THE DEVELOPMENT OF HANNAFIN AND PECK INSTRUCTIONAL DESAIN BY INTERACTIVE PUZZLE IN CELL DIVISION TOPIC FOR SMA STUDENTS.
THE DEVELOPMENT OF HANNAFIN AND PECK INSTRUCTIONAL
DESIGN BY INTERACTIVE PUZZLE IN CELL
DIVISION TOPIC FOR SMA STUDENTS
By:
Anisa Nesya Hariawansyah
ID. 4123342002
Biology Billingual Education Study Program
THESIS
Submitted to Fulfill the Requirement for the Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
ii
BIOGRAPHY
Anisa Nesya Hariawansyah was born in Medan, North Sumatera, on
February 19th 1994, the first daughter of Mr. Hendra Hariawansyah and Mrs. Sri
Rezeki. In 2000, the researcher started her first educational experience in
Asyakirin Kindegarden Medan. In 2001, the researcher entered to SD Nahdlatul
Ulama Medan and finished in 2006. In 2006, the researcher continued her study in
SMPN 1 Medan and finished in 2009. In 2009, the researcher continued her study
in SMAN 12 Medan and graduated in 2012. In 2012, the researcher was registered
in Bilingual Biology Education Program, Biology Department, Faculty of
Mathematic and Natural Sciences, State University of Medan. The researcher
have done Field Experience Program in SMAN 1 Tebing Tinggi. During
following study in university, the researcher was become the member of Religious
Proselytizing in Hizbut Tahrir Indonesia (HTI) Chapter Campus UNIMED and
Komunitas Ilmuan Muda Biologi (KIMBI). Besides, the researcher is as
laboratory assistant in Experimental of Higher Plant Taxonomy, Experimental of
Higher Animal Taxonomy, and Experimental of Plant Physiology. The researcher
was become 3rd champion quiz Biology Competition inter Biology Department on
2013, finalist of Scientific Paper Competition Innovation Contest 2014 in State
University of Andalas, one delegation of Sriwijaya Leadership Forum (SLF) 2015
in Sriwijaya University on Palembang, and the finalist of Scientific Paper
Competition MIPA untuk Negeri in Indonesia University (UI) 2016.
iii
THE DEVELOPMENT OF HANNAFIN AND PECK
INSTRUCTIONAL DESAIN BY INTERACTIVE
PUZZLE IN CELL DIVISION TOPIC
FOR SMA STUDENTS
Anisa Nesya Hariawansyah (SID 4123342002)
ABSTRACT
This research aims to develop an interactive learning puzzle media on cell
division topic for SMA students by instructional design Hannafin and Peck model
and know the proper media interactive puzzle on cell division topic. The kind of
this research is descriptive quantitative. The construction and contents number
was validated before used to students is by expert validator. The result of research
are validation with categorized less good (0-25%), good enough (25-50%), and
good (50-75%), and very good (75-100%) then continue for validation to content
expert the result of first validation in average 62,5% and then the suggestion from
the first validator given to second validator that is the construction expert and in
this validation got average 90% after that the media made again with the
suggestion of validators and the last validation again to the content expert and the
result average 85.5% with credit very good. Learning media interactive puzzle
games concept contained in these materials can improve science process skills,
because students have been directed and explored to find the concepts themselves,
but remain in the application guidance of the teacher indispensable in the learning
process.
Keyword:Learning Media, The development of Hannafin and Peck
Instructional design, and Cell Division.
iv
ACKNOWLEDGEMENT
In the name of Allah, the Most Gracious and the Most Merciful.
Alhamdulillah, the greatest thank and praise the writer prayed to Allah
SWT for blessing researcher is able to finish this thesis with title “The
Development of Hannafin and Peck Instructional Design by Interactive Puzzle in
Cell Division Topic for SMA Students” to fulfill one of the requirement for
getting degree of sarjana pendidikan in Biology Department, Faculty of
Mathematic and Natural Science, State University of Medan.
Gratefully acknowledges the greatest gratitude to Mr. Drs. Zulkifli
Simatupang, M.Pd as my thesis supervisor who has spent more time in giving the
guidance, encouragement, comments, suggestions, and support until this thesis
finish. The great appreciation is addressed to Mr. Dr. Hasruddin, M.Pd, Mrs. Dra.
Cicik Suriani, M.Si, and Mr. Syarifuddin, M.Sc., Ph.D. as the thesis examiners for
their advice, criticism, constructive comments, and valuable in completing this
thesis. And the greatest gratitude to my Academic supervisor Prof. Dr. rer. nat.
Binari Manurung, M.Si. thanks to all guidance to me.
I would like to express my appreciation to the Dean, Faculty of
Mathematic and Natural Science, Mr. Dr. Asrin Lubis, M.Pd, to Head of Biology
Department, Mr. Dr. Hasruddin, M.Pd, to Head of Biology Education, Mrs. Dra.
Cicik Suryani, M.Si, to Coordinator of Bilingual Program, Mrs. Dr. Iis Siti Jahro,
M.Si for their support and help towards my undergraduate affairs.
