THE EFFECTIVENESS OF GUIDED INQUIRY LEARNING MODEL WITH MACROMEDIA FLASH TO INCREASE STUDENTS ACHIEVEMENT ON THE TEACHING COLLOIDAL SYSTEM IN SENIOR HIGH SCHOOL.
i
iv
ACKNOWLEDGEMENT
First of all I would like to devote my greatest thanks to the Almighty God,
Jesus Christ who always give blessing and provide health, wisdom, strength,
knowledge and material for writer in composing this thesis accordance with the
planned time.
The title of thesis is “The Effectiveness of Guided Inquiry Learning Model
with Macromedia Flash to Increase Student’s Achievement on the Teaching
Colloidal System in Senior High School” that arranged to obtain the degree of
Sarjana Pendidikan in Chemistry Department, Faculty of Mathematics and
Natural Science, State University of Medan (Unimed).
In this opportunity, the writer would like to express the thanks and great
appreciation to Prof. Dr. Albinus Silalahi, M.S as my thesis supervisor for his
valuable time spent in giving guidance, advices, motivation, and suggestion
during completing this thesis and also thanks to Dr. Zainuddin Muchtar, M.Si., as
Academic Supervisor for his support and advice when learning in college. The
writer also thanks to Prof. Dr. Retno Dwi Suyanti, M.Si., Drs. Bajoka Nainggolan,
M.S., and Agus Kembaren, S.Si, M.Si., as examiner for this thesis that giving me
advices, suggestion, guidance, and constructive comments for this thesis’s
completeness.
The writer also says thanks to Prof. Drs. Motlan Sirait, M.Sc, Ph.D., as the
Dean of Mathematics and Natural Science Faculty, State University of Medan,
Prof. Dr.rer.nat. Binari Manurung, M.Si., as the Coordinator of Bilingual
Program, Dr. Iis Siti Jahro, M.Si., as Secretay of Bilingual Program, Agus
Kembaren, S.Si, M.Si., as the head of Chemistry Department and Mr.Syamsudin
as administrator of Bilingual Office for their advices and other necessary
administrative business. The writer also say thanks to Prof. Dr. Retno Dwi
Suyanti, M.Si., as instrument’s validator in this research.
The author appreciation’s also given to Drs. Darwin Siregar, M.Pd as
Principal of SMA Negeri 15 Medan and chemistry teacher of SMA Negeri 15
Medan Dra. Lisnawati Ginting who gave me chance to done the research there.
v
A deepest love, appreciation and thanks also goes to my parents, Alm. Drs.
Darwin Bangun and Dra. Rosida Meliala, also my brother Hiskia Andika Putra
Bangun, my sister Clara Sri Menda Bangun, my cousin Filya Dina Sari Bangun
for their motivation, prayers, strength, and financial support to me during my
university lecture process. They are the most important people in my world and I
dedicated this thesis to them especially to my best daddy.
Special thanks are given to all my crazy classmate that I can’t mention one
by one in Bilingual Chemistry Education 2011 that always give me the best
moment in my education process, especially for my best ever Angela Sinambela
and Anggun Pardosi that always give me support and spirit and always patient to
hear and answer my many question. I also thanks to my PPL friends SMAN 2
Lintongnihuta Nova, Nancy, Tari, Aprita, Ricky, Ucok, Jasmen, Doni, Joni, Roni,
and Togi for all great experience. The writer also would like to say thanks to
every one whose names cannot be mentioned one by one for your support and
helping in my thesis process.
Finally, writer hopes this thesis can be used for those who would like to
explore more about learning model in colloidal system. The writer realize that this
thesis is still far from being perfect therefore critique and suggestion are needed
for further improvement of this thesis.
Medan, June 2015
The Writer,
Yolanda Octa Putri Bangun
IDN. 4113131081
iii
THE EFFECTIVENESS OF GUIDED INQUIRY LEARNING
MODEL WITH MACROMEDIA FLASH TO INCREASE
STUDENT’S ACHIVEMENT ON THE TEACHING
COLLOIDAL SYSTEM IN SENIOR HIGH SCHOOL
Yolanda Octa Putri Bangun (4113131081)
ABSTRACT
The research of guided inquiry learning model with macromedia flash to
increase student’s achievement was done. This research aimed to know whether
student’s achievement that be taught by guided inquiry learning model with
macromedia flash is significant higher than student’s achievement that be taught
by direct instruction model in the teaching colloidal system and to know the
effectiveness and cognitive aspect that most improve through the experiment
class. The population of this research was senior high school student year XI and
due to the limitation, SMAN 15 Medan as sample. Sample was chosen by
purposive sampling and taken 2 classes from the population. The first class was
used as experimental class and second class was used as control class. In
experimental class, the method that used was Guided Inquiry learning model with
macromedia flash while in control class used Direct Instruction model. Instrument
that used is 20 items of multiple choice tests. Before conducting the research, the
instrument was analyzed by using SPSS-17 and Microsoft Excel for the validity,
reliability, difficulty level and discrimination index. From 40 questions of
instrument test, finally gotten 20 items valid with reliability at 0.8829.
