THE EFFECT OF COOPERATIVE LERANING MODEL GROUP INVESTIGATION ON STUDENTS LEARNING CONCEPTUAL ACADEMIC KNOWLEDGE IN DYNAMIC ELECTRICITY IN CLASS X SMA NEGERI 1 SALAK A.Y2014/2015.
THE EFFECT OF COOPERATIVE LEARNING MODEL GROUP
INVESTIGATION ON STUDENT’S LEARNING CONCEPTUAL
ACADEMIC KNOWLEDGE IN DYNAMIC ELECTRICITY
IN CLASS X SMA NEGERI 1 SALAK A.Y 2014/2015
By:
Mia Manik
ID Number: 4113322006
Bilingual Physics Education Study Program
/
THESIS
Submitted to Acquire Eligible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATIC AND NATURE SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
ii
THE EFFECTOF COOPERATIVE LEARNING MODELGROUP INVESTIGATION(GI)
ON STUDENT’S LEARNINGCONCEPTUALACADEMIC KNOWLEDGE IN
DYNAMIELECTRICITYIN CLASS X SMA NEGERI 1SALAK 2014/2015
Mia Manik (Reg. Number 4113322006)
ABSTRACT
The objectiveof this research was to analysis that learning outcomes of students by using
cooperative learning model and using conventional learning in topic dynamic electric in SMA
NegeriSalak1 in Pak-Pak Bharat in academic year 2014/2015.
This research method was quasi experimental. The population was all students at class
VII semester II consist of 6 classes SMA Salak1Pak-Pak Bharat. The sample of this research
conduct two classes, class X-3 as the class experiment using cooperative learning group
investigation model and X-4 as class control using conventional learning odel and define by
random cluster sampling. Instrument was using test objective type multiple choice with five
choices to measure the effect learning outcomes physics in concept dynamic electricity the result
of this research in experiment class was enough which average value is 52.88And control class
was less which the average value is 52.37
By the average had learning outcomes using cooperative Group Investigation learning and
conventional model. So that learning outcome had positive effect to students using group
investigation learning model.
Keyword: Cooperative Learning, Conceptual Knowledge, Learning Outcomes
ix
LIST OF TABLE
Table 2.1 Cooperative Learning in Achievement
10Table 2.2
Syntax cooperative learning model
14
Table 2.3 CooperativeLearning Group Investigation differences with
Conventional learning group
17
Table 3.1 The design of the research
31
Table 3.2 The Specification learning outcomes test
32
Table 3.3 Assessment Criteria of Affective and Psychomotor Domain
33
Tabel 3.4 Guidelines for Scoring Observation of Students Affective in
Experiment and Control Class
33
Table 3.5 Guidelines for Scoring Observation of Students’ Psychomotor
in Experimental Class
35
Table 3.6. Guidelines for Scoring Observation of Students’Psychomotor
in Control Class
36
Table 4.1 Pretest Score and Post Test Score
43
Table 4.2 Pre test score in Experiment and Control class
44
Table 4.3 Normality test of pre-test data in Experiment andControl class
45
Table4.4
45
Homogeneity Test of Pre-Test Data
Table4.5. Hypothesis Test of Pre-Test Data
46
Table 4.6. Post-Test Data in Experiment Class and Control Class
46
Table 4.7. Normality Test of Post-Test Data
47
Table 4.8. Homogeneity Test of Post Test Data
48
Table4.9. Hypothesis Test of Post-Test Data
48
Table4.10 The score of students’ affective
49
Table4.11 The score of students’ psychomotor
50
viii
LIST OF FIGURE
Figure 2.1 Schema Measuring Electrical Current
25
Figure 2.2 Schema electrical voltage measurements in an electric circuit
26
Figure 2.3 definition resistance and ohm law
27
Figure 2.4 series circuit
30
Figure 2.5 parallel circuit
31
Figure 3.1 the overview of research planning
40
Figure 4.1 Bar Chart of Pre-test Data in Experiment and Control Class
41
Figure 4.2 Bar Chart of Post Test Data In Experiment And Control Class
44
Figure 4.3 Developing of students affective
47
Figure 4.3 Developing of students’ Psychomotor
48
1
CHAPTER I
INTRODUCTION
1.1 Background
School learning process is the interaction of teachers and students to learn the
material that has been arranged in a curriculum. So that the learning process can
be run directly by the well, a teacher must be intelligent and perceptive and plan,
organize and design a learning process so that the learning goals achieved.
