THE INFLUENCE OF CONCEPT ATTAINMENT LEARNING MODEL ON STUDENTS ACHIEVEMENT IN STATIC FLUID TOPIC OF CLASS XI SMAN 3 SIANTAR ACADEMIC YEAR 2015/2016.
THE INFLUENCE OF CONCEPT ATTAINMENT LEARNING
MODEL ON STUDENT’S ACHIEVEMENT IN STATIC FLUID
TOPIC OF CLASS XI SMAN 3 SIANTAR
ACADEMIC YEAR 2015/2016
By :
Evi Valentine Silalahi
ID. Number 409322004
Bilingual Physics Education Program
THESIS
Submitted to Acquires Eligible
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
i
i
BIOGRAPHY
Evi Valentine Silalahi, was born in Porsea on February 14, 1991. Father
named F. Silalahi and mother named H. Panjaitan, and she is the first of five
children. In 1997, the authors entered Primary School in Kalimantan Barat and
graduated in 2003. In 2003, the authors continue her education in SMP Swasta 4
Porsea Junior High School and graduated in 2006. In 2006, the authors continue
her education to Bintang Timur 1 Balige Senior High School and graduated in
2009. In 2009, the author accepted in Physical Education Studies Program in
Department of Physics, Faculty of Mathematics and Science in State University of
Medan and graduated on June 2016.
iii
THE INFLUENCE OF CONCEPT ATTAINMENT LEARNING
MODEL ON STUDENT’S ACHIEVEMENT IN
STATIC FLUID TOPIC OF CLASS XI
SMAN 3 SIANTAR ACADEMIC
YEAR 2015/2016
Evi Valentine Silalahi (Reg. Number 409322004)
ABSTRACT
The objectives of this research are: (1) Student’s achievement by using
Conventional Learning. (2) Student’s achievement by using Concept Attainment
Learning Model. (3)The influence of Concept Attainment Learning Model on
student’s achievement.
The type of research is quasi experimental research. The population is all
students of class XI IPA SMAN 3 Siantar Academic Year 2015/2016, consist of 6
classes. Two classes selected randomly as sample. One class as experiment class
and another class as control class. Eksperiment class using Concept Attainment
learning model and control class using conventional. Research data collected
through Concept Attainment learning model and Conventional test in multiple
choice. The test given twice before and after treatment (pretest and postest). To
test the hypothesis using t test, but previously must tested the normality and
homogeneity of the data.
From the analysis of postest data in experiment class, for Concept
Attainment obtained the average score is 83.59. The testing criteria is accept H0 if
ttable between -1.67 and 1.67, and rejected H0 if t has the other score. From the
calculation result of concept attaiment obtained tcount = 3.79, so H0 is rejected and
Ha is accepted or in other word said that there are significant influence between
Concept Attainment learning model and Conventional learning model on
student’s learning achievement.
Key word : Concept Attainment Learning Model, student’s learning achievement.
iv
PREFACE
The authors say the praise and gratitude to God Almighty, for all the
graces and blessings that provide health and wisdom to the author that this study
can be completed properly in accordance with the planned time.
Thesis entitled "The Influence of Concept Attainment Learning Model on
Student’s Achievement in Static Fluid Topic of Class XI SMAN 3 Siantar
Academic Year 2015/2016", prepared to obtain a Bachelor's degree Physical
Education, Faculty of Mathematics and Natural Science in State University of
Medan.
On this occasion the authors like to thank Mr Drs. Jonny H. Panggabean,
M.Si as Thesis Advisor who has provided guidance and suggestions to the author
since the beginning of the study until the completion of this thesis writing. Thanks
also to Prof. Dr. Motlan Sirait, M.Sc., Ph.D., Dr. Rahmatsyah, M.Si, Dr. Makmur
Sirait, M.Si., who have provided input and suggestions from the research plan to
complete the preparation of this thesis. Thanks also presented to Prof. Dr. Sahyar,
M.S., M.M as the Academic Supervisor and also the entire Lecturer and Staff in
Physics Department FMIPA UNIMED who have helped the author. Appreciation
were also presented to Headmaster and all teacher in SMAN 3 Siantar who have
helped during this research. I would like to thank especially to my father F.
