THE DIFFERENTIATION OF AUDIO-VISUAL AND POWERPOINT ON STUDENT LEARNING OUTCOME IN HUMAN REPRODUCTIVE
SYSTEM TOPIC IN SMA NEGERI 3 MEDAN ACADEMIC YEAR 2012/2013.
By:
Suciati Primasari Reg. Number 409342015 Biology Bilingual Education
THESIS
Submitted to Fulfill The Requirement for Hold Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
ACKNOWLEDGMENTS
Alhamdulillah (All Praises to Alloh), without His help, guidance and
permission writer would not have finished this thesis research. Writer also would
like to express her sincere thanks and gratitude to the following as Prophet
Muhammad (May the peace and blessings of Alloh be upon him) said, “He who
is not thankful to people is not thankful to Alloh”: Writer special appreciation
goes to State University of Medan, Biology Bilingual Education Study Program,
to educating writer and finally have done this study as one of the requirement to
obtain the degree of Sarjana Pendidikan.
Special thanks to witer thesis supervisor, Dr.Hasruddin, M.Pd, for his
constructive comments, helpful assistance, for reviewing thesis and also providing
valuable feedback. Writer would also like to take this opportunity to thank
Prof.Dr.Herbert Sipahutar,M.S, M.Sc, Dr. Elly Djulia, M.Pd and Dr.Fauziyah
Harahap, M.Pd as her thesis examiners for their valuable advices. Thanks are also
extended to Prof.Dr.Herbert Sipahutar,M.S, M.Sc as academic supervisor, to Prof.
Drs. Motlan, M.Sc., Ph.D as Dean of the Faculty and all his staff, to Drs. Tri
Harsono, M.Si as Head of Biology Department, and to Prof. Dr. Herbert
Sipahutar, MS., M.Sc as Coordinator of Bilingual Program and to sir Syam for
being friendly.
Writer sincere thanks goes to SMA N 3 Medan as place to conduct
research and grateful to Daulay ,M.Pd as Headmaster also to Tetty, S.Pd for her
kindness to provide writer her students in XI-IA 2 and XI-IA 7 78
. Cheers to Yohana Bio Dik A, Sri Hayuni, who helping writer to processing the
research data.
The last but not least, writer deeply and forever indebted to her mom, dad
and my boyfriend Fikri Akbar for their endless love, support and encouragement
throughout her entire life.Lucky to have vije , dwi ,
devi,aini,sity,moda,sri,dian,rilly,tresia,maya,wiwik,triana,nella,ivo,hafiza,ismi,de
wi,shofia,remli and syamsiah -who made her time at Unimed a lot more colorful
iv
forget to mention someone but writer grateful to all the people who helped her to
conduct the study and to those who supported her in any other way. May Alloh
reward all those who have contributed in the success of this thesis.
Finally, writer recognizes that this thesis is still a lot of shortcomings.
Hence writer expects the advice and constructive criticism so this thesis can be
beneficial to all. Aamiin.
Medan, July 2013
Researcher
Suciati Primasari
THE DIFFERENTATION OF AUDIO VISUAL AND
POWERPOINT ON STUDENT LEARNING OUTCOME IN HUMAN
REPRODUCTIVE SYSTEM TOPIC IN SMA NEGERI 3 MEDAN
ACADEMIC YEAR 2012/2013.
SUCIATI PRIMASARI(NIM 409342015)
ABSTRACT
This research aim to know effect of result learning biology taught student
by using audio visual and power point at Human Reproduction System Material
in class of XI SMA N 3 Medan academic years 2012/2013.
Population in research is all student class of XI IPA SMA Negeri 3
Medan academic years 2012/2013 to amount 204 peoples. Sample taken by
purposive sampling to amount 76 peoples. Where class XI IPA 5 to be
experimental class for given instruction with audio visual, and class XI IPA 6 to
be control class for given instruction with powerpoint
The result of research to indicate that result learning biology taught student
by using audio visual is better than result of learning biology taught student with
powerpoint in Human Reproduction System material. Where average value of
learning biology taught student by using audio visual is higher, with average
value of postest is 67,36, with SD =10,62. The difference average value both of
them is 8,10 or about 12%. While average value of learning biology taught student
with power point , with average value of postest is 59,26, with SD = 8,82. The
difference in studying result also stained by pursuant to examination of hipotesis
by using t test
and at level significant α = 0,05, where is t
count> t
table(4,96 >
1,995), to becoming is Ho refused and Ha accepted. So the indicate that result
learning biology taught student by using audio is better than result learning
biology taught student with powerpoint Human Reproductive System material in
class XI SMA Negeri 3 Medan in academic years 2012/2013.
