THE EFFECTIVENESS OF TEACHING TO INDUCE THE CONCEPTUAL CHANGE (M3PK SIMSON TARIGAN)
TO INCREASE STUDENT’S ACHIEVEMENT AND CHARACTERSON TEACHING
ACID BASE SOLUTION
By:
Rabiah Afifah Daulay Reg. Number 4103332022
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Getting Degree of Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
ii
BIOGRAPHY
Rabiah Afifah Daulay was born on October, 8th 1992. Father’s name is Drs. Ahmad Riadi Daulay, M.Ag and mother’s name is Dra. Nurmawati Lubis, M.A. The researcher is the first child of three siblings. In 1998 the researcher entered
the Primary School of SD Swasta Ummi Fatimah in Medan and graduated in
2004. After that in 2004 the researcher continued her study to Junior High School
of MTsN 2 Medan and graduated in 2007. Next in 2007 the researcher continued
her study to Senior High School of MAN 2 Model Medan and graduated in 2010.
In 2010 the researcher accepted in State University of Medan, Faculty of
Mathematics and Natural Science, Department of Chemistry, Bilingual Chemistry
iv
ACKNOWLEDGEMENT
In the name of Allah, the Most Gracious and the Most Merciful
Alhamdulillah, all praises to Allah for the strengths and His blessing in
completing this thesis. This thesis appears in its current form due to the assistance
and guidance of several people. I would therefore like to offer my sincere thanks
to all of them.
Special appreciation goes to my supervisor, Dr. Simson Tarigan, M.Pd for
his supervision and constant support. His invaluable help of constructive comments
and suggestions in the complete this thesis. Not forgotten, my appreciation to my
examiners, Prof. Dr. Albinus Silalahi, M.S, Dr. Iis Siti Jahro, M.Si, and Dra. Ani
Sutiani, M.Si for their advice, guidance, constructive comments and suggestions in
completing this thesis.
I would like to express my appreciation to Dr. Retno Dwi Suyanti, M.Si and
deceased Prof. Dr. Suharta, M.Si is as the validator of the instrument test and the validator of Character’s Observation Sheet.
I would like to express my appreciation to the Dean of Faculty of
Mathematics and Natural Science, Prof. Drs. Motlan, M.Sc, Ph.D, to the Head of
Chemistry Department, Drs. Jamalum Purba, M.Si, to Head of Chemistry Education
Department, Dra. Ani Sutiani, M.Si, to Coordinator of Bilingual Program, Dr. rer.
Nat. Binari Manurung, M.Si, to Secretary of Bilingual Program, Dr. Iis Siti Jahro,
M.Si, to Office Staff of Bilingual Program, Mr. Sam for their support and help
towards my undergraduate affairs.
My sincere appreciation to Headmaster of MAN 2 Model Medan, Drs. H.
Burhanuddin, M.Pd and to Chemistry teacher, Suyati, S.Pd, M.P.Kim who help
during research in completing this thesis.
My deepest gratitude goes to my beloved parents; Mr. Ahmad Riadi Daulay
and Mrs. Nurmawati Lubis and also to my sisters, Naimatussyifa Daulay and Dira
Anisah Ulfah Daulay for their endless love, prayers, encouragement, patience and
thankful for the blessing of such a wonderful and truly amazing family.
Sincere thanks to all my best friends in CESP 2010, especially to Debby Suci
v
Lina Marwiya, Rayhan Jamilah, Rudi Purwanto and others for their kindness and
moral support during my study. Thanks for the friendship and memories.
And thanks to all members in my Islamic Association of University Students
(HMI), especially to Kak Sukmawati Sundari Siregar, Kak Fitria Kalsum, deceased
Dwi Putri Ramadhani, Bang Imam Prayogo, Nurul Ilmi, Maryam, Widya Nugra Pangestika, Mutiara Eka Putri “ibu polwan”, Yola Adhysta and others for their always supporting me and encouraging me with their best wishes.
Last but not least, thanks to all my ABM Perbaungan; Cici, Fery, Rikcy,
Jovan, Rani, Eliza, Anggi, Sheila and Ulida for nice friendship and life learning
during PPLT 2013 in SMAN 1 Perbaungan.
Without the help of those who participated in this thesis, this study would
have not been possible. I thank all the participants for their assistance. My deepest
appreciation and gratitude to each and every person, who in some way or the other
assisted me in making this thesis is a reality.
Finally, I hope this thesis would be useful for those who would like to explore
more about M3PK Simson Tarigan, especially for the students of Chemistry
Education Department. I realize that this thesis is still far from being perfect
therefore; constructive comments and suggestions are needed for further
improvement of this thesis.