Silalahi and my mother H. Panjaitan and also my brothers Jeffri S.M Silalahi,
Marshall O. Silalahi, Nico D. Gabriel Silalahi, my sister Tamara Diva Silalahi and
all family who have prayed and gave me encouragement and funding to complete
the study in Unimed. Especially thanks to all my friend in Bilingual Physics Class
2009, Agnesia Damanik, Astrid Pasadena Harahap, Caroline Nainggolan, Debora
Sitanggang, Dewi Situmorang, Fetriana Simanihuruk, Githa Ravani Bangun,
Henriko Hutabarat, Jefri Waruwu, Janiar, Lucius Marbun, Rani Damanik, Ribka
M. Tambunan, Rita Situmorang, Rika Yulia Fitri, and Tionar M. Malau who have
helped, prayed and gave supported to author. I also would like to thank to my
v
friends D’ Gembel, Hanna Monika Hutabarat, Avolen B.I Siahaan, Riris M.
Rumahorbo, Mas Andri Marbun and especially to Valentino Sinaga who have
helped and gave suppported during my research.
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, then the authors welcome any suggestions and constructive
criticism from readers for this thesis perfectly. The author hope the contents of
this paper would be useful in enriching the repertoire of knowledge.
Medan, June 2016
Author,
Evi Valentine Silalahi
vi
CONTENT
Validation Sheet
Biography
Abstract
Preface
Content
Figure List
Table List
Appendix List
CHAPTER I
1.1. Background
1.2. Problem Identification
1.3. Problem Limitation
1.4. Problem Formulation
1.5. Research Objectives
1.6. Research Benefits
CHAPTER II
2.1. Theoretical Framework
2.1.1. Definition of Learning and Learning Achievement
2.1.2. Learning Model
2.1.3. Concept Attainment Learning Model
2.1.3.1. Learning Syntax
2.1.3.2. Social System
2.1.3.3. The Implementation of Concept Attaiment Learning Model
2.1.4. Conventional Learning
2.1.4.1. Structure of Conventional Learning Model
2.1.5. Static Fluid Material
2.1.5.1. Density
2.1.5.2. Hydrostatic Pressure
2.1.5.3. Fundamental Law of Hydrostatics
2.1.5.4. Pascal’s Law
2.1.5.5. Archimedes’s Law
2.1.5.6. Surface Tension of Liquid
2.1.5.7. Capillarity
2.2. Conceptual Framework
Page
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vi
2.3. Research Hypothesis
CHAPTER III
3.1. Time and Place of Research
3.2. Population and Sample Research
3.2.1. Population
3.2.2. Sample
3.3. Research Variable
3.4. Type and Design of Research
3.4.1. Research Type
3.4.2. Research Design
3.5. Research Procedures
3.6. Research Instrument
3.6.1. Instrument about Learning Outcomes
3.6.2. Content Validity
3.7. Data Analysis Techniques
3.7.1. Determine Average Value
3.7.2. Determine Standart Deviation
3.7.3. Determine Variants
3.8. Normality Test
3.9. Homogeneity Test
3.10. Hypothesis Test
CHAPTER IV
4.1 Result of Research
4.1.1. Pretest Data of Experiment and Control Class
4.1.2. Posttest Data of Experiment and Control Class
4.1.3. Tabulation of Each Question
4.2 Data Analysis
4.2.1. Normality of Data
4.2.2. Homogeneity of Data
4.2.3. Hypothesis Testing
4.3 Discussion
CHAPTER V
5.1 Conclusion
5.2 Suggestion
REFERENCES
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FIGURE LIST
Page
Figure 2.1 Liquid sprays at different heights
Figure 2.2 Mercury Barometer
Figure 2.3 Four vessel with different shapes contain the same liquid with the
same height have the same hydrostatic pressure at each base of
the vessel
Figure 2.4 A U-shaped Tube Contains Oil and Water
Figure 2.5 A closed container containing liquid is given external pressure
of F/A
Figure 2.6 Pascal’s Device
Figure 2.7 Sinking Body
Figure 2.8 Suspending Body
Figure 2.9 Floating Body
Figure 2.10 The Insect Walks on Water Surface
Figure 2.11 (a) Water surface in capillary pipe (left)
(b) Mercury surface in capillary pipe (right)
Figure 3.1 Research Steps Design
Figure 4.1 Bar Chart of Pretest Data
Figure 4.2 Bar Chart of Posttest
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TABLE LIST
Page
Table 2.1 Structure of Concept Attainment Learning Model
Table 2.2 The Value of Density of Several Substance
Table 3.1 Two group Pretest and Posttest Design
Table 3.2 Spesification of Instrument about Learning Outcome
Table 4.1 Data Normality Test of Experiment and Control Class
Table 4.2 Summary of Homogeneity Test Result of Data
Tabel 4.3 Summary of Calculation Hypothesis test for Pretest Ability
Table 4.4 Summary of Calculation Hypothesis test for Pretest Ability
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40
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APPENDIX LIST
Page
Appendix 1. Lesson Plan for First Meeting
Appendix 2. Lesson Plan for Second Meeting
Appendix 3. Lesson Plan for Third Meeting
Appendix 4. Lesson Plan for Fourth Meeting
Appendix 5. Worksheet I
Appendix 6. Worksheet II
Appendix 7. Worksheet III
Appendix 8. Worksheet IV
Appendix 9. Spesification of Test on Learning Outcome
Appendix 10. Research Instrument
Appendix 11. Tabulation Test
