THE EFFECTIVENESS OF DISCOVERY LEARNING MODEL INTEGRATED WITH EXPERIMENT TO
INCREASE STUDENT’S ACHIEVEMEN ON LEARNING COLLOIDAL SYSTEM
By:
Ricki Marulitua Tampubolon Reg. Number 4113131060
Bilingual Chemistry Education Study Program
THESIS
Submitted to Fulfill the Requirement for Getting Degree of Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
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ACKNOWLEDGEMENT
Praise and Gratitude must be prayed to Almighty God for all the graces and blessings that provide health and wisdom to the author so writer can finish this thesis.
The title of this thesis is “The Effectiveness of Discovery Learning Model Integrated with Experiment to Increase Student’s Achievement on Learning Colloidal System“. This research is done in SMA N 2 Lintongnihuta in academic year 2014/2015 that prepared to get degree Sarjana Pendidikan of Chemistry Education, Faculty of Mathematics and Natural Sciences, State University of Medan.
On this occasion, the author also conveys a respect and gratitude to: Mr. Dr. Marham Sitorus, M.Si, 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 Prof. Dr. Ramlan Silaban M.Si, Drs. Rahmat Nauli M.Si, and Dra. Ani Sutiani M.Si who has provided suggestions from the plan until the completion of this thesis.
Thanks also conveyed to Dr. Retno Dwi Suyanti M.Si, 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 Mr. Drs. Nelson Tambuan, M.M as a school principal of SMA N 2 Lintongnihuta and Mrs. Tiur Bourne Sihombing S.Pd as a teacher and staff which assist in this implementation of this research.
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My thanks also for my beloved sisters, Lidiana Tampubolon, Saula Tampubolon, Elisabeth Tampubolon, and Harmenita Tampubolon who always giving love, support, motivation, and laugh until the completion of this thesis, I love u all.
For my friends in Field Experience (PPL) who always be my part, Nova, Yolanda, Nancy, Jony, Partogy, Donni, Frederick, Jasmen, Aprita, Lestari, and Rony. Thanks for our friendship and everything that we passed together. For my crazy friends, Debby, Evina, Riris, and Ruth, thanks for unlimited laugh, craziness, folly, madness, and experience that make me more confidence and brave in my life. Thanks for that friendship but feeling more than family.
This CESP’11 the most crazy and enjoyable class ever, full of ambition but full of fun, Bayu, Haposan, Jori, Angela, Angeline, Anggun, Cholida, Debby, Desi, Evina, Fatma, Hesti, Intan, Juliani, Juwita, Lanita, Liesa, Mariani, Nova, Poppy, Rhone, Riris, Rusdi, Ruth, Sinta, Siti, Yolanda, and Yuni. Thanks for this 4 years guys and let’s go to the next ambition.
Do not forget also thanks for my friends in Senior High School Josua, Intan, Andri, Ginotan, Mega, Faldo, Romario. Thanks for suggestion, support, experience, laugh until the completion of this thesis.
Actually the author has doing the maximal effort in the completion of this thesis, but the author is aware there are many weaknesses in terms of both content and grammar. Authors hope the suggestions and constructive criticism from readers for completeness the thesis perfectly. At least, Author hope this thesis can be useful to enrich the readers in science education.
Medan, June 2015 Author
iii discovery learning model integrated with experiment and without experiment to increase student’s achievement, and student’s interest. Beside of that, this research also conducted to know the correlation between student’s achievement and student’s interest. This research was done in SMA N 2 Lintongnihuta. Population is all the students in SMA N 2 Lintongnihuta which taken by total sampling. The research instruments are achievement test and non test in list interest form. Both of instruments have been validated. The research data analyzed by SPSS -17 for windows. The result data shows that (1) The student’s achievement taught by discovery learning model integrated with experiment give higher significance difference than discovery learning model without experiment. It can be seen from the average of gain and also proved with t-test, at significant level = 0.05, Ha1 is received and Ho1 is refused where Sig. < , (2) The student’s interest taught by discovery learning model integrated with experiment give higher significance difference than discovery learning model without experiment. It can be seen from the average of interest and also proved with t-test, at significant level = 0.05, Ha2 is received and Ho2 is refused where Sig. < , (3) There is correlation between two variables that are student’s achievement and student’s interest at significant level = 0.05, Ha3 is received and Ho3 is refused where Sig. < , with Pearson correlation (r) = 0.637, it means categorized in high correlation.