LIST OF TABLES
Pages
Tabel 2.1. Relationship Between the Phase of Learning 11
Tabel 4.1. Different of Student pretest value in Control Class and 27
Experiment Class
Tabel 4.2. Different of Student postest value in Control Class and 29
Experiment Class
Tabel 4.3. Normality Test Result 30
Tabel 4.4. Homogenity Test Result 30
LIST OF APPENDIX
Pages
Appendix 1. Syllabus 35
Appendix 2. Lesson Plan Experiment Class and Control 36
Appendix 3. Intrument Test 43
Appendix 4. Answer Key 50
Appendix 5. Table of Test Validity 51
Appendix 6. Calculation of Items Validity 51
Appendix 7. Calculation Reliability 54
Appendix 8. Calculation of Level Item Difficulty 56
Appendix 9. Item Discriminant 58
Appendix 10. Calculation of Item Discriminant 59
Appendix 11. Data of Student learning Outcomes 61
Appendix 12. Calculation Average,Standart Deviation andVariance Pretest65
Appendix 13. Calculation Average ,Standart Deviation and Variance Postest67
Appendix 14. Normality Test and Data of Research 69
Appendix 15. Homogenity Test of Research Data 73
Appendix 16. Hypotesis Testing 76
Appendix 17. Documentation of Research 80
Appendix 18. Validity 81
Apependix 24. Surat Permintaan Kesediaan Dosen PS 90
Appendix 25. Surat Izin Penelitian dari Fakultas MIPA 91
Appendix 26. Surat Izin Penelitian dari Dinas Pendidikan 92
1
graphics(visual) (Tannenbaum,1998).To date, the majority of the educational
research project do not include the other media of touch, taste and smell. The
importance of multiple channels for delivery of educational content can be found
in the theory of multi-channels communication which confirms that when
information is presented by more than one channels ,there will be addition
reinforcement, resulting in greater retention and improved
learning(Ellis,2004;Bagui,1998;Daniels,1994).
In the field of distance and online education, traditional print- based
materials have been converted into electronic files to be presented online (such as
HTML or PDF) for many years now. The better examples of these materials also
attempt to include different forms of multimedia enchancement so as to be more
interactive ,interesting and engaging for students. These multimedia
enhancements include , for example video and audio elements, recorded lecture
presentation (audio enchanced powerpoints),interactive audio –enhanced diagrams
and simulations , interactive quizzes and crosswords, and graphics. By using these
different forms of media content knowledge can then be represented in ways that
potentially mesh with (or cater for) different student learning styles; appealing to
their individual modal preferences (Birch7Sankey 2008;Moreno&mayer 2007)
Several theories of learning have examined the dual coding of verbal
communication, including visual, auditory, or articulatory codes, and nonverbal
communication, which may include shapes, sounds, kinesthetic actions, and
various classroom applications. This section briefly summarizes pertinent findings
for the use of videos.
Multimedia learning theory. Over the past decade a corpus of studies has
accumulated that investigates the effects of multimedia strategies on learning.
Multimedia typically refers to the presentation of material in two forms:
auditory/verbal and visual/pictorial (Mayer, 2001). The strategies have included
PowerPoint® (Mayer & Johnson, 2008), games (Moreno & Mayer, 2004, 2005),
and computer-assisted video learning (Gay, 1986) in a variety of content areas, in
addition to auditory and video media.
Multimedia has been found to be highly beneficial to visual in the learners
but detrimental to highly verbals individuals (Butler and Mautz,1996). On the
other hand, adding animated pedagogical agents dose not seems to increase
learning and may diminish instructional effectiveness, because agents often
produce cognitive overload for students.
Beyond the basics of PowerPoint how can multimedia be utilized
effectively with PowerPoint® in the classroom? Other than posting “dead words”
on a screen, can you use movement, music, still images, and videos in
PowerPoint® to facilitate learning? To date, those elements have been virtually
disregarded and even discouraged by PowerPoint when the technology to embed
or stream those media is readily available? For example, among the most popular
volumes on PowerPoint Duarte (2008) and Reynolds (2008) give them miniscule
attention, yet acknowledge the powerful active cognitive processing effects they
can have. They usually caution users to integrate them either sparingly or not at
all or to “not overdo it.” Teaching Net Generation students who have no patience
and are bored with traditional PowerPoints® suggests that faculty may need “to
do” and, maybe, “over do” (Berk, 2009b).
