THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING MODEL BASED ON COLLABORATIVE WITH MEDIA INDEX CARD MATCH TOINCREASE STUDENT’S ACHIEVEMENT ON SALT HYDROLYSIS TOPIC.
THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND
LEARNING MODEL BASED ON COLLABORATIVE WITH MEDIA
INDEX CARD MATCH TOINCREASE STUDENT’S ACHIEVEMENT
ON SALT HYDROLYSIS TOPIC
By:
Rolina Pandiangan
Reg Number 4123332017
Chemistry Education Study Program
A THESIS
Submitted to fulfill The Reguirement for Getting The Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
iii
THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING MODEL
BASED ON COLLABORATIVE WITH MEDIA INDEX CARD MATCH TO INCREASE
STUDENT’S ACHIEVEMENT ON SALT HYDROLYSIS TOPIC
Rolina Pandiangan ( 4123332017)
ABSTRACT
The purpose of this research is know the students achievement on salt
hydrolysis is learned by contextual teaching and learning ( CTL) model based on
collaborative with media index card match. The population of this research is all
of student in SMA N 1 Berastagi grade XI Science. The sample are 2 class from
student in SMA N 1 Berastagi by purposive random sampling methods. The
experimental class is learned by Contextual teaching and learning model based on
collaborative with media index card match and control class is learned by
conventional method. The instruments are using multiple choice test to see the
student’s achievement. The instrument of research is standardiz by expert
validator t-test and empiric validity. Data analysis using statistic calculation The
result of standardiz test is 22 items valid with reability 0.64. The result data shows
that the student’s achievement taught by contextual teaching and learning model
based on collaborative with media index card match give higher than taught by
convensional method. It can be seen from the average of gain and also proved
with t-test, the normalized gain in experimental class ( 0.744 ± 0.12) and control
class (0.648 ± 0.14).The statement support the data research result of hypothesis
test is t count = 2.915 and t table = 1.672 , then t count> t table (2.915 >1.672 ). the
calculation result shows that Ha is received or Ho is rejected, so the student’s
achievement taught by using CTL based on collaborative with media is higher
than direct instruction model. The most level of cognitive aspect improved are C1
(Recalling), C2 (Comprehention), C3 (application), and C4 (analysis) : C1 is 0,61(
medium category ), C2 is 0,71 ( high category ), C3 0,8 (high category), and C4
is 0,63( medium category ). in Control class C1 is 0.58(medium category),C2 is
0,55 (medium category),C3 is 0,8(high category),C4 is 0,47(medium category)
Keywords:
Contextual Teaching
Achievement
and
Learning,
Collaborative,
Students
iv
ACKNOWLEDGEMENT
Praise thank fullness is given to The Only One Savior, Jesus Christ who
always help me, and have given health, strength, spirit, knowledge, and materrial
to finish thesis.
Title of this is “ The Implementation of Contextual Teaching and Learning
(CTL) Model Based on Collaborative with Media Index card Match to Increase
Student’s Achievement on Salt Hydrolysis Topic’’that arraged to obtain the
degree of Sarjana Pendidikan in Chemistry Department, faculty of Mathematics
and Natural Science, State University of Medan
( UNIMED ).
In this oppurtunity, i would to express his gratitude to Prof.Dr.Retno Dwi
Suyanti,M.Si. as my thesis supervisor who has provided guidance,advices,
motivation, and suggestion during the prosess of completing this thesis. I also give
thanks to Dr.Zainuddin Muhktar, M.Si., Dr. Muhammat Yusuf, S.Si.M,Si., Agus
Kembaren, S.Si,M.Si an eveluator committe who has provided suggestion from
the plan until the completion of this thesis. The gratitude also goes to Prof. Dr.
Herbet Sipahutar, M.S., M.Sc. the dean of Mathematics and Natural Science
Faculty, State University of Medan, and Prof. Dr. Iis Siti Jahro, M.Si., as a
Coordinator
Bilingual
Programme,
their
advices
and
other
necessary
administrative.
I also give thanks to Prof. Dr. Iis siti Jahro,M.Si as the Academis
Supervisior who always guide research during lecturer, great thanks Dr.Ajat
Sudrajat, M.Si. as validator of instrument test in this research, and the entire along
with Mr and Mrs. Staff and Lecturer in Chemistry department FMIPA UNIMED
who helped the author. The author also presented to School Pinciple of SMA N 1
Berastagi, Alberto Colia,M.Pd that give permision and Korry Naiggolan, S.Pd,. as
the chemistry teacher in SMA N 1 Berastagi. Special gratitude and appreciation to
the my lovely father Johannes Pandiangan and my lovely mother Konnia
Simbolon and also to my dearest sister ( Pradelima pandiangan,Lina Wati
pandiangan and Ningsi Pandiangan ) for their love supports, pray, motivation and
v
caring that they give. My Brother ( Maratur Pandiangan) and Darmen Hutapea
thank you for the careness and given me support until the completion of this
thesis. The authors also express thank to all friends in Bilingual Chemistry
Education’12. thanks to groups Getek’s :Wita Locarizky Siregar, Fridayuni
Simanjuntak,Ivana Margaret Simanjuntak and Rolina Pandiangan
always
together (Sad, happy,pray together, laugh together and help each other and love
each other the most important is always there)love love this groups . all family of
U.Josua Pandiangan , family of mother Simbolon and father,big family of
Fridayuni simanjuntak and Wita Locarizky siregar, for support and pray,and
special
thanks
to
someone
that
owns
my
heart,thanks
for
the
love,careness,pray,and motivation. I also would like to say thank you to all whose
names cannot be mentioned one by one for their support and friendfhip through
my academic years.
The authors tried for maximal effort in the completion of this thesis.