My deepest gratitude and big appreciation to beloved parent, Mr. Hendra
Hariawansyah and Mrs. Sri Rezeki for the endless love, the best support, greatest
prayer, encouragement throughout the entire life, and also both of my lovely sister
and brother, Anisa Nadya Hariawansyah and M. Aqsha Bhaskara Haiawansyah
for their awesome support and kindness.
Sincere thanks to all my lovely students SMAN 1 Tebing Tinggi who
always gives amazing spirit. For beloved best friends Vicha Dara Anwar, SE. and
Eka Putri Sutrisno for their kindness and moral support. For juniors class FMIPA
who supported and helping during research. For my classmates Bilingual Biology
especially Corry Sepvia Pasaribu, Carolina Savitry Hutagaol, Durriyah, and Dwi
v
Purwanty thank you for your support, crazy times, and memories. For my
inspiring partner Ananda, S.Si to all advice and guidance during this time.
Last but not least, thanks to all my cost mates Tebing Tinggi for
Naimatussyifa Daulay, Dwi Utari, Aida, Mutiara, Biuti, Rimbun, and Yudis for
awesome life learning during field experience program 2015 in SMAN 1 Tebing
Tinggi.
May Allah reward all those who have contributed in the completion of this
thesis. Finally, I hope this thesis would be beneficial to contribute ideas in
education, be useful especially for the students of Biology Education, and gives
inspiring to the instructor become more creative and active. I realize that this
thesis is still far from being perfect therefore; constructive, comments, and
suggestion are needed for further improvement of this thesis.
Medan, August 2016
Writer
Anisa Nesya Hariawansyah
4123342002
vi
TABLE OF CONTENTS
Page
Sheet of Legalization
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Table of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1
1.1.
Background
1
1.2.
Problem Identification
3
1.3.
Problem Scooping
4
1.4.
Research Question
4
1.5.
Research Aim
5
1.6.
Research Benefit
5
CHAPTER II LITERATURE REVIEW
6
2.1
Theoretical Framework
6
2.1.1.
Instructional Design
6
2.1.2.
The Basic Components of Instructional Design
6
2.1.3.
Instructional Design Models
7
2.1.4.
Hannafin and Peck Model
8
2.1.4.1. The Stages in The Instructional Design of Hannafin and Peck
8
2.1.4.2. Needs Analysis Phase
8
2.1.4.3. Design Phase
8
2.1.4.4. Development and Implementation Phase
9
2.1.5.
9
Learning Media
vii
2.1.6.
Role and Function of Learning Media
11
2.1.7.
Media Selection Criteria
13
2.1.8.
Learning Media Games
15
2.1.9.
Interactive Learning
16
2.1.10. Puzzle Media Learning
17
2.1.11. Stages of Cell Cycle
17
2.1.11.1.Growth Stage
18
2.1.12. Cell Division
19
2.1.12.1.Mitosis
19
2.1.12.2.Meiosis
21
2.1.13. Framework of Thinking
23
CHAPTER III RESEARCH METODOLOGY
24
3.1.
Time and Location Research
24
3.2.
Research Object
24
3.3.
Type and Design Research
24
3.4.
Models and Procedures for Instructional Development
Model Hannafin and Peck
24
3.4.1.
Model Instructional Media Learning
24
3.4.2.
Instructional Model Prodesur Hannafin and Peck
25
3.5.
Instrument Research
26
3.5.1.
Description of Results Validation Instrument Rating
26
3.6.
The Data Collection Technique
28
CHAPTER IV RESULT AND DISCUSSION
30
4.1.
Result of Research
30
4.1.1.
The Description Learning Media Development Process
Puzzle Interactive on Cell Division Topic for SMA Students
30
4.1.1.1. Assess Needs Stage
30
4.1.1.2. Design Stages
36
4.1.1.3. Development Phase
36
viii
4.2.
Discussion
41
4.3.
Research limitations
42
CHAPTER V CONCLUSION AND SUGGESTION
43
5.1.
Conclusions
43
5.2.