Appendix 12. Students Achievement Data
Appendix 13. Calculation of Average Score and Deviation Standart of
Pretest and Posttest
Appendix 14. Normality Test of Data
Appendix 15. Homogeneity Test Data
Appendix 16. Calculation of Hypothesis Test
Appendix 17. List of Critical Value for Liliefors
Appendix 18. List of Area Under Normal Curve 0 to z
Appendix 19. List of Percentile Value for Distribution t
Appendix 20. List of Percentile Value for Distribution f
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1
CHAPTER I
INTRODUCTION
1.1 Background
Educational field has a fundamental role in human resource development
process. Human resource is one of important element in the achievement of the
goal of national development. Education is defined as a human being historically
from generation to generation, who feel compelled to seek the truth or perfection
of life (Salim in Cahyo, 2013:17).
Physics is one branch of science that studies the natural phenomena empirically
and logically , systematically and rationally involving process and scientific
attitude. Physics as a science that was considered quite an important role, both in
shaping the patterns of thought and qualified students into its application in
everyday life, because physics is a means to stuy something to think logically and
systematically. Therefore it is considered important that physics can be controlled
as soon as possible by the students. Physics ideally be interesting lessons and
more in need of understanding the concept of natural phenomena rather than
remembering the formula. In fact, many students are not interested in physics.
Furthermore, even students are less able to determine the problem and formulate
(Trianto, 2014:23)
In
the
preliminary
study
in
SMA
Negeri
3Siantar
by
using
interviewinstrument to a physics teacher in SMA Negeri 3Siantar, i.e. Drs. Johny
Sirait, the result of observation is: if student taught in theory, the interest of
student to the physics is lower, while if student learn in Physics Laboratory there
is an interest of student to the physics. But in fact, the teacher did not always take
the student to the laboratory because the lack of available apparatus and limited
time.
The minimum competency completeness in school for physics is 70 while
the average score for daily exams is 65.The student said that the physics lesson is
difficult because they found more mathematic equation or formula in which
2
physics identified to number and formula. The concept and principle of physics
isdifficult for understood and it cause the lower of interest of student to learn
physics. This is a classic issue that found by physics teacher. This condition
influences the attitude of the students to their physics teacher. The lower of
physics score assume that teacher is failure either for students or parents.
In fact, there is a trend that teacher use the conventional learning. For the
various learning, the researcher does the other learning using learning model in
achievement of concept.
“Learning model of Concept Attainment is design to take the students into
scientific process directly through the selected and organized data to provide the
accurate examples with inaccurate examples of any categories. Its objective is to
train the student to be more effective in concept development” (Joyce, 2010:125).
“The learning model of Concept Attainment provide possibility in analyze
the thinking process of the students” (Joyce 2010:128). Based on the statement of
Joyce it indicates that the learning model of Concept Attainment focus to the
thinking skill of student.
The learning model of Concept Attainment had reviewed by researcher:
Amalia Febri Aristi (2010) on topic of Static electricity in Grade IX Semester I at
SMP Negeri 9 Tanjung Balai Medan in Academic Year of 2010/2011 who found
that “the activity of student is increase significantly. On the first meeting, the
score of activity of student is 50.5 with the lower activity where the asking
activity with only three student who asking. On the second meeting, there is
significant increasing of activity of student with the score 79.0. In fact, the activity
of student are linearly dependent with the increasing of learning achievement of
student for 73.3. In this sense, the activity of student has significant influence to
the learning achievement. The weakness in this research is the researcher found
any obstacles in which the students are not interest to the concept learning
because they just accustomed to solve the mathematic problem in physics
learning. Therefore, it need model that stimulate students to be more effective
such as practical method, experiment and simulation method. And it is important
3
to be more pay attention and lead the students either in experiment or do an
experiment.” (Amalia,2010:46–47).