Authors hope the critique and suggestion from readers for completeness the thesis
perfectly. Finally, the writer hopes this thesis can be useful to enrich the reader in
science education and for futher improvement of this thesis.
Medan,
Juny 2016
The Writer
(ROLINA PANDIANGAN)
vi
LIST OF CONTENT
Page
Ratification Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
List of Content
vi
List of TableS
ix
List of Figure
x
List of AppendiX
xi
CHAPTER 1 INTRODUCTION
1.1 Background
1
1.2 Problem Identification
4
1.3 Research Scope
4
1.4 Problem Statement
5
1.5 Research Objective
5
1.6 Benefits of Research
5
1.7 Operational Defenition
6
CHAPTER II LITERATURE STUDY
2.1 Overview of Study
7
2.1.1 Defenition of Learning
7
2.1.2 Learn Model
8
2.2. Contextual Teaching and Learning Model Chemistry
2.2.1. Contextual Teaching and Learning and Learning Defenition
8
8
2.2.2. The Chaacteristics of Contextual Teaching and Learning
10
2.2.3. The principles of Contextual Teaching and Learning
12
2.2.4. The Procedure of Contextual Teaching and Leraning
14
2.2.5. Conventionala Method
15
2.3. Differences Contextual Teaching and Learning with
Conventional Learning
16
vii
2.4. Collaborative Learning
18
2.5. Media
20
2.6. Multimedia Based on Index card Match
21
2.7. Salt Hydrolysis
21
2.7.1 The Concept of Hydrolysis
22
2.7.2 The Properties of Salt Solution
23
2.7.3 The Type of Salt Hydrolysis and Reaction
23
2.7.4 The pH Calculation of Salt Solution
24
2.7.5 Application of Model and Media in Salt Hydrolysis
25
2.8. The Relevant Research
26
2.9. Conceptual Framework
27
2.10. Hypothesis
28
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Location and Time
29
3.2 Research Population and Sample
29
3.3 Research Variable and Instrument
29
3.3.1 Independent Variabel
29
3.3.2 Dependent Variable
29
3.3.3 Control Variable
29
3.3.4 Research Instrument
30
3.3.5 The Instrument Testing
30
3.3.5.1. Validity of Steam Test
30
3.3.5.2. Difficulty Level of Item Test
31
3.3.5.3. Discrimination Index of item Test
31
3.3.5.4. Reability of Item Test
32
3.4 Research Design and Research Procedure
32
3.5 Technique Of Data Collection
34
3.6 Technique of Data Analysis
35
3.6.1 Normalized Gain
35
3.6.2 Normality Test
35
3.6.3 Homogeneity Test
36
viii
3.6.4 Hypothesis Testing
36
CHAPTER IV RESEARCH RESULT
4.1 Reseaarch Result
38
4.2 Data Analysis Of Research Instrument
38
4.2.1 Validity of Item Test
39
4.2.2 Difficult Level of Item Test
39
4.2.3 Discriminating Index of Item Test
39
4.2.4 Reability of Item Test
40
4.3 Achievement of Research Result
40
4.3.1 Data Analysis of Student Achievement before Teaching
treatment
40
4.3.2 Data Analysis of Student’s Achievement after Teaching
Treatment
4.3.3 Normalized Gain of Research Data
4.4 Normality Test
41
42
43
4.4.1 Normality Data of Pre-Test
43
4.4.2 Normality Data of Normalized Gain
43
4.5 Homogeneity Data
43
4.5.1 Homogeneity Data of Pre-Test
43
4.5.2 Homogeneity Data of Normalized Gain
44
4.6 Hypothesis
4.6.1 Hypothesis Testing
44
4.7 Cognitive Aspect Improvement
45
4.8 Observation Sheet Result
46
4.9 Discussion
46
CHAPTHER V CONCLUSION AND SUGGESTION
5.1 Conclusion
50
5.2 Suggestion
50
REFERENCES
52
ix
ix
LIST OF TABLE
Table 2.1 Differences Contextual teaching and Leaning (CTL) With
Conventional Learning.
16
Table 2.2 Table of the subtopics of salt hydrolysis and the model of the
teaching
25
Table 3.3 Research Design
33
Table 4.1
Pre-Test Data Analysis
41
Table 4.2
Post-test data Analisys
41
Table 4.3
Average Value of Normalized Gain
42
Table 4.4
Persentage of Student’s Achievement
42
Table 4.5
Result of Hyppthesis testing
44
Table 4.6
The Average Gain of Cognitive Aspect in Experiment class
45
Table 4.7
Result of Collaborative with media Observation sheet
46
x
LIST OF FIGURE
Figure 3.1 Flow Chart Overview of Research
34
Figure 4.1 Average Gain of Cognitive Aspect in Experiment Class
45
Figure 4.2 Score of Observation Sheet
46
xi
LIST OF APPENDIX
Appendix 1 Syllabus
55
Appendix 2 Lessen Plan
59
Appendix 3 Instrument Test by Validity
82
Appendix 4 Instrument Test
101
Appendix 5 Key Answer
102
Appendix 6 Instrument For Research
103
Appendix 7 Key Answer
107
Appendix 8 Lattice Work
108
Appendix 9 Table Observation
109
Appendix 10 Table Validity
111
Appendix 11 Calculation of Validity of Item Test
112
Appendix 12 Table Distinguish
113
Appendix 13 Calculation of Distiguish Index of item Test
114
Appendix 14 Table Reability of Item Test
115
Appendix 15 Calculation of eability of Item Test
116
Appendix 16 Difficulty of Item Test
117
Appendix 17 Calculation of Difficulty of Item Test
118
Appendix 18 Normalized Gain of Experiment Class
119
Appendix 19 Normalized Gain Control Class
120
Appendix 20 Calculating Normality
121
Appendix 21 Table Homogeneity Pre-test
125
Appendix 22 Homogeneity Gain
126
Appendix 23 Calculating of Homogeneity Data
127
Appendix 24 Calculating Hyphothesis
128
Appendix 25 Cognitive Aspect Control Class
129
Appendix 26 Cognitive Aspect Experiment Class
130
Appendix 27 Calcilation of Improvement
131
Appendix 28 Table of Observation Value
132
Appendix 29 Table R-product Moment
133
xii
Appendix 30 Table Chi-Square
116
Appendix 31 Table Distribution
135
Appendix 32 Table Distribution Value
138
Appendix 33 Index Card Match
139
Appendix 34 Documentation
140
CHAPTER I
INTRODUCTION
1.1. Research Background
Education is one of the most important things for human in all of age,
even young or old. This education must be known since early. While the
development of era and the advancement of technology, the education also to be
developed. While of this development, the education still has a weakness
especially in the process of learning. The learning process must be focused on
students, how the expressions, the attitude of the students for teaching-learning
process, how far the students active and involved in the teaching-learning process.