Suggestions
43
REFERENCES
44
ix
LIST OF TABLE
Page
Table 2.1
Grouping of Media into 10 Groups
10
Table 3.1
Lattice Sheet Instrument Construction Expert
26
Table 3.2
Lattice Sheet Instrument Content Expert
27
Table 3.3
Eligibility Criteria Percentage of Instructional Media
28
Interactive Puzzle
Table 4.1
The Core Competence Cell Division Topic according
Kemendikbud 69 in 2012
Table 4.2
Basic competence Cell Division Topic according
33
Kemendikbud 69 in 2012
Table 4.3
The Result Analysis Learning Objectives Cell Division
Topic
33
Table 4.4
Analysis Tools and Infrastructures Need
36
Table 4.5
Percentage of Average Assessment Expert Construct
40
Table 4.6
Percentage of Average Assessment Expert Content
41
31
ix
LIST OF TABLE
Page
Table 2.1
Grouping of Media into 10 Groups
10
Table 3.1
Lattice Sheet Instrument Construction Expert
26
Table 3.2
Lattice Sheet Instrument Content Expert
27
Table 3.3
Eligibility Criteria Percentage of Instructional Media
28
Interactive Puzzle
Table 4.1
The Core Competence Cell Division Topic according
Kemendikbud 69 in 2012
Table 4.2
Basic competence Cell Division Topic according
33
Kemendikbud 69 in 2012
Table 4.3
The Result Analysis Learning Objectives Cell Division
Topic
33
Table 4.4
Analysis Tools and Infrastructures Need
36
Table 4.5
Percentage of Average Assessment Expert Construct
40
Table 4.6
Percentage of Average Assessment Expert Content
41
31
x
LIST OF FIGURE
Page
Figure 1.1
Flowchart stages in the instructional design of Hannafin
and Peck
8
Figure 1.2
Dale’s Cone of Experience
11
Figure 1.3
The Cell Cycle
18
Figure 1.5
These Ilustrations and Micrographs Show What Happens
Inside a Cell During Interphase (A) and Mitotic Cell
Division (B to E)
The Phases of Meiosis
Figure 3.1
Instructional Model Flow Diagram Hannafin and Peck
26
Figure 4.1
The Flowchart of using the Puzzle Media
37
Figure 4.2
Interactive Puzzel Media of Meiosis Phases
38
Figure 4.3
Interactive Puzzel Media of Mitosis Phases
38
Figure 1.4
20
22
xi
LIST OF APPENDIX
Page
Appendix 1
Core Competency and Base Competency
46
Appendix 2
Syllabus
51
Appendix 3
Cell Division Subject Matter
78
Appendix 4
82
Appendix 5
Storyboard
Subject Matter Expert Questionnare
Appendix 6
Construction Expert Questionnare
91
Appendix 7
Documentation
96
86
1
CHAPTER I
INTRODUCTION
1.1 Background
The development of education right now is the first priority to increase the
quality of education. Improvement the human resources and non-human resources
are some efforts to achieve the goal. One of them is the improvement of the
learning process. A system in the learning process can be ascertained that the
source of successful learning in school associated with a number of components
that are involved in it. The components are curriculum, strategies, teachers, media,
methods, students and surrounding of learning and education process (Farisi,
2007).
Something prepared well will give a good activity, as well as a class. The
class where students can absorb the knowledge and motivated to learn in the class.
Learning environment should be provide opportunities for students to involve the
students actively in various activities, such as observe, asking / give a question,
explain, comment, propose a hypothesis, collect data, and the others activities. So
the students are able to learn actively and hectic in task that made
them
motivated, just not sit down quietly and listen. Open attitude towards learning to
encourage flexibility in thinking and prepares the students to the real world
(Armstrong, 2004; Santrock, 2007)
Learning must be prepared before being implemented in the classroom. All
are be setting in the world of formal education. In order to achieve good learning,
learning must be done with a variety of strategies. But sometimes a strategy
designed in such a way does not apply when the students begin to do activities
outside the learning process. Often a few minutes after the study began, the
students began to noisy or talking with his friends. When the learning and
teaching taking place, some students began to put his/her head on the table,
yawning, or there may be asleepin the class so that the learning pass. This incident
happened several times by investigators when the Integrated Field Experience
Program (PPLT).
1
2
From some exposure above, there appears many problems in biology
learning and teaching that occurs during the learning process, such as: (1) The
students done the other activities that are not suitable when the learning process
takes place; (2) The others activities were done by the student caused the students
feel bored; (3) The class be passive because the students are not involved in the
process of teaching and learning activities that seem unplanned; (4) And the lack
of innovation in the learning media that can stimulate students activeness in the
process of teaching and learning activities.
The problems upfront indicated that learning biology still categorized not
fun to makes the students active in the process of teaching and learning activities.
If this problems unchecked that could have an impact on students understanding
of the subject matter, and will be actualized as a result of lower daily tests and in
the national exam (Gustafson and Branch, 1997).
Learning media is anything that can be used to deliver a message from the
sender to the receiver, so that it can stimulate the mind, feelings, concerns,
interests of students, and become active learning, creative, effective and fun so
that learning occurs (Sadiman, 1986). The learning process is an example of the
communication process. Therefore, instructional media has an important role in
clearly the presentation of messages and information in the continuity of learning.
The use of instructional media in teaching and learning can be generate new
passions and interests, raise motivation and stimulation of learning activities, and
even bring psychological effects on students (Hamalik, 1986).Based on these
descriptions, if the learning media is important present in the learning activities
because of much roles.
Interactive learning model approach is often known by the name of your
child's questions. This model is designed so that students will be asked and then
find the answers to their own questions (Faire & Cosgrove in Dewa, 2014). So
from the opinion above interactive in this research want the student know the
answer of their question by the media learning where is the media can use by the
students, her/his friend and the teacher and make interaction between the third
subject that used media.