The difference of the previous researcher and this researcher is place of
research, sample of research, material of research. Based on the background, the
research do a research entitled : “The Influence of Concept Attainment
Learning Model on Student’s Achievement inStatic FluidTopic of Class XI
SMAN 3 SiantarA.Y 2015/2016”
1.2 Problem Identification
Based on results of preliminary research on the aforementioned background,
the identified problem are:
1.
The learning achievement of students in Physics is low
2.
The learning process focus to the formula
3.
The teacher has not yet applies the various learning model
4.
The lower interaction of student in physics learning
1.3 ProblemLimitation
In order to avoid the various interpretations in this research and for the
limitation of the capability, the available time and matter, the scope of problem in
this research are:
1. The subject were students of class XI SMAN 3 Siantar.
2. Application of learning model of Concept Attainment Learning Model in
experiment class.
3. The result of student learning at Static Fluid topic.
1.4 Problem Formulation
The problem formulations in this research are:
1. How is student’s achievement which is taught by using Conventional
Learning at Static FluidTopic?
2. How is student’s achievement which is taught by using Concept Attainment
Learning Model at Static FluidTopic?
4
3. Is influence ofConcept Attainment Learning Modelat Static FluidTopic?
1.5 Research Objective
There are some research objective items,namely:
1.
Student’s achievement by using Conventional Learning.
2.
Student’s achievement by using Concept Attainment Learning Model.
3.
The influence of Concept Attainment Learning Model on student’s
learning outcome.
1.6 Research Benefits
The benefits of research are:
1. As information of learning achievement by using Concept Attainment
Learning Model in SMA Negeri 3 Siantar at Static Fluid Topic.
2. As information on using the alternative of learning model
3. As light reference for the next research
4. To provide the writer as candidate of teacher with any experiences in a real
condition.
44
CHAPTER V
CONCLUSION AND SUGGESTION
1.1. Conclusion
Based on the research research result, data analysis, and disscussion so can be
concluded that :
1.
The average value of students learning achievement in control class by using
Conventional Learning model get the average value as big as from 48.83
become 75.67 at static fluid topic. So we can conclude students learning
achievement in control class after taught by using Conventional Learning
model was increase.
2.
The average value of students learning achievement in eksperiment class by
using Concept Attainment Learning model get the average value as big as
from 49.06 become 83.59 at static fluid topic. So we can conclude students
learning achievement in eksperiment class after taught by using Concept
Attainment Learning model was increase.
3.
From the result of learning achievement showing that in experiment class
using Concept Attainment Learning model better than control class using
Conventional Learning model at Static fluid topic in SMAN 3 Siantar.
1.2. Suggestion
This research is still far from perfect research. Based on research result
and disscussion before, researcher give suggestions as follows :
1. Needed further research to determine the effect of Concept Attainment
Learning Model on student learning achievement in other materials
concept, so that it can measure the extent to which wider this model is
effective in learning physics.
2. For the next research who want to invetigate the same model to use media
based on computere technology to be more attractive, creative, interactive,
and informative.
45
REFERENCES
Amalia Febri Aristi, (2010), Pengaruh Model Pembelajaran Pencapaian konsep
Terhadap Hasil Belajar Siswa Pada Materi Pokok Listrik Statis Kelas IX
Semester I di SMP Negeri 9 Tanjung Balai Medan T.P. 2010/2011,
Skripsi, FMIPA, Unimed, Medan
Arends, R. 1997. Classroom Instructional Management. New York: The
McGraw-Hill Company
Cahyo, A. N., (2013), Teori-Teori Belajar Mengajar Mengajar, Diva Press,
Jogjakarta.