Keywords: Discovery Learning Model, Experiment, Student’s Achievement, xxxxxxxxxxStudent’s Interest
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3.1 Research Time and Location 21
3.2 Research Population and Sample 21
3.3 Research Variable 21
3.4 Research Design 21
3.5 Research Procedure 22
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3.6.1 Instrument Test 25
3.6.2 Non Test Instrument 27
3.7 Data Collection and Analysis 27
3.7.1 Normalized Gain 28
3.7.2 Normality Test 29
3.7.3 Homogeneity Test 29
3.7.4 Hypothesis Test 29
3.7.5 Effectiveness 31
CHAPTER IV RESULT AND DISCUSSION 32
4.1 The Description of School Sample 32
4.2 The Instrument’s Analysis 32
4.2.1 The Observation Sheet of Student’s Interest 32 4.2.2 The Questionnaire of Student’s Interest 33
4.2.3 The Validity of Evaluation Test 33
4.2.4 Reliability of Evaluation Test 34
4.2.5Difficulty Level of Evaluation Test 35 4.2.6 Distinguish Power Index of Evaluation Test 36 4. 3 The Data of Research’s Result 38 4.3.1 The Result of Pretest and Posttest c38 4.3.2 The Result of Student’s Interest by Observation Sheet 38
4.7.1 Hypothesis Test of Hypothesis 1 47
4.7.2 Hypothesis Test of Hypothesis 2 48
4.7.3 Hypothesis Test of Hypothesis 3 49
4.8 The Effectiveness 50
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CHAPTER V CONCLUSION AND SUGGESTION 54
5.1 Conclusion 54
5.2 Suggestion 54
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LIST OF TABLE
Table 3.1 The Design of Research Discovery Learning Model that
Integrated with Experiment in Improving Student’s
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Achievement in Teaching Colloidal System.
Table 3.2 Table of Correlation category
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Table 4.1 Description of class that used as sample
32
Table 4.2 Validity of the test table
34
Table 4.3 Difficulty level test
35
Table 4.4 Distinguish Power Index of Evaluation Test
36
Table 4.5 Summary of the Instrument Test
37
Table 4.6 Data of Pretest and Posttest
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Table 4.7 Normality Test of Student’s Achievement
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Table 4.8 Normality Test of Student’s Interest
40
Table 4.9 Homogeneity Test of Student’s Achievement
40
Table 4.10 Homogeneity Test of Student’s Interest
41
Table 4.11 Data of Student’s Achievement in Pretest
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Table 4.12 Data of Student’s Achievement in Posttest
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Table 4.13 Average Value of Normalized Gain
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Table 4.14 The Summary of Student’s Interest
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Table 4.15 Hypothesis testing of Hypothesis 1
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Table 4.16 Hypothesis testing of Hypothesis 2
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Table 4.17 The correlation between student’s interest and
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LIST OF FIGURE
Figure 2.1 Categories of Variables Impacting Student Academic
Achievement 8
Figure 2.2 Experience Cone Edgar Dale 10 Figure 3.1 The Diagram of Research Procedure 24 Figure 4.1 The Student’s Achievement in Experimental Class 1 43 Figure 4.2 The Increasing of Student’s Achievement (gain) in
Experimental Class 1 43 Figure 4.3 Student’s Achievement in Experimental Class 2 44 Figure 4.4 The Increasing of Student’s Achievement (gain) in
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LIST OF FORMULA
1 students generally. Beside of that, According to UNESCO in 2007, Indonesia rank at education is 62 among 130 countries in the world. Education Development Index (EDI) of Indonesia is 0.935 lower than Malaysia (0.945) and Brunei Darussalam (0.965).
The low of student’s achievement is caused by the lack of student’s interest to learn. In learning process, students do not push to develop their ability to think, but student instructed only memorizing information without comprehending its application in daily life (Sanjaya, 2010).
According to Sadirman (2006: 94), interest is fundamental motivation appliance for someone to try, included to learning. So, if student feels to be challenged and have big interest to studying chemistry, hence students will be impelled at conducive condition in order able to channel their interest and try to eliminate the hinder factors. In another word, can be said interest plays as a motivator in student engagement and learning (Subramaniam, 2009).
So, can be concluded if student’s interest are still low causing students’ understood by students as it relates to chemical reactions, calculation (stoichiometry) and some abstract concepts.
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from the results of pure value of daily exam (UH 2) on academic year 2014/2015 from two classes that not optimal or still under KKM, the average value of class XI Science-1 is 66.46, the highest is 100 and the lowest is 33; the average value of class XI Science-2 is 51.75, the highest is 85 and the lowest is 20 with KKM is 75 (Data was gotten from the direct observation during teaching experience program).
One of chemistry materials that are assumed as interesting topic for students is colloidal system but it will be difficult to understand if the teachers cannot find the appropriate learning model, method, and media to teach that topic.
Colloidal system is one of topic in chemistry which most of materials are comprehending
concepts that needed to be understood. Because learning of Colloidal system only learns about the comprehending of concept without any application make students
feel bored.Beside of that, many teachers tend to use lectures method which make
the learning process very monotonous and boring.
Learning chemistry in school is less precise if only pay attention on product without considering the process that takes place in every learning. Because chemistry is contained of two aspects, product and process. Chemistry as product includes the collection of knowledge such as facts, concepts, and principle. While chemistry as process includes attitude and skill that had by students to obtain and develop of the knowledge of chemistry. But, many of teachers only pay attention on the product. It happens due to the lack of teaching variation of teaching models that are used by teachers in high school makes the role of students in learning process is still passive, most of learning is still dominated by the teacher (teacher-centered), so non-cognitive skills are less honed
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class is useful because can change the class condition from monotone and boring become interesting and fun for both of teacher and student. In this research, researcher develops the Discovery learning model in learning process by integrated with experiment.
