ANALYSIS OF STUDENTS’ LEARNING DIFFICULTIES ON FUNGI SUBJECT MATTER IN GRADE X SCIENCE OF SMA NEGERI 3
MEDAN ACADEMIC YEAR 2013/2014
By:
Shelly Eka Putri
4103342023
Biology Bilingual Education
THESIS
Submitted to Fulfill the Requirement for the Degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
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ANALYSIS OF STUDENTS’ LEARNING DIFFICULTIES ON FUNGI SUBJECT MATTER IN GRADE X SCIENCE OF SMA NEGERI 3 MEDAN
ACADEMIC YEAR 2013/2014
Shelly Eka Putri (NIM 4103342023)
ABSTRACT
This research aims to detect the learning difficulties of students on Fungi subject matter and the factors that influence it. This research belongs to quantitative descriptive. The population in this research is 40% of total students Grade X SMA Negeri 3 Medan. The number of population is 115 students. The samples taken by purposive sampling technique which chosen the students did not complete Fungi subject matter as much as 89 students of the population. Data collection technique used diagnostic test about Fungi subject matter and questionnaire. The result of this research after data analysis showed: (1) The percentage of students learning difficulty in cognitive aspect from knowledge aspect (C1) is 60,99% belongs to very high category of difficulty, comprehension (C2) is 40,45% belongs to high category of difficulty, application (C3) is 40,24% belongs to high category of difficulty, analysis (C4) is 53,18% belongs to high category of difficulty, synthesis or evaluation (C5) is 65,45 belongs to very high category of difficulty and creation (C6) is 56,55% belongs to high category of difficulty, (2) The percentage of students learning difficulty in learning indicator aspect from the first indicator is 64,89% belongs to very high category of difficulty, the second indicator is 56,63% belong to very high category of difficulty, the third indicator is 55,54% belongs to very high category of difficulty, the fourth indicator is 56,55% belongs to very high category of difficulty, the fifth indicator is 54,87% belongs to very high category of difficulty, the sixth indicator is 32,59% belongs to high category of difficulty, and the seventh indicator is 40,07% belongs to high category of difficulty, (3) The factor that very influencing students learning difficulty is parent factor followed by home atmosphere, teacher, school environment, subject matter, media and environmental factor, interest, health factor, psychiatric, intelligence and motivation.
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TABLE OF CONTENT
Pages
Research Approval i
Biography ii
Abstract iii
Acknowledgment iv
Table of Content v
Table List viii
Appendix List ix
List of Appendix x
CHAPTER I. INTRODUCTION 1
1.1. Background of the Study 1
1.2. Problem Identification 4
1.3. Problem Limitation 4
1.4. Research Question 5
1.5. Research Objective 5
1.6. Research Significant 5
CHAPTER II. LITERATURE REVIEW 7
2.1. Theoretical Framework 7
2.1.1. Introductory of Learning 7
2.1.2. Objective of Learning 7
2.1.3. Characteristics of Learning Behavior 8
2.1.4. Dynamic Elements of Learning 8
2.1.5. Learning Outcome 8
2.1.6. Learning Difficulty 9
2.1.7. Factors Affecting Learning Difficulties 10
2.1.8. Diagnosis of Learning Difficulties 13
2.1.9. Efforts to Overcome Learning Difficulties 14
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Pages
CHAPTER III. RESEARCH METHODS 25
3.1. Research Location and Time Allocation 25
3.2. Population and Sample 25
3.2.1. Population 25
3.2.2. Sample 25
3.2. Research Instrument 26
3.2.1. Test 26
3.2.1.1. Validity Test 27
3.2.1.2. Reliability Test 28
3.2.1.3. Difficulty Level Test 29
3.2.1.4. Different Power Test 29
3.2.2. Questionnaire 30
3.3. Type of Research 32
3.4. Research Procedure 33
3.5. Data Analysis Technique 33
CHAPTER IV. RESULT OF RESEARCH AND DISCUSSION 39
4.1. Description of Data Research 39
4.2. Results 40
4.2.1. Students Learning Outcome 40
4.2.2. Result of Analysis Student Learning Test 40
4.2.2.1. Analysis of Test Result in Cognitive Aspect 40
