THE EFFECTIVENESS OF LEARNING MODULE TO INCREASE
STUDENT’S ACHIEVEMENT ON THE TEACHING OF
THERMOCHEMISTRY
By:
Putri Derita Naiborhu
Reg. Number 408631004
Bilingual Chemistry Education Study Program
THESIS
Submitted to fulfill the requirement for getting the degree of
Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
THE EFFECTIVENESS OF LEARNING MODULE TO INCREASE
STUDENT’S ACHIEVEMENT ON THE TEACHING OF
THERMOCHEMISTRY
Putri Derita Naiborhu ( NIM 408631004 )
ABSTRACT
The aim of this research is the effectiveness of learning module to increase
student’s achievement on the teaching of thermochemistry. The population of this
research are all students grade XI SMA Negeri 1 Tebing Tinggi, SMA Plus Darul
Ilmi Murni, SMA Pesantren Rhaudhatul Hasanah, Chemistry lecturers, chemistry
teachers and chemistry books. The samples that were chosen from two classes
those are homogenize, and distributed normally. There two kinds of research
instruments, those are questionnaire for standardization of chemistry learning
module, and 15 multiple choice those were validated by expert valuator and
students, with its r
calculation0.548 > r
table0.344, stated that it was reliable.
Questionnaire was done in standardized chemistry learning module by chemistry
lecturers and chemistry teachers called as expert judgment. Trial for module have
done, by giving pretest, teaching and learning activities by using module as media
(in experiment class), and by using chemistry book as a media (in control class),
giving posttest-I, and next two weeks is giving posttest-II. The result of this
research can be shown as the average percentage in High Group (HG) using
module 46.45% is higher than using book 44.59%, with t
count=…. While t
tableat α
= 0.05 is 1.319, and the average percentage in Low Group (LG), using module
75.50% is less than using book 70.83%, with t
account= … while t
tableat α = 0.05 is
TABLE OF CONTENT
Legalization of Letter
Abstrac
Table of Content
i
List of Table
V
List of figure
VI
List of Appendix
VII
CHAPTER 1 INTRODUCTION
1
1.1 Research Background
1
1.2 The Identification Problem
4
1.3 The Problem Statement
4
1.4 Scope of The Study
5
1.5 The Objective of The Study
5
1.6 The Benefits on The Study
6
CHAPTER II LITERATURE STUDY
7
2.1 Theoritical Framework
7
2.1.1 Teaching and Learning Process
8
2.1.3 Textbook as Teaching Media
11
2.1.4 Media
12
2.1.5 Curriculum Education Unit
15
2.1.6 Innovation in Learning Chemistry
17
2.1.7 Conventional Method in Teaching Chemistry
17
2.2 Thermochemistry
18
2.3 Conceptual Framework
24
2.4 Hypothesis
25
CHAPTER III RESEARCH METHOD
26
3.1 The Overview of the Research
26
3.2 Location and Time of Research
27
3.3 Research Object
27
3.4 Population and Sample
27
3.5 Research Variable and Research Instrument
28
3.6 Research Design
28
3.7 Research Procedures
29
3.8 Data Collection and Analysis
32
3.8.1 Validity Test
34
3.8.2 Reliability Test
35
3.8.4 Discrimination Index
36
3.8.5 The Normality of The Test
36
3.8.6 The Homogeneity of the Test
37
3.8.7 The Statistical Hypothesis
37
3.8.8 Average Percentage of Students’ Achievement
38
3.8.9 Effectiveness Percentage of Students’ Achievement
38
CHAPTER IV THE RESULT AND DISCUSSION
39
4.1 The Development of Chemistry Learning Module
39
4.1.1 Survey of Chemistry High School Text Book
39
4.1.2 Analysis of Senior High School Chemistry Textbook
40
4.2 The Development and Standarization of Thermochemistry Module
42
4.2.1 Validation of the Instrument
44
4.2.2 Reliability of The Instrument
44
4.2.3 Normality Evaluation Test
45
4.2.4 Homogeneity Test
45
4.3 Hypothesis Testing
46
4.4 The Percentage of Average Students’ Achievement
48
by Chemistry Learning Module
4.5 The Affectivity Percentage of Chemistry Learning Module
49
CHAPTER V CONCLUSION AND SUGGESTION
51
5.1 Conclusion
51
5.2 Suggestion
52
LIST OF FIGURE
Figure 3.1 The Overview of Research
26
Figure 3.2 The Procedure have been conducted in
31
standarization of learning module of chemistry
LIST OF APPENDIX
Appendix 1 Syllabus
55
Appendix 2 Lesson Plan
60
Appendix 3 Instruments Test
79
Appendix 4 Key Answer
88
Appendix 5 Instrument Test Planning
89
Appendix 6 The Result of Questinnaire for the effectiveness
91
chemistry module on thermochemistry
Appendix 7 Analysis of Senior High School Text Book
92
Appendix 8 Table of class grouping based on HG and LG in school
96
Appendix 9 Standarization of chemistry Learning module
102
by Chemistry Teacher
Appendix 10 Standarization of chemistry Learning module
103
by Chemistry Lecturers
Appendix 11 The Calculation of Difficulty Level of Instruments