3
Therefore, the researcher want to develop interactive learning media in the
form of a puzzle that makes the students active in the process of teaching and
learning activities with the instructional design of Hannafin and Peck. Researcher
chose to use media puzzle in learning process because puzzle media is one of
educative games that useful for: (1) improve cognitive skills, (2) improve fine
motor skills, (3) train the ability to reason, (4) exercise patience, (5) improve the
social skills (Widyanarti, 2011).
According to Carin and Sund (in Ash'ari, 2006), learning science is a
science of learning that requires observation and experimentation in understanding
the universe. Biology is a branch of science, therefore biology definitely need a
media learning media as intermediary in the process of observation and
experimentation. Biology consists of facts, concepts and procedure. The concepts
and fact divided into tangible and intangible that the tangible facts and concepts
can be seen directly but intangible facts and concepts can not be seen directly.
And in this case I as a researcher chooses a topic of cell division as intangible
concept that needed a learning media to help explain this topic and to be used as
teaching materials to developed the interactive puzzle media because the topic of
cell division is a material that is difficult so require a learning media to explain
this subject matter well to the students to make easy to know and easy to be
understood.
The researcher choose the Instructional Design Hannafin and Peck Model
because this model will be produce a product as learning media that suitable with
the aim and purpose of researcher. Referring to the development of instructional
media that will be developed in the learning process as described in the exposure
in advance, the researcher do the research with the title "The Development of
Hannafin and Peck Instructional Design by Interactive Puzzle in Cell Division
Topic for SMA Students".
1.2 Problem Identification
Based on the background of the problems that have been raised in advance,
it can be identified the problem as follows:
4
1. The learning media used are still not able to stimulate the students interest in of
biology lessons.
2. The learning media used in schools are not be able to encourage the active
participation of students during the learning process.
3. The learning media with the playing concept that could stimulate the activity of
students in the subject matter of cell division not yet developed by the teacher,
so in generally only an image that the printed in the books of biology.
1.3 Problem Scooping
Based on the problems that have been identified previously, given the
limited number of researcher it is necessary to do the restriction problems. This is
done to research more be focused and not deviate from the purpose of research. So
the researcher focused on the following aspects:
1.
The development of interactive puzzle learning media biology for students in
the Senior High School.
2.
The subject matter contained on the media is limited to cell division subject
matter include the mitotic and meiotic division.
3.
The development of product using the model of Instructional Design
Hannafin and Peck conducted until 3 Stages to the Development and Limited
Test but only until the Development stage producing instructional media.
4.
Evaluation of the quality in learning media interactive puzzle do by contents
experts and construct experts.
1.4.
Research Question
Based on the identification and limitation of the problems outlined above,
the authors formulate the problem as follows:
1. Is the implementation process of the development of learning tools on the
Interactive Media Puzzle in subject matter cell division for SMA students
using instructional design Hannafin and Peck model?
2. Does the learning device in the form of interactive puzzle learning media of
cell division material developed for SMA students to qualify according the
experts.
5
1.5. Research Aim
The purpose of this research are as follows:
1. To develop an Interactive Puzzle Learning Media on the subject matter of cell
division for Senior High School based on The Hannafin and Peck model.
2. To know the quality of Interactive Puzzle Learning Media on the subject
matter of cell division.
1.6. Research Benefit
The results of this study are expected to be meaningful to all parties who
utilize information on the results of this research as follows:
1. For the teacher, the results of this research can be used as examples of
improvements that could be tested biology learning in the classroom, in
particular to foster the development of instructional design to enable students
to be actively involved in learning process.
2. For students, the experience during the research activities of this action is
expected to motivate themselves to always play an active role in learning,
which in turn will improve learning outcomes of biology.
3. For schools, the improvement of learning will encourage schools to continue
to make continuous improvement to improve the quality of education services
in school.
4. For researchers, experience and information obtained during this study will be
an experience for researchers to develop the capacity themselves to the ideals
of professional teachers.
5. For readers, finding and recording the results of this study can be used as a
reference for future research.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusions
There are some conclusions from this research, it can be seen as follows:
1. The implementation development process puzzle interactive learning media on
the cell division topic for SMA students was carried out by following the
stages analysis of the instructional design Hannafin and Peck that produce
product Interactive Puzzle Learning Media was very good and can be used in
learning biology.
2. The results of the assessment expert of construction in the device in the form
of instructional learning media Biology by interactive puzzle on the cell
division topic for SMA students the validation got average 90% classified as
category very good view of the construction level media after the validation
and revision. The results of expert assessment of the contents in the learning
device in the form of instructional learning media Biology by interactive
puzzle on the cell division topic for SMA students the result average 85.5%
classified as category very good views of the proper of media contents of the
material of cell division, media images and language.
5.2 Suggestions
There are some suggestions from this research, it can be seen as follows:
1.
The descriptive research instructional design Hannafin and Peck model
produces Learning Media is focused on cell division topic, therefore it is
advisable to further researchers to be able to produce products with other
topic.
2.