According to the curriculum that the Learning Science (physics) more
emphasis on the provision of direct learning experience through the use and
experience of the scientific process skills and attitudes (Depdiknas,2006: 194) the
scientific attitude can be a mode to learn about themselves and the nature and
prospects of further development in apply them in everyday life. One of the
problems facing our education is the problem of lack of learning science,
especially in the material of physics subjects.
Model of teaching is one the Model that used in conducting teacher student
relationship at the time at study. Therefore, the role model of teaching as a tool for
teaching and learning process to create the liveliness of learning process, Current
development in Indonesia is directed to improving the quality of human resources.
Human resources are of very much needed in the development of a nation,
especially in the field of education. In the era of globalization, quality human
resources will be the main focus so that a competent nation. Natural Sciences
(IPA) relating to the natural way of finding out about systematically, so that
science is not just the acquisition of knowledge in the form of facts, concepts or
principles but also a process of discovery. As stated by the vehicle (in Trianto,
2008: 61) that: '' Science is a systematic collection of structured knowledge, and
in general use is limited to the phenomena of nature. The development is not only
characterized by the presence of a collection of facts, but by the presence of the
scientific method and scientific attitude ''.
2
The process of formal classroom teaching and is very important to improve
the ability to think, ability to cooperate, self-confidence, attitude and moral of
each student, In the process of teaching and learning and class, something very
important is the interaction between student and teachers. Teachers need to
understand a lot about the material circumstance and conditions including
situation of students. To understand the students teachers should know about the
abilities and character of each student and the teacher must build the character of
students in accordance with the character education.
Conventional learning used by physics teachers rarely engage students in
working in groups. This resulted in a lack of interaction between students and
teachers as well as students and students so that students who are less able and shy
do not experience improvement in achievement, achievement even decreased.
While the students are classified as smart and not shy getting smarter. This
obviously makes students consider physics is boring lessons as well as lowering
the character of students, especially in the classroom learning. Therefore, an
increase in the intensity of group study is needed to improve the attitude, moral,
mental ability to interact, as well as student achievement.
Physics (one field IPA) is a subject that requires students to understand,
understand, and apply it in real life. So far, students tend to take the knowledge
presented by the teacher, less bold idea or express their own opinions. This can
hamper the ability to think students. Through The process of learning physics
students favoring activities in the process of thinking and seek understanding in
the object, analyze and construct the knowledge to form new knowledge in the
individual.
Active student learning will occur if the student is given the
motivation and also facilities.
One of the subject taught in schools, especially school is physics. Physics is
the study of natural phenomena. Therefore, physics in one of the lessons is quite
interesting because it deals directly with natural phenomena and knowledge can
be applied in everyday life.
3
But in fact physics is one of the lessons that have the lowest scores. This is
caused by the large number of students who do not like physics because they think
physics is a difficult subject to understand, especially when faced with
complicated formulas and calculations. This fact is consistent with the observation
made by research when implementing the integrated field experience program in
SMAN 1Salak. From the above observation, the researchers concluded that
students at SMAN 1Salak not interested in learning physics. And this will affect
student outcomes in learning physics and character. The observation of three
physics teachers when they teach in SMA 1 Salak, It was found that all the
teachers using conventional learning physics to explain phenomena in physics
class.
To solve the above problems, the research changed the conventional learning
with cooperative learning model. Cooperative learning model consist of several
kinds, one of which type of cooperative learning model investigation group is a
model that does not require students to memorize fact and formulas, but the
models the guide students to identify a topic, planning investigation in group,
conduct investigation, make report and presented the result of research. Group
cooperative learning model helps students investigate to understand clearly
because the students will learn to their own and find answers to their team. And it
will make the students have a good teamwork ability and can memorize lesson for
a long time.