The data have been analyzed by using normality and homogeneity test
which is shown that data gain are normal distributed and homogeneous. It is
requirement to do hypothesis. Based on hypothesis test by using SPSS-17 that
using Independent Sample T-Test with significance level 0.05 and by using Right
Side t-Test, it can be concluded that student’s achievement that be taught by
guided inquiry learning model with macromedia flash is significant higher than
student’s achievement that be taught by direct instruction model in the teaching
colloidal system. The effectiveness of guided inquiry learning model with
macromedia flash in teaching colloidal system is 77.02%. Based on cognitive
aspect gain in experiment class are C1 0.7731 (high category), C2 0.7498 (high
category), and C3 0.8009 (high category), so it can be concluded that the most
influence of cognitive aspect through experiment class is C3 because it has
highest value of gain average.
vi
CONTENTS LIST
Page
Agreement Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Contents List
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
4
1.3
Problem Limitation
5
1.4
Problem Formulation
5
1.5
Research Objective
5
1.6
Research Benefit
6
1.7
Operational Definition
6
CHAPTER II
LITERATURE REVIEW
7
2.1
The Nature of Learning Chemistry
7
2.2
Learning Strategies
7
2.3
Inquiry Learning Model
8
2.4
Guided Inquiry Learning Model
9
2.4.1 Definition of Guided Inquiry Learning Model
9
2.4.2 The Characteristic of Guided Inquiry Learning Model
10
2.4.3 Learning Steps of Guided Inquiry
11
2.5
Direct Instruction Method
12
2.6
Learning Media
13
vii
2.7
Macromedia Flash
14
2.8
Learning Assessment
15
2.9
Colloidal System
16
2.10 Conceptual Framework
16
2.11 Research Hypothesis
17
CHAPTER III
18
RESEARCH METHODOLOGY
3.1
Location and Time of Research
18
3.2
Population and Sample of Research
18
3.3
Research Variable
18
3.3.1 Independent Variable
19
3.3.1 Dependent Variable
19
3.3.1 Control Variable
19
3.4
Research Design
19
3.5
Research Procedure
20
3.6
Research Instrument
22
3.6.1 Validity of Item Test
23
3.6.2 The Reliability
23
3.6.3 The Difficulty Level
24
3.6.4 Discrimination Index Test
24
Technique of Data Collection
25
3.7.1 Normality Test
25
3.7.2 Homogeneity Test
26
3.7.3 Normalized Gain
26
3.8
Percentage of Improved Learning Outcomes
27
3.9
Hypothesis Testing
27
3.7
CHAPTER IV
RESULT AND DISCUSSION
29
4.1
Research Result
29
4.2
The Instrument’s Analysis
29
4.2.1 Validity of Instrument Test
29
viii
4.2.2 Reliability of Instrument Test
30
4.2.3 Difficulty Level of Instrument Test
30
4.2.4 Discrimination of Index Test
31
4.3
Result Data of Research
31
4.4
Data Analysis
32
4.4.1 The Normality Test
32
4.4.2 Homogeneity Test
34
4.4.2 Hypothesis Test
35
4.5
The Percentage of Improved Learning Outcomes
36
4.6
Cognitive Aspect Improvement
36
4.1
Discussion
39
CHAPTER V
CONCLUSION AND SUGGESTION
42
5.1
Conclusion
42
5.2
Suggestion
42
REFERENCES
43
ix
LIST OF FIGURE
Figure 3.1
The Scheme of Research
21
Figure 4.1
Average Gain of Cognitive Aspect in Control Class
37
Figure 4.2
Average Gain of Cognitive Aspect in Experiment Class
37
Figure 4.3
Comparison of Average Gain from Cognitive Aspect
38
Level
Figure 4.4
Comparison of Learning Outcomes Percentage
40
1
CHAPTER I
INTRODUCTION
1.1
Background
Education is learning process that obtained by every human to make the
human know, understand, and more mature, as well as able to make people more
critical in thinking. Humans being are to educate and to be educated. The primary
aim of education is sustain individual and societal improvement. Educational
programs and policies play a pivotal role in social and individual progress. Social
progress clearly indicates a general development in the community in terms of
economic, social and cultural aspects (Turkkahraman, 2012). Thus, education has
very important role in the progress of a nation because without education
development of a nation is not going to happen.
Improving the quality of education is very important to be able compete in
today's global era. Now, the era of globalization is characterized by advancement
of science and technology as well as information. In that era, education
institutions such as schools are required to be able to create human resources that
competent and able to compete with other countries. Therefore, in the
management and implementation of education, an educational institution must be
always ready to adapt by observing the learning process that applied.
Student learn in many ways by seeing and hearing, reflecting and acting,
reasoning logically and intuitively, memorizing and visualizing and drawing
analogies and building mathematical models, steadily and in fits and strats.
Teaching methods also very. Some instructors lecture, others demonstrate or
discuss, some focus on principles and others on applications; some emphasize
memory and other understanding. How much a given student learns in a class is
governed in part by that student’s native ability and prior preparation but also by
the compability of his or her learning style and the instructor’s teaching style
(Felder and Silverman, 1998). So, from the opinion above it is clear that the
success of a learning process depends on the student's learning style in mastering
2
the material and teaching style of the teacher in choosing and using models and
learning media that appropriate and effective.