4.2.2.2. Analysis of Test Result in Each Learning Indicator Aspect 41
4.2.3. Result of Questionnaire 43
4.3. Discussion of Research Result 44
4.3.1. Result of Students Learning 44
4.3.1.1. Category of Students Learning Difficulties from Cognitive
Aspect 44
4.3.1.2. Analysis of Test Result of student Learning in Learning
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4.3.2. Analysis of Factors Influencing Students’ Learning Difficulty
Grade X Science in SMAN Negeri 3 Medan of Fungi Subject
Matter 50
4.3.2.1.Internal factor 50
4.3.2.2.External factor 52
CHAPTER V. CONCLUSION AND SUGGESTION 55
5.1. Conclusion 55
5.2. Suggestion 56
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Table List
Pages
Table 3.1. Kisi-kisi of Diagnostic Test 26
Table 3.2. Validity Test Criteria 28
Table 3.3. Relation Between Indicator with Questionnaire 31
Table 3.4. Distribution of Students Learning Difficulty in
Cognitive Aspect 36
Table 3.5. Distribution of Student Learning Difficulty in
Learning Indicator of Fungi Subject Matter 36
Table 3.6. Category of Influence of Factors in Learning Difficulty 37
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Figure List
Pages
Figure 2.1. Fungal Hyphae 16
Figure 2.2. Reproduction of Gaestrum triple 17
Figure 2.3. Life cycle of Hiopus sp. 18
Figure 2.4. Life cycle of Ascomycota 19
Figure 2.5. Example of Ascomycota 20
Figure 2.6. Life cycle of Basidiomycota 21
Figure 2.7. Lichenes 22
Figure 2.8. Reproduction of Lichen 23
Figure 4.1. Poligon Chart of Students Learning Difficulties in
Cognitive Aspect 41
Figure 4.2. Histogram Chart of Student Learning Difficulty in
Learning Indicator of Fungi Subject Matter 42
Figure 4.3. Histogram Chart of Students Questionnaire Result
Grade X SMA Negeri 3 Medan Academic Year
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Appendix List
Pages
Appendix 1 Syllabus 59
Appendix 2 Lesson Plan 63
Appendix 3 Diagnostic Test 69
Appendix 4 Key Answer 76
Appendix 5 Questionnaire 77
Appendix 6 Testing of Research Instrument 81
Appendix 7 Analysis of Question Variance 82
Appendix 8 Validity Calculation 83
Appendix 9 Reliability Calculation 85
Appendix 10 Difficulty Level Calculation 86
Appendix 11 Discriminant Power Calculation 87
Appendix 12 Result of Test Answer of Students 89
Appendix 13 Tabulation of Students Test in Each Cognitive Aspect 90
Appendix 14 Frequency Distribution of Students Test Result in
Fungi Subject Matter Grade X SMA Negeri 3 Medan
Academic Year 2013/2014 91
Appendix 15 Calculation of Mastery Level Percentage (PPS) of
Student in Each Cognitive Aspect 92
Appendix 16 Analysis of Students Correctly Answer the Test in
Cognitive Aspect 94
Appendix 17 Distribution of Students Learning Difficulty in
Cognitive Aspect 95
Appendix 18 Analysis of Students Correct Answer in Learning
Indicator Aspect of Fungi Subject Matter 96
Appendix 19 Distribution of Student Learning Difficulty in
Learning Indicator of Fungi Subject Matter 97
Appendix 20 Score of Questionnaire in Each Indicator 98
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Indicator of Fungi Subject Matter 99
Appendix 22 Calculation of Mastery Level Percentage of Student
in Each Learning Indicator 100
Appendix 23 Tabulation of Questionnaire Result 102
Appendix 24 Calculation of questionnaire Answer Percentage 118
Appendix 25 Table of r Product Moment 121
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CHAPTER I
INTRODUCTION
1.1. Background of the Study
Learning is not just the transferring of knowledge from the teacher to the
learner. It is an understanding process where relatively permanent changes are
caused by information and experience. These changes do not solely refer to outcomes of the learner’s behavior that are manifestly observable, but also to attitudes, feelings and intellectual processes that may not be so obvious (Atkinson
et al. in Chu, 2008). Learning for understanding can be achieved if educators make the effort to find out what students’ conceptions of learning are and what constitutes understanding.