Indonesian education problems in an effort to improve the education level
increases as the development of globalization. The development according to their
educational improvement. The quality of Indonesian education is still low to
encourage the government to make improvements. To achieve success in
improving the quality of education, all parties concerned such as subject, object
and fasilitator in education is very important. All parties concerned proficiency
level has a significant role in the improvement of education. However, that has an
important role in improving the quality of education is the subject and object of
education itself ( Ariesta,2013).
Teacher is the first person and special in increasing the quality of
education. As the main subject in the front line in learning process, so the
education and guidance that is given by teacher to the students be who determines
in carrying the successful of education (Huda, 2012). For this time, at school,
there are many teachers that just focus on the subject matter and the result of
learning. They were just bustled in some activity to decide the competence goal
that would be achieved, to arrange the material that would be taught, and to design
the evaluation (Hamruni, 2009).
Learning is essentially a change in behavior. A change in one's behavior
is a result shape students' learning process where the student learning outcomes is
1
2
a measure of the success of a lesson. Student learning outcomes are also
influenced by internal factors and external factor.
In the process of chemistry learning is still found many students that
pretend to understand when the teacher ask them, it is made the student is not
understand for all topic of chemistry. In the chemistry learning is also students
tend to passive in class due to the lesson is not interested for them and also it may
be the teaching of teacher is less attractive to student. Based on the case, the
learning process must be implicated well to make the students involved actively.
Teacher must be thought and planned a strategy or method to increase the learning
process of students. In this case, teacher must be able to do a dynamic process in
organizing a class, and using the method and strategy in teaching-learning
process. Teacher is demanded to be able to manage the teaching-learning process
which give stimulation to the students so that the students will learn (Daryanto,
2012).
Basically, the topics learning in Chemistry have 3 characteristics that is
the decomposition of concepts, mathematical calculations, and execution
experiments. All of these characters support each other in the full mastery on topic
of learning in Chemistry (Zebua, 2009). Salt hydrolysis is one of chemistry topic
in Senior High School (SHS) at the second semester class XI. In this topic, there
are 3 characters must be mastered namely (1) master of concepts of salt
hydrolysis, (2) calculation of pH of salt solution, (3) experimental of determining
salt that hydrolyzed. Contextual teaching and learning is one of a model that can
be used in this topic, where in this topic have many discussions and calculations
also predict the salt that hydrolyzed.
Contextual Teaching and Learning (CTL) is a learning model that
emphasizes the involvement of students in full process to be able to find the
material studied and relation with real-life situations that encourage students to be
able to apply it in life them (Sanjaya, 2011).
Nurhadi (2004) states that, Contextual learning (Contextual Teaching
Learning-CTL) is the concept of learning which encourages teachers to connect
between what is taught and students real-world situations. CTL also encourages
3
students to make connections between their knowledge and its application in
everyday life. The knowledge and skills acquired for students attempt to construct
their own knowledge and new skills as he learns.
Contextual Teaching and Learning (CTL) is a learning strategy that
emphasize to students’s participate process completely to can inquiry the matterial
that learned and relate it in daily life so support the students to can application it
in their daily life (Sanjaya,2010). According to B.Johnson (Rusman,2011)
contextual teaching and Learning is a sytem that stimulate the brain to arrange the
patterns form the meaning. According to Elaine (Rusman,2011) contextual
learning is system learning that suitable with brain that produce meaning in
relating academic charge with contex from student’s daily life.
Based on the researcher’s experience when done teaching experience
program in school (PPLT) year 2015, there are still some students passive and
tend to have self busy. The learning process just focused on the teacher without
observe to the expressions of student, how the expressions of the students, if the
students understood or not, or just pretend to understand. Beside the method that
would be used, a learning process is also important to be attended in teachinglearning.
That is why the researcher choose CTL model in teaching, specially to
Salt Hydrolysis topic, where the model can stimulate the students to be active in
learning so that the students not to be only listen on teacher but the students also
to be trained to solve the problem and active in asking about the topic and active
in answering the problem that given by the teacher and also active in
communicating to give their opinion. The topics of salt hydrolysis consist of some
concepts and calculation of salt so the students are stimulated and are active in
contextual teaching and learning.
Collaborative strategies are designed so that no student who can not
reach the learning objectives. Through this effort, failing students minimized
(because it is not possible abolish them). Not all students are able to jump (jump)
in accordance with the expectations of teachers. Group C students are not
4
necessarily all of them driven by a student, but must be handled by the teacher. So
teachers should direct attention to children who did not master
Teaching and learning techniques looking for a partner (index card match
) developed by Lorna Curran (1994). One advantage of this technique is that
students seeking a partner while learning about a concept or topic in a pleasant
atmosphere. This technique can be used in all subjects and for all ages of students
(Lie, 2010). So, make a match is a way of learning by finding the matching pairs
of cards held, because in this learning students are those who hold the card and the
answer is no question that holds the card.
