4.4.3. Difficulty Level of Instrument 53
4.4.4. Different Index of Instrument 53
4.5 Data Analysis 54
4.5.1 Normality Evaluation Test 54
4.5.2 Homogeneity Evaluation Test 54
4.6 Student’s Achievement before Teaching Treatment 55
4.7 Student’s Achievement after Teaching Treatment 56
4.8 Hypothesis Testing 59
4.8.1 The third Hypothesis 59
4.8.2 The Fourth Hypothesis 60
4.9 The Increase of Student’s Achievement Percentage 61
4.10 Discussion 62
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion 64
5.2 Suggestion 65
Reference 66
LIST OF FIGURE
Figure 2.1 Branch from Hydrocarbon 17
Figure 3.1 Flow Chart of Research Procedure to Standardized 31
Of Module, The Development of Learning Module on The Teaching of Hydrocarbon for RSBI and SBI Students
Figure 4.1 The Comparison of Feasibility Four Books 49
That Analyzed
LIST OF TABLE
Table 2.1 The name from molecular formula of Alkanes 18
Table 2.2 The name from molecular formula of Alkyl 19
Table 3.1 Research design of the developed learning module to 28
increase students’ achievement on the teaching of hydrocarbon.
Table 3.2 Conformity Analysis Module Learning Materials with 29
Chemistry Education Unit Level Curriculum Content Standards
Table 4.1 The Result of Standard Analysis of Book Code A 40
Contents on the Topic Hydrocarbon Table 4.2 The Result of Standard Analysis of Book Code B
42 Contents on the Topic Hydrocarbon
Table 4.3 The Result of Standard Analysis of Book Code C 44
Contents on the Topic Hydrocarbon Table 4.4 The Result of Standard Analysis of Book Code D
47 Contents on the Topic Hydrocarbon
Table 4.5 Average Percentage of Feasibility Content, Feasibility 48
Extension, Feasibility Depth , Feasibility Design Layout and Feasibility Language for Books that Analyzed.
Table 4.6 The Result of Questionnaire of Module Standardization 51
By Chemistry Lectures, Chemistry Teachers and also International Students
Table 4.7 Average and standard deviation of student’s 55
Achievement in the pre-test Table 4.8 Average value and standard deviation of student’s
57 achievement in Post Test-1
Table 4.9 Average value and standard deviation of student’s 58
achievement in Post Test-2 Table 4.10 Data of the post test 1 for high group in experimental
60 and control class
Table 4.11 Data of the post test 1 for low group in experimental 60
and control class Table 4.12 Data of the post test 2 for high group in experimental
61
and control class Table 4.13 Data of the post test 2 for low group in experimental
61 and control class
LIST OF APPENDIX
Appendix 1. SYLLABUS 69
Appendix 2. Lesson Plan 75
Appendix 3. Instrument Test 98
Appendix 4. Key Answer 105
Appendix 5. Table of Instrument Specification 106
Appendix 6. Questionare For Trial The Chemistry Teaching Module 119
On Hydrocarbon Appendix 7. Calculation of Validity Test
120 Appendix 8. Validity Test of Instrument
121 Appendix 9. Calculation of Reliability Test
122 Appendix 10. Reliability Test of Instrument
123 Appendix 11. Calculation The Test of Difficulty Level
124 Of Question
Appendix 12. Difficulty Level Test of Instrument 125
Appendix 13. Calculation of Different Index Test 126
Appendix 14. Different Index Test of Instrument 127
Appendix 15. Table of Class Grouping Based On High and Low Group 128
In Each School Appendix 16. Calculation of Normality Test
134 Appendix 17. Calculation of Homogeinity Test
136 Appendix 18. Calculation of Hypothesis testing
137 Appendix 19. The Result of Questionnaire of Module Standardization
143 by the Chemistry Lecturer
Appendix 20. The Result of Questionnaire of Module Standardization 144
by the Chemistry Teacher Appendix 21. The Result of Questionnaire of Module Standardization
145 by the Chemistry International Student
Appendix 22. The Result of Questionnaire of Module Standardization 146
by the Lecturer , TeacherChemistry International Students
Appendix 23. Percentage Activity of Hydrocarbon Learning Module 147
Appendix 24. Research Documentation 149
Appendix 25. Hydrocarbon Module 168
Appendix 26. Value of Chi-Square 169
Appendix 27. Value of r Product Moment 170
Appendix 28. Table Value In t-Distribution Tabel t 171
Appendix 29. List of Percentil Value of F Distribution 172
CHAPTER I INTRODUCTION
1.1 The Background of the Study
Learning is a complex process that happens to everyone all his life. Learning process occurs because of the interaction between person and his
environment. Therefore, learning can occur anytime and anywhere. One sign that a person has learned is that there is a change in this persons behavior was caused
by the change in level of knowledge, skill, or attitude. Arsyad, 2009. Models of teaching can also be regarded as models of learning when we help students to get
information, ideas, skills, values, ways of thinking, and the purpose of expressing themselves we actually teach them to learn. Joice, et all 2009
Development of science and technology increasingly encourage reform efforts in the utilization of technology in the learning process. The teachers are
required to be able using the tools i.e. textbook, media, module, power point, etc that can be provided by the school, and did not close the possibility that
accordance with the development demands of the times Arsyad, 2009. Regarding with the development of science and technology, the teacher should
use technological things such as computer in teaching learning process. It will make students easy to understand the study materials.
Nowadays the government is promoting a new learning process, i.e. learning model PAIKEM Pembelajaran Aktif Inovatif Kreatif Efektif dan
Menyenangkan. This model system based on students learning center is demanding that the students have to work actively in the learning process.
Teacher only acts as a facilitator, manager, and advisor, no longer using the system of teacher learning center. It means that the teacher will not become
central in the learning process anymore. In this case, the students will have big roles in learning process.
In Indonesia, educational issues facing the low quality of education at every level and educational unit. Program RSBI was born based on the provisions
of law the national education system Law No. 20 of 2003 Article 50, Paragraph 3 which states the government and or local governments conduct at least one unit
of education at all levels of education to be developed become international standard education units. To meet these requirements, particularly the Ministry
directorate general of elementary and secondary education management has initiated several schools that are expected to apply quality standards to the
international school Rianto, 2009.
RSBI teachers are required to be able to explain the material by using English as instruction language, they also can choose textbook or media as
addition in teaching process. In fact, there are still many teachers who teach with conventional methods and lectures. It is not uncommon that most students feel
tired and bored in learning process which only applies one direction method. Various attempts to improve the quality of education have been carried out, from
training to increase the quality of teachers, improving curriculum periodically, education facilities and infrastructure improvements. Muslich, 2007
Science teachers must become critical consumers of their science textbooks. They must be willing to question the use of their textbooks, and they
must discover what the content of the textbook will offer in terms of teaching and student learning. Teachers should reflect on the results of their search for good
textbooks, what this means in relation to their own thinking about content, and how to most effectively facilitate instruction Kirk, et all 2001.
In 2006, the government launched a curriculum in order to expand creative participation of teacher, school administrators and students in teaching and
learning based on a formula specified competency. There should be relation between curriculum based on standards of competence and basic competence but
it does not give effect to the achievement of competencies required by students as required in the curriculum. The largest proportion of book is not in accordance