Based on the results of a questionnaire given to students of SMAN 1 Salak
many students assume that physics is a difficult subject to understand because too
many formulas, the boring and uninteresting, of 26, 18 of them said that physics is
difficult and the rest like it. This is similar to the results of interviews conducted
by researchers at teacher Susi (high school physics teacher 1 Salak). He said that
the high school students 'learning outcomes in SMA 1 Salak there are problems
that daily test results of students' physics is still far from the expected, average
daily value is still below the KKM (60).
The cause of the low value of student learning outcomes in science learning
(Physics) in school SMAN 1Salak include strategies used by teachers in the
4
learning process less varied. In lessons, teachers still use the conventional method
where students just listen and note what is presented by the teacher after which
they were given the task individually to solve the problems, as a result of students
feel bored and less interested in these subjects, besides the ability cooperation
students less and tend to be individual. When it is given continued, feared learning
objectives cannot be achieved national,
Based on the above, the researcher conducted a study using '' The Effect Of
Cooperative Learning Model Group Investigation (GI) On Student’s Learning
conceptual Academic knowledge In Dynamic Electricity In Class X Semester
SMA Negeri 1 Salak 2014/2015
1.2 Problems Identification
Based on the background described above, which is the identification of
problems research are:
1. Physics learning process that is centered on the teacher.
2. The low student conceptual Academic knowledge
3. Learning process is still able to memorize concepts and formulas.
4. Learning physics do not involve students in developing the skills of process
5. Less interest of students because the teacher used variations learning
strategies is conventional learning and still teacher centered
1.3 Problem Limitation
Based on the identification of the above problems, the authors restrict this
issue are:
1.
Sub topic that will be learn is Dynamic Electricity
2.
The learning model used is the Cooperative Learning Model Type Group
Investigation (GI)
3.
Subject matter that will be given is Dynamic Electricity to student at grade X
SMA
5
1.4 Problem Formulation
Based on the limitation problem, so the problem formulation are:
1. How the results of physical science process skill of students using conceptual
Knowledge learning on the material Dynamic Electricity in class X SMAN 1
Salak?
2. How the results physical science process skill of students using Conventional
Learning on the material Dynamic Electricity?
3. Is physical science process skill of students by using Cooperative learning
than conventional in the subject matter Dynamic Electricity
1.5 Research Objective
There are some research objective items, namely:
1. To know students’ learning outcomes by using cooperative learning model
group of Investigation (GI) in Topic Dynamic Electricity at grade X SMAN 1
Salak Academic Year 2014/2015
2. To know students’ learning outcomes by using conventional model in Topic
Dynamic Electricity at
3. To analysis which one better use about outcome learning physics, cooperative
learning model or Conventional model in topic Dynamic electricity
1.6 Benefits Of Research
1. To make the teacher understand about the type model and improve the
models that use investigation group.
2. Instilling a student's ability to foster a scientific attitude to develop
fundamental skills, so that the learning process students can understand the
concepts learned.
3. For researchers, the results of the study can be used as information when
plunging into the field.
4. For provide experience n reader in embed concept of physic.
6
5. As input for physics teachers in an effort to use the model of learning physics
in an
52
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on research result and data collection, can be concluded that:
1. Students’ learning outcome in experiment class after taught by using
Cooperative Learning Model Type Group Investigation was cognitive
2. Students’ learning outcome in control class after taught by using
Conventional learning was cognitive
3. Students’ learning outcome in experiment class after taught by using
Cooperative Learning Model Type Group Investigation was better than
students’ learning outcome in control class that’s using Conventional
Learning. So, Cooperative Learning Model Type Group Investigation has
the effect on students’ learning outcomes.
5.2 Suggestion
According to the data of students’ learning outcome and the experience of
author when applying the Cooperative Learning Model Type Group Investigation
in class, so the author gives suggestion as below:
1. Needed further research to determine the effect of Cooperative Learning
Model Type Group Investigation on student achievement in other
materials concepts, so that it can measure the extent to which wider this
model is effective in learning physics.
2. For the next researcher who wants to do research using Cooperative
Learning Model Type Group Investigation, it’s better for teacher to
develop creativity in implementing the learning process so that student
character can be more improved. In addition, teachers can motivate
students to be more active so that good communication between students
and students and between teachers and students.