Dalyono, (2009) Psikologi Pendidikan, Penerbit Rineka Cipta, Jakarta
Dimyati, (2006) Belajar dan Pembelajaran, Penerbit Rineka Cipta, Jakarta
Djamarah dan Zain, (2006), Strategi Belajar Mengajar, Penerbit Rineka Cipta,
Jakarta
Eggen, P.D. &Kauchack, D.P.1993.Learning and Teaching 2nd Edition. Needham
Height. Massachussests: Allyn and Bacon
Husamah. (2013). Desain Pembelajaran Berbasis Pencapaian Kompetensi
(Panduan Merancang Pembelajaran untuk Mendukung Implementasi
Kurikulum). Jakarta : Prestasi Pustaka Publisher
Hewwit, G Paul. (2006). Conceptual Physics (Tenth Edition). Newyork : Addison
Wesley. Inc
Joyce, B; Weil, M.& Calhoun, E.(2010), Model-Model Pengajaran, Edisi
Delapan, Pustaka Belajar, Yogyakarta
Joyce,B.& Weil,M. (1980), Models of Teaching, Second Edition,Prentice Hall.,
London
Killen, R. 1998. Effective Teaching Strategies, Lesson from Research and
Practice, Second Edition. Australia: Social Science Press
Ngalimun. (2013). Strategi dan Model Pembelajaran. Yogyakarta : Aswaja
Pressindo
Prawiradilaga, Dewi., (2009), Prinsip Desain Pembelajaran, Prenada Media
Group
Sani, Ridwan Abdul. (2013), Inovasi Pembelajaran, Bumi Aksara, Jakarta
46
Sagala, Syaiful., (2005), Konsep dan Makna Pembelajaran, Bandung: Penerbit
Alfabeta
Sardiman, A., (2007), Interaksi dan Motivasi Belajar Mengajar, Jakarta: PT Raja
Grafindo Persada
Slameto, (2003), Belajar dan Faktor-faktor Yang Mempengaruhinya, Jakarta: PT
Rineka Cipta
Slavin, R.E (1997). Educational Physicology Theory, Research, and Practice,
Fifth Edition. Massachussets: Allyn and Bacon Publishers
Sudjana, (2005), Metode Statistika, Penerbit Tarsito, Bandung.
Sudjana, (2009), Penelitian Hasil Proses Belajar Mengajar, Bandung: PT Remaja
Rosdakarya
Sutarto, Indrawati., (2013), Strategi Belajar Mengajar Sains, Jember University
Press, Jember.
Trianto, (2014), Mendesain Model pembelajaran Inovatif-Progresif, Penerbit
Prenada Media, Jakarta.
MODEL ON STUDENT’S ACHIEVEMENT IN STATIC FLUID
TOPIC OF CLASS XI SMAN 3 SIANTAR
ACADEMIC YEAR 2015/2016
By :
Evi Valentine Silalahi
ID. Number 409322004
Bilingual Physics Education Program
THESIS
Submitted to Acquires Eligible
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
i
i
BIOGRAPHY
Evi Valentine Silalahi, was born in Porsea on February 14, 1991. Father
named F. Silalahi and mother named H. Panjaitan, and she is the first of five
children. In 1997, the authors entered Primary School in Kalimantan Barat and
graduated in 2003. In 2003, the authors continue her education in SMP Swasta 4
Porsea Junior High School and graduated in 2006. In 2006, the authors continue
her education to Bintang Timur 1 Balige Senior High School and graduated in
2009. In 2009, the author accepted in Physical Education Studies Program in
Department of Physics, Faculty of Mathematics and Science in State University of
Medan and graduated on June 2016.
iii
THE INFLUENCE OF CONCEPT ATTAINMENT LEARNING
MODEL ON STUDENT’S ACHIEVEMENT IN
STATIC FLUID TOPIC OF CLASS XI
SMAN 3 SIANTAR ACADEMIC
YEAR 2015/2016
Evi Valentine Silalahi (Reg. Number 409322004)
ABSTRACT
The objectives of this research are: (1) Student’s achievement by using
Conventional Learning. (2) Student’s achievement by using Concept Attainment
Learning Model. (3)The influence of Concept Attainment Learning Model on
student’s achievement.
The type of research is quasi experimental research. The population is all
students of class XI IPA SMAN 3 Siantar Academic Year 2015/2016, consist of 6
classes. Two classes selected randomly as sample. One class as experiment class
and another class as control class. Eksperiment class using Concept Attainment
learning model and control class using conventional. Research data collected
through Concept Attainment learning model and Conventional test in multiple
choice. The test given twice before and after treatment (pretest and postest). To
test the hypothesis using t test, but previously must tested the normality and
homogeneity of the data.
From the analysis of postest data in experiment class, for Concept
Attainment obtained the average score is 83.59. The testing criteria is accept H0 if
ttable between -1.67 and 1.67, and rejected H0 if t has the other score. From the
calculation result of concept attaiment obtained tcount = 3.79, so H0 is rejected and
Ha is accepted or in other word said that there are significant influence between
Concept Attainment learning model and Conventional learning model on
student’s learning achievement.
Key word : Concept Attainment Learning Model, student’s learning achievement.
iv
PREFACE
The authors say the praise and gratitude to God Almighty, for all the
graces and blessings that provide health and wisdom to the author that this study
can be completed properly in accordance with the planned time.