104
Appendix 12 Calculation of Normality test of Pretest
105
Appendix 13 Calculation of Normality test of post test 1
107
Appendix 14 Calcultion of Homogeneity Test
109
Appendix 15 Calculation of Hypothesis Test
110
Appendix 16 The Percentage Affectivity of Thermochemistry
114
Learning Module
Appendix 17 The Calculation of Validity and Reliability
115
Test of Instruments Test
Appendix 18 The Calculation of Discrimination Index
118
Appendix 19 The Percentage Activity of Thermochemistry
119
CHAPTER I
INTRODUCTION
1.1Research Background
Learning is an activity in order to acquire knowledge, skills and positive values by utilizing a variety of sources for learning. Learning involves two parties namely the students as learners and teachers as facilitators. The most important activity in learning is a learning process. The learning process has several features the following: (1) Learning to realize its nature, in this case the student feels that he is learning, arise in him the motivation to have a knowledge of the expected. (2) Results obtained with the process of learning, in this case knowledge is not acquired spontaneously and instantly, but gradually.
Education is very interesting to be discussed, because education determines the future of all people. Success in teaching and learning process in education is mostly determined by the ability of teacher in managing the teaching and learning process. So, to improve the quality of education, the teachers have to make the suitable method, material, media and etc in teaching and learning process, especially for chemistry which is used as a target of this research.
According Silitonga (2005), the reality is often faced by teacher in school is that students often think chemistry is a difficulty lesson so that is not unusual for a student felt unable to advance in studying chemistry. These difficulties have an impact on student’s learning result are less satisfactory. Chemistry is an experimental science, cannot be learned only by reading, writing or listening it. Chemical Sciences not only learn to master a body of knowledge of facts, concepts, principles, but also is a process of discovery and mastery of the procedures or the scientific method. Therefore, in teaching chemistry there are two important issues that must be considered, namely the chemical as a product of the scientists in the form of facts, concepts, principles, laws, and theories of chemistry as a process of scientific work.
To improve the effectiveness and efficiency of teaching and learning process in schools, it takes a breakthrough to improve the quality of teaching and learning process itself. Improving the quality of education should be done through innovation. Improving the quality of education carried out by setting goals and standards of educational competence in order to anticipate future changes and demands that will face students as citizens of a nation, so they are able to think globally but act locally. One effort to improve the quality of education is through the provision of quality textbooks (William, 2002).
To implement the effective teaching needed some condition (1) learning is active, both mentally and physically, (2) motivation, (3) planning before teaching, (4) The influence of suggestive teachers, should be given also to the students, (5) The teacher must able to create a democratic condition in school, (6) the presentation of materials to students, teachers need to provide a stimulating issues to think ( Slameto,2003).
order to anticipate future changes and demands that will face students as citizens of a nation, so they are able to think globally but act locally. One effort to improve the quality of education is through the provision of quality textbooks (William, 2002). Text book or teaching module is one book that contains descriptions of educational materials about the subjects, compiled systematically and have been selected based on specific objectives, learning orientation, and development of students. With text books, learning program can be implemented in a more regularly, cause teachers as implementers of education will get clear guidance material.
The effectiveness of Learning module for Senior High School chemistry on Thermochemistry need to be noticed, because the student’s often has misinterpretation with the materials in teaching and learning. It is caused by the inappropriate of curriculum material content and the way of teacher to teach make the student confuse and the student achievement will be low.