3. For the next researcher who wants to do research using Cooperative
Learning Model Type Group Investigation expected to allocate the time as
53
efficient as possible in the learning process so that each stage of learning
can be done well.
4. For teacher can use the Cooperative Learning Type Model Group
Investigation to increase students’ learning outcome.
54
REFFERENCES/BIBLIOGRAPHY
Arends. R. I. 2009. Learning to Teach. New York: Me-Grraw-Hill
Ahmad, Z. & Mahmood, N. (2010) Effects of cooperative learning vs. traditional
instruction on prospective teachers’ learning experience and achievement.
Ankara University, Journal of Faculty of Educational Sciences, 43 (1),
151-164
Balim, A. G., (2009), The Effects of Discovery Learning on Students Success and
Inquiry Learning Skills, Egitim Arastirmalari - Eurasian Journal of
Educational Research, 35,1-20.(access on 2/1/2015)
Bukunola, B-A. J. and Idowu, O. D. (2012). Effectiveness of cooperative learning
strategies on nigerian junior secondary students’ academic achievement in
basic science. British Journal of Education, Society & Behavioral Science.
2 (3), 307-325.
Davidson, N. (1992) Enhancing thinking through cooperative learning, New York:
Teacher’s College Press
Joyce, B.,Marsha Well.1980.Models of Teaching 2nd Edition, United State of
America:Pentice Hall
Hewitt, Paul.G.2006.Conceptual physics 10th ed. City College of San Fransisco
Johnson, D. W. & Johnson, R. T. (1999). Making cooperative learning work.
Theory Into Practice, 38 (2), 67–73
Kagan, M, (1995) Cooperative learning structures for class building, San
Clemente, CA
Maurer, T. W. in press.2014. “ Teaching financial literacy with Process-Oriented
Guided-Inquiry Learning (POGIL).” Journal of Financial Education
ISSN 1540-5273
Salvin, R.E, 2005. Cooperative Learning: (theory, research and practice).
London: Allymand Bascon
Slavin, R. E. (1991). Group rewards make group work. Educational Leadership,
5: 89–
i
BIOGRAPHY
Mia Manik was born in Aornakan at January, 8th 1993. Her Father’s name is Let Manik
and her Mother’s name is Remianna Berutu. She is the first of Six children. In 1999, the author
entered SD Negeri No 030414Kecupak and graduate. In 2005, the author continues her education
in SMP N 1 Salak and graduate in 2008. In 2008, the author continues her education to SMK N 1
PGGS and graduated 2011. In 2011, the author accepted in Physics Bilingual Education Program
in Department of Physice, Faculty of Mathematics and Science in State University of Medan.
She was active in some organization such as IMPASIS Unimed.
INVESTIGATION ON STUDENT’S LEARNING CONCEPTUAL
ACADEMIC KNOWLEDGE IN DYNAMIC ELECTRICITY
IN CLASS X SMA NEGERI 1 SALAK A.Y 2014/2015
By:
Mia Manik
ID Number: 4113322006
Bilingual Physics Education Study Program
/
THESIS
Submitted to Acquire Eligible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATIC AND NATURE SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
ii
THE EFFECTOF COOPERATIVE LEARNING MODELGROUP INVESTIGATION(GI)
ON STUDENT’S LEARNINGCONCEPTUALACADEMIC KNOWLEDGE IN
DYNAMIELECTRICITYIN CLASS X SMA NEGERI 1SALAK 2014/2015
Mia Manik (Reg. Number 4113322006)
ABSTRACT
The objectiveof this research was to analysis that learning outcomes of students by using
cooperative learning model and using conventional learning in topic dynamic electric in SMA
NegeriSalak1 in Pak-Pak Bharat in academic year 2014/2015.
This research method was quasi experimental. The population was all students at class
VII semester II consist of 6 classes SMA Salak1Pak-Pak Bharat. The sample of this research
conduct two classes, class X-3 as the class experiment using cooperative learning group
investigation model and X-4 as class control using conventional learning odel and define by
random cluster sampling. Instrument was using test objective type multiple choice with five
choices to measure the effect learning outcomes physics in concept dynamic electricity the result
of this research in experiment class was enough which average value is 52.88And control class
was less which the average value is 52.37
By the average had learning outcomes using cooperative Group Investigation learning and
conventional model. So that learning outcome had positive effect to students using group
investigation learning model.