Thesis entitled "The Influence of Concept Attainment Learning Model on
Student’s Achievement in Static Fluid Topic of Class XI SMAN 3 Siantar
Academic Year 2015/2016", prepared to obtain a Bachelor's degree Physical
Education, Faculty of Mathematics and Natural Science in State University of
Medan.
On this occasion the authors like to thank Mr Drs. Jonny H. Panggabean,
M.Si as Thesis Advisor who has provided guidance and suggestions to the author
since the beginning of the study until the completion of this thesis writing. Thanks
also to Prof. Dr. Motlan Sirait, M.Sc., Ph.D., Dr. Rahmatsyah, M.Si, Dr. Makmur
Sirait, M.Si., who have provided input and suggestions from the research plan to
complete the preparation of this thesis. Thanks also presented to Prof. Dr. Sahyar,
M.S., M.M as the Academic Supervisor and also the entire Lecturer and Staff in
Physics Department FMIPA UNIMED who have helped the author. Appreciation
were also presented to Headmaster and all teacher in SMAN 3 Siantar who have
helped during this research. I would like to thank especially to my father F.
Silalahi and my mother H. Panjaitan and also my brothers Jeffri S.M Silalahi,
Marshall O. Silalahi, Nico D. Gabriel Silalahi, my sister Tamara Diva Silalahi and
all family who have prayed and gave me encouragement and funding to complete
the study in Unimed. Especially thanks to all my friend in Bilingual Physics Class
2009, Agnesia Damanik, Astrid Pasadena Harahap, Caroline Nainggolan, Debora
Sitanggang, Dewi Situmorang, Fetriana Simanihuruk, Githa Ravani Bangun,
Henriko Hutabarat, Jefri Waruwu, Janiar, Lucius Marbun, Rani Damanik, Ribka
M. Tambunan, Rita Situmorang, Rika Yulia Fitri, and Tionar M. Malau who have
helped, prayed and gave supported to author. I also would like to thank to my
v
friends D’ Gembel, Hanna Monika Hutabarat, Avolen B.I Siahaan, Riris M.
Rumahorbo, Mas Andri Marbun and especially to Valentino Sinaga who have
helped and gave suppported during my research.
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, then the authors welcome any suggestions and constructive
criticism from readers for this thesis perfectly. The author hope the contents of
this paper would be useful in enriching the repertoire of knowledge.
Medan, June 2016
Author,
Evi Valentine Silalahi
vi
CONTENT
Validation Sheet
Biography
Abstract
Preface
Content
Figure List
Table List
Appendix List
CHAPTER I
1.1. Background
1.2. Problem Identification
1.3. Problem Limitation
1.4. Problem Formulation
1.5. Research Objectives
1.6. Research Benefits
CHAPTER II
2.1. Theoretical Framework
2.1.1. Definition of Learning and Learning Achievement
2.1.2. Learning Model
2.1.3. Concept Attainment Learning Model
2.1.3.1. Learning Syntax
2.1.3.2. Social System
2.1.3.3. The Implementation of Concept Attaiment Learning Model
2.1.4. Conventional Learning
2.1.4.1. Structure of Conventional Learning Model
2.1.5. Static Fluid Material
2.1.5.1. Density
2.1.5.2. Hydrostatic Pressure
2.1.5.3. Fundamental Law of Hydrostatics
2.1.5.4. Pascal’s Law
2.1.5.5. Archimedes’s Law
2.1.5.6. Surface Tension of Liquid
2.1.5.7. Capillarity
2.2. Conceptual Framework
Page
i
ii
iii
iv
vi
viii
ix
x
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3
3
3
4
4
5
5
6
7
8
10
10
11
12
14
14
15
18
19
20
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2.3. Research Hypothesis
CHAPTER III
3.1. Time and Place of Research
3.2. Population and Sample Research
3.2.1. Population
3.2.2. Sample
3.3. Research Variable
3.4. Type and Design of Research
3.4.1. Research Type
3.4.2. Research Design
3.5. Research Procedures
3.6. Research Instrument
3.6.1. Instrument about Learning Outcomes
3.6.2. Content Validity
3.7. Data Analysis Techniques
3.7.1. Determine Average Value
3.7.2. Determine Standart Deviation
3.7.3. Determine Variants
3.8. Normality Test
3.9. Homogeneity Test
3.10. Hypothesis Test
CHAPTER IV
4.1 Result of Research
4.1.1. Pretest Data of Experiment and Control Class
4.1.2. Posttest Data of Experiment and Control Class
4.1.3. Tabulation of Each Question
4.2 Data Analysis
4.2.1. Normality of Data
4.2.2. Homogeneity of Data
4.2.3. Hypothesis Testing
4.3 Discussion
CHAPTER V
5.1 Conclusion
5.2 Suggestion
REFERENCES
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FIGURE LIST
Page
Figure 2.1 Liquid sprays at different heights
Figure 2.2 Mercury Barometer
Figure 2.3 Four vessel with different shapes contain the same liquid with the
