons. This has led many
parents and students who want to learn more hours in school, one of them by
following the guidance of learning. For students who have sufficient financial,
follow the guidance of learning that requires a considerable cost as Medica, SSC,
Quantum, Ganesha Operation (GO) and others is not a problem. But unlike most
of the other students who do not have sufficient financial, this will be a problem
for the student to be able to follow the tutorial. Many students who are less
satisfied with the learning delivered by teachers in schools choose to follow
tutoring outside of school. Following the test guidance used as an alternative of
students repeating a lesson that has not been understood at school and became
preparedness exam or test at school so as to improve learning outcomes. To
overcome the teacher must create an atmosphere of learning in the classroom to be
attractive so as to facilitate the students to understand the lesson. To help the
students understand chemistry concepts and allows teachers to teach these
concepts requires a learning model that directly relate to the subject matter. The
strategy or way to make chemistry lesson is interest and fun for student is by using
learning method.
Drilling method is a method of teaching to train students to material that
has been taught / given in order to have the dexterity or skill from what has been
learned (Sudjana, 1995). Drill method is better than the recitation method of
learning because this method will make students more active and sincere in doing
the exercises (Siadi, 2008), in his study " The Comparison the Student Learning
Outcomes between Given the Drill Method with Recitation Method on Learning
of Buffer solution", based on the research results, obtained an average pre-test
score of experimental class1 is 43.48 and experiment class2 is 42.19. While the
average post-test score of experimental class1 is 79.83 and experiment class2 is
75.57. This study suggests that there are differences in learning outcomes
chemistry between classes given by the drill method and recitation method. The
result of studying chemistry with drill method is better than on the method of
This method will be integrated with the web-based learning media in the
learning process is expected able to make the students can be active in learning by
their self, and also to increase of the interesting and motivation of students in
chemistry lesson. Using of this media is also accelerating the interaction of
teacher with students, and makes the learning process be more meaningful and
effective. Motivation is the impulse that arises in a person, consciously or
unconsciously to perform an action with a specific purpose. According Ngalim
Purwanto (1999) motivation is everything that drives a person to act to do
something. Studies that have been made in connection with the result of research
Rudi Purwanto (2010) with the title "The Effectiveness of Web Based Learning
Media in Improving Student's Achievement on the Teaching of Salt hydrolysis".
The averages data of student's motivation from the experimental class is 4. 21 389
and 49 351 control class is 2, so the mean difference of student's motivation is
1.72038.
Based on the description above problem, the researcher is interested to do
a research with the title: "The Implementation of Drilling Method Integrated
into Web Based Learning Media to Increase the Student's Achievement and
Motivation on Learning of Buffer Solution”.
1.2. Problems Identification
In connection with the use of web based learning on student achievement in
the subject matter buffer solution can be identified the problem as follows:
1. Student found difficulties in studying chemistry in school.
2. Student’s motivation on learning Chemistry is relatively low.
3. Not all student can follow tutoring outside school because their financial
problem.
4. Selection of learning media that do not conform to the school facilities like
computer and internet.
5. The lack of involvement of the student in the process of learning and make
1.3. Problem Limitation.
In order to keep this research more focused and directed, research was
limited as follows:
1. Research will be conducted in SMAN 2 Medan Grade XI Science of
Senior High School.
2. The learning method that will be used in this research is Drilling Method
integrated into web based learning media.
3. The topic that will be taught in this research is Buffer Solution on Grade
XI Science in even semester.
4. Student’s Achievement and motivation of students who are following
tutorial and who are not following tutorial will be measured in this study.
1.4.Problem Formulation
The problems studied can be formulated as follows:
1. Is the student’s achievement of students who are following tutorial is
higher than student’s achievement of students who are not following
tutorial by using Drilling method with web based learning media?
2. Is the student’s motivation of students who are following tutorial is higher
than student’s motivation of students who are not following tutorial by
using Drilling method with web based learning media?
3. Is there a significant correlation between student’s motivation and the
increasing of student’s achievement?
1.5. Research Objectives
The specific objectives of this study are:
1. To determine whether student’s achievement of student who are following
following tutorial by using Drilling method with web based learning
media.
2. To determine whether student’s motivation of student who are following
tutorial is higher than student’s motivation of students who are not
following tutorial by using Drilling method with web based learning
media.
3. To know that there is a significant correlation between student’s
motivation and the increasing of student’s achievement.
1.6. Research Benefits
The usefulness of this study can be stated as follows:
1. For Researchers
Broaden knowledge and skills to use the type of Drilling method with
Web based learning media in learning process.
2. For Teachers
Through these results, it is expected to be a reference or feedback about
effective learning model to improve learning outcomes of students.
3. For learners
This study can foster the spirit of cooperation among students, increase
motivation and learners improve learning the outcomes of teaching buffer
solution.
4. For observers
Education can be used as an evaluation, as well as to get feedback, to
become the reference studies (literature) for improving the quality of
education, especially chemistry lesson.
5. For the reader
In order to foster child to increase interest in learning particular chemistry
1.7. Operational Definition
1. Tutorial can be defined as a process a teacher or a tutor to students to
avoid learning difficulties, which may arise during the learning process, so
that students can achieve optimal learning results.
