THE EFFECT OF IMPLEMENTING 5E (ENGAGEMENT, EXPLORATION, EXPLANATION, ELABORATION, EVALUATION) ORIENTED LEARNING MODEL OF HUMAN NERVOUS SYSTEM TOWARD STUDENTS LEARNING OUTCOME FOR GRADE XI IN SCIENCE PROGRAM SMA NEGERI 8 ACADEMIC YEAR 2014/2015.

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THE EFFECT OF IMPLEMENTING 5E (ENGAGEMENT, EXPLORATION, EXPLANATION, ELABORATION,

EVALUATION) ORIENTED LEARNING MODEL OF HUMAN NERVOUS SYSTEM TOWARD STUDENT’S

LEARNING OUTCOME FOR GRADE XI IN SCIENCE PROGRAM SMA NEGERI 8 ACADEMIC YEAR 2014/2015

By:

Aisyah Safitri 4113342001

Bilingual Biology Education

A THESIS

Submitted to Fulfill the Requirement for Degree Sarjana Pendidikan

BIOLOGY DEPARTEMENT

FACULTY OF MATHEMATIC AND NATURAL SCIENCE UNIVERSITAS NEGERI MEDAN

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ACKNOWLEDGEMENT

Firstly, all praises only for Allah SWT and peaceful getting our for great prophet, Muhammad SAW during the process of writing this thesis. The writer realized that she could not do it without help motivation and affection from her beloved Parents.

In completing this thesis, the writer faced a lot of difficulties without much help of the following people, it was possible for the writer to bring this thesis into existence. This thesis is entitled ” The Effect of Implementing 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation) Oriented Learning Model of Human Nervous System toward Student’s Learning Outcome for Grade XI in Science Program SMA NEGERI 8 Medan Academic Year 2014/2015”. The writer would like to express her thanks to Hotnida Sari Hasibuan and Alm. Syamsul Rizal Lubis as my lovely parents for the prayer, support in moral and material and all motivation, before during and after her academic years at UNIMED. Especially my mother the beautiful and strong women in her life.

Thanks to Mrs. Dra Meida Nugrahalia, M.Sc as supervisor for all critics, advices and guidance to the writer since research started until this thesis finished. Thanks to Mr. Prof. Dr. Herbert Sipahutar, M.S., M.Sc, Dra. Melva Silitonga, MS., Dra. Elly Djulia, M.Pd and Drs. Zulkifli Simatupang, M.Pd as examiner lectures for all critics and revise advices. Thanks to Mrs. Ratna Tarigan and teachers of SMA NEGERI 8 Medan that help writer during research.

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me. Thanks to all of members of BIOTA & KIMBI. The writer tried the best to finish this thesis, but writer realize that still many lackness and weakness in content and grammatical side. Critics and advice are welcome from reader in order to perfect this research. Hopefully this thesis is useful to education treasure. May Allah bless them all. Amiiiiin.

Medan, August 2015 Writer

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iii THE EFFECT OF IMPLEMENTING 5E (ENGAGEMENT, EXPLORATION, EXPLANATION, ELABORATION, EVALUATION)

ORIENTED LEARNING MODEL OF HUMAN NERVOUS SYSTEM TOWARD STUDENT’S LEARNING OUTCOME FOR GRADE XI IN

SCIENCE PROGRAM SMA NEGERI 8 MEDAN ACADEMIC YEAR 2014/2015

Aisyah Safitri (ID Number: 4113342001)

ABSTRACT

This research aims to determine the effect of 5E (Engagement - Exploration – Explanation – Elaboration – Evaluation) Learning Model toward student learning outcomes on human nervous system concepts. This research was conducted in SMA Negeri 8 Medan, academic year 2014/2015. The method used in this study is quasi-experimental methods. The population in this research is all grade XI science students SMAN 8 Medan with 5 (five) classes academic year 2014/2015. From the population was taken 80 students as the sample by using random sampling. They are students of class XI Science 3 (consist of 40 students) as an experimental class use 5E Learning Model, while the students of class XI IPA 4 (consist of 40 students) as a control use direct learning model. The early data be obtained from the average pretest that value of 55.16 post-test from experimental class and control class 53.66. For posttest in experiment class is 80.92 and control class is 74.33. After that tested by normality test, homogeneity test and hypothesis test. Based on data from result of research used to obtain is 3.88 and at 5% significance level of 1.991. Because t-test > t-table so the results of this research indicate that there are significant difference toward leraning outcome between experimental class use 5E Learning Model and control class use direct learning model on human nervous system concept.