According to Djamarah (2011), learning is a series of soul activities to
obtain a change in behavior as a result of the experience of individuals in
interaction with their environment involving cognitive, affective and
psychomotor. Changes that occur are as a result of learning activities that have
been carried out by individuals. That change is a result that has been achieved
from the learning process. So, to get the learning outcomes in the form of
"change" has to go through a specific process that is influenced by factors from
within the individual and beyond the individual.
These days a lot of thought said that the progress of modern society due to
the learning outcomes and better quality of education as a pillar in creating the
next generation of quality. Without good quality of education will never create
good quality human resources, especially the students in achieving success in
learning. That's because the quality of human resources, which is still very low,
the quality of education has not been achieved for example a low learning
achievement, especially for science subjects. Conceptual problems which might
possibly cause alternative conceptions were determined biology topics of science
and technology and some recommendations were made concerning about way of
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education is optimal, then the aspects that are related to the learning process needs
to be evaluated, updated, and improved.
Realizing the process of teaching and learning are the most important
elements required include how teachers can stimulate and engage students in
learning, which in turn can encourage students in achieving optimal learning
outcomes with student learning can stimulate the brain for thinking and creativity
in driving behavior change and the student growth (Dalyono, 2005).
Unfortunately, the reality is happening in the field is inversely proportional to
Dalyono statement. Which became the center of attention at the time of the
learning process is just a teacher. Students not involved in learning activities,
which in turn makes them feel bored in following the teaching and learning
activities.
Biology as a subject is receiving a great deal of attention from educators
and administrators. Because the world is simmering with biological problems and
concerns ranging from the environment to an aging population, biology is
important in the General Education curriculum (Ghosh, 2000). Biology is a
unique discipline where experiments with living organisms can take place both in
the laboratory and in the field (Prokop, 2007). But, biological materials that exist
today is loaded with biological terms, mostly taken from the Latin so that the loss
of important concepts that are simply not understood by the students. Added with
the lack of teaching learning strategies that is used so that students unable to
complete the study. The success of students in learning activities is highly
desirable, but not infrequently lead to a variety of constraints that occur
disadvantaged students achieve results as expected. Affective perceptions are the
most important factors for quality of learning due to their effects on choice of
activities and assessment and on planning (Koksal, 2008).
After the initial observation by conducting interviews Biology teacher in
SMA Negeri 3 Medan, the first semester of academic year 2013/2014, data
showed that results of biological studies students on the fungi subject matter is
still much below the standard. Below standard means the average score obtained
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Value that should be achieved by the students so that said complete in Fungi
subject matter in SMA 3 Medan is 75. Mastery learning classically obtained by
the students of SMA Negeri 3 Medan on fungal material is 40% from 288 students
or approximately only 115 students (Uji Kompetensi Data).
Learning difficulties faced by students Class X SMA Negeri 3 Medan,
such as: (1) Influenced by circumstances that are not conducive classroom, where
the presence of students who do not pay attention, talk during the learning process
takes place, (2) Students are less active to seek an explanation additional related to
the fungus that does not exist in the student handbook, (3) low ability students
who have given the subject matter taught. This situation will certainly lead to
students not able to absorb the subject matter so well that resulted in low student
learning outcomes.
The study revealed that it is difficult to teach biology using learner
centered methods because the range of abilities is too wide among many learners,
learners are not able to express themselves in English and they do not do their homework. The other factors influencing the learning of biology were teacher’s lack of adequate knowledge of the subject matter and teachers feeling insecure when teaching in English. The result seems to suggest that most learners’ inability to express themselves in English as indicated by many respondents can have
implications on the learning of biology in Zambian high schools (Manda, 2012).
Beside that, the research done by Cimer (2012) obtained the conclusion
that from 207 participants, 177 students have difficulties learning in biology.
According to the data analysis, five main reasons emerged: the nature of the topic, teachers’ style of teaching biology, students’ learning and studying habits, students’ negative feelings and attitudes towards the topic, and a lack of resources. According to Gibson and Chase in Prokop (2007) showed students lost interest in science when they moved from middle to high school.
Moreover, there was the research done by Tekkaya (2001) obtained data
that approximately 14,4% the students have learning difficulty in topic of
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thought that biology is a course that presents very many content, most of whieh
depend on memorization.