Module is a learning materials that can be used by students to learn independently with as minimal as help of the others. Thus a good selection of modules will be able to help students learning and understanding the topic of discussion that is being discussed or studied. Chemistry is one of interesting subject for SHS if the teacher could teach chemistry in various methods. Therefore, choosing the right teaching method is very important for chemistry teacher. One of the real evidence in individual learning is give the students a module. Using module as a source of learning is one strategy of active learning process, because in this process students not only as listeners but they are also active in the learning process. This is the reason the writer interested in doing
research with the title: “The Effectiveness of Learning Module to Increase
1.2The Identification Problem
Based on the background explained above, there are some problems are identified to make the research be focused, they are:
1. Chemistry learning module could be used as a learning media when the
teaching process is done in Senior High School.
2. The chemistry topic in Thermochemistry is difficult subject to be
understood by students and to improve students learning outcomes in order it can be used to help students to learn chemistry?
3. The affectivity of learning module in topic Thermochemistry by looking
the student’s achievement on solving problems after using learning module compared with conventional teaching method.
4. The effectiveness of learning module on the subject of Thermochemistry
can improve student’s achievement in studying chemistry.
1.3The Problem Statement
Based on the research background above, the problem statement can be gotten of this research are:
1. How the learning modules according to the demands of Thermochemistry
can improve learning outcomes of students Senior High School (SHS)?
2. Is there the difference in student learning outcomes using
1.4Scope of The Study
To make this research be more specific, the scope of the development and standardization of learning modules for the teaching of Thermochemistry for RSBI students which is taught in XI grade Senior High School in odd semester at academic year 2011/ 2012 are:
1. Assessment and revision of these modules to teachers and students until
the resulting product of the learning modules.
2. Developing a learning module on the subject of Thermochemistry that
refers to the standard of the content, presentation and language.
1.5The Objective of The Study
The objective of the study are:
1. To arrange the sequence of chemistry module in order the topic of
thermochemistry is easy to be learned and based on the curriculum education unit.
2. To know the learning modules on the subject of Thermochemistry can
improve the student’s achievement class XI, academic year 2012/ 2013.
3. To observe chemistry teacher’s perception on the standard learning
module in topic thermochemistry
4. To investigate the effectiveness of learning modules on the subject of
1.6The Benefits on the Study
The significances of the study are:
1. The result of this study will be used as module of Thermochemistry topic
in Senior High School in order to improve the effectiveness and efficiency of teaching and learning process in school.
2. For chemistry teacher and students to use learning module as an effort that
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
The conclusion after the research was conduted were:
1. The standardization that was conducted by two kinds respondents,
those are chemistry lecturer who actively teach in international class
students in state University of Medan and chemistry teacher in each
school who actively teach in international and bilingual class. They
assessed the chemistry module with the value 3.49 means that the
sequence of chemistry materials in the module in order the topic of
thermochemistry topic is easy to be learned and it meet the curriculum
education unit can be arranged.
2. The analyzing of some chemistry book grade XI for bilingual students,
especially for thermochemistry topic are not fully meet the standards
competency and basic competency feasibility of content, design
presentation and feasibility of language, with book code A is 60%,
Code B is 56%, code C is 64%, and then code D is 60%. It caused by
those book are not communicative ( understandable language),
materials are explain briefly, some of them did’t present the
introduction, and something that make readers interested.
3. Chemistry teacher who taught thermochemistry actively have positive
perception think that learning module have fulfill the standard
categorize with the average of questionnaire which assessed by
chemistry teacher 3.47. It can help them to prepare their learning
sources, and it used as learning media, so the learning activities are
more active, and students also prepare themselves at home by learning
4. Learning module is effective to increase students achievement in HG
but not in LG. it can be seen from the averge value of post test 1 by
using module is higher than chemistry book. The students achievement
in post test 1 using module for HG ( 75.68 ± 6.30) is higher than
control class ( 76.83 ± 6.13).
5. The resistance of learning module obtained by doing post test II have
the percentage of developed learning module 96.10 is higher that with
the chemistry text book 94.05. The developed and standardization
chemistry learning module is effective in increasing the students
achievements on chemistry.
5.2 Suggestion
Based on the result of research that has been done, the authors suggest:
a) Before using the chemistry book or chemistry learning module, teacher
should check the overall of the book, especially the material content, its
language, its presentation design layout, so the teacher should select it
before consumed by students.
b) The standard of senior high school chemistry module on the teaching of
Thermochemistry recommended for use in teaching and learning process
because its has been standards.
c) Chemistry teacher should master all contents in chemistry module and
master the way of using module before consumed by students, and
students should bring it while teaching and learning process.
d) For the next researcher it is better using observation sheet for students and
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