same height have the same hydrostatic pressure at each base of
the vessel
Figure 2.4 A U-shaped Tube Contains Oil and Water
Figure 2.5 A closed container containing liquid is given external pressure
of F/A
Figure 2.6 Pascal’s Device
Figure 2.7 Sinking Body
Figure 2.8 Suspending Body
Figure 2.9 Floating Body
Figure 2.10 The Insect Walks on Water Surface
Figure 2.11 (a) Water surface in capillary pipe (left)
(b) Mercury surface in capillary pipe (right)
Figure 3.1 Research Steps Design
Figure 4.1 Bar Chart of Pretest Data
Figure 4.2 Bar Chart of Posttest
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TABLE LIST
Page
Table 2.1 Structure of Concept Attainment Learning Model
Table 2.2 The Value of Density of Several Substance
Table 3.1 Two group Pretest and Posttest Design
Table 3.2 Spesification of Instrument about Learning Outcome
Table 4.1 Data Normality Test of Experiment and Control Class
Table 4.2 Summary of Homogeneity Test Result of Data
Tabel 4.3 Summary of Calculation Hypothesis test for Pretest Ability
Table 4.4 Summary of Calculation Hypothesis test for Pretest Ability
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APPENDIX LIST
Page
Appendix 1. Lesson Plan for First Meeting
Appendix 2. Lesson Plan for Second Meeting
Appendix 3. Lesson Plan for Third Meeting
Appendix 4. Lesson Plan for Fourth Meeting
Appendix 5. Worksheet I
Appendix 6. Worksheet II
Appendix 7. Worksheet III
Appendix 8. Worksheet IV
Appendix 9. Spesification of Test on Learning Outcome
Appendix 10. Research Instrument
Appendix 11. Tabulation Test
Appendix 12. Students Achievement Data
Appendix 13. Calculation of Average Score and Deviation Standart of
Pretest and Posttest
Appendix 14. Normality Test of Data
Appendix 15. Homogeneity Test Data
Appendix 16. Calculation of Hypothesis Test
Appendix 17. List of Critical Value for Liliefors
Appendix 18. List of Area Under Normal Curve 0 to z
Appendix 19. List of Percentile Value for Distribution t
Appendix 20. List of Percentile Value for Distribution f
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1
CHAPTER I
INTRODUCTION
1.1 Background
Educational field has a fundamental role in human resource development
process. Human resource is one of important element in the achievement of the
goal of national development. Education is defined as a human being historically
from generation to generation, who feel compelled to seek the truth or perfection
of life (Salim in Cahyo, 2013:17).
Physics is one branch of science that studies the natural phenomena empirically
and logically , systematically and rationally involving process and scientific
attitude. Physics as a science that was considered quite an important role, both in
shaping the patterns of thought and qualified students into its application in
everyday life, because physics is a means to stuy something to think logically and
systematically. Therefore it is considered important that physics can be controlled
as soon as possible by the students. Physics ideally be interesting lessons and
more in need of understanding the concept of natural phenomena rather than
remembering the formula. In fact, many students are not interested in physics.
Furthermore, even students are less able to determine the problem and formulate
(Trianto, 2014:23)
In
the
preliminary
study
in
SMA
Negeri
3Siantar
by
using
interviewinstrument to a physics teacher in SMA Negeri 3Siantar, i.e. Drs. Johny
Sirait, the result of observation is: if student taught in theory, the interest of
student to the physics is lower, while if student learn in Physics Laboratory there
is an interest of student to the physics. But in fact, the teacher did not always take
the student to the laboratory because the lack of available apparatus and limited
time.
The minimum competency completeness in school for physics is 70 while
the average score for daily exams is 65.The student said that the physics lesson is
difficult because they found more mathematic equation or formula in which
2
physics identified to number and formula. The concept and principle of physics
isdifficult for understood and it cause the lower of interest of student to learn
physics. This is a classic issue that found by physics teacher. This condition
influences the attitude of the students to their physics teacher. The lower of
physics score assume that teacher is failure either for students or parents.