The researcher further expected to not only stop in the development phase,
but continued with the implementation phase that would be more useful
teaching material to be used directly for the wider society.
43
45
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Rosdakarya Offset, Bandung.
DESIGN BY INTERACTIVE PUZZLE IN CELL
DIVISION TOPIC FOR SMA STUDENTS
By:
Anisa Nesya Hariawansyah
ID. 4123342002
Biology Billingual Education Study Program
THESIS
Submitted to Fulfill the Requirement for the Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
ii
BIOGRAPHY
Anisa Nesya Hariawansyah was born in Medan, North Sumatera, on
February 19th 1994, the first daughter of Mr. Hendra Hariawansyah and Mrs. Sri
Rezeki. In 2000, the researcher started her first educational experience in
Asyakirin Kindegarden Medan. In 2001, the researcher entered to SD Nahdlatul
Ulama Medan and finished in 2006. In 2006, the researcher continued her study in
SMPN 1 Medan and finished in 2009. In 2009, the researcher continued her study
in SMAN 12 Medan and graduated in 2012. In 2012, the researcher was registered
in Bilingual Biology Education Program, Biology Department, Faculty of
Mathematic and Natural Sciences, State University of Medan. The researcher
have done Field Experience Program in SMAN 1 Tebing Tinggi. During
following study in university, the researcher was become the member of Religious
Proselytizing in Hizbut Tahrir Indonesia (HTI) Chapter Campus UNIMED and
Komunitas Ilmuan Muda Biologi (KIMBI). Besides, the researcher is as
laboratory assistant in Experimental of Higher Plant Taxonomy, Experimental of
Higher Animal Taxonomy, and Experimental of Plant Physiology. The researcher
was become 3rd champion quiz Biology Competition inter Biology Department on
2013, finalist of Scientific Paper Competition Innovation Contest 2014 in State
University of Andalas, one delegation of Sriwijaya Leadership Forum (SLF) 2015
in Sriwijaya University on Palembang, and the finalist of Scientific Paper
Competition MIPA untuk Negeri in Indonesia University (UI) 2016.
iii
THE DEVELOPMENT OF HANNAFIN AND PECK
INSTRUCTIONAL DESAIN BY INTERACTIVE
PUZZLE IN CELL DIVISION TOPIC
FOR SMA STUDENTS
Anisa Nesya Hariawansyah (SID 4123342002)
ABSTRACT
This research aims to develop an interactive learning puzzle media on cell
division topic for SMA students by instructional design Hannafin and Peck model
and know the proper media interactive puzzle on cell division topic. The kind of
this research is descriptive quantitative. The construction and contents number
was validated before used to students is by expert validator. The result of research
are validation with categorized less good (0-25%), good enough (25-50%), and
good (50-75%), and very good (75-100%) then continue for validation to content
expert the result of first validation in average 62,5% and then the suggestion from
the first validator given to second validator that is the construction expert and in
this validation got average 90% after that the media made again with the
suggestion of validators and the last validation again to the content expert and the
result average 85.5% with credit very good. Learning media interactive puzzle
games concept contained in these materials can improve science process skills,
because students have been directed and explored to find the concepts themselves,
but remain in the application guidance of the teacher indispensable in the learning
process.
Keyword:Learning Media, The development of Hannafin and Peck
Instructional design, and Cell Division.
iv
ACKNOWLEDGEMENT
In the name of Allah, the Most Gracious and the Most Merciful.
Alhamdulillah, the greatest thank and praise the writer prayed to Allah
SWT for blessing researcher is able to finish this thesis with title “The
Development of Hannafin and Peck Instructional Design by Interactive Puzzle in
Cell Division Topic for SMA Students” to fulfill one of the requirement for
getting degree of sarjana pendidikan in Biology Department, Faculty of
Mathematic and Natural Science, State University of Medan.
Gratefully acknowledges the greatest gratitude to Mr. Drs. Zulkifli
Simatupang, M.Pd as my thesis supervisor who has spent more time in giving the
guidance, encouragement, comments, suggestions, and support until this thesis
finish. The great appreciation is addressed to Mr. Dr. Hasruddin, M.Pd, Mrs. Dra.
Cicik Suriani, M.Si, and Mr. Syarifuddin, M.Sc., Ph.D. as the thesis examiners for
their advice, criticism, constructive comments, and valuable in completing this
thesis. And the greatest gratitude to my Academic supervisor Prof. Dr. rer. nat.
Binari Manurung, M.Si. thanks to all guidance to me.
I would like to express my appreciation to the Dean, Faculty of
Mathematic and Natural Science, Mr. Dr. Asrin Lubis, M.Pd, to Head of Biology
Department, Mr. Dr. Hasruddin, M.Pd, to Head of Biology Education, Mrs. Dra.
Cicik Suryani, M.Si, to Coordinator of Bilingual Program, Mrs. Dr. Iis Siti Jahro,
M.Si for their support and help towards my undergraduate affairs.