Based on the background above, the writer will make research which its
title is: '' The Implementation of Contextual Teaching And Learning Model
Based on Collaborative With Media Index Card Match to Increase Student’s
Achievement on Salt Hydrolysis Topic '' .
1.2. Problem Identification
Based on the background, the writer identifies the problems that are:
1. There is no learning each other and caring each other among the students in
learning process.
2. Less of involvement of student in teaching-learning process.
3. In learning chemistry is still found many students that pretend to understand
also still difficult in learning of topic chemistry, therefore the achievement of
students of chemistry learning is not have an increasing.
4. Contextual teaching and learning is away of constructing and teaching course
using learning as a stimulus and focus on student activity, a model that is still
not applied in teaching of salt hydrolysis.
5. Collaborative with media index card match is a a way of learning by finding
the matching pairs of cards held, because in this learning students are those
who hold the card and the answer is no question that holds the card in learning
process of chemistry topic.
1.3. Research Scope
To make this research to be specific, the writer identifies the problems
and limit only on the using of Contextual Teaching and Leraning (CTL)
5
Collaborative with media index card can increase the student’s achievement on
salt hydrolysis topic in SMA N 1 Berastagi grade XI in science program in
academic year 2015/2016.
1.4. Problem Statements
The problem statements of this research are:
1.
Is the student’s achievement in salt hydrolysis using CTL model based on
Collaborative with media (ICM) higher than student’s achievement using
direct instruction model?
2.
What is cognitive aspect will be improved by using CTL model based on
Collaborative with media index card match in salt hydrolysis topic from
C1 to C4?
1.5. Research Objectives:
According to the problems, so the objectives of this research are:
1.
Knowing the using of CTL model based on Collaborative with media
index card match is effective in increasing student’s achievement in salt
hydrolysis topic compared with direct instruction model.
2.
Knowing the cognitive aspect will be most improved by using of CTL
model based on collaborative with media index card match in salt
hydrolysis topic from C1 to C4.
1.6. Benefits of Research
The benefits of this research are:
1.
As the alternative of teaching model for teacher based on Collaborative
with media index card match to increase student’s achievement in teaching
of salt hydrolysis topic.
2.
Learning based on Collaborative with media index card match will
increase the colleague fellow teacher in order to be able to know how far
the teacher teaching well.
3.
Connection fellow students will form learning community with learning
each other and caring each other.
6
1.7. Operational Definition
To avoid differences or lack of clarity of meaning, then the operational
definition in this research are:
1. Model Contextual teaching Learning ( CTL)
Approach Contextual Teaching Learning (CTL) is a learning approach that
helps teachers connect between what is taught with real-world situations
students and encourage students to make connections between knowledge
possessed by its application in life atara its knowledge with the application
in their lives everyday (Jauhari , 2011).
2. Collaboration of Learning
Collaborative strategies are designed so that no student who can not reach
the learning objectives. Through this effort, failing students minimized
(because it is not possible abolish them). Not all students are able to jump
(jump) in accordance with the expectations of teachers. Group C students
are not necessarily all of them driven by a student, but must be handled by
the teacher. So teachers should direct attention to children who did not
master (Sato in JICA, 2006).
3. Index Card Match
Index card match is a way of learning by finding the matching pairs of
cards held, because in this learning students are those who hold the card
and the answer is no question that holds the card.(Saiful dalam Agustifa,
2012)
4. Student’s achievement is an ability that is obtained by students after doing
learning activity (Abdurrahman, 1999).
5. Salt is the ion compound that consists of metal cation and anion from the
salt. Hydrolysis is derived form the word “Hydro” that means water and
“lysis” that means decomposition.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the reseach result in the discussion obtained the conclussion,
Student’s achievement that taught with Contextual Teaching and Learning (CTL)
based on collaborative with media is higher than conventional method on topicof
salt hydrolysis. the statement support the data research result of hypothesis test is t
count
= 2.915 and t
table
= 1.672 , then t
count
> t
table
(2.915 > 1.672 ). the
calculation result shows that Ha is received and Ho is rejected. The average
normalized gain for experiment class is 0.7445 ( high category) and control class
is 0.648 ( medium category ). The cognitive aspect of the student’s achievement
that taught with contextual teaching and laerning (CTL) based on collaborative
with media index card match on topic os salt hydrolysis is C1, C2, C3, and C4 .
The statement support the data research result average of normalized gain from
the level of cognitive aspect C1 is 0.61 ( medium category) , C2 is 0.71 (high
category ), C3 is 0.8 (high category), and C4 is 0.63 ( medium category) . Based
on the research results can be concluded cognitive aspect C3 (application)
5.2. Suggestion
From the result obtained from this study, some suggestion had to be
raised in orrder to the learning process on chemistry is effective in creasing of
student’s achievement, they are :
1.
It is suggestion to chemistry teacher to use contextual teaching and
laerning collaborative with media index card match is order to increase
student’s achievement and student’s activity on teaching sal hydrolysis, so
that chemistry be a fun lesson.
2.
It is suggestion to order researcher in order to noice the relevant topic so
thet research result for the next will be better and activity of student’s will
be increase.
50
51
3. It is needed to do the research with the same model but apply it in different
topic to increase the quality of education especially in teaching students or
in teaching-learning process
52
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UNIMED, Medan.
Silitonga, P. M., (2011), Metode Penelitian Pendidikan, FMIPA, Unimed, Medan.
Slavin,E.R.,(2005), Cooperative Learning Teori,Riset dan Praktik, Nusa Media,
Bandung.