From the experience of researcher during observation in PPLT 2014 at
SMAN 2 Lintongnihuta, teacher still use direct instruction model that make
students less active in learning process and make the student’s achievement in
chemistry is low. Beside of that, this case also caused by the use of media that
minim and limited that make students are less interested in following the teaching
and learning process. Compared with the researcher apply during PPLT, by using
Macromedia Flash in delivery the materials, students pay more attention and more
enthusiastic in receiving learning. It can be seen in increasing the student
achievement from UH-2 to UH-3. The average of UH-2 in class XI-MIA 1 is
51.75 and the average of UH-3 is 77.5. Similarly with the fact that researcher
found at initial observation in SMAN 15 Medan, learning model that applied also
used direct instruction model and the use of media still minim and limited that
make the students are still low in chemistry learning outcomes. It can be seen
from the results of daily exam with the KKM value of chemistry is 72, while the
students that were able to achieve it only 30%.
Chemistry is one of the most important branches of science; it enables
learners to understand what happened around them. Because chemistry topics are
generally related to or based on the structure of matter, chemistry proves a
difficult subject for many students (Sirhan, 2007). Many students view chemistry
as one of the most difficult subjects to study at all levels of schooling. Learning
chemistry places many demands on students and teachers that can seem
insurmountable. Instructors display mathematical formulas, chemical symbols,
and scientific measurements simultaneously to describe phenomena that are not
readily apparent to students. Moreover, the concepts of chemistry are often seen
as abstractions confined to the chemistry classroom and not applicable outside of
school (Stieff and Wilensky, 2003). Therefore, required austerity of teachers in
selecting appropriate teaching methods is one of the key success of learning
process and break the assumption that chemical topics is difficult.
3
From the problems above, required a model of learning that can give
interest and convenience for students in understanding the subject matter. One
way that can be used to solve the problem above is using a model of learning that
involves students and makes students actively in the learning process by using
Guided Inquiry learning model. In guided inquiry method, teachers and learners
play a crucial role in asking questions, developing answers and structuring of
materials and cases. The usage of guided inquiry method is very important in
transition from lecturing method to other teaching methods which are less and
more clearly structured for alternative solutions. Guided inquiry activities help
students to develop their individual responsibility, cognitive methods, report
making, problem solving and understanding skills (Jack, 2013).
Colloid is one of chemistry matter that much discuss theory so required
creativity of teachers in selecting a learning model to explain the material so that
students are not difficult and saturate to understand the teacher's explanation.
According to Zainuddin and Lailan (2007), the colloidal system is one of the
topics in chemistry learning that contains concepts, where one side has an abstract
concept and the other hand its application easy to find in everyday life. So, the
colloidal material can be presented by inquiry learning model and showing the
students about the process.
In addition, to maximize the learning process it is necessary to use a
media. Computer based media such as Macromedia Flash is the right media to
display the visualization of learning. According to Tiarina and Julian (2013),
Macromedia Flash is combination of learning concept with the audiovisual
technology capable of generating new features that can be used in education.
Macromedia Flash animation able to present abstract concepts clearly illustrated
more attractive to students with a variety of animated images. In colloidal
material, most of the concepts are abstract for example the difference between
solution, colloids and suspensions, the Tyndall effect process, brown motion,
coagulation, and so forth, so that it is necessary to use media such as Macromedia
Flash that can clearly describe colloidal material.
4
Some research showed the effectiveness of guided inquiry learning model
to improve student achievement. Research conducted by Kristanti (2011),
Pengaruh Penerapan Model Pembelajaran Inkuiri Terbimbing Terhadap
Keterampilan Proses Sains dan Prestasi Belajar Siswa Kelas XI IPA SMA Negeri
1 Batu Pada Materi Koloid, obtained student achievement that significant
between student that taught by guided inquiry learning model than student that
taught by conventional method, where student achievement that taught by guided
inquiry learning model is higher 86.5% than student that taught by conventional
method 82.6%. Purwati and Suyanti (2014), The Influence of Guided Inquiry
Learning Method with Macromedia Flash toward Student’s Achievement in the
Solubility and Solubility Product Topic, obtained data of experimental class taught
by guided inquiry learning methods with Macromedia Flash media can improve
student achievement in higher category (0.78 ± 0.0940) and control class taught
by conventional methods can improve student achievement in medium category
(0.59 ± 0.1124), it can be concluded that the student achievement that were taught
by guided inquiry learning methods with Macromedia Flash media is higher than
the conventional method.
Based on the description, the researcher is interested to conduct a research
with the title “The Effectiveness of Guided Inquiry Learning Model With
Macromedia Flash to Increase Student’s Achievement on the Teaching
Colloidal System in Senior High School”.
1.2
Problem Identification
With the background above identified some problem namely: 1) Whether
chemistry teacher doesn’t implement other learning models beside direct
instruction model? 2) Do students consider that chemistry is less attractive and
difficult to understand? 3) The use of learning media in teaching and learning
process.
To reveal the things in the problem identified above, overall through this
research is not yet possible. Some things in these problems are still limited
because of limited time, funds, and facilities to support this research.