By looking at the difficulties faced by the students in the study of biology
(especially fungi), it is necessary to research the title “Analysis of Students’
Learning Difficulties in Fungi Subject Matter Grade X Science of SMA
Negeri 3 Medan Academic Year 2013/2014”.
1.2. Problem Identification
Based on the background description above, researcher identified the
research problem as follows:
1. Limited practical work that was suited to the content of teaching fungi.
2. Difficult to remember the Latin name of fungi subject matter.
3. Limited learning resouces about fungi for senior high school grade.
4. Student low understanding in the fungi concept and knowledge.
1.3. Problem Limitation
In order to obtain an appropriate discussion, this research has some
limitations as follows:
1. Students learning difficulties category from cognitive aspect focuses on fungi
topic only in X Grade Science Students of SMA Negeri 3 Medan Academic
Year 2013/2014.
2. Students learning difficulties category from each learning indicators on fungi
topic in X Grade Science Students of SMA Negeri 3 Medan Academic Year
2013/2014.
3. Factros that influence the students’ learning difficulties on fungi topic in X
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1.4. Research Question
There are some questions of this research as follow:
1. In what category of students learning difficulties from cognitive aspect on
fungi topic?
2. In what category of students learning difficulties from each learning indicators
on fungi topic?
3. What are the factors that influence the students’ learning difficulties on fungi
topic?
1.5. Research Objective
This research is conducted to achieve some objectives as follows:
1. To know the category of students learning difficulties from cognitive aspect on fungi topic in X Grade Science Students of SMA Negeri 3 Medan Academic
Year 2013/2014.
2. To know the category of students learning difficulties from each learning
indicators on fungi topic in X Grade Science Students of SMA Negeri 3 Medan
Academic Year 2013/2014.
3. To know the percentage of students understanding level based on fungi topic in
X Grade Science Students of SMA Negeri 3 Medan Academic Year
2013/2014.
1.6. Research Significant
Considering about the research result and discussion, this research
expected has significant beneficial both theoretical and practical.
In theoretical, this research significant as follows: as additional reference
for biology teacher about the students learning difficulties on fungi topic, to motivate the teacher to increase the learning process and understand the students
characteristics that meet the learning difficulties on fungi topic, and as another
researcher reference to develop other further research.
Meanwhile, in practical. This research significant as follows: as a
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understand student understanding dynamic on fungi topic, as a reference for
headmaster to increase more the work of biology teacher in learning process, and
as a reference for biology teacher to develop the meaningful learning process on
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
From the research was done to the students Grade X Science in SMAN
Negeri 3 Medan Academic Year 2013/2014, there are three conclusions as
follows:
1. Learning difficulties on Fungi subject matter in cognitive aspect of knowledge
(C1), analysis (C4), synthesis (C5) and creation (C6) were categorized very
high, while comprehension (C2), and application (C3) were categorized high.
2. Learning difficulties on Fungi subject matter in sixth learning indicator aspect
is identifying the poisonous fungi and edible fungi, and the seventh indicator
is concluding the role of fungi in daily life were categorized high difficulty
and for the first indicator is identifying of general characteristics of fungi, the
second indicator is describing the differences of each fungi, the third indicator
is grouping fungi based on their characteristics, the fourth indicator is
identifying the characteristic of Bacidiomycota and Deuteromycota and the
fifth indicator is describing the way of fungi reproduction were categorized
very high difficulty.
3. Factors influencing students’ learning difficulties on Fungi subject matter
from external factors that very influential is parent factor, while factor of
home atmosphere, teacher, school environment, subject matter, media and environmental factor were categorized influential. While from internal factor
that has influential category only interest factor, and other factors such as
health factor, psychiatric, intelligence and motivation were categorized quite
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5.2. Suggestion
The suggestions of this research are as follows:
1. For parents, in order to guide their children in learning at home and not
overload the child with work because it can lead to fatigue in child so that can
cause learning difficulties.
2. For school, in order to provide appropriate learning medium for instructional
material of Fungi so that students could find it easier to understand and are
interested in learning the material of Fungi.
3. For biology teacher Grade X Science in SMA Negeri 3 Medan in order to
further improve the quality of learning in a way that make use of varied teaching methods and the use of props when explaining the material of Fungi.
4. For students Grade X Science in SMA Negeri 3 Medan to be more active in
understanding the terms contained in the material of Fungi and frequent
practice in working on the problems that can reduce the students' learning
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