3.8.4 Discrimination Index 36
3.8.5 The Normality of The Test 36
3.8.6 The Homogeneity of the Test 37
3.8.7 The Statistical Hypothesis 37
3.8.8 Average Percentage of Students’ Achievement 38
3.8.9 Effectiveness Percentage of Students’ Achievement 38
CHAPTER IV THE RESULT AND DISCUSSION 39
4.1 The Development of Chemistry Learning Module 39
4.1.1 Survey of Chemistry High School Text Book 39
4.1.2 Analysis of Senior High School Chemistry Textbook 40
4.2 The Development and Standarization of Thermochemistry Module 42
4.2.1 Validation of the Instrument 44
4.2.2 Reliability of The Instrument 44
4.2.3 Normality Evaluation Test 45
4.2.4 Homogeneity Test 45
4.3 Hypothesis Testing 46
4.4 The Percentage of Average Students’ Achievement 48
by Chemistry Learning Module 4.5 The Affectivity Percentage of Chemistry Learning Module
49 4.6 Discussion
50
CHAPTER V CONCLUSION AND SUGGESTION 51
5.1 Conclusion 51
5.2 Suggestion 52
References 53
LIST OF FIGURE
Figure 3.1 The Overview of Research 26
Figure 3.2 The Procedure have been conducted in 31
standarization of learning module of chemistry topics for senior high school students
LIST OF APPENDIX
Appendix 1 Syllabus 55
Appendix 2 Lesson Plan 60
Appendix 3 Instruments Test 79
Appendix 4 Key Answer 88
Appendix 5 Instrument Test Planning 89
Appendix 6 The Result of Questinnaire for the effectiveness 91
chemistry module on thermochemistry Appendix 7 Analysis of Senior High School Text Book
92 Appendix 8 Table of class grouping based on HG and LG in school
96 Appendix 9 Standarization of chemistry Learning module
102 by Chemistry Teacher
Appendix 10 Standarization of chemistry Learning module 103
by Chemistry Lecturers Appendix 11 The Calculation of Difficulty Level of Instruments
104 Appendix 12 Calculation of Normality test of Pretest
105 Appendix 13 Calculation of Normality test of post test 1
107 Appendix 14 Calcultion of Homogeneity Test
109 Appendix 15 Calculation of Hypothesis Test
110 Appendix 16 The Percentage Affectivity of Thermochemistry
114 Learning Module
Appendix 17 The Calculation of Validity and Reliability 115
Test of Instruments Test Appendix 18 The Calculation of Discrimination Index
118 Appendix 19 The Percentage Activity of Thermochemistry
119 Learning Module
CHAPTER I INTRODUCTION
1.1 Research Background
Learning is an activity in order to acquire knowledge, skills and positive values by utilizing a variety of sources for learning. Learning involves two parties
namely the students as learners and teachers as facilitators. The most important activity in learning is a learning process. The learning process has several features
the following: 1 Learning to realize its nature, in this case the student feels that he is learning, arise in him the motivation to have a knowledge of the expected.
2 Results obtained with the process of learning, in this case knowledge is not acquired spontaneously and instantly, but gradually.
Education is very interesting to be discussed, because education determines the future of all people. Success in teaching and learning process in
education is mostly determined by the ability of teacher in managing the teaching and learning process. So, to improve the quality of education, the teachers have to
make the suitable method, material, media and etc in teaching and learning process, especially for chemistry which is used as a target of this research.
One of the problems of education is often expressed in news is the tendency of the low quality of education at several levels and units of education,
especially secondary education. Various attempts to improve the quality of education continues to be done, ranging from training to improve teacher quality,
curriculum improvement, improvement of educational facilities, to improve the quality of school management. However, the indicator towards the quality of
education has not shown significance increase Musclish,2007. Learning innovations to improve students achievement in chemistry subjects is necessary
because it deals with improving the quality of graduates to fill jobs in the field of chemistry.
According Silitonga 2005, the reality is often faced by teacher in school is that students often think chemistry is a difficulty lesson so that is not unusual
for a student felt unable to advance in studying chemistry. These difficulties have an impact on student’s learning result are less satisfactory. Chemistry is an
experimental science, cannot be learned only by reading, writing or listening it. Chemical Sciences not only learn to master a body of knowledge of facts,
concepts, principles, but also is a process of discovery and mastery of the procedures or the scientific method. Therefore, in teaching chemistry there are
two important issues that must be considered, namely the chemical as a product of the scientists in the form of facts, concepts, principles, laws, and theories of
chemistry as a process of scientific work. To improve the effectiveness and efficiency of teaching and learning
process in schools, it takes a breakthrough to improve the quality of teaching and learning process itself. Improving the quality of education should be done through
innovation. Improving the quality of education carried out by setting goals and standards of educational competence in order to anticipate future changes and
demands that will face students as citizens of a nation, so they are able to think globally but act locally. One effort to improve the quality of education is through
the provision of quality textbooks William, 2002. To implement the effective teaching needed some condition 1 learning is
active, both mentally and physically, 2 motivation, 3 planning before teaching, 4 The influence of suggestive teachers, should be given also to the
students, 5 The teacher must able to create a democratic condition in school, 6 the presentation of materials to students, teachers need to provide a stimulating
issues to think Slameto,2003. Improving the quality of education should always be performed
continuously conventionally or through innovation. Improving the quality of education carried out by setting goals and standards of educational competence in