Keyword: Cooperative Learning, Conceptual Knowledge, Learning Outcomes
ix
LIST OF TABLE
Table 2.1 Cooperative Learning in Achievement
10Table 2.2
Syntax cooperative learning model
14
Table 2.3 CooperativeLearning Group Investigation differences with
Conventional learning group
17
Table 3.1 The design of the research
31
Table 3.2 The Specification learning outcomes test
32
Table 3.3 Assessment Criteria of Affective and Psychomotor Domain
33
Tabel 3.4 Guidelines for Scoring Observation of Students Affective in
Experiment and Control Class
33
Table 3.5 Guidelines for Scoring Observation of Students’ Psychomotor
in Experimental Class
35
Table 3.6. Guidelines for Scoring Observation of Students’Psychomotor
in Control Class
36
Table 4.1 Pretest Score and Post Test Score
43
Table 4.2 Pre test score in Experiment and Control class
44
Table 4.3 Normality test of pre-test data in Experiment andControl class
45
Table4.4
45
Homogeneity Test of Pre-Test Data
Table4.5. Hypothesis Test of Pre-Test Data
46
Table 4.6. Post-Test Data in Experiment Class and Control Class
46
Table 4.7. Normality Test of Post-Test Data
47
Table 4.8. Homogeneity Test of Post Test Data
48
Table4.9. Hypothesis Test of Post-Test Data
48
Table4.10 The score of students’ affective
49
Table4.11 The score of students’ psychomotor
50
viii
LIST OF FIGURE
Figure 2.1 Schema Measuring Electrical Current
25
Figure 2.2 Schema electrical voltage measurements in an electric circuit
26
Figure 2.3 definition resistance and ohm law
27
Figure 2.4 series circuit
30
Figure 2.5 parallel circuit
31
Figure 3.1 the overview of research planning
40
Figure 4.1 Bar Chart of Pre-test Data in Experiment and Control Class
41
Figure 4.2 Bar Chart of Post Test Data In Experiment And Control Class
44
Figure 4.3 Developing of students affective
47
Figure 4.3 Developing of students’ Psychomotor
48
1
CHAPTER I
INTRODUCTION
1.1 Background
School learning process is the interaction of teachers and students to learn the
material that has been arranged in a curriculum. So that the learning process can
be run directly by the well, a teacher must be intelligent and perceptive and plan,
organize and design a learning process so that the learning goals achieved.
According to the curriculum that the Learning Science (physics) more
emphasis on the provision of direct learning experience through the use and
experience of the scientific process skills and attitudes (Depdiknas,2006: 194) the
scientific attitude can be a mode to learn about themselves and the nature and
prospects of further development in apply them in everyday life. One of the
problems facing our education is the problem of lack of learning science,
especially in the material of physics subjects.
Model of teaching is one the Model that used in conducting teacher student
relationship at the time at study. Therefore, the role model of teaching as a tool for
teaching and learning process to create the liveliness of learning process, Current
development in Indonesia is directed to improving the quality of human resources.
Human resources are of very much needed in the development of a nation,
especially in the field of education. In the era of globalization, quality human
resources will be the main focus so that a competent nation. Natural Sciences
(IPA) relating to the natural way of finding out about systematically, so that
science is not just the acquisition of knowledge in the form of facts, concepts or
principles but also a process of discovery. As stated by the vehicle (in Trianto,
2008: 61) that: '' Science is a systematic collection of structured knowledge, and
in general use is limited to the phenomena of nature. The development is not only
characterized by the presence of a collection of facts, but by the presence of the
scientific method and scientific attitude ''.
2
The process of formal classroom teaching and is very important to improve
the ability to think, ability to cooperate, self-confidence, attitude and moral of
each student, In the process of teaching and learning and class, something very
important is the interaction between student and teachers. Teachers need to
understand a lot about the material circumstance and conditions including
situation of students. To understand the students teachers should know about the
abilities and character of each student and the teacher must build the character of
students in accordance with the character education.