Discovery learning encompasses an instructional model and strategies that focus on active, hands-on learning opportunities for students (Dewey, 1916/1997; Piaget, 1954, 1973). Bicknell-Holmes and Hoffman (2000) describe the three main attributes of discovery learning as 1) exploring and problem solving to create, integrate, and generalize knowledge, 2) student driven, interest-based activities in which the student determines the sequence and frequency, and 3) activities to encourage integration of new knowledge into the learner’s existing knowledge base.
Experiment is the concept of ‘‘learning by doing’’ (Bruner, 1990) is certainly not new; however, allowing the student to learn by doing within the classroom context is a departure from traditional methods. In this context, experiment is important components of education to make students to gain experience. Learning with experiments provides effective teaching by engaging the student’s desire to learn. Since students remember only a fraction of what they hear but a majority of what they actively do, Senge (1990) reasoned that personal involvement would help to get students engaged with the subject matter.
Several study using Discovery learning model had been done by some previous researcher, they are: Teddy Alfra Siagian (2013) states that the implementation of guided discovery learning using interactive media can improve student’s achievement and interest, with the gain of student’s achievement is 54.48 % and student’s interest is 50.90 %, in which the both gains of student’s achievement and interest are medium or can be said still not optimal. Beside of that, the gain of the research from Nur Qomariyah had gotten 57.5% (medium).
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of that, the gain of the research from Monica Cahyani Ratri with title The Implementation of CTL Model using Laboratory Media had gotten 75.1% (High).
Based on the description above, can be seen that the using of discovery learning model still not optimal (the gain is still medium) to increase student’s achievement and interest. So, the researcher is interested to combine Discovery learning model with Experiment method on conducting the educational research with the aim to know the effectiveness of discovery learning model combine with experiment method. Therefore, the researcher conduct the study with the title
“The Effectiveness of Discovery Learning Model Integrated With
Experiment To Increase Student’s Achievement On Learning Colloidal
System “.
1.2 Problem Identification
Based on the background above, can be identified some problems such as:
1. The quality of education in Indonesia is still low.
2. Teachers tend to use lecture method which make the learning process very
monotonous and boring.
3. Student’s interest are still low causing students’ achievement decrease, so that
how to increase student’s interest should be found.
4. The lack of variation in model of teaching that is used by teachers makes the
role of students in learning process is still passive.
5. Colloidal system is the topic that only learns about the comprehending of
concept without any application so that students feel bored.
1.3 Problem Limitation
Problem limitation of this research as follows:
1. The model that is used in this research is discovery learning model that
integrated with experiment to increase student’s achievement at second semester in academic year 2014/2015.
2. The subject is chemistry with colloidal system as the material in teaching and
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3. The student’s achievement to be measured in this study is cognitive aspect of
level C1, C2, C3.
4. The research investigates student’s achievement, and interest.
1.4 Problem Formulation
The problem formulation of this research includes:
1. Does the discovery learning model that integrated with experiment give
higher significant difference of student’s achievement compared with discovery learning model without experiment method on the teaching of colloidal system?
2. Does the discovery learning model that integrated with experiment give
higher significant difference of student’s interest compared with discovery learning model without experiment method on the teaching of colloidal system?
3. Is there a significant correlation between student’s interest and the increasing
of student’s achievement?
1.5 Research Objective
The objectives of this research are conducted to know:
1. The comparison of student’s achievement in studying colloidal system who
have learning with discovery learning model that integrated with experiment and student who have learning with discovery learning model without experiment method.
2. The comparison of student’s interest in studying colloidal system who have
learning with discovery learning model that integrated with experiment and student who have learning with discovery learning model without experiment method.
3. The correlation between student’s interest and the increasing of student’s
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1.6 Research Benefit
The expected benefits of this research are:
1. As information for teachers about discovery learning as model of teaching to
improve student’s achievement in chemistry.
2. Produce an innovative learning model that can enhance student’s
achievement, and interest optimally.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
After conducting the research and analyzing the data, there are some conclusions
that gotten, they are:
1. The student’s achievement that taught by discovery learning model integrated with
experiment is significant higher than the student’s achievement that taught by
discovery learning model without experiment on the teaching of colloidal system.
2. The student’s interest that taught by discovery learning model integrated with
experiment is significant higher than the student’s interest that taught by discovery
learning model without experiment on the teaching of colloidal system.
3. There is a significant correlation between student’s interest and the increasing of
student’s achievement.
5.2 Suggestion
From the result of the research, there are some suggestion must be raised:
1. It is suggested for chemistry teacher to use discovery learning model integrated with
experiment on learning colloidal system topic to increase student’s achievement in
learning process.
2. It is suggested for chemistry teacher to use discovery learning model integrated with
experiment on learning colloidal system topic to increase student’s interest in learning
process.
3. For researcher who wants to do same research, the discovery learning model
integrated with experiment method is expected to be more careful in set time for each
stage of learning and can create activities that do not take much time, because this
model requires a lot of time.
4. For researcher who wants to do same research, the discovery learning model
integrated with experiment method is expected to be more give attention in the
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