My deepest gratitude and big appreciation to beloved parent, Mr. Hendra
Hariawansyah and Mrs. Sri Rezeki for the endless love, the best support, greatest
prayer, encouragement throughout the entire life, and also both of my lovely sister
and brother, Anisa Nadya Hariawansyah and M. Aqsha Bhaskara Haiawansyah
for their awesome support and kindness.
Sincere thanks to all my lovely students SMAN 1 Tebing Tinggi who
always gives amazing spirit. For beloved best friends Vicha Dara Anwar, SE. and
Eka Putri Sutrisno for their kindness and moral support. For juniors class FMIPA
who supported and helping during research. For my classmates Bilingual Biology
especially Corry Sepvia Pasaribu, Carolina Savitry Hutagaol, Durriyah, and Dwi
v
Purwanty thank you for your support, crazy times, and memories. For my
inspiring partner Ananda, S.Si to all advice and guidance during this time.
Last but not least, thanks to all my cost mates Tebing Tinggi for
Naimatussyifa Daulay, Dwi Utari, Aida, Mutiara, Biuti, Rimbun, and Yudis for
awesome life learning during field experience program 2015 in SMAN 1 Tebing
Tinggi.
May Allah reward all those who have contributed in the completion of this
thesis. Finally, I hope this thesis would be beneficial to contribute ideas in
education, be useful especially for the students of Biology Education, and gives
inspiring to the instructor become more creative and active. I realize that this
thesis is still far from being perfect therefore; constructive, comments, and
suggestion are needed for further improvement of this thesis.
Medan, August 2016
Writer
Anisa Nesya Hariawansyah
4123342002
vi
TABLE OF CONTENTS
Page
Sheet of Legalization
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Table of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1
1.1.
Background
1
1.2.
Problem Identification
3
1.3.
Problem Scooping
4
1.4.
Research Question
4
1.5.
Research Aim
5
1.6.
Research Benefit
5
CHAPTER II LITERATURE REVIEW
6
2.1
Theoretical Framework
6
2.1.1.
Instructional Design
6
2.1.2.
The Basic Components of Instructional Design
6
2.1.3.
Instructional Design Models
7
2.1.4.
Hannafin and Peck Model
8
2.1.4.1. The Stages in The Instructional Design of Hannafin and Peck
8
2.1.4.2. Needs Analysis Phase
8
2.1.4.3. Design Phase
8
2.1.4.4. Development and Implementation Phase
9
2.1.5.
9
Learning Media
vii
2.1.6.
Role and Function of Learning Media
11
2.1.7.
Media Selection Criteria
13
2.1.8.
Learning Media Games
15
2.1.9.
Interactive Learning
16
2.1.10. Puzzle Media Learning
17
2.1.11. Stages of Cell Cycle
17
2.1.11.1.Growth Stage
18
2.1.12. Cell Division
19
2.1.12.1.Mitosis
19
2.1.12.2.Meiosis
21
2.1.13. Framework of Thinking
23
CHAPTER III RESEARCH METODOLOGY
24
3.1.
Time and Location Research
24
3.2.
Research Object
24
3.3.
Type and Design Research
24
3.4.
Models and Procedures for Instructional Development
Model Hannafin and Peck
24
3.4.1.
Model Instructional Media Learning
24
3.4.2.
Instructional Model Prodesur Hannafin and Peck
25
3.5.
Instrument Research
26
3.5.1.
Description of Results Validation Instrument Rating
26
3.6.
The Data Collection Technique
28
CHAPTER IV RESULT AND DISCUSSION
30
4.1.
Result of Research
30
4.1.1.
The Description Learning Media Development Process
Puzzle Interactive on Cell Division Topic for SMA Students
30
4.1.1.1. Assess Needs Stage
30
4.1.1.2. Design Stages
36
4.1.1.3. Development Phase
36
viii
4.2.
Discussion
41
4.3.
Research limitations
42
CHAPTER V CONCLUSION AND SUGGESTION
43
5.1.
Conclusions
43
5.2.