Conventional learning used by physics teachers rarely engage students in
working in groups. This resulted in a lack of interaction between students and
teachers as well as students and students so that students who are less able and shy
do not experience improvement in achievement, achievement even decreased.
While the students are classified as smart and not shy getting smarter. This
obviously makes students consider physics is boring lessons as well as lowering
the character of students, especially in the classroom learning. Therefore, an
increase in the intensity of group study is needed to improve the attitude, moral,
mental ability to interact, as well as student achievement.
Physics (one field IPA) is a subject that requires students to understand,
understand, and apply it in real life. So far, students tend to take the knowledge
presented by the teacher, less bold idea or express their own opinions. This can
hamper the ability to think students. Through The process of learning physics
students favoring activities in the process of thinking and seek understanding in
the object, analyze and construct the knowledge to form new knowledge in the
individual.
Active student learning will occur if the student is given the
motivation and also facilities.
One of the subject taught in schools, especially school is physics. Physics is
the study of natural phenomena. Therefore, physics in one of the lessons is quite
interesting because it deals directly with natural phenomena and knowledge can
be applied in everyday life.
3
But in fact physics is one of the lessons that have the lowest scores. This is
caused by the large number of students who do not like physics because they think
physics is a difficult subject to understand, especially when faced with
complicated formulas and calculations. This fact is consistent with the observation
made by research when implementing the integrated field experience program in
SMAN 1Salak. From the above observation, the researchers concluded that
students at SMAN 1Salak not interested in learning physics. And this will affect
student outcomes in learning physics and character. The observation of three
physics teachers when they teach in SMA 1 Salak, It was found that all the
teachers using conventional learning physics to explain phenomena in physics
class.
To solve the above problems, the research changed the conventional learning
with cooperative learning model. Cooperative learning model consist of several
kinds, one of which type of cooperative learning model investigation group is a
model that does not require students to memorize fact and formulas, but the
models the guide students to identify a topic, planning investigation in group,
conduct investigation, make report and presented the result of research. Group
cooperative learning model helps students investigate to understand clearly
because the students will learn to their own and find answers to their team. And it
will make the students have a good teamwork ability and can memorize lesson for
a long time.
Based on the results of a questionnaire given to students of SMAN 1 Salak
many students assume that physics is a difficult subject to understand because too
many formulas, the boring and uninteresting, of 26, 18 of them said that physics is
difficult and the rest like it. This is similar to the results of interviews conducted
by researchers at teacher Susi (high school physics teacher 1 Salak). He said that
the high school students 'learning outcomes in SMA 1 Salak there are problems
that daily test results of students' physics is still far from the expected, average
daily value is still below the KKM (60).
The cause of the low value of student learning outcomes in science learning
(Physics) in school SMAN 1Salak include strategies used by teachers in the
4
learning process less varied. In lessons, teachers still use the conventional method
where students just listen and note what is presented by the teacher after which
they were given the task individually to solve the problems, as a result of students
feel bored and less interested in these subjects, besides the ability cooperation
students less and tend to be individual. When it is given continued, feared learning
objectives cannot be achieved national,
Based on the above, the researcher conducted a study using '' The Effect Of
Cooperative Learning Model Group Investigation (GI) On Student’s Learning
conceptual Academic knowledge In Dynamic Electricity In Class X Semester
SMA Negeri 1 Salak 2014/2015
1.2 Problems Identification
Based on the background described above, which is the identification of
problems research are:
1. Physics learning process that is centered on the teacher.
2. The low student conceptual Academic knowledge
3. Learning process is still able to memorize concepts and formulas.
4. Learning physics do not involve students in developing the skills of process
5. Less interest of students because the teacher used variations learning
strategies is conventional learning and still teacher centered
1.3 Problem Limitation
Based on the identification of the above problems, the authors restrict this
issue are:
1.
Sub topic that will be learn is Dynamic Electricity
2.
The learning model used is the Cooperative Learning Model Type Group
Investigation (GI)
3.
Subject matter that will be given is Dynamic Electricity to student at grade X
SMA
5
1.4 Problem Formulation
Based on the limitation problem, so the problem formulation are:
1. How the results of physical science process skill of students using conceptual
Knowledge learning on the material Dynamic Electricity in class X SMAN 1
Salak?