2. Drilling method is a method of teaching to train students to material that
has been taught/ given in order to have the dexterity or skill from what has
been learned (Sudjana, 1995).
3. Web-based learning media is one way to learn, using web-based
technologies or tools in learning process. In other words, learners use
mainly computers to interact with their teacher, other students and learning
material.
4. Student’s achievement is the realization or the expansion of the skills of
potential or capacity of a person as a result of the interaction of various
factors both internal and external.
5. Student’s motivation is the level of student enjoyment to explore new
information in learning. It was assessed by administered questionnaire.
6. A buffer solution is an aqueous solution consisting of a mixture of a weak
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
From the result of research, it can be concluded that:
1. The student’s achievement of students who are following tutorial is higher
than student’s achievement of students who are not following tutorial by
using Drilling method with web based learning media on the teaching of
buffer solution.
2. The student’s motivation of students who are following tutorial is higher
than student’s motivation of students who are not following tutorial by
using Drilling method with web based learning media on the teaching of
buffer solution.
3. There is a significant correlation between student’s motivation and the
increasing of student’s achievement.
5.2. Suggestion
From the result of research, there are some suggestion in order to increase
student’s achievement and student’s motivation:
1. It is very important for chemistry teacher to use web-based learning media
on learning process because it able to increase the student’s achievement
and student’s motivation, make the students easier to receive the learning
material, make learning is a meaningful, and students can learning anytime
and anywhere.
2. Researcher that will conduct similar research can use this research as a
reference and should tries to develop web- based learning media with other
3. It is important for chemistry teacher to develop and use web- based
learning media on the teaching of chemistry topic in order to make active
teaching process. Than it also can motivate student to study because web-
REFERENCES
Arikunto, S., (1999), Dasar-dasar Evaluasi Pendidikan, Bumi Aksara, Jakarta
Arsyad, A. S., (2000), Media Pembelajaran, PT. Raja Grafindo Persada, Jakarta
Berhanuddin, S., (2009), Quality of Learning Method, Kogan Page Limited,
London
Burns, R., ( 1971), Method for Individualizing Instruction, The Macmilan
Company, New York
Cole, M., and S. G. Harris., (2004), Student Learning Motivation and
Psychological hardinees: Interactive Effects on Student’s Reactions to a
Management Class, Academy of Management Learning and Education,
3(1): 64-85
Dahar., (1989), Teori-teori Belajar, Erlangga, Jakarta
Fitriani, Nur Rias., (2013), Hubungan Keikutsertaan siswa mengikuti bimbingan
belajar kimia dengan prestasi belajar kimia dan motivasi studi lanjut di
SMA Muhammadiyah 7 Yogyakarta, jurnal skripsi Universitas Islam
Negeri Sunan Kalijaga, Yogyakarta, 2 (1): 30-31
Hamalik, O., (2009), Kurikulum dan Pembelajaran, Bumi Aksara, Jakarta
Hanbay, O., (2013), Relationship Between Web- Based Learning Time Outside the
Classroom and Academic Achievement in German As A Tertiary Language
by The Students on Vocational High School, Turkish Online Journal of
Distance Education, 14(1): 19-34
Lachman, Sheldon J., (1997). Learning is a Process: Toward an Improved
Definiton of Learning. Journal of Research and Technology in Education,
131 (5)
Mubaraq, L., (2009), Model Pembelajaran Berbasis Web Pada Materi Fluida
Dinamis Untuk Meningkatkan Penguasaan Konsep Dan Keterampilan
Generic Sains Siswa, Bandung
Priyambodo, Erfan., (2012),Educational Psychology, Journal, Upaya Guru
Meningkatkan Motivasi Belajar di Sekolah , 2004: 43
Purwanto, Rudi., (2010), The Effectiveness of Web Based Learning Media in
Improving Student’s Achievement on The Teaching of Salt
Hidrolysis, Skripsi, FMIPA UNIMED, Medan
Siadi, Kusoro., (2009), Comparison of Chemistry Student Learning Outcomes
Marked Drill with recitation method, Journal of Chemical Education
Innovation, 3 (1): 360-365
Siadi, K., Mursiti, S. & Laelly, I.N. (2009). Komparasi Hasil Belajar Kimia antara Siswa yang Diberi Metode Drill dengan Resitasi. Jurnal Inovasi Pendidikan Kimia. Universitas Negeri Surabaya.
Silitonga, P, M., (2009), Teori Statistik dan Aplikasi dalam Penelitian, FMIPA,
Unimed Medan
Sudjana, Nana., (1995), Learning Outcomes Assessment Learning Process , Teens Rosdakarya, Bandung
Susanto., (2007), Interaksi dan Motivasi Belajar Mengajar, PT RajaGrafindo
Persada, Jakarta
Tambunan, M., (2010), Strategi Belajar Mengajar, FMIPA Unimed, Medan
Trianto., (2009), Model model Pembelajaran Inovatif Berorientasi Konstuktivisti,
Pustaka Publisher, Jakarta
Wijaya, Muksin., (2012), Pengembangan Model Pembelajaran e-Learning
Berbasis Web dengan Prinsip e-Pedagogy dalam Meningkatkan Hasil