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CHAPTER I INTRODUCTION

1.1 Background 1

1.2 Problem Identification 3

1.3 The Scope of Study 3

1.4 Research Questions 4

1.5 Research Objectives 4

1.6 Significances of Research 5

CHAPTER II LITERATURE REVIEW

2.1 Constructivism-Based on Learning Process 6

2.2 5E Oriented Learning Model 8

2.2.1 Syntax 5E Learning Model 10

2.2.2 Advantage and Disadvantage 5E Learning Model 11

2.3 Direct Learning Model 12

2.4 Learning Outcome 13

2.5 Retention Rate 14

2.6 Description of Materials Nervous System 15

2.6.1 Definition and Function of Nervous System 15

2.6.2 The Neuron 16

2.6.3 Connections among Neurons 17

2.6.4 Reflex 17

2.6.5 Parts of The Neuron System 18

2.6.7 The Central Nervous system 18

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2.6.8 The Peripheral Nervous System 20

2.6.9 Cranial Nerves 20

2.6.10 Spinal Nerves 21

2.6.11 The Autonomic Nervous System 21

2.6.12 Disease and Disorder on Human Nervous System 22

2.7 Conceptual Framework 23

2.8 Research Hypothesis 24

2.8.1 Verbal Hypothesis 24

2.8.2 Statistical Hypothesis 24

CHAPTER III RESEARCH METHOD

3.1 Location and Time of Research 25

3.2 Population and Sample 25

3.2.1 Population 25

3.2.2 Sample 25

3.3 Research Variable 26

3.4 Design of Research 26

3.5 Instrument of Research 27

3.6 Research Procedure 30

3.7 Data Analysis Techniques 32

3.7.1 Normality Test 32

3.7.2 Homogeneity Test 32

3.7.3 Hypothesis Test 33

3.7.4 The Increase of Learning Outcome 34

3.7.5 Memory Retention 34

3.8 Analysis of Research Instrument 35

3.8.1 Validity Test 35

3.8.2 Difficulty Level Test 35

3.8.3 Discrimination Power Index Test 36

3.8.4 Reliability Test 37

CHAPTER IV RESULT AND DISCUSSION

4.1 Research Result 38

4.1.1 Learning Outcomes 38

4.1.2 Normality Test 40

4.1.3Homogeneity Test 41

4.1.4 Hypothesis Test 41

4.1.5 Retention Rate 41

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CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion 46

5.2 Suggestion 46

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List of Table

Page

Table 2.1 Syntax 5E Learning Model 10

Table 2.2 Advantages and Disadvantages Learning Model 11

Table 2.3 Syntax of Direct Learning 12

Table 3.1 Number of Grade XI Science Students SMAN 8 Medan

Academic Year 2014/2015 25

Table 3.2 Main Field Trials 26

Table 3.3 Grating test of students conceptual knowledge in human

nervous system 27

Table 3.4 Test Difficulty Level Criteria 29

Table 3.5 Discriminator Power 30

Table 3.6 The Percentage of Instrument Validity 35

Table 3.7 The Percentage of Difficulty Level 36

Table 3.8 The Percentage of Discrimination Power Index 36

Table 3.9 The Percentage of Reliable Question 37

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List of Figures

Pages

Figure 2.1 Edgar Dale’s Cone of Learning 15

Figure 2.2 The Neuron 16

Figure 2.3 A Reflex Arc 17

Figure 2.4 The Function of The Sympathetic and Parasympathetic 22

Figure 3.1 Flow Chart of research procedure 31

Figure 4.1 The Difference of implementing 5E Oriented Learning Model of Human Nervous System toward Student’s

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List of Appendix

Page

Appendix 1. Syllabus 50

Appendix 2. Lesson Plan 51

Appendix 3. The Instrument after Validated 66

Appendix 4. Key Answer 72

Appendix 5. Learning Activity 73

Appendix 6. Validity of Instrument 79

Appendix 7. The Difficulty Level 81

Appendix 8. Discrimination Power Index Test 82

Appendix 9. Calculation of Reliability Test 83

Appendix 10. Validity Table 84

Appendix 11. Table of The Difficulty Level and Discrimination Index 85

Appendix 12. Reliability Table 86

Appendix 13. Data of Learning Outcome in Experiment Class 87

Appendix 14. Normality Test 92

Appendix 15. Homogeneity Test 95

Appendix 16. Hypothesis Test 97

Appendix 17. Calculation of Learning Outcome (Gain) 100

Appendix 18. Table of Retention Rate 105

Appendix 19. Documentation 107

Appendix 20. List of The Value for Liliefors Test 113

Appendix 21. List of The Value for t Distribution 114

Appendix 22. Table of Area under The Normal Curve 0 to z 115

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CHAPTER I INTRODUCTION

1.1 Background

Learning process contain activities interaction between teachers and students in order to achieve the learning objectives (Hamdani, 2011). The interactions in the form of communication effectively, support in competition, and motivate their future to be better. By interaction, the teacher is not going to understand every problem for each of student, but will acquire enough information for those students who are struggling with specific tasks. The research indicates that learning outcome and student behavior are influenced by the quality of the teacher and student interaction (Hamdani, 2011).

Biology is one of subject that contains activity interaction, because learning biology is part of learning process. The interaction in learning biology for senior high school had a lot of difficult experiences. Difficult experiences namely, difficult to remember the concept, understand the mechanism, memorize the latin name, and to know part of picture. Based on Lazarowitz (1992) thought many students have difficult experiences in physiological abstract concepts. Because to study about physiology, the students must know about organ or structure and its function.