Sobur, (2003), Pembelajaran Sains Berbasis Laboratorium, Jurnal Pendidikan
Matematika dan sains 1:30-34.
Vaughan, T., (1998), Multimedia: Making it Work ,4th ed. CA: Osborne/McGrawHill.BERKELEY
Zebua, H.N., (2009), The Implementation of Problem Based Learning (PBL) with
Worksheet to Increase Student’s Achievement in Teaching Solubility and
Solubility Product, UNIMED, Medan.
LEARNING MODEL BASED ON COLLABORATIVE WITH MEDIA
INDEX CARD MATCH TOINCREASE STUDENT’S ACHIEVEMENT
ON SALT HYDROLYSIS TOPIC
By:
Rolina Pandiangan
Reg Number 4123332017
Chemistry Education Study Program
A THESIS
Submitted to fulfill The Reguirement for Getting The Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
iii
THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING MODEL
BASED ON COLLABORATIVE WITH MEDIA INDEX CARD MATCH TO INCREASE
STUDENT’S ACHIEVEMENT ON SALT HYDROLYSIS TOPIC
Rolina Pandiangan ( 4123332017)
ABSTRACT
The purpose of this research is know the students achievement on salt
hydrolysis is learned by contextual teaching and learning ( CTL) model based on
collaborative with media index card match. The population of this research is all
of student in SMA N 1 Berastagi grade XI Science. The sample are 2 class from
student in SMA N 1 Berastagi by purposive random sampling methods. The
experimental class is learned by Contextual teaching and learning model based on
collaborative with media index card match and control class is learned by
conventional method. The instruments are using multiple choice test to see the
student’s achievement. The instrument of research is standardiz by expert
validator t-test and empiric validity. Data analysis using statistic calculation The
result of standardiz test is 22 items valid with reability 0.64. The result data shows
that the student’s achievement taught by contextual teaching and learning model
based on collaborative with media index card match give higher than taught by
convensional method. It can be seen from the average of gain and also proved
with t-test, the normalized gain in experimental class ( 0.744 ± 0.12) and control
class (0.648 ± 0.14).The statement support the data research result of hypothesis
test is t count = 2.915 and t table = 1.672 , then t count> t table (2.915 >1.672 ). the
calculation result shows that Ha is received or Ho is rejected, so the student’s
achievement taught by using CTL based on collaborative with media is higher
than direct instruction model. The most level of cognitive aspect improved are C1
(Recalling), C2 (Comprehention), C3 (application), and C4 (analysis) : C1 is 0,61(
medium category ), C2 is 0,71 ( high category ), C3 0,8 (high category), and C4
is 0,63( medium category ). in Control class C1 is 0.58(medium category),C2 is
0,55 (medium category),C3 is 0,8(high category),C4 is 0,47(medium category)
Keywords:
Contextual Teaching
Achievement
and
Learning,
Collaborative,
Students
iv
ACKNOWLEDGEMENT
Praise thank fullness is given to The Only One Savior, Jesus Christ who
always help me, and have given health, strength, spirit, knowledge, and materrial
to finish thesis.
Title of this is “ The Implementation of Contextual Teaching and Learning
(CTL) Model Based on Collaborative with Media Index card Match to Increase
Student’s Achievement on Salt Hydrolysis Topic’’that arraged to obtain the
degree of Sarjana Pendidikan in Chemistry Department, faculty of Mathematics
and Natural Science, State University of Medan
( UNIMED ).
In this oppurtunity, i would to express his gratitude to Prof.Dr.Retno Dwi
Suyanti,M.Si. as my thesis supervisor who has provided guidance,advices,
motivation, and suggestion during the prosess of completing this thesis. I also give
thanks to Dr.Zainuddin Muhktar, M.Si., Dr. Muhammat Yusuf, S.Si.M,Si., Agus
Kembaren, S.Si,M.Si an eveluator committe who has provided suggestion from
the plan until the completion of this thesis. The gratitude also goes to Prof. Dr.
Herbet Sipahutar, M.S., M.Sc. the dean of Mathematics and Natural Science
Faculty, State University of Medan, and Prof. Dr. Iis Siti Jahro, M.Si., as a
Coordinator
Bilingual
Programme,
their
advices
and
other
necessary
administrative.
I also give thanks to Prof. Dr. Iis siti Jahro,M.Si as the Academis
Supervisior who always guide research during lecturer, great thanks Dr.Ajat
Sudrajat, M.Si. as validator of instrument test in this research, and the entire along
with Mr and Mrs. Staff and Lecturer in Chemistry department FMIPA UNIMED
who helped the author. The author also presented to School Pinciple of SMA N 1
Berastagi, Alberto Colia,M.Pd that give permision and Korry Naiggolan, S.Pd,. as
the chemistry teacher in SMA N 1 Berastagi. Special gratitude and appreciation to
the my lovely father Johannes Pandiangan and my lovely mother Konnia
Simbolon and also to my dearest sister ( Pradelima pandiangan,Lina Wati
pandiangan and Ningsi Pandiangan ) for their love supports, pray, motivation and
v
caring that they give. My Brother ( Maratur Pandiangan) and Darmen Hutapea
thank you for the careness and given me support until the completion of this
thesis. The authors also express thank to all friends in Bilingual Chemistry
Education’12. thanks to groups Getek’s :Wita Locarizky Siregar, Fridayuni
Simanjuntak,Ivana Margaret Simanjuntak and Rolina Pandiangan
always
together (Sad, happy,pray together, laugh together and help each other and love
each other the most important is always there)love love this groups . all family of
U.Josua Pandiangan , family of mother Simbolon and father,big family of
Fridayuni simanjuntak and Wita Locarizky siregar, for support and pray,and
special
thanks
to
someone
that
owns
my
heart,thanks
for
the
love,careness,pray,and motivation. I also would like to say thank you to all whose
names cannot be mentioned one by one for their support and friendfhip through
my academic years.