Medan, July 2014
Writer
vi
CONTENTS
Page
Agreement Sheet i
Biography ii
Abstract iii
Acknowledgement iv
Contents vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I INTRODUCTION 1
1.1. Research Background 1
1.2. Problem Identification 4
1.3. The Scope of Study 4
1.4. The Problem Formulation 5
1.5. Research Objectives 5
1.6. Research Benefits 5
1.7. Operational Definition 6
CHAPTER II REVIEW OF LITERATURE 8
2.1. The Reality of Teaching and Learning 8
2.2. The Student’s Achievement 10
2.3. Character of Education 11
2.3.1 Character of Activeness 11
2.3.2. Character of Responsibility 12
2.4. Thought Constructivism 13
2.4.1. Prior Knowledge 13
2.4.2. Conceptual-Change Process 14
2.5. The Conceptual Change Model 16
2.6. Model of Teaching to Induce the Conceptual Change
vii
2.6.1. M3PK Simson Tarigan in Science Education 20
2.6.2. The Syntax of M3PK Simson Tarigan 21
2.7. Conventional Method 23
2.8. Acids Bases Solution 24
2.9. Conceptual Framework 24
2.10. Hypothesis of Research 24
CHAPTER III RESEARCH METHODS 25
3.1. Location and Times of Research 25
3.2. Population and Sample of Research 25
3.3. The Variable of Research 25
3.4. The Design of Research 25
3.5. The Procedure of Research Procedure 26
3.5.1. Research Flow Diagram 28
3.6. The Instrument of Research 29
3.6.1. Instrument Test 29
3.6.2. Observation Sheet 30
3.7. Data Collection Technique 33
3.7.1. The Validity Item Test 34
3.7.2. The Reliability Test 35
3.7.3. Difficulty Level 36
3.7.4. Discrimination Index 36
3.8. Data Analysis 37
3.8.1. The Normality Test 37
3.8.2. The Homogeneity of Test 37
3.8.3. The Normalized Gain 38
3.8.4. Hypothesis Test 38
3.8.5. The Effectiveness Percentage 39
3.8.6. Calculation of Character Percentage 39
viii
CHAPTER IV RESULT AND DISCUSSION 41
4.1. Validity of Research Instrument 41
4.1.1. The Validity Test 41
4.1.2. Reliability Test 41
4.1.3. Difficulty Index 42
4.1.4. Discrimination Index 42
4.2. Research Result Description 43
4.3. Analyze of Research Result 44
4.3.1. Normality Test 44
4.3.2. Homogeneity Test 44
4.3.3. Hypothesis Test 45
4.3.4. Normalized Gain 46
4.3.5. The Effectiveness Percentage 47
4.4. Students’ Character 47
4.5. Relationship between Student’s Achievement and Characters 48
4.6. Discussion 48
CHAPTER V CONCLUSION AND SUGGESTION 53
5.1. Conclusion 53
5.2. Suggestion 53
ix
LIST OF FIGURE
[image:9.595.92.518.116.580.2]Page
xi
LIST OF APPENDIX
Page
Appendix 1 Acids Bases Solution 56
Appendix 2 Chemistry Subject Syllabus 62
Appendix 3 Lesson Plan for Experiment Class 66
Appendix 4 Lesson Plan for Control Class 80
Appendix 5 Assessment Instrument (Before Validation) 95
Appendix 6 Instrument Test (After Validation) 107
Appendix 7 The Answer of Instrument Test 113
Appendix 8 The Syntax of M3PK Simson Tarigan 114
Appendix 9 Observation Sheet of Students’ Character 117
Appendix 10 Instrument Test Validation 121
Appendix 11 Instrument Test Reliability 122
Appendix 12 Calculation of Validity Test 124
Appendix 13 Calculation of Reliability Test 126
Appendix 14 Calculation of Difficulty Level 127
Appendix 15 Calculation of Discrimination Index 129
Appendix 16 The Result of Students’ Score 131
Appendix 17 Calculation of Normality Test 133
Appendix 18 Calculation of Homogeneity Test 139
Appendix 19 Calculation of Hypothesis Test 141
Appendix 20 Calculation of Normalized Gain 142
Appendix 21 Calculation of Effectiveness Percentage 145
Appendix 22 Students’ Character (Responsibility) 146
Appendix 22 Students’ Character (Activeness) 147
Appendix 24 The Data of Students’ Character (Responsibility) 148
Appendix 25 The Data of Students’ Character (Activeness) 149
Appendix 26 Relationship between Student’s Achievement
And Characters 150
Appendix 27 Question Analysis 151
1 CHAPTER I
INTRODUCTION
1.1. Research Background
One part of the educational aspects of teaching is the interaction between
the teacher and the students to gain teaching. According to cognitive theory
assumes that the group is organizing learning aspects of cognitive and perception
to gain an understanding (Al-Rasyidin and Nur, 2011: 32). While the definition of
modern teaching in countries that have been developed that guide students in the
teaching process. This definition suggests that active are students, who are
teaching and teachers act as mentors responsible for directing students to better
student’s achievement particularly in view for.
