THE IMPLEMENTATION (M3PK) SIMSON TARIGAN TO IMPROVE THE STUDENT’S ACHIEVEMENT ON THE TEACHING OF HYDROCARBON.
THE IMPLEMENTATION (M3PK ) SIMSON TARIGAN
TO IMPROVE THE STUDENT’S ACHIEVEMENT ON
THE TEACHING OF HYDROCARBON
By:
Rimbun Friska .L.Hutagaol
Reg Number 4123332016
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
x
ABSTRACT
The implementation of M3PK to improve student’s achievement toward
chemistry for Senior High School (SHS) on the teaching of Hydrocarbon is
explained. This research goal to see success of study process through approach of
M3PK method . The research was conducted on the second year of State Senior
High School SMA 1 Tebing Tinggi through teaching of students by using M3PK
as an educational method and as an experimental class and compare with
conventional method as control class, that was by comparing their ability to solve
chemistry problems before and after the teaching processes have been carried out.
Hydrocarbon was chosen as a chemistry subject because this topic has been taught
for second semester SHS students and at the same time the research is conducted
without interfere the studets and the teachers activity in the selected schools.
After given by treatment conducted by postes, known that mean result of learning
class better than control class. The result showed that the average of student’s
achievement in experimental class by using M3PK is 60.42 with standart
deviation is 14.71 and the average student’s achievement of conventional method
is 70.69 with standart deviation is 14.50 , it means that student’s achievement by
using M3PK method is higher than the student’s achievement by using
conventional method and the t-test showed that P Value (significant 2
tailed)=0.0071. So, hypothesis is accepted. From result of research, can be
concluded that the model of M3PK can improve student’s achievement on the
teaching of Hydrocarbon because both of class are significantly different by using
t-test with two-tail is 0.0071 < 5%.
Keywords: M3PK, Student’s Achievement On The Teaching Of Hydrocarbon.
viii
ACKNOWLEDGEMENT
Praise and gratitude must be prayed to almighty God for all the graces and blessing that
provide health and to wisdom to the author so writer can finish this thesis. The title of thesis is ‘’
THE IMPLEMENTATION (M3PK) SIMSON TARIGAN TO IMPROVETHE STUDENT’S
ACHIEVEMENT ON THE TEACHING OF HYDROCARBON’’. This research is done in State
University of Medan that prepared to get degree sarjana pendidikan of chemistry Education
,Faculty of Mathematics and Natural Sciences ,State Unirversity of Medan.
On this occasion ,the author also convery a respect and gratitude to:
Dr.Simson Tarigan, M. Pd, as a thesis supervisor who has provided guidance and
suggestions to the author since the beginning of the study until the completion in writing
this thesis .
Give thans also to Dr.Marham Sitorus, M. Si,Dr. Ir. Nurfajriani, M. Si and Nora Susanti,
S. Si, Apt, Msc who has provided suggestion from the plan until the completion of this
thesis.
Thanks also to Prof. Dr. Ramlan Silaban, M. Si, Dr. Retno Dwi Suyanti M. Si, Dr. Iis Siti
Jahro, M. Si, Dr. Marudut Sinaga, M. Si, Dr. Jamalum Purba, M. Si, and Freddi Tua Nusa
Panggabean, S. Pd, M. Pd as the expert lectures to standardize the learning material nd
give the suggestion for marking the the good learning material. Thanks to the entire along
with Mr.and Mrs. Staff and Lecturer in Chemistry department especially in Bilingual
Study program of FMIPA UNIMED who have helped the author.
The award was also presented to students Bilingual Chemistry 2014 and Bilingual
Chemistry 2012 as student to help standardize the learning material of hydrocarbon.
Thanks to Bilingual Mathematics 2014 that help during the research which assist in this
implementation of this research.