5
1.3
Problem Limitation
Problem limitations in this research are:
1. Material that be taught is about colloidal system in class XI science.
2. This study is measured the cognitive aspect.
3. Learning model that will be used is Guided Inquiry.
4. Learning media that will be used is macromedia flash.
1.4
Problem Formulation
Based on the problem limitation above, the problem formulation of this
research are:
1. Is student’s achievement that taught by guided inquiry learning model with
macromedia flash significant higher than student’s achievement that taught by
direct instruction model in colloidal system topic?
2. What is the effectiveness of guided inquiry learning model with macromedia
flash to increase student’s achievement on the teaching colloidal system?
3. What is cognitive aspect that most improve by implementation of guided
inquiry learning model with macromedia flash in colloidal system topic?
1.5
Research Objectives
The research objectives are as follows:
1. To determine whether there is significant higher of the student’s achievement
that taught by guided inquiry learning model with macromedia flash than
student’s achievement that taught by direct instruction model in colloidal
system topic.
2. To investigate the effectiveness of guided inquiry learning model with
macromedia flash in increasing student’s achievement on the teaching
colloidal system.
3. To know the cognitive aspect that most improve through the experiment class.
6
1.6
Research Benefits
After doing this research, the benefits that expected are:
1. As consideration for teacher to use guided inquiry learning model with
macromedia flash in teaching and learning process in classroom to increase
achievement of student.
2. Increase student achievement and help students to be more active in learning
process.
3. For other researcher, as an input in doing research.
1.7
Operational Definition
The operational definitions in this research are:
1. Guided Inquiry Learning is a model where the teachers and learners play a
crucial role in asking questions, developing answers and structuring of
materials and cases. Guided inquiry activities help students to develop their
individual responsibility, cognitive methods, report making, problem solving
and understanding skills (Jack, 2013).
2. Macromedia Flash is a software that widely used by web professionals due to
its impressive capabilities in multimedia displays, combining elements of text,
graphics, animation, sound and interactivity for the user of internet animation
program (Rahman et.al, 2008).
3. Student’s achievement is an evidence of learning success or ability of students
in conducting learning activities appropriate with the weight that reached
(Winkel, 1997).
42
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
After conducted the research and done some analyzing process of research
data result, the researcher concluded:
1. The students achievement that be taught by guided inquiry learning
model with macromedia flash is significant higher with the students
achievement that taught by direct instruction model on the learning
colloidal system
2. Guided Inquiry learning model with macromedia flash that used is
effective to increase student’s achievement in teaching colloidal system
with the effectiveness is 77.02%.
3. The cognitive aspect that most improve through guided inquiry learning
model with macromedia flash is C3. It could be seen from the average
gain score of C3 is 0.8009 that included highest value of average gain of
cognitive aspect.
5.2 Suggestion
Considering to the result of the research, there are some suggestion to make
the teaching and learning process in chemistry more effective to improve the
student’s achievement as follows:
1. For chemistry teacher, it is suggested to use appropriate model and
media like guided inquiry learning model with macromedia flash to
improve student’s achievement in teaching and learning colloidal
system.
2. For school holder, it is suggested for developing and providing the good
model and media like guided inquiry learning model with macromedia
flash in teaching and learning process especially for chemistry subject
because it is effective to improves student achievement.
43
REFERENCES
Creswell, J.W., (2012), Educational Research: Planning, Conducting, and
Evaluating Qualitative and quantitative Research, Pearson Education.
Inc., Boston.
Davis, B.G., (2009), Tools For Teaching, John Wiley & Sons, USA.
Ewing, B., (2011), Direct Instruction In Mathematics: Issues For School With
High Indigenous Enrolments: A Literature Review, Australian Journal of
Teacher Education 36(5): 64-91.
Felder, R.M., and Silverman, L.K., (1988), Learning and Teaching Style In
Engineering Education, Engineering Education Journal 78(7): 674-681.
Houwer, J.D., Holmes, D.B., and Moors, A., What is Learning? On the Nature
and Merits of a Functional Definition of Learning, Psychonomic Society,
Springer.
Huitt, W.G., Monetti, D.M., and Hummel, J.H., (2009), Designing Direct
Instruction, Instructional Design Theories and Models 3: 73-97.
Ibrahim, R., and Syaodih, N., (2003), Perencanaan Pengajaran, PT. Rineka Cipta,
Jakarta.
Jack, G.U., (2013), Concept Mapping and Guided Inquiry as Effective Techniques
for Teaching Difficult Concepts in Chemistry: Effect on Students’
Academic Achievement, Journal of Education and Practice 4(5): 9-15.
Kothari, C.R., (1990), Research Methodology: Methods and Technique, New Age
International (P) Ltd., New Delhi.
Kristanti, A., (2011), Pengaruh Penerapan Model Pembelajaran Inkuiri
Terbimbing Terhadap Keterampilan Proses Sains dan Prestasi Belajar
Siswa Kelas XI IPA SMA Negeri 1 Batu Pada Materi Koloid, Skripsi,
FMIPA, Universitas Negeri Malang, Malang.
Muchtar, Z., and Siregar, L., (2007), Efektifitas Kombinasi Media Dalam
Peningkatan Hasil Belajar Kimia Siswa MAN Pada Pembelajaran Sistem
Koloid, Jurnal Pendidikan Matematika dan Sains, 2: 103-109.
44
Naz, A.A., and Akbar, R.A., (2012), Use of Media for Effective Instruction its
Importance: Some Consideration, Journal of Elementary Education, 18(12): 35-40.
Priyatno, Dwi., (2008), Mandiri Belajar SPSS (Statistical Product and Service
Solution) untuk Analisis Data dan Uji Statistik, MediaKom, Yogyakarta.
Purwati, Y., and Suyanti, R. D., (2012), The Influence of Guided Inquiry Learning
Method with Macromedia Flash toward Student’s Achievement in the
Solubility and Solubility Product Topic, Jurnal Pendidikan Kimia
Pascasarjana Unimed, 6(2): 1-9.
Rahman, R., Setiawan, W., and Fitrijaya, E., (2008), Optimalisasi Macromedia
Flash Untuk Mendukung Pembelajaran Berbasis Komputer Pada Program
Studi Ilmu Komputer FPMIPA UPI, Jurnal Pendidikan Teknologi
Informasi Dan Komunikasi 1(2): 1-10.
Rooney, C., (2009), How Am I Using Inquiry-Based Learning to Improve My
Practice and to Encourage Higher Order Thinking among My Students of
Mathematics?, Educational Journal of Living Theories 5(2): 99-127.
Sanjaya, W., (2006), Strategi Pembelajaran Berorientasi Standar Pendidkan,
Kencana Prenada Media Group, Bandung.
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Allyn & Bacon.
Sirhan, G., (2007), Learning Difficulties in Chemistry, An Overview, Journal
Turkish Science Education 4(2): 2-20.
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Interactive Simulations into the Chemistry Classroom, Journal of Science
Education and Technology 12(3): 285-302.
Sudarmo, U., (2013), KIMIA untuk SMA/MA Kelas XI, PT. Gelora Aksara
Pratama, Surakarta.
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Sunardi, 2011, Kimia Bilingual Untuk SMA/MA Kelas XI, Yrama Widya,
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iv
ACKNOWLEDGEMENT
First of all I would like to devote my greatest thanks to the Almighty God,
Jesus Christ who always give blessing and provide health, wisdom, strength,
knowledge and material for writer in composing this thesis accordance with the
planned time.
The title of thesis is “The Effectiveness of Guided Inquiry Learning Model
with Macromedia Flash to Increase Student’s Achievement on the Teaching
Colloidal System in Senior High School” that arranged to obtain the degree of
Sarjana Pendidikan in Chemistry Department, Faculty of Mathematics and
Natural Science, State University of Medan (Unimed).
In this opportunity, the writer would like to express the thanks and great
appreciation to Prof. Dr. Albinus Silalahi, M.S as my thesis supervisor for his
valuable time spent in giving guidance, advices, motivation, and suggestion
during completing this thesis and also thanks to Dr. Zainuddin Muchtar, M.Si., as
Academic Supervisor for his support and advice when learning in college. The
writer also thanks to Prof. Dr. Retno Dwi Suyanti, M.Si., Drs. Bajoka Nainggolan,
M.S., and Agus Kembaren, S.Si, M.Si., as examiner for this thesis that giving me
advices, suggestion, guidance, and constructive comments for this thesis’s
completeness.
The writer also says thanks to Prof. Drs. Motlan Sirait, M.Sc, Ph.D., as the
Dean of Mathematics and Natural Science Faculty, State University of Medan,
Prof. Dr.rer.nat. Binari Manurung, M.Si., as the Coordinator of Bilingual
Program, Dr. Iis Siti Jahro, M.Si., as Secretay of Bilingual Program, Agus
Kembaren, S.Si, M.Si., as the head of Chemistry Department and Mr.Syamsudin
as administrator of Bilingual Office for their advices and other necessary
administrative business. The writer also say thanks to Prof. Dr. Retno Dwi
Suyanti, M.Si., as instrument’s validator in this research.
The author appreciation’s also given to Drs. Darwin Siregar, M.Pd as
Principal of SMA Negeri 15 Medan and chemistry teacher of SMA Negeri 15
Medan Dra. Lisnawati Ginting who gave me chance to done the research there.
v
A deepest love, appreciation and thanks also goes to my parents, Alm. Drs.
Darwin Bangun and Dra. Rosida Meliala, also my brother Hiskia Andika Putra
Bangun, my sister Clara Sri Menda Bangun, my cousin Filya Dina Sari Bangun
for their motivation, prayers, strength, and financial support to me during my
university lecture process. They are the most important people in my world and I
dedicated this thesis to them especially to my best daddy.
Special thanks are given to all my crazy classmate that I can’t mention one
by one in Bilingual Chemistry Education 2011 that always give me the best
moment in my education process, especially for my best ever Angela Sinambela
and Anggun Pardosi that always give me support and spirit and always patient to
hear and answer my many question. I also thanks to my PPL friends SMAN 2
Lintongnihuta Nova, Nancy, Tari, Aprita, Ricky, Ucok, Jasmen, Doni, Joni, Roni,
and Togi for all great experience. The writer also would like to say thanks to
every one whose names cannot be mentioned one by one for your support and
helping in my thesis process.
Finally, writer hopes this thesis can be used for those who would like to
explore more about learning model in colloidal system. The writer realize that this
thesis is still far from being perfect therefore critique and suggestion are needed
for further improvement of this thesis.
Medan, June 2015
The Writer,
Yolanda Octa Putri Bangun
IDN. 4113131081
iii
THE EFFECTIVENESS OF GUIDED INQUIRY LEARNING
MODEL WITH MACROMEDIA FLASH TO INCREASE
STUDENT’S ACHIVEMENT ON THE TEACHING
COLLOIDAL SYSTEM IN SENIOR HIGH SCHOOL
Yolanda Octa Putri Bangun (4113131081)
ABSTRACT
The research of guided inquiry learning model with macromedia flash to
increase student’s achievement was done. This research aimed to know whether
student’s achievement that be taught by guided inquiry learning model with
macromedia flash is significant higher than student’s achievement that be taught
by direct instruction model in the teaching colloidal system and to know the
effectiveness and cognitive aspect that most improve through the experiment
class. The population of this research was senior high school student year XI and
due to the limitation, SMAN 15 Medan as sample. Sample was chosen by
purposive sampling and taken 2 classes from the population. The first class was
used as experimental class and second class was used as control class. In
experimental class, the method that used was Guided Inquiry learning model with
macromedia flash while in control class used Direct Instruction model. Instrument
that used is 20 items of multiple choice tests. Before conducting the research, the
instrument was analyzed by using SPSS-17 and Microsoft Excel for the validity,
reliability, difficulty level and discrimination index. From 40 questions of
instrument test, finally gotten 20 items valid with reliability at 0.8829.
The data have been analyzed by using normality and homogeneity test
which is shown that data gain are normal distributed and homogeneous. It is
requirement to do hypothesis. Based on hypothesis test by using SPSS-17 that
using Independent Sample T-Test with significance level 0.05 and by using Right
Side t-Test, it can be concluded that student’s achievement that be taught by
guided inquiry learning model with macromedia flash is significant higher than
student’s achievement that be taught by direct instruction model in the teaching
colloidal system. The effectiveness of guided inquiry learning model with
macromedia flash in teaching colloidal system is 77.02%. Based on cognitive
aspect gain in experiment class are C1 0.7731 (high category), C2 0.7498 (high
category), and C3 0.8009 (high category), so it can be concluded that the most
influence of cognitive aspect through experiment class is C3 because it has
highest value of gain average.
vi
CONTENTS LIST
Page
Agreement Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Contents List
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
4
1.3
Problem Limitation
5
1.4
Problem Formulation
5
1.5
Research Objective
5
1.6
Research Benefit
6
1.7
Operational Definition
6
CHAPTER II
LITERATURE REVIEW
7
2.1
The Nature of Learning Chemistry
7
2.2
Learning Strategies
7
2.3
Inquiry Learning Model
8
2.4
Guided Inquiry Learning Model
9
2.4.1 Definition of Guided Inquiry Learning Model
9
2.4.2 The Characteristic of Guided Inquiry Learning Model
10
2.4.3 Learning Steps of Guided Inquiry
11
2.5
Direct Instruction Method
12
2.6
Learning Media
13
vii
2.7
Macromedia Flash
14
2.8
Learning Assessment
15
2.9
Colloidal System
16
2.10 Conceptual Framework
16
2.11 Research Hypothesis
17
CHAPTER III
18
RESEARCH METHODOLOGY
3.1
Location and Time of Research
18
3.2
Population and Sample of Research
18
3.3
Research Variable
18
3.3.1 Independent Variable
19
3.3.1 Dependent Variable
19
3.3.1 Control Variable
19
3.4
Research Design
19
3.5
Research Procedure
20
3.6
Research Instrument
22
3.6.1 Validity of Item Test
23
3.6.2 The Reliability
23
3.6.3 The Difficulty Level
24
3.6.4 Discrimination Index Test
24
Technique of Data Collection
25
3.7.1 Normality Test
25
3.7.2 Homogeneity Test
26
3.7.3 Normalized Gain
26
3.8
Percentage of Improved Learning Outcomes
27
3.9
Hypothesis Testing
27
3.7
CHAPTER IV
RESULT AND DISCUSSION
29
4.1
Research Result
29
4.2
The Instrument’s Analysis
29
4.2.1 Validity of Instrument Test
29
viii
4.2.2 Reliability of Instrument Test
30
4.2.3 Difficulty Level of Instrument Test
30
4.2.4 Discrimination of Index Test
31
4.3
Result Data of Research
31
4.4
Data Analysis
32
4.4.1 The Normality Test
32
4.4.2 Homogeneity Test
34
4.4.2 Hypothesis Test
35
4.5
The Percentage of Improved Learning Outcomes
36
4.6
Cognitive Aspect Improvement
36
4.1
Discussion
39
CHAPTER V
CONCLUSION AND SUGGESTION
42
5.1
Conclusion
42
5.2
Suggestion
42
REFERENCES
43
ix
LIST OF FIGURE
Figure 3.1
The Scheme of Research
21
Figure 4.1
Average Gain of Cognitive Aspect in Control Class
37
Figure 4.2
Average Gain of Cognitive Aspect in Experiment Class
37
Figure 4.3
Comparison of Average Gain from Cognitive Aspect
38
Level
Figure 4.4
Comparison of Learning Outcomes Percentage
40
1
CHAPTER I
INTRODUCTION
1.1
Background
Education is learning process that obtained by every human to make the
human know, understand, and more mature, as well as able to make people more
critical in thinking. Humans being are to educate and to be educated. The primary
aim of education is sustain individual and societal improvement. Educational
programs and policies play a pivotal role in social and individual progress. Social
progress clearly indicates a general development in the community in terms of
economic, social and cultural aspects (Turkkahraman, 2012). Thus, education has
very important role in the progress of a nation because without education
development of a nation is not going to happen.