Student’s achievement is an indicator of teaching, meaning that the
student’s achievement it can be seen the development of a student after he
received the practice of teaching. When examined on student’s achievement in
science lessons showed that the average value class is often the value of choices
compared to the value of other subjects. Without realizing it, the teachers
contributed to the factors that led to the impression among students that teacher
(Haryono. 2013) forget that every student has a preliminary understanding. And
other hand, as long as there are still many students who have difficulty in
understanding and following the chemistry lesson. It is not independent of the
material being studied in chemistry are more abstract. And based on my
observation (2013) that was done in school MAN 2 Model Medan shows that
student’s achievement especially acid base solution, where there are students who
have value lower than KKM, it is about 54% the value which is should get by
student is about 75. Based on the data above shown that teaching chemistry was
not maximal yet to get the good result.
The teaching process according to Piaget's actually composed of three
stages, namely assimilation, accommodation, and equilibration (Suciati and
Irawan, 2005:11). Assimilation process is the unification process new information
2 accommodation is the cognitive structure adjustment to new situations.
Equilibration is a continuous process of adjustment between assimilation and
accommodation. At this stage of assimilation should be observed that the
cognitive structures already present in the minds of students means students have
prior knowledge, it must be adapted to the new information on the interaction
between teachers and students.
If the student’s prior knowledge is not in accordance with scientific reality,
it is necessary to change the concept of the teaching process. Therefore, teachers
need to use a learning model that can make it easier for students to understand and
master the concept of truth (Ihsan dede, 2012).
The teaching model is appropriate in this case is Model of Teaching to
Induce the Conceptual Change (M3PK) is a teaching model based on
constructivism thought that knowledge was constructed in the minds of the
students by the students themselves, so the most important task of a teacher is to
induce student’s initial concept and the concept of change (Tarigan, 1999).
And in the teaching process by applying Model of Teaching to Induce the
Conceptual Change (M3PK) it will be the identification of the student’s prior
knowledge, structuring a concept or concepts change, evaluate the final draft
remedial students and students who are capable of doing intuitive low by
high-ability students so intuitive concept of the students is the development of student’s
prior knowledge and the concept of the end of the students became intelligible,
plausible, and fruitful.
The success of Model of Teaching to Induce the Conceptual Change
(M3PK) in teaching has been investigated them by Monalisa Perangin-agin (2013)
is the mean of student’s score in control class for posttest is 75.267 and
percentage increasing is 59.6% and the mean of student’s score in experiment for
posttest is 85.733 and percentage increasing is 77.8%. Next, Puspita Handayani
(2013) is the mean of student’s score in control class for posttest is 68.83 and
percentage increasing is 54.28% and the mean of student’s score in experiment for
posttest is 81.83 and percentage increasing 72.19%. And then, Jehan Asri S
3 percentage increasing 40.16% and the mean of student’s score in experiment for
posttest is 90.38 and percentage increasing 69%.
Based curriculum 2013 that aims to prepare Indonesian people that have
the ability to live as individuals and citizens who believe, productive, creative,
innovative, and affective and able to contribute to society, nation, state, and
civilization of the world, so that students are required to develop a balance
between spiritual attitudes and social development, curiosity, creativity,
cooperation with intellectual and psychomotor abilities. (Regulation minister of
education and culture No. 69 of 2013).
The theme of 2013 is generating curriculum Indonesian people are
productive, creative, innovative, affective, through the strengthening of attitudes,
skills, and knowledge are integrated. To achieve this goal, the implementation of
the curriculum, teachers are required to professionally designing affective and
meaningful learning (fun), organizing learning, choose the appropriate teaching
approach, the teaching procedure and determine the competence and character
formation of students effectively. (Mulyasa, 2013: 99)
The conventional method which is a way of explains information verbally
to some listeners, this activity centered on the speaker and the communication that
occurs in the same direction that often apply in the class. Many conventional
teaching methods which use of teacher to present a subject matter that makes the
students tend to be lazy to think and just listen without understand what was said
by the teacher, this makes the students sleepy and bored quickly. Therefore, a
teacher is required to be able to present the subject matter as interesting as
possible, so that the students feel interest and creativity to be active in chemistry
(Roestiyah, 2001)
Based on the description above, so that researcher are interested in doing
4 1.2. Problem Identification
Based on the background, the problems of study that identify are:
1. Do the student’s understand to the materials especially acid base
solution in chemistry topic at the senior high school still low?
2. Is the students' understanding of chemistry concepts is low because the
chemical is considered an abstract lesson?