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example it is closely related to physiological mechanisms of formation and delivery of nerve impulses.

Human nervous system is one of important topic but difficult, so the students did not reach minimum completeness (score 75) which is about 65% for human nervous system from their daily test. Based on observation in SMAN 8 Medan, researcher found low of student’s learning outcome of Biology subject in grade XI IPA 3. Beside that, the researcher get information based on interview to one of teacher in SMAN 8 Medan, Ratna Tarigan, on January _{2015, said that}

the some teachers in SMAN 8 still use direct learning model. Direct learning model is learning model that was applied in teaching learning process in biological class was less of variety. This condition caused the class was looked monotone, so the students are not active in learning process. When the teacher was explaining the learning material verbally, students are listening to the teacher’s explanation but the others did not listen at all. The teacher relies on the handbook was teaching. According to her, the students show less enthusiasm to the handbook content. This condition is as if focusing to the student’s cognitive without stimulating the student’s scientific attitude and psychomotor improvement.

The student’s retention rate is low in biology learning. This case be prove by score their mid semester test. When do mid semester test, student’s score to be worse.

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explore a subject, to be given a definition for their experiences, to obtain more detailed information about their learning and to evaluate it in diffusion and osmosis learning material (Wilder and Shuttleworth, 2005).

Based on the background described above, the author is interested to conduct

research with title the effect of implementing 5E (engagement,

exploration, explanation, elaboration, evaluation) oriented learning model of human nervous system toward student’s learning outcome for grade XI in science program SMA Negeri 8 Medan academic year 2014/2015.

1.2 Problem Identification

Based on background above, then the problem identifications of this study are as follows:

1. The teachers still teach use direct learning model, so the students are not active in learning process.

2. Student’s cognitive learning outcome of Biology subject especially human nervous system topic is low, which is not reaching minimum criteria of completeness for daily test of human nervous system is about 65%.

3. Student’s retention rate still low in remembering learning biology

1.3 The Scope of Study

By regarding the extent identified problems so in this research, the scope of study limited in:

1. The effet of implementing 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation) learning model in Human Nervous System for grade XI in Science Program SMA NEGERI 8 Medan Academic Year 2014/2015.

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3. Comparison of student’s retention rate in Human Nervous System for grade XI in Science Program SMA Negeri 8 Medan Academic Year 2014/2015

1.4 Research Questions

In this study, the research questions are as follows:

1. How the effect on implementation of 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation) learning model in Human Nervous System for Grade XI in Science Program SMA NEGERI 8 Medan Academic Year 2014/2015?

2. How the increase of learning outcome that using 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation) learning model in Human Nervous System for Grade XI in Science Program SMA NEGERI 8 Medan Academic Year 2014/2015?

3. How the effect of implementation of 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation) learning model toward student’s retention rate in Human Nervous System for Grade XI in Science Program SMA NEGERI 8 Medan Academic Year 2014/2015?

1.5 Research Objectives

The objectives of this study are:

1. Knowing the effect of implementation of 5E (Engagement,

Exploration, Explanation, Elaboration, Evaluation) learning model in Human Nervous System for Grade XI in Science Program SMA NEGERI 8 Medan Academic Year 2014/2015?

2. Knowing the percentage from the increase of learning outcome that using 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation) learning model in Human Nervous System for Grade XI in Science Program SMA NEGERI 8 Medan Academic Year 2014/2015?

3. Knowing the effect of implementation of 5E (Engagement,

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toward student’s retention rate in Human Nervous System for Grade XI in Science Program SMA NEGERI 8 Medan Academic Year 2014/2015?

1.6 Significances of Research

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1Conclusion

Based on the research result, can be concluded that:

1. The students learning outcome on nervous system topic class XI Science Program in SMA Negeri 8 Medan after given the treatment of 5E (Engagement–Exploration–Explanation–Elaboration–Evaluation) Learning Model in experiment class 80.91 and in control class had been taught by direct learning model is 74.33

2. Effect of implementation 5E in experiment class has significant different about 13%.

3. Student’s retention rate in experiment class is higher than student’s retention rate in control class.

5.2 Suggestion

Based on the result and conclusion above, the researcher recommended: 1. Teachers should do many new ways in teaching and to uses models that

can be make the students active and interesting to learn and also to make students find out the concept by themselves in learning process, such as doing 5E (Engagement–Exploration–Explanation–Elaboration-Evaluation) Learning Model.

2. This is still simple research, hope for next time there is development about implementation 5E (Engagement – Exploration – Explanation – Elaboration – Evaluation) Learning Model

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THE EFFECT OF IMPLEMENTING 5E (ENGAGEMENT, EXPLORATION, EXPLANATION, ELABORATION, EVALUATION) ORIENTED LEARNING MODEL OF HUMAN NERVOUS SYSTEM TOWARD STUDENTS LEARNING OUTCOME FOR GRADE XI IN SCIENCE PROGRAM SMA NEGERI 8 ACADEMIC YEAR 2014/2015.