Improving the quality of education is very important to be able compete in
today's global era. Now, the era of globalization is characterized by advancement
of science and technology as well as information. In that era, education
institutions such as schools are required to be able to create human resources that
competent and able to compete with other countries. Therefore, in the
management and implementation of education, an educational institution must be
always ready to adapt by observing the learning process that applied.
Student learn in many ways by seeing and hearing, reflecting and acting,
reasoning logically and intuitively, memorizing and visualizing and drawing
analogies and building mathematical models, steadily and in fits and strats.
Teaching methods also very. Some instructors lecture, others demonstrate or
discuss, some focus on principles and others on applications; some emphasize
memory and other understanding. How much a given student learns in a class is
governed in part by that student’s native ability and prior preparation but also by
the compability of his or her learning style and the instructor’s teaching style
(Felder and Silverman, 1998). So, from the opinion above it is clear that the
success of a learning process depends on the student's learning style in mastering
2
the material and teaching style of the teacher in choosing and using models and
learning media that appropriate and effective.
From the experience of researcher during observation in PPLT 2014 at
SMAN 2 Lintongnihuta, teacher still use direct instruction model that make
students less active in learning process and make the student’s achievement in
chemistry is low. Beside of that, this case also caused by the use of media that
minim and limited that make students are less interested in following the teaching
and learning process. Compared with the researcher apply during PPLT, by using
Macromedia Flash in delivery the materials, students pay more attention and more
enthusiastic in receiving learning. It can be seen in increasing the student
achievement from UH-2 to UH-3. The average of UH-2 in class XI-MIA 1 is
51.75 and the average of UH-3 is 77.5. Similarly with the fact that researcher
found at initial observation in SMAN 15 Medan, learning model that applied also
used direct instruction model and the use of media still minim and limited that
make the students are still low in chemistry learning outcomes. It can be seen
from the results of daily exam with the KKM value of chemistry is 72, while the
students that were able to achieve it only 30%.
Chemistry is one of the most important branches of science; it enables
learners to understand what happened around them. Because chemistry topics are
generally related to or based on the structure of matter, chemistry proves a
difficult subject for many students (Sirhan, 2007). Many students view chemistry
as one of the most difficult subjects to study at all levels of schooling. Learning
chemistry places many demands on students and teachers that can seem
insurmountable. Instructors display mathematical formulas, chemical symbols,
and scientific measurements simultaneously to describe phenomena that are not
readily apparent to students. Moreover, the concepts of chemistry are often seen
as abstractions confined to the chemistry classroom and not applicable outside of
school (Stieff and Wilensky, 2003). Therefore, required austerity of teachers in
selecting appropriate teaching methods is one of the key success of learning
process and break the assumption that chemical topics is difficult.
3
From the problems above, required a model of learning that can give
interest and convenience for students in understanding the subject matter. One
way that can be used to solve the problem above is using a model of learning that
involves students and makes students actively in the learning process by using
Guided Inquiry learning model. In guided inquiry method, teachers and learners
play a crucial role in asking questions, developing answers and structuring of
materials and cases. The usage of guided inquiry method is very important in
transition from lecturing method to other teaching methods which are less and
more clearly structured for alternative solutions. Guided inquiry activities help
students to develop their individual responsibility, cognitive methods, report
making, problem solving and understanding skills (Jack, 2013).
Colloid is one of chemistry matter that much discuss theory so required
creativity of teachers in selecting a learning model to explain the material so that
students are not difficult and saturate to understand the teacher's explanation.
According to Zainuddin and Lailan (2007), the colloidal system is one of the
topics in chemistry learning that contains concepts, where one side has an abstract
concept and the other hand its application easy to find in everyday life. So, the
colloidal material can be presented by inquiry learning model and showing the
students about the process.
In addition, to maximize the learning process it is necessary to use a
media. Computer based media such as Macromedia Flash is the right media to
display the visualization of learning. According to Tiarina and Julian (2013),
Macromedia Flash is combination of learning concept with the audiovisual
technology capable of generating new features that can be used in education.
Macromedia Flash animation able to present abstract concepts clearly illustrated
more attractive to students with a variety of animated images. In colloidal
material, most of the concepts are abstract for example the difference between
solution, colloids and suspensions, the Tyndall effect process, brown motion,
coagulation, and so forth, so that it is necessary to use media such as Macromedia
Flash that can clearly describe colloidal material.