In fact, there is a trend that teacher use the conventional learning. For the
various learning, the researcher does the other learning using learning model in
achievement of concept.
“Learning model of Concept Attainment is design to take the students into
scientific process directly through the selected and organized data to provide the
accurate examples with inaccurate examples of any categories. Its objective is to
train the student to be more effective in concept development” (Joyce, 2010:125).
“The learning model of Concept Attainment provide possibility in analyze
the thinking process of the students” (Joyce 2010:128). Based on the statement of
Joyce it indicates that the learning model of Concept Attainment focus to the
thinking skill of student.
The learning model of Concept Attainment had reviewed by researcher:
Amalia Febri Aristi (2010) on topic of Static electricity in Grade IX Semester I at
SMP Negeri 9 Tanjung Balai Medan in Academic Year of 2010/2011 who found
that “the activity of student is increase significantly. On the first meeting, the
score of activity of student is 50.5 with the lower activity where the asking
activity with only three student who asking. On the second meeting, there is
significant increasing of activity of student with the score 79.0. In fact, the activity
of student are linearly dependent with the increasing of learning achievement of
student for 73.3. In this sense, the activity of student has significant influence to
the learning achievement. The weakness in this research is the researcher found
any obstacles in which the students are not interest to the concept learning
because they just accustomed to solve the mathematic problem in physics
learning. Therefore, it need model that stimulate students to be more effective
such as practical method, experiment and simulation method. And it is important
3
to be more pay attention and lead the students either in experiment or do an
experiment.” (Amalia,2010:46–47).
The difference of the previous researcher and this researcher is place of
research, sample of research, material of research. Based on the background, the
research do a research entitled : “The Influence of Concept Attainment
Learning Model on Student’s Achievement inStatic FluidTopic of Class XI
SMAN 3 SiantarA.Y 2015/2016”
1.2 Problem Identification
Based on results of preliminary research on the aforementioned background,
the identified problem are:
1.
The learning achievement of students in Physics is low
2.
The learning process focus to the formula
3.
The teacher has not yet applies the various learning model
4.
The lower interaction of student in physics learning
1.3 ProblemLimitation
In order to avoid the various interpretations in this research and for the
limitation of the capability, the available time and matter, the scope of problem in
this research are:
1. The subject were students of class XI SMAN 3 Siantar.
2. Application of learning model of Concept Attainment Learning Model in
experiment class.
3. The result of student learning at Static Fluid topic.
1.4 Problem Formulation
The problem formulations in this research are:
1. How is student’s achievement which is taught by using Conventional
Learning at Static FluidTopic?
2. How is student’s achievement which is taught by using Concept Attainment
Learning Model at Static FluidTopic?
4
3. Is influence ofConcept Attainment Learning Modelat Static FluidTopic?
1.5 Research Objective
There are some research objective items,namely:
1.
Student’s achievement by using Conventional Learning.
2.
Student’s achievement by using Concept Attainment Learning Model.
3.
The influence of Concept Attainment Learning Model on student’s
learning outcome.
1.6 Research Benefits
The benefits of research are:
1. As information of learning achievement by using Concept Attainment
Learning Model in SMA Negeri 3 Siantar at Static Fluid Topic.
2. As information on using the alternative of learning model
3. As light reference for the next research
4. To provide the writer as candidate of teacher with any experiences in a real
condition.
44
CHAPTER V
CONCLUSION AND SUGGESTION
1.1. Conclusion
Based on the research research result, data analysis, and disscussion so can be
concluded that :
1.
The average value of students learning achievement in control class by using
Conventional Learning model get the average value as big as from 48.83
become 75.67 at static fluid topic. So we can conclude students learning
achievement in control class after taught by using Conventional Learning
model was increase.
2.
The average value of students learning achievement in eksperiment class by
using Concept Attainment Learning model get the average value as big as
from 49.06 become 83.59 at static fluid topic. So we can conclude students
learning achievement in eksperiment class after taught by using Concept
Attainment Learning model was increase.
3.
From the result of learning achievement showing that in experiment class
using Concept Attainment Learning model better than control class using
Conventional Learning model at Static fluid topic in SMAN 3 Siantar.
1.2. Suggestion
This research is still far from perfect research. Based on research result
and disscussion before, researcher give suggestions as follows :
1. Needed further research to determine the effect of Concept Attainment
Learning Model on student learning achievement in other materials
concept, so that it can measure the extent to which wider this model is
effective in learning physics.
2. For the next research who want to invetigate the same model to use media
based on computere technology to be more attractive, creative, interactive,
and informative.
45
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