3. Is the teacher learning model does not used involve prior knowledge
students?
4. Are the student’s characters in the class to a subject matter less
developing?
1.3. The Scope of Study
Based on the problem identification, this research must have the scope of
study, so that make the researcher does not extend the problem catch. There are
the scopes of study in this research. They are:
1. The research is conducted at the Senior High School (SHS) class XI
(superior) using 2013 curriculum, semester 2, T.A. 2013/2014.
2. The subject matter that observed in this research is Acid Base Solution.
3. Teaching method which is used in this research is M3PK and
Conventional Method.
4. Student’s characters that will be measured in this research are
responsibility and activeness through observation sheet.
5. Student’s achievement to be measured in this research is cognitive
5 1.4. The Problem Formulation
Based on the background, the problems of study that identify are:
1. Is the student’s achievement that has teaching use M3PK higher than
student’s achievement that has teaching use Conventional Method?
2. How many the percentages of student’s responsibility character can
develop through M3PK?
3. How many the percentages of student’s activeness character can
develop through M3PK?
1.5. Research Objectives
Based on the problem statement above, the objective these researches are:
1. Knowing the student’s achievement which is use M3PK higher than
student’s achievement which is use Conventional Method on teaching
acid base solution.
2. Determining percent the responsibility character can develop through
M3PK on teaching acid base solution.
3. Determining percent the activeness character can develop through
M3PK on teaching acid base solution.
1.6. Research Benefits
There are benefits from this research for researcher, teacher and reader.
The general benefit is to increase researcher’s experience in teaching chemistry.
The specific research benefits are:
1. As a comparison for those who want to examine the M3PK.
2. As inputs to the writer as a potential chemical studies teachers in
increasing student’s achievement.
3. Giving motivate to the teachers of chemistry to choosing teaching
methods are expected to provide more effectiveness teaching.
6 1.7. Operational Definition
To get same perception and avoid the difference of interpretation of some
terms in this research, it will be necessary to explain some terms that are used.
M3PK is one of teaching model used to induce conceptual change. In this
model the conceptual change is focused on three main aspects. There are
intelligibly, plausible and fruitful. Intelligibly is the concept has meaning or sense
in student selves. Plausible means the students are convinced that the concept
received is true and fruitful means that the concept provides a fruit for him or the
other words said that the concept can be applied in daily life. (Tarigan, 2009)
Student’s achievement is the abilities of students after they get their
teaching experience and it’s may take the form of a change in student’s behavior
in the cognitive aspects that can be measured by tests that is indicated by a score
by the teacher.
Character education aims to improve the quality of the implementation and
outcomes of schooling that leads to the achievement of character and character
formation of students as a whole, integrated, and balanced in accordance
competency standards.
Activeness is one of the characters of education that must be owned by
students. Being active in learning means create the condition of active learning.
Active learning is a process whereby students engage in activities, such as
reading, writing, discussion, or problem solving that promote analysis, synthesis,
and evaluation of the class content. And based on the KBBI responsibility is
man’s consciousness behavior or actions which are either intentional or
unintentional. Responsibility also means doing his duty as a manifestation of
consciousness. (Poerwadamita, 1991)
Acids and bases represent two of the most important classes of chemical
compounds. Some of the properties of acids (such as their sour taste) and bases
(bitterness) have been known to humans for hundreds of years even if their
chemical explanations have not. The reactions of these substances are significant
7 control many of the physiological processes in the human body and can catalyze a
variety of chemical reactions.
The conventional method which is a way of explains information verbally
to some listeners, this activity centered on the speaker and the communication that
occurs in the same direction that often apply in the class. Many conventional
teaching methods which use of teacher to present a subject matter that makes the
students tend to be lazy to think and just listen without understand what was said
by the teacher, this makes the students sleepy and bored quickly. Therefore, a
teacher is required to be able to present the subject matter as interesting as
possible, so that the students feel interest and creativity to be active in chemistry
53 CHAPTER V
CONCLUSION AND SUGGESTION 1.1. Conclusion
Based on the result of data analysis and statistical tests, then set some
conclusion as follow:
1. The student’s achievement was taught by M3PK higher than student’s
achievement was taught by conventional method.
2. The percentage of student’s responsibility character can develop
through M3PK is 61.39 % in the experiment class.
3. The percentage of activeness character can develop through M3PK is
54.03 % in the experimental class.
3.2. Suggestion
Based on the discussion and conclusion that have been mentioned above,
the author suggest as follow:
1. For teacher and prospective teacher, M3PK can use to induce the student’s concept about chemistry so the student’s achievement can also increase.
2. Conventional method can give boring condition on teaching process so it’s better to avoid for using this model too much.
3. Readers and other researchers as a new information and references to
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