For example, Downing and garmon (2001) did a study of which training
methods increased students confidence levels when using Powerpoint. There was
recognition that power point recuired some training in manipulating the software,
but there was no evidence of understanding power point as a transformative
3
Several dozen studies indicate that computer-based multimedia can
improve learning and retention of material presented during a class session or
individual study period, as compared to “traditional” lectures or study materials
that do not use multimedia (see Bagui, 1998; Fletcher, 2003; Kozma, 2001;
Mayer, 2001). According to Najjar (1996), this improvement can be attributed
mainly to dual coding of the information presented in two different modalities
visual plus auditory, for example (Clark & Paivio, 1991; Paivio, 1986) leading to
increased comprehension of the material during the class session, and improved
retention of the material at later testing times (Mayer & Moreno, 1998). There is
general agreement that multimedia presentations are most effective when the
different types of media support one another rather than when superfluous sounds
or images are presented for entertainment value— which may induce
disorientation and cognitive overload that could interfere with learning rather than
enhance learning (Mayer, Heiser, & Lonn, 2001).
Finally, a number of studies have suggested that student satisfaction and
motivation is higher in courses that use multimedia materials (Astleitner &
Wiesner, 2004; Yarbrough, 2001). In one particularly large study, Shuell and
Farber (2001) examined the attitudes of over 700 college students toward the use
of computer technology in twenty courses representing a wide range of academic
disciplines. Students were generally very positive about the use of technology,
although females rated the use of technology for learning and classroom
instruction somewhat lower than did their male peers.
According my observation in school,this school have many projectors but
not all used in this school. Teachers have still using conventional methods. So
from this I wanna use this media to improve motivation the student and to
interested the student in study expecially in Biology’s topic. This school is
experiencing low students’s achiements(<KKM). The KKM is 78,and learning
outcome for grade XI students in this school wass still low,62 in average score.
From the observation ,it may be concluded that school tends to experiences
difficulties in learning Biology. The problem of teacher –centered and low
students motivation may responsible from the low student’s achiements in
Use media that is more modern and attractive as audio visual media can be
an alternative solutions to problems. Effective use of audio-visual media has been
shown to improve student learning outcomes. At staded by Prabowo(2010) in a
thesis entitled” Different in student learning outcomes by using audio-visual
media on the subject matter of Human Circulatory System SMA N 2 " that result
study using audio-visual media more effective than learning outcomes of students
without using audio visual media.
Based on the description above, the authors are encouraged to conduct
research entitled: The Differentation of Audio Visual and Powerpoint On
Student Learning Outcome In Human Reproductive Sytem Topic In SMA
2. The student's ability to perform the scientific method or science process skills
when learning Biology is lacking.
3. Students are focused on the teacher’s theory without create the concept in
their own mind. Students will have many concepts but are not trained to find
and develop the concept.
4. Used the media is less varied
1.3. The Scope of Study
1. Learning Biology which can improve the students’ cognitive learning
outcome by using Audio Visual Media and Power Point.
2. Subject matter is limited to the Human reproductive system topic in grade XI
IA SMA N 3 Medan Academic Year 2012/2013.
3. This study focused on the presence or absence of affect students in learning
outcomes be taught with Audio visual Media and the students in learning
5
Powerpoint to the material Human reproductive System in class XI SMA
Negeri Academic Year 2012/2013.
1.4. Research Questions
In accordance with the issues that have been stated, then the problem can
be formulated:
1.How the learning outcomes of students who are taught by Media Audio Visual
in Human Reproductive System on the material in class XI SMA Negeri 3 Medan
2012/2013 Academic Year?
2.How the learning outcomes of students who are taught by the media Powerpoint
in Human Reproductive System in class XI SMA Negeri 3 Medan 2012/2013
Academic Year?
3.Are there different in learning outcomes between students who are taught using
Audio-Visual Media and the students who were taught using the powerpoint in
Human Reproductive System in class XI SMA Negeri 3 Medan 2012/2013
Academic Year?
1.5. Research Objectives
By the restrictions on the formulation of problem in this study are:
1.To determine student learning outcomes using Audio visual on the subject
matter of the human reproductive system in class XI SMA Negeri 3 Medan
Academic Year 2012/2013?
2.To determine student learning outcomes using powerpoint on the subject matter
of the human reproductive system in class XI SMA Negeri 3 Medan Academic
Year 2012/2013?
3.To determine differences in student learning outcomes using Audio Visual and
Powerpoint on the subject matter of the human reproductive system of class XI
1.6. Research Significances
The significances that expected from the results of this research are:
(1). For teachers or prospective teachers, can add to the experience and knowledge
of the researcher as prospective teachers on the use of audio-visual media and the
Powerpoint Media, as well as inputs for biology teachers especially in choosing
instructional media to improve student learning outcomes.
(2). For the principal, as an input to be able to encourage teachers to use audio
visual media and learning Powerpoint Media as media in teaching.
(3). For educational institutions, the document learning device by applying
audio-visual media and Powerpoint Media can be used as reference materials for further
33
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