Suggestions
43
REFERENCES
44
ix
LIST OF TABLE
Page
Table 2.1
Grouping of Media into 10 Groups
10
Table 3.1
Lattice Sheet Instrument Construction Expert
26
Table 3.2
Lattice Sheet Instrument Content Expert
27
Table 3.3
Eligibility Criteria Percentage of Instructional Media
28
Interactive Puzzle
Table 4.1
The Core Competence Cell Division Topic according
Kemendikbud 69 in 2012
Table 4.2
Basic competence Cell Division Topic according
33
Kemendikbud 69 in 2012
Table 4.3
The Result Analysis Learning Objectives Cell Division
Topic
33
Table 4.4
Analysis Tools and Infrastructures Need
36
Table 4.5
Percentage of Average Assessment Expert Construct
40
Table 4.6
Percentage of Average Assessment Expert Content
41
31
ix
LIST OF TABLE
Page
Table 2.1
Grouping of Media into 10 Groups
10
Table 3.1
Lattice Sheet Instrument Construction Expert
26
Table 3.2
Lattice Sheet Instrument Content Expert
27
Table 3.3
Eligibility Criteria Percentage of Instructional Media
28
Interactive Puzzle
Table 4.1
The Core Competence Cell Division Topic according
Kemendikbud 69 in 2012
Table 4.2
Basic competence Cell Division Topic according
33
Kemendikbud 69 in 2012
Table 4.3
The Result Analysis Learning Objectives Cell Division
Topic
33
Table 4.4
Analysis Tools and Infrastructures Need
36
Table 4.5
Percentage of Average Assessment Expert Construct
40
Table 4.6
Percentage of Average Assessment Expert Content
41
31
x
LIST OF FIGURE
Page
Figure 1.1
Flowchart stages in the instructional design of Hannafin
and Peck
8
Figure 1.2
Dale’s Cone of Experience
11
Figure 1.3
The Cell Cycle
18
Figure 1.5
These Ilustrations and Micrographs Show What Happens
Inside a Cell During Interphase (A) and Mitotic Cell
Division (B to E)
The Phases of Meiosis
Figure 3.1
Instructional Model Flow Diagram Hannafin and Peck
26
Figure 4.1
The Flowchart of using the Puzzle Media
37
Figure 4.2
Interactive Puzzel Media of Meiosis Phases
38
Figure 4.3
Interactive Puzzel Media of Mitosis Phases
38
Figure 1.4
20
22
xi
LIST OF APPENDIX
Page
Appendix 1
Core Competency and Base Competency
46
Appendix 2
Syllabus
51
Appendix 3
Cell Division Subject Matter
78
Appendix 4
82
Appendix 5
Storyboard
Subject Matter Expert Questionnare
Appendix 6
Construction Expert Questionnare
91
Appendix 7
Documentation
96
86
1
CHAPTER I
INTRODUCTION
1.1 Background
The development of education right now is the first priority to increase the
quality of education. Improvement the human resources and non-human resources
are some efforts to achieve the goal. One of them is the improvement of the
learning process. A system in the learning process can be ascertained that the
source of successful learning in school associated with a number of components
that are involved in it. The components are curriculum, strategies, teachers, media,
methods, students and surrounding of learning and education process (Farisi,
2007).
Something prepared well will give a good activity, as well as a class. The
class where students can absorb the knowledge and motivated to learn in the class.
Learning environment should be provide opportunities for students to involve the
students actively in various activities, such as observe, asking / give a question,
explain, comment, propose a hypothesis, collect data, and the others activities. So
the students are able to learn actively and hectic in task that made
them
motivated, just not sit down quietly and listen. Open attitude towards learning to
encourage flexibility in thinking and prepares the students to the real world
(Armstrong, 2004; Santrock, 2007)
Learning must be prepared before being implemented in the classroom. All
are be setting in the world of formal education. In order to achieve good learning,
learning must be done with a variety of strategies. But sometimes a strategy
designed in such a way does not apply when the students begin to do activities
outside the learning process. Often a few minutes after the study began, the
students began to noisy or talking with his friends. When the learning and
teaching taking place, some students began to put his/her head on the table,
yawning, or there may be asleepin the class so that the learning pass. This incident
happened several times by investigators when the Integrated Field Experience
Program (PPLT).
1
2
From some exposure above, there appears many problems in biology
learning and teaching that occurs during the learning process, such as: (1) The
students done the other activities that are not suitable when the learning process
takes place; (2) The others activities were done by the student caused the students
feel bored; (3) The class be passive because the students are not involved in the
process of teaching and learning activities that seem unplanned; (4) And the lack
of innovation in the learning media that can stimulate students activeness in the
process of teaching and learning activities.
The problems upfront indicated that learning biology still categorized not
fun to makes the students active in the process of teaching and learning activities.
If this problems unchecked that could have an impact on students understanding
of the subject matter, and will be actualized as a result of lower daily tests and in
the national exam (Gustafson and Branch, 1997).
Learning media is anything that can be used to deliver a message from the
sender to the receiver, so that it can stimulate the mind, feelings, concerns,
interests of students, and become active learning, creative, effective and fun so
that learning occurs (Sadiman, 1986). The learning process is an example of the
communication process. Therefore, instructional media has an important role in
clearly the presentation of messages and information in the continuity of learning.
The use of instructional media in teaching and learning can be generate new
passions and interests, raise motivation and stimulation of learning activities, and
even bring psychological effects on students (Hamalik, 1986).Based on these
descriptions, if the learning media is important present in the learning activities
because of much roles.
Interactive learning model approach is often known by the name of your
child's questions. This model is designed so that students will be asked and then
find the answers to their own questions (Faire & Cosgrove in Dewa, 2014). So
from the opinion above interactive in this research want the student know the
answer of their question by the media learning where is the media can use by the
students, her/his friend and the teacher and make interaction between the third
subject that used media.