The authors tried for maximal effort in the completion of this thesis.
Authors hope the critique and suggestion from readers for completeness the thesis
perfectly. Finally, the writer hopes this thesis can be useful to enrich the reader in
science education and for futher improvement of this thesis.
Medan,
Juny 2016
The Writer
(ROLINA PANDIANGAN)
vi
LIST OF CONTENT
Page
Ratification Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
List of Content
vi
List of TableS
ix
List of Figure
x
List of AppendiX
xi
CHAPTER 1 INTRODUCTION
1.1 Background
1
1.2 Problem Identification
4
1.3 Research Scope
4
1.4 Problem Statement
5
1.5 Research Objective
5
1.6 Benefits of Research
5
1.7 Operational Defenition
6
CHAPTER II LITERATURE STUDY
2.1 Overview of Study
7
2.1.1 Defenition of Learning
7
2.1.2 Learn Model
8
2.2. Contextual Teaching and Learning Model Chemistry
2.2.1. Contextual Teaching and Learning and Learning Defenition
8
8
2.2.2. The Chaacteristics of Contextual Teaching and Learning
10
2.2.3. The principles of Contextual Teaching and Learning
12
2.2.4. The Procedure of Contextual Teaching and Leraning
14
2.2.5. Conventionala Method
15
2.3. Differences Contextual Teaching and Learning with
Conventional Learning
16
vii
2.4. Collaborative Learning
18
2.5. Media
20
2.6. Multimedia Based on Index card Match
21
2.7. Salt Hydrolysis
21
2.7.1 The Concept of Hydrolysis
22
2.7.2 The Properties of Salt Solution
23
2.7.3 The Type of Salt Hydrolysis and Reaction
23
2.7.4 The pH Calculation of Salt Solution
24
2.7.5 Application of Model and Media in Salt Hydrolysis
25
2.8. The Relevant Research
26
2.9. Conceptual Framework
27
2.10. Hypothesis
28
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Location and Time
29
3.2 Research Population and Sample
29
3.3 Research Variable and Instrument
29
3.3.1 Independent Variabel
29
3.3.2 Dependent Variable
29
3.3.3 Control Variable
29
3.3.4 Research Instrument
30
3.3.5 The Instrument Testing
30
3.3.5.1. Validity of Steam Test
30
3.3.5.2. Difficulty Level of Item Test
31
3.3.5.3. Discrimination Index of item Test
31
3.3.5.4. Reability of Item Test
32
3.4 Research Design and Research Procedure
32
3.5 Technique Of Data Collection
34
3.6 Technique of Data Analysis
35
3.6.1 Normalized Gain
35
3.6.2 Normality Test
35
3.6.3 Homogeneity Test
36
viii
3.6.4 Hypothesis Testing
36
CHAPTER IV RESEARCH RESULT
4.1 Reseaarch Result
38
4.2 Data Analysis Of Research Instrument
38
4.2.1 Validity of Item Test
39
4.2.2 Difficult Level of Item Test
39
4.2.3 Discriminating Index of Item Test
39
4.2.4 Reability of Item Test
40
4.3 Achievement of Research Result
40
4.3.1 Data Analysis of Student Achievement before Teaching
treatment
40
4.3.2 Data Analysis of Student’s Achievement after Teaching
Treatment
4.3.3 Normalized Gain of Research Data
4.4 Normality Test
41
42
43
4.4.1 Normality Data of Pre-Test
43
4.4.2 Normality Data of Normalized Gain
43
4.5 Homogeneity Data
43
4.5.1 Homogeneity Data of Pre-Test
43
4.5.2 Homogeneity Data of Normalized Gain
44
4.6 Hypothesis
4.6.1 Hypothesis Testing
44
4.7 Cognitive Aspect Improvement
45
4.8 Observation Sheet Result
46
4.9 Discussion
46
CHAPTHER V CONCLUSION AND SUGGESTION
5.1 Conclusion
50
5.2 Suggestion
50
REFERENCES
52
ix
ix
LIST OF TABLE
Table 2.1 Differences Contextual teaching and Leaning (CTL) With
Conventional Learning.
16
Table 2.2 Table of the subtopics of salt hydrolysis and the model of the
teaching
25
Table 3.3 Research Design
33
Table 4.1
Pre-Test Data Analysis
41
Table 4.2
Post-test data Analisys
41
Table 4.3
Average Value of Normalized Gain
42
Table 4.4
Persentage of Student’s Achievement
42
Table 4.5
Result of Hyppthesis testing
44
Table 4.6
The Average Gain of Cognitive Aspect in Experiment class
45
Table 4.7
Result of Collaborative with media Observation sheet
46
x
LIST OF FIGURE
Figure 3.1 Flow Chart Overview of Research
34
Figure 4.1 Average Gain of Cognitive Aspect in Experiment Class
45
Figure 4.2 Score of Observation Sheet
46
xi
LIST OF APPENDIX
Appendix 1 Syllabus
55
Appendix 2 Lessen Plan
59
Appendix 3 Instrument Test by Validity
82
Appendix 4 Instrument Test
101
Appendix 5 Key Answer
102
Appendix 6 Instrument For Research
103
Appendix 7 Key Answer
107
Appendix 8 Lattice Work
108
Appendix 9 Table Observation
109
Appendix 10 Table Validity
111
Appendix 11 Calculation of Validity of Item Test
112
Appendix 12 Table Distinguish
113
Appendix 13 Calculation of Distiguish Index of item Test
114
Appendix 14 Table Reability of Item Test
115
Appendix 15 Calculation of eability of Item Test
116
Appendix 16 Difficulty of Item Test
117
Appendix 17 Calculation of Difficulty of Item Test
118
Appendix 18 Normalized Gain of Experiment Class
119
Appendix 19 Normalized Gain Control Class
120
Appendix 20 Calculating Normality
121
Appendix 21 Table Homogeneity Pre-test
125
Appendix 22 Homogeneity Gain
126
Appendix 23 Calculating of Homogeneity Data
127
Appendix 24 Calculating Hyphothesis
128
Appendix 25 Cognitive Aspect Control Class
129
Appendix 26 Cognitive Aspect Experiment Class
130
Appendix 27 Calcilation of Improvement
131
Appendix 28 Table of Observation Value
132
Appendix 29 Table R-product Moment
133
xii
Appendix 30 Table Chi-Square
116
Appendix 31 Table Distribution
135
Appendix 32 Table Distribution Value
138
Appendix 33 Index Card Match
139
Appendix 34 Documentation
140
CHAPTER I
INTRODUCTION
1.1. Research Background
Education is one of the most important things for human in all of age,
even young or old. This education must be known since early. While the
development of era and the advancement of technology, the education also to be
developed. While of this development, the education still has a weakness
especially in the process of learning. The learning process must be focused on
students, how the expressions, the attitude of the students for teaching-learning
process, how far the students active and involved in the teaching-learning process.
Indonesian education problems in an effort to improve the education level
increases as the development of globalization. The development according to their
educational improvement. The quality of Indonesian education is still low to
encourage the government to make improvements. To achieve success in
improving the quality of education, all parties concerned such as subject, object
and fasilitator in education is very important. All parties concerned proficiency
level has a significant role in the improvement of education. However, that has an
important role in improving the quality of education is the subject and object of
education itself ( Ariesta,2013).
Teacher is the first person and special in increasing the quality of
education. As the main subject in the front line in learning process, so the
education and guidance that is given by teacher to the students be who determines
in carrying the successful of education (Huda, 2012). For this time, at school,
there are many teachers that just focus on the subject matter and the result of
learning. They were just bustled in some activity to decide the competence goal
that would be achieved, to arrange the material that would be taught, and to design
the evaluation (Hamruni, 2009).
Learning is essentially a change in behavior. A change in one's behavior
is a result shape students' learning process where the student learning outcomes is
1
2
a measure of the success of a lesson. Student learning outcomes are also
influenced by internal factors and external factor.
In the process of chemistry learning is still found many students that
pretend to understand when the teacher ask them, it is made the student is not
understand for all topic of chemistry. In the chemistry learning is also students
tend to passive in class due to the lesson is not interested for them and also it may
be the teaching of teacher is less attractive to student. Based on the case, the
learning process must be implicated well to make the students involved actively.
Teacher must be thought and planned a strategy or method to increase the learning
process of students. In this case, teacher must be able to do a dynamic process in
organizing a class, and using the method and strategy in teaching-learning
process. Teacher is demanded to be able to manage the teaching-learning process
which give stimulation to the students so that the students will learn (Daryanto,
2012).
Basically, the topics learning in Chemistry have 3 characteristics that is
the decomposition of concepts, mathematical calculations, and execution
experiments. All of these characters support each other in the full mastery on topic
of learning in Chemistry (Zebua, 2009). Salt hydrolysis is one of chemistry topic
in Senior High School (SHS) at the second semester class XI. In this topic, there
are 3 characters must be mastered namely (1) master of concepts of salt
hydrolysis, (2) calculation of pH of salt solution, (3) experimental of determining
salt that hydrolyzed. Contextual teaching and learning is one of a model that can
be used in this topic, where in this topic have many discussions and calculations
also predict the salt that hydrolyzed.
Contextual Teaching and Learning (CTL) is a learning model that
emphasizes the involvement of students in full process to be able to find the
material studied and relation with real-life situations that encourage students to be
able to apply it in life them (Sanjaya, 2011).
Nurhadi (2004) states that, Contextual learning (Contextual Teaching
Learning-CTL) is the concept of learning which encourages teachers to connect
between what is taught and students real-world situations. CTL also encourages
3
students to make connections between their knowledge and its application in
everyday life. The knowledge and skills acquired for students attempt to construct
their own knowledge and new skills as he learns.
Contextual Teaching and Learning (CTL) is a learning strategy that
emphasize to students’s participate process completely to can inquiry the matterial
that learned and relate it in daily life so support the students to can application it
in their daily life (Sanjaya,2010). According to B.Johnson (Rusman,2011)
contextual teaching and Learning is a sytem that stimulate the brain to arrange the
patterns form the meaning. According to Elaine (Rusman,2011) contextual
learning is system learning that suitable with brain that produce meaning in
relating academic charge with contex from student’s daily life.
Based on the researcher’s experience when done teaching experience
program in school (PPLT) year 2015, there are still some students passive and
tend to have self busy. The learning process just focused on the teacher without
observe to the expressions of student, how the expressions of the students, if the
students understood or not, or just pretend to understand. Beside the method that
would be used, a learning process is also important to be attended in teachinglearning.
That is why the researcher choose CTL model in teaching, specially to
Salt Hydrolysis topic, where the model can stimulate the students to be active in
learning so that the students not to be only listen on teacher but the students also
to be trained to solve the problem and active in asking about the topic and active
in answering the problem that given by the teacher and also active in
communicating to give their opinion. The topics of salt hydrolysis consist of some
concepts and calculation of salt so the students are stimulated and are active in
contextual teaching and learning.
Collaborative strategies are designed so that no student who can not
reach the learning objectives. Through this effort, failing students minimized
(because it is not possible abolish them). Not all students are able to jump (jump)
in accordance with the expectations of teachers. Group C students are not
4
necessarily all of them driven by a student, but must be handled by the teacher. So
teachers should direct attention to children who did not master
Teaching and learning techniques looking for a partner (index card match
) developed by Lorna Curran (1994). One advantage of this technique is that
students seeking a partner while learning about a concept or topic in a pleasant
atmosphere. This technique can be used in all subjects and for all ages of students
(Lie, 2010). So, make a match is a way of learning by finding the matching pairs
of cards held, because in this learning students are those who hold the card and the
answer is no question that holds the card.
Based on the background above, the writer will make research which its
title is: '' The Implementation of Contextual Teaching And Learning Model
Based on Collaborative With Media Index Card Match to Increase Student’s
Achievement on Salt Hydrolysis Topic '' .
1.2. Problem Identification
Based on the background, the writer identifies the problems that are:
1. There is no learning each other and caring each other among the students in
learning process.
2. Less of involvement of student in teaching-learning process.
3. In learning chemistry is still found many students that pretend to understand
also still difficult in learning of topic chemistry, therefore the achievement of
students of chemistry learning is not have an increasing.
4. Contextual teaching and learning is away of constructing and teaching course
using learning as a stimulus and focus on student activity, a model that is still
not applied in teaching of salt hydrolysis.
5. Collaborative with media index card match is a a way of learning by finding
the matching pairs of cards held, because in this learning students are those
who hold the card and the answer is no question that holds the card in learning
process of chemistry topic.
1.3. Research Scope
To make this research to be specific, the writer identifies the problems
and limit only on the using of Contextual Teaching and Leraning (CTL)
5
Collaborative with media index card can increase the student’s achievement on
salt hydrolysis topic in SMA N 1 Berastagi grade XI in science program in
academic year 2015/2016.
1.4. Problem Statements
The problem statements of this research are:
1.
Is the student’s achievement in salt hydrolysis using CTL model based on
Collaborative with media (ICM) higher than student’s achievement using
direct instruction model?
2.
What is cognitive aspect will be improved by using CTL model based on
Collaborative with media index card match in salt hydrolysis topic from
C1 to C4?
1.5. Research Objectives:
According to the problems, so the objectives of this research are:
1.
Knowing the using of CTL model based on Collaborative with media
index card match is effective in increasing student’s achievement in salt
hydrolysis topic compared with direct instruction model.
2.
Knowing the cognitive aspect will be most improved by using of CTL
model based on collaborative with media index card match in salt
hydrolysis topic from C1 to C4.
1.6. Benefits of Research
The benefits of this research are:
1.
As the alternative of teaching model for teacher based on Collaborative
with media index card match to increase student’s achievement in teaching
of salt hydrolysis topic.
2.
Learning based on Collaborative with media index card match will
increase the colleague fellow teacher in order to be able to know how far
the teacher teaching well.
3.
Connection fellow students will form learning community with learning
each other and caring each other.
6
1.7. Operational Definition
To avoid differences or lack of clarity of meaning, then the operational
definition in this research are:
1. Model Contextual teaching Learning ( CTL)
Approach Contextual Teaching Learning (CTL) is a learning approach that
helps teachers connect between what is taught with real-world situations
students and encourage students to make connections between knowledge
possessed by its application in life atara its knowledge with the application
in their lives everyday (Jauhari , 2011).
2. Collaboration of Learning
Collaborative strategies are designed so that no student who can not reach
the learning objectives. Through this effort, failing students minimized
(because it is not possible abolish them). Not all students are able to jump
(jump) in accordance with the expectations of teachers. Group C students
are not necessarily all of them driven by a student, but must be handled by
the teacher. So teachers should direct attention to children who did not
master (Sato in JICA, 2006).
3. Index Card Match
Index card match is a way of learning by finding the matching pairs of
cards held, because in this learning students are those who hold the card
and the answer is no question that holds the card.(Saiful dalam Agustifa,
2012)
4. Student’s achievement is an ability that is obtained by students after doing
learning activity (Abdurrahman, 1999).
5. Salt is the ion compound that consists of metal cation and anion from the
salt. Hydrolysis is derived form the word “Hydro” that means water and
“lysis” that means decomposition.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the reseach result in the discussion obtained the conclussion,
Student’s achievement that taught with Contextual Teaching and Learning (CTL)
based on collaborative with media is higher than conventional method on topicof
salt hydrolysis. the statement support the data research result of hypothesis test is t
count
= 2.915 and t
table
= 1.672 , then t
count
> t
table
(2.915 > 1.672 ). the
calculation result shows that Ha is received and Ho is rejected. The average
normalized gain for experiment class is 0.7445 ( high category) and control class
is 0.648 ( medium category ). The cognitive aspect of the student’s achievement
that taught with contextual teaching and laerning (CTL) based on collaborative
with media index card match on topic os salt hydrolysis is C1, C2, C3, and C4 .
The statement support the data research result average of normalized gain from
the level of cognitive aspect C1 is 0.61 ( medium category) , C2 is 0.71 (high
category ), C3 is 0.8 (high category), and C4 is 0.63 ( medium category) . Based
on the research results can be concluded cognitive aspect C3 (application)
5.2. Suggestion
From the result obtained from this study, some suggestion had to be
raised in orrder to the learning process on chemistry is effective in creasing of
student’s achievement, they are :
1.
It is suggestion to chemistry teacher to use contextual teaching and
laerning collaborative with media index card match is order to increase
student’s achievement and student’s activity on teaching sal hydrolysis, so
that chemistry be a fun lesson.
2.
It is suggestion to order researcher in order to noice the relevant topic so
thet research result for the next will be better and activity of student’s will
be increase.
50
51
3. It is needed to do the research with the same model but apply it in different
topic to increase the quality of education especially in teaching students or
in teaching-learning process
52
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