4
Some research showed the effectiveness of guided inquiry learning model
to improve student achievement. Research conducted by Kristanti (2011),
Pengaruh Penerapan Model Pembelajaran Inkuiri Terbimbing Terhadap
Keterampilan Proses Sains dan Prestasi Belajar Siswa Kelas XI IPA SMA Negeri
1 Batu Pada Materi Koloid, obtained student achievement that significant
between student that taught by guided inquiry learning model than student that
taught by conventional method, where student achievement that taught by guided
inquiry learning model is higher 86.5% than student that taught by conventional
method 82.6%. Purwati and Suyanti (2014), The Influence of Guided Inquiry
Learning Method with Macromedia Flash toward Student’s Achievement in the
Solubility and Solubility Product Topic, obtained data of experimental class taught
by guided inquiry learning methods with Macromedia Flash media can improve
student achievement in higher category (0.78 ± 0.0940) and control class taught
by conventional methods can improve student achievement in medium category
(0.59 ± 0.1124), it can be concluded that the student achievement that were taught
by guided inquiry learning methods with Macromedia Flash media is higher than
the conventional method.
Based on the description, the researcher is interested to conduct a research
with the title “The Effectiveness of Guided Inquiry Learning Model With
Macromedia Flash to Increase Student’s Achievement on the Teaching
Colloidal System in Senior High School”.
1.2
Problem Identification
With the background above identified some problem namely: 1) Whether
chemistry teacher doesn’t implement other learning models beside direct
instruction model? 2) Do students consider that chemistry is less attractive and
difficult to understand? 3) The use of learning media in teaching and learning
process.
To reveal the things in the problem identified above, overall through this
research is not yet possible. Some things in these problems are still limited
because of limited time, funds, and facilities to support this research.
5
1.3
Problem Limitation
Problem limitations in this research are:
1. Material that be taught is about colloidal system in class XI science.
2. This study is measured the cognitive aspect.
3. Learning model that will be used is Guided Inquiry.
4. Learning media that will be used is macromedia flash.
1.4
Problem Formulation
Based on the problem limitation above, the problem formulation of this
research are:
1. Is student’s achievement that taught by guided inquiry learning model with
macromedia flash significant higher than student’s achievement that taught by
direct instruction model in colloidal system topic?
2. What is the effectiveness of guided inquiry learning model with macromedia
flash to increase student’s achievement on the teaching colloidal system?
3. What is cognitive aspect that most improve by implementation of guided
inquiry learning model with macromedia flash in colloidal system topic?
1.5
Research Objectives
The research objectives are as follows:
1. To determine whether there is significant higher of the student’s achievement
that taught by guided inquiry learning model with macromedia flash than
student’s achievement that taught by direct instruction model in colloidal
system topic.
2. To investigate the effectiveness of guided inquiry learning model with
macromedia flash in increasing student’s achievement on the teaching
colloidal system.
3. To know the cognitive aspect that most improve through the experiment class.
6
1.6
Research Benefits
After doing this research, the benefits that expected are:
1. As consideration for teacher to use guided inquiry learning model with
macromedia flash in teaching and learning process in classroom to increase
achievement of student.
2. Increase student achievement and help students to be more active in learning
process.
3. For other researcher, as an input in doing research.
1.7
Operational Definition
The operational definitions in this research are:
1. Guided Inquiry Learning is a model where the teachers and learners play a
crucial role in asking questions, developing answers and structuring of
materials and cases. Guided inquiry activities help students to develop their
individual responsibility, cognitive methods, report making, problem solving
and understanding skills (Jack, 2013).
2. Macromedia Flash is a software that widely used by web professionals due to
its impressive capabilities in multimedia displays, combining elements of text,
graphics, animation, sound and interactivity for the user of internet animation
program (Rahman et.al, 2008).
3. Student’s achievement is an evidence of learning success or ability of students
in conducting learning activities appropriate with the weight that reached
(Winkel, 1997).
42
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
After conducted the research and done some analyzing process of research
data result, the researcher concluded:
1. The students achievement that be taught by guided inquiry learning
model with macromedia flash is significant higher with the students
achievement that taught by direct instruction model on the learning
colloidal system
2. Guided Inquiry learning model with macromedia flash that used is
effective to increase student’s achievement in teaching colloidal system
with the effectiveness is 77.02%.
3. The cognitive aspect that most improve through guided inquiry learning
model with macromedia flash is C3. It could be seen from the average
gain score of C3 is 0.8009 that included highest value of average gain of
cognitive aspect.
5.2 Suggestion
Considering to the result of the research, there are some suggestion to make
the teaching and learning process in chemistry more effective to improve the
student’s achievement as follows:
1. For chemistry teacher, it is suggested to use appropriate model and
media like guided inquiry learning model with macromedia flash to
improve student’s achievement in teaching and learning colloidal
system.
2. For school holder, it is suggested for developing and providing the good
model and media like guided inquiry learning model with macromedia
flash in teaching and learning process especially for chemistry subject
because it is effective to improves student achievement.
43
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