3
Therefore, the researcher want to develop interactive learning media in the
form of a puzzle that makes the students active in the process of teaching and
learning activities with the instructional design of Hannafin and Peck. Researcher
chose to use media puzzle in learning process because puzzle media is one of
educative games that useful for: (1) improve cognitive skills, (2) improve fine
motor skills, (3) train the ability to reason, (4) exercise patience, (5) improve the
social skills (Widyanarti, 2011).
According to Carin and Sund (in Ash'ari, 2006), learning science is a
science of learning that requires observation and experimentation in understanding
the universe. Biology is a branch of science, therefore biology definitely need a
media learning media as intermediary in the process of observation and
experimentation. Biology consists of facts, concepts and procedure. The concepts
and fact divided into tangible and intangible that the tangible facts and concepts
can be seen directly but intangible facts and concepts can not be seen directly.
And in this case I as a researcher chooses a topic of cell division as intangible
concept that needed a learning media to help explain this topic and to be used as
teaching materials to developed the interactive puzzle media because the topic of
cell division is a material that is difficult so require a learning media to explain
this subject matter well to the students to make easy to know and easy to be
understood.
The researcher choose the Instructional Design Hannafin and Peck Model
because this model will be produce a product as learning media that suitable with
the aim and purpose of researcher. Referring to the development of instructional
media that will be developed in the learning process as described in the exposure
in advance, the researcher do the research with the title "The Development of
Hannafin and Peck Instructional Design by Interactive Puzzle in Cell Division
Topic for SMA Students".
1.2 Problem Identification
Based on the background of the problems that have been raised in advance,
it can be identified the problem as follows:
4
1. The learning media used are still not able to stimulate the students interest in of
biology lessons.
2. The learning media used in schools are not be able to encourage the active
participation of students during the learning process.
3. The learning media with the playing concept that could stimulate the activity of
students in the subject matter of cell division not yet developed by the teacher,
so in generally only an image that the printed in the books of biology.
1.3 Problem Scooping
Based on the problems that have been identified previously, given the
limited number of researcher it is necessary to do the restriction problems. This is
done to research more be focused and not deviate from the purpose of research. So
the researcher focused on the following aspects:
1.
The development of interactive puzzle learning media biology for students in
the Senior High School.
2.
The subject matter contained on the media is limited to cell division subject
matter include the mitotic and meiotic division.
3.
The development of product using the model of Instructional Design
Hannafin and Peck conducted until 3 Stages to the Development and Limited
Test but only until the Development stage producing instructional media.
4.
Evaluation of the quality in learning media interactive puzzle do by contents
experts and construct experts.
1.4.
Research Question
Based on the identification and limitation of the problems outlined above,
the authors formulate the problem as follows:
1. Is the implementation process of the development of learning tools on the
Interactive Media Puzzle in subject matter cell division for SMA students
using instructional design Hannafin and Peck model?
2. Does the learning device in the form of interactive puzzle learning media of
cell division material developed for SMA students to qualify according the
experts.
5
1.5. Research Aim
The purpose of this research are as follows:
1. To develop an Interactive Puzzle Learning Media on the subject matter of cell
division for Senior High School based on The Hannafin and Peck model.
2. To know the quality of Interactive Puzzle Learning Media on the subject
matter of cell division.
1.6. Research Benefit
The results of this study are expected to be meaningful to all parties who
utilize information on the results of this research as follows:
1. For the teacher, the results of this research can be used as examples of
improvements that could be tested biology learning in the classroom, in
particular to foster the development of instructional design to enable students
to be actively involved in learning process.
2. For students, the experience during the research activities of this action is
expected to motivate themselves to always play an active role in learning,
which in turn will improve learning outcomes of biology.
3. For schools, the improvement of learning will encourage schools to continue
to make continuous improvement to improve the quality of education services
in school.
4. For researchers, experience and information obtained during this study will be
an experience for researchers to develop the capacity themselves to the ideals
of professional teachers.
5. For readers, finding and recording the results of this study can be used as a
reference for future research.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusions
There are some conclusions from this research, it can be seen as follows:
1. The implementation development process puzzle interactive learning media on
the cell division topic for SMA students was carried out by following the
stages analysis of the instructional design Hannafin and Peck that produce
product Interactive Puzzle Learning Media was very good and can be used in
learning biology.
2. The results of the assessment expert of construction in the device in the form
of instructional learning media Biology by interactive puzzle on the cell
division topic for SMA students the validation got average 90% classified as
category very good view of the construction level media after the validation
and revision. The results of expert assessment of the contents in the learning
device in the form of instructional learning media Biology by interactive
puzzle on the cell division topic for SMA students the result average 85.5%
classified as category very good views of the proper of media contents of the
material of cell division, media images and language.
5.2 Suggestions
There are some suggestions from this research, it can be seen as follows:
1.
The descriptive research instructional design Hannafin and Peck model
produces Learning Media is focused on cell division topic, therefore it is
advisable to further researchers to be able to produce products with other
topic.
2.
The researcher further expected to not only stop in the development phase,
but continued with the implementation phase that would be more useful
teaching material to be used directly for the wider society.
43
45
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