2. How the results physical science process skill of students using Conventional
Learning on the material Dynamic Electricity?
3. Is physical science process skill of students by using Cooperative learning
than conventional in the subject matter Dynamic Electricity
1.5 Research Objective
There are some research objective items, namely:
1. To know students’ learning outcomes by using cooperative learning model
group of Investigation (GI) in Topic Dynamic Electricity at grade X SMAN 1
Salak Academic Year 2014/2015
2. To know students’ learning outcomes by using conventional model in Topic
Dynamic Electricity at
3. To analysis which one better use about outcome learning physics, cooperative
learning model or Conventional model in topic Dynamic electricity
1.6 Benefits Of Research
1. To make the teacher understand about the type model and improve the
models that use investigation group.
2. Instilling a student's ability to foster a scientific attitude to develop
fundamental skills, so that the learning process students can understand the
concepts learned.
3. For researchers, the results of the study can be used as information when
plunging into the field.
4. For provide experience n reader in embed concept of physic.
6
5. As input for physics teachers in an effort to use the model of learning physics
in an
52
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on research result and data collection, can be concluded that:
1. Students’ learning outcome in experiment class after taught by using
Cooperative Learning Model Type Group Investigation was cognitive
2. Students’ learning outcome in control class after taught by using
Conventional learning was cognitive
3. Students’ learning outcome in experiment class after taught by using
Cooperative Learning Model Type Group Investigation was better than
students’ learning outcome in control class that’s using Conventional
Learning. So, Cooperative Learning Model Type Group Investigation has
the effect on students’ learning outcomes.
5.2 Suggestion
According to the data of students’ learning outcome and the experience of
author when applying the Cooperative Learning Model Type Group Investigation
in class, so the author gives suggestion as below:
1. Needed further research to determine the effect of Cooperative Learning
Model Type Group Investigation on student achievement in other
materials concepts, so that it can measure the extent to which wider this
model is effective in learning physics.
2. For the next researcher who wants to do research using Cooperative
Learning Model Type Group Investigation, it’s better for teacher to
develop creativity in implementing the learning process so that student
character can be more improved. In addition, teachers can motivate
students to be more active so that good communication between students
and students and between teachers and students.
3. For the next researcher who wants to do research using Cooperative
Learning Model Type Group Investigation expected to allocate the time as
53
efficient as possible in the learning process so that each stage of learning
can be done well.
4. For teacher can use the Cooperative Learning Type Model Group
Investigation to increase students’ learning outcome.
54
REFFERENCES/BIBLIOGRAPHY
Arends. R. I. 2009. Learning to Teach. New York: Me-Grraw-Hill
Ahmad, Z. & Mahmood, N. (2010) Effects of cooperative learning vs. traditional
instruction on prospective teachers’ learning experience and achievement.
Ankara University, Journal of Faculty of Educational Sciences, 43 (1),
151-164
Balim, A. G., (2009), The Effects of Discovery Learning on Students Success and
Inquiry Learning Skills, Egitim Arastirmalari - Eurasian Journal of
Educational Research, 35,1-20.(access on 2/1/2015)
Bukunola, B-A. J. and Idowu, O. D. (2012). Effectiveness of cooperative learning
strategies on nigerian junior secondary students’ academic achievement in
basic science. British Journal of Education, Society & Behavioral Science.
2 (3), 307-325.
Davidson, N. (1992) Enhancing thinking through cooperative learning, New York:
Teacher’s College Press
Joyce, B.,Marsha Well.1980.Models of Teaching 2nd Edition, United State of
America:Pentice Hall
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BIOGRAPHY
Mia Manik was born in Aornakan at January, 8th 1993. Her Father’s name is Let Manik
and her Mother’s name is Remianna Berutu. She is the first of Six children. In 1999, the author
entered SD Negeri No 030414Kecupak and graduate. In 2005, the author continues her education
in SMP N 1 Salak and graduate in 2008. In 2008, the author continues her education to SMK N 1
PGGS and graduated 2011. In 2011, the author accepted in Physics Bilingual Education Program
in Department of Physice, Faculty of Mathematics and Science in State University of Medan.
She was active in some organization such as IMPASIS Unimed.