Special gratitude no limit to best ever parents in my life, my mother Samaria Sirait who
always caring, raising me with love and affection. Thanks to pray, motivation and
sacrifices for both of them,So I can complete my first degree in Sarjana Pendidikan
(S.Pd/S-1 ) in this State Universitasity of Medan.
ix
My thanks also for my beloved daughters, Nirwana Yobelina Hutagaol,Arnol Hutagaol,
Widya flora Hutagaol who always giving love, support,motivation,and laugh until the
completion of this thesis I love u all.
For my friends, Ivana, Rolina, novelita and lady thanks for unlimited laugh, cranizess,
folly ,madness, and experience that make me more confidence and brave in my life.
Thanks for that friendship but feeling more than family. my beloved friend Rian
Hasibuhan for support and happiness that make me more fun doing the research.
This CESP’12 the most crazy and enjoyable class ever, full of ambition but full of fun,
Arif, fany, descey, lisna, Rina, Nova, Evi, Meliana, and wita. Thanks for this 4 years guys
and let’s go to the next ambition and dream.
Actually the author has doing the maximal effort in the completion of this thesis, but the
author is aware there are many. Weakneses in terms of both content and grammar. Author hope
the suggestions and constructive critisim from readers for completenes the thesis perfectly. At
least, Author hope this thesis can be useful to enrich the readers in science education.
Medan,
Agustus 2016
Author
Rimbun Friska .L. Hutagaol
IDN.4123332016
i
LIST OF CONTENT
CHAPTER I INTRODUCTION
Page
1.1 The background of the research …………………………………………… ………….1
1.2 Problem identification …………………………………………………………….. …. 2
1.3 Problem limitation …………………………………………………………………. ….5
1.4 Problem formulation …………………………………………………………………….6
1.5 Spesific objective ………………………………………………………………………6
CHAPTER II LITERATURE STUDY
2.1 Theoritical framework
…………………………………………………………………..7
2.1 Representation …………………………………………………………………………..10
2.1.1 Representation in chemistry
…………………………………………………12
2.1 .2 Chemistry Representation Ability ……………………………………………..13
2.1.3 Learning model …………………………………………………………………16
2.1.4 Using of M3PK To Improve The student’s ……………………………………17
2.1.5 Characteristic of M3PKmodel …………………………………………………18
2.1.6 Advantages and weaknes of M3PK to improve the student’s achievement on the
Teaching of
hydrocarbon…………………………………………………………………………...19
2.3.5 Stages of M3PK to improve the student’s achievement on the teaching of salt
hydrocarbon
………………………………………………………………………………………...22
2.3.6 Direct instruction ………………………………………………………………24
2.4 Hydrocarbon
………………………………………………………………………….. 27
2.4.1 Graphical representation
……………………………………………………...36
2.4.2Example of salt hydrocarbon …………………………………………………... 38
2.4.3 Dispersion
…………………………………………………………………… 40
2.4.4 Grouping of frequency of distribution
……………………………………… 41
ii
2.5 Conceptual framework
2.6 Hypotesis
…………………………………………………………………..47
……………………………………………………………………………….48
CHAPTER III RESEARCH METHODOLOGY
3.1 Research location and research object …………………………………………………..50
3.2 Population and sample of research ……………………………………………………...52
3.2.1 Population ……………………………………………………………………...53
3.2.2 Sample …………………………………………………………………………54
3.2.3 Independent variable …………………………. ………………………………..55
3.3 Research variable
…………………………………………………………........56
3.2.1 Dependent variable..................................................................................................57
3.4 Type and design of research ……………………………………………………….. ….....59
3.4.1 Design of research ……………………………………………………………..................61
3.5 Procedure of research ……………………………………………………………………....62
CHAPTER IV RESULT AND DISCUSSION
4.1 Review Book of General Chemistry ll
…………………………………………….. … 63
4.2 The Result Analysis of Material Hydrocarbon
in Textbook of General Chemistry ll
…………………………………………………64
4.3 Development of Innovative and Interactive
Hydrocarbon Learning Material
……………………………………………… ……....... 64
4.4 Standarization of Innovative and interactive Learning Material ........................................66
CHAPTER V CONCLUTION AND SUGGESTION
5.1 Conclusion ……………………………………………………………………………….67
5.2 Suggestion…………………………………………………………………………………68
REFERENCES………………………………………………………………………………69
iii
LIST OF FIGURE
Page
Figure 3.5
Design of research
Figure 3.6 Procedure of research
61
62
iv
LIST OF TABLE
Page
Table 2.1 Theoritical framework
7
Table 2.4.1 Collecting and Organizing Data
27
Table 2.4.2 Graphical representation
36
Table 2.4.3 Example of salt hydrocarbon
38
Table 3.2.1 Population
53
Table 3.2.2 Sample
54
Table 3.3 Research Variabel
56
Table 3.3.2 Dependent Variable
57
Table 3.4 Type and design of Research
59
Table 3.4.2 Design of Research
61
Table 3.5 Procedure of Research
62
v
LIST OF APPENDIX
Page
Appendix 1
71
Appendix 2
73
Appendix 3
86
Appendix A
93
Appendix B
96
Appendix C
98
Appendix 4
102
Appendix 5
103
Appendix 6
105
Appendix 7
107
Appendix 8
108
Appendix 9
110
Appendix 10
111
Appendix 11
113
Appendix 12
114
Appendix 13
116
Appendix 14
117
Appendix 15
118
Appendix 16
119
Appendix 17
122
Appendix 18
123
Appendix 19
124
Appendix 20
125
vi
Appendix 21
126
Appendix 22
127
Appendix 23
129
Appendix 24
130
Appendix 25
131
Appendix 26
132
Appendix 27
133
Appendix 28
138
CHAPTER I
INTRODUCTION
1.1
Research Background
Education problem is a complex problem in implementation involves
various supporting elements that are interrelated,the lack of student learning
outcomes.The players of educationespecially teachers must be competitive and
work hard to improve the learning process.so Low interest of students to be able
to master the material chemistry taught by teachers in practice conventional
methods are less well packed and less variable,The low yield of National
examination in high school especially for chemistry subjects . According to
Muhamed Ally Pieri Micelle (2009: 193), learning by using mobile learning make
student learning becomes interesting and fun. The learning process will be
effective when the students are in a state of happy and unhappy. The students will
feel fear, worry, anxiety, feeling uncomfortable that can lead not optimal results
when student learning is too forced (Eko Susanto, 2009: 19-20).
Accordingly, the application of mobile gaming as a learning media can be
developed and utilized in accordance with the existing learning design, to create a
new learning environment, effective, and enjoyable to facilitate the achievement
of learning goals. Mobile Game "Brainchemist", the learning media of chemistry
can be used as an alternative to chemical learning media fun and accessible.
Mobile Game " M3PK “ is adapted from the game Brainjiggle and the game
BrainJuice that has been modified so that display just the relevant with chemical
materials. Chemistry learning cannot be separated from definition of the learning
and chemistry itself. Chemistry is the science of searching for answers to what,
why, and how natural phenomena related to the composition, structure and
properties, changes, dynamics, and energetics of substances. There are two point
related, the chemical cannot be separated, chemistry as the products (chemical
knowledge in the form of facts,
1
2
concepts, principles, laws, and theories) and chemistry as the process of scientific
work (Mulyasa E., 2006: 132-133) .
Success in achieving the chemistry learning objectives is influenced by
several factors. For example, teaching and learning strategies, methods and
approaches to teaching and learning resources or learning media. The
development of learning media, both for formal and non-formal education, a
curriculum that applies is the primary reference that must be considered. In
addition, ease of use, attractive and also usefulness must be considered. Criteria of
good learning media ideally includes 4 main things (Mulyanta, 2009: 3-4),
namely: the suitability or relevance, convenience, attractive, and usefulness.
Products of learning media are developed to run on Android-based mobile phone.
Android is the operating system platform for mobile devices that is open
source. Android has various advantages as software that uses computer code base
that can be distributed openly (open source) so that the user can create a new
application in it. Develop of mobile game "Brainchemist" using Eclipse Indigo.
Eclipse is an IDE (Integrated Development Environment) to develop software and
can run on any platform. The advantages of Eclipse that makes it popular is its
ability to be developed by the user with a component called.
1.2
Problem Identification
The problem of education is a major problem and cannot be separated
from the various of supporting factors that are interrelated to measure whether the
implementation is already running education leading to achievement of the goals
of education itself or not. Along with the development of science and technology,
in education including teacher as main implementers of education must be work
hard to find what kinds of strategies that can enhance the learning process and
which can make a positive contribution in education world, how to make the
students more interesting and fun with the subject matter.
3
In the learning process of many components that affect learning outcomes
include: substance or material being studied, learning strategies, teaching methods
conducted, students and teachers as a learning subject. These components are
interrelated to each other so that the weakening of one component will hamper the
achievement of learning objectives optimally. (Sugandi,2004).
Based on the Report of the UN in 2010 (Puspendik,2010-B)results of the
UN in 2010 high school students can be categorized into passed and remedial.
From 1,522,156 participants followed the First National Exam, as many as
1,368,105 students (89.88%) passed or not to remedial , while the rest, or as many
as 154,051 students (10.12%) stated repeat.
Although these results show the achievement of high school graduation
percentage is pretty good, but when seen from the achievement of the average
value of the UN are achieved, these results still need improvement.
Achievement of quality in teaching is the professional responsibility of a
teacher to create a quality learning experience for students and guide students to
achieve maximum learning results and a preliminarystudieshave beenconducted
by researchersthatduring thelast 5 yearsSMAN1 Tebing Tinggi students not yet
achieve masteryclassically. Other information of researcher isthe learning
methodsapplied bythe teacher of SMA N 1 Tebing Tinggi is good.
Teachersnotonlyapplythe lecture method, butalsoimplementotherlearning
methodssuchdiscussions.
However,
in
practicethese
methods
are
lesswellpackedandless variable, so thatstudentsfeelboredandlessinterested in
followingthe teaching and learning activity. Sosubject mattercannot be
understoodas a wholeand thestudentlearning outcomesof studentswhoobtainedless
than the maximum, especially in thematterof salthydrolysis.
Model is a learning M3PK activity that exposes students to the practical
problems as fundamental in the study or in other words, students learn through
problems. M3PK can be defined as learning activities that emphasize the process
of resolving the problems faced scientifically.
4
The characteristics of
the implementation M3PK learning strategies
include:
1.
The implementation M3PK is a learning activity, meaning that the
implementation of using M3PK is a student activity that must be done.
learning is not just expect students to listen, take notes, and then memorize
the subject matter, but through
students become active thinking,
communicating, searching, and processing the data, and finally concluded.
2.
Learning activities M3PKgeared to resolve the problem. The implementation
of M3PK puts the problem as a keyword from the learning process. That is,
without any problems there can be no learning process.
3.
Problem M3PK solving is done by using the scientific method is the process
of scientific thinking both deductive and inductive conducted systematically
and empirically (Retno,2010).
The method of problem solving is a way of teaching M3PK that
stimulates and provides the opportunity for students to further their own initiative
and are able to perform analysis and synthesis of the problems faced in order to
obtain the solution ( Saptorini,2007) .
The use of using M3PK models aimed at high school students in learning
. The use of this model is intended for in accordance with students' learning
competencies that will be seen through the influence of student learning
outcomes. Based on the previous description , this study aimed at finding out if
the magnitude of the effect and influence of the use of M3PK model of the high
school class of student’s achievement on the teaching of salt hydrolysis in SMA N
1 Tebing Tinggi .According to Muhamed Ally Pieri Micelle (2009: 193), learning
by using mobile learning make student learning becomes interesting and fun. The
learning process will be effective when the students are in a state of happy and
unhappy.
The students will feel fear, worry, anxiety, feeling uncomfortable that can
lead not optimal results when student learning is too forced (Eko Susanto, 2009:
19-20). Accordingly, the application of mobile gaming as a learning media can be
developed and utilized in accordance with the existing learning design, to create a
5
new learning environment, effective, and enjoyable to facilitate the achievement
of learning goals. Mobile Game " M3PK ", the learning media of chemistry can be
used as an alternative to chemical learning media fun and accessible.
By using of M3PK is adapted from the game M3PK
and the game
BrainJuice that has been modified so that display just the relevant with chemical
materials. Chemistry learning can not be separated from definition of the learning
and chemistry itself. Chemistry is the science of searching for answers to what,
why, and how natural phenomena related to the composition, structure and
properties, changes, dynamics, and energetics of substances.
There are two point related, the chemical can not be separated, chemistry
as the products (chemical knowledge in the form of facts, concepts, principles,
laws, and theories) and chemistry as the process of scientific work (Mulyasa E.,
2006: 132-133) .Success in achieving the chemistry learning objectives is
influenced by several factors. For example, teaching and learning strategies,
methods and approaches to teaching and learning resources or learning media.
The development of learning media, both for formal and non-formal education, a
curriculum that applies is the primary reference that must be considered. In
addition, ease of use, attractive and also usefulness must be considered. Criteria of
good learning media ideally includes 4 main things namely: the suitability or
relevance, convenience, attractive, and usefulness.
1.3
Problem Statement
Problem of the study formulated as follows:
• What is the influence of M3PKStrategies to improve student’s achievement on
the teaching of salt hydrocarbon?
• Is there any significant different of student’s achievement between M3PK and
conventional method?
6
1.4
ResearchObjectives
The objectives of this research are:
• Knowing the influence of implementation ofthe M3PK to student achievement
on the teaching of hydrocarbon
• Knowing the significant different of student’s achievement between M3PK and
conventional method on teachinglearning process of salt hydrocarbon
1.5
Spesific Objectives
The specific of this research are:
• To investigate the influencing of M3PK method
• To investigate the significant different between
M3PK method and
conventional method on teaching-learning process of salt hydrocarbon
• The result of this development is a product of the using M3PK as a chemistry
learning media for Senior High School in hydrocarbon
• The products of mobile game of M3PK a learning media is apk application
form that can be run with android based mobile phone. Mobile game
"Brainchemist" contain materials or matters, and the discussion of hydrocarbon
• The development research follows of the model. The phase in this research are
phase analysis (analysis of curriculum, analysis of media creation benefit), the
design phase (mobile game design and preparation of assessment instruments),
stage of development (manufacture of mobile games and review by
supervisors, material experts, IT experts, and peer reviewers), the
implementation phase (mobile game used by teachers and students) and the
evaluation phase (evaluate the quality of learning media).
•
The implementation of using M3PK contain materials or matters, and the
discussion of hydrocarbon
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 M3PK 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 taugh M3PK with Mbased 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 M3PK 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
67
3. 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
4. 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
68
REFERENCES
Amelia Handayani Burhan. (2012). Pengembangan Chemistry Game Seri salt
hydrocarbon Academy sebagai Media Pembelajaran Kimia untuk Siswa
SMA/MA Kelas X. Skripsi Program Studi Pendidikan Kimia FMIPA UNY.
Azhar Arsyad. (2011). Media Pembelajaran. Jakarta: PT Raja Grafindo Persada.
Cahya Dwi Wahyudi. (2010). Pengembangan Permainan Who Wants to be a
Great Chemist? sebagai Media Pembelajaran Kimia untuk Siswa Kelas
XI. Skripsi Program Studi Pendidikan Kimia FMIPA UNY.
Daryanto. (2010). Media Pembelajaran. Yogyakarta: Gava Media
E. Mulyasa. (2006). Kurikulum Tingkat Satuan Pendidikan. Bandung: Remaja
Rosdakarya
Eko Putro Widoyoko. (2011). Evaluasi Program Pembelajaran. Yogyakarta:
Pustaka Pelajar
Eko Susanto. (2009). 60 Games untuk Mengajar. Yogyakarta: Lukita. I Made
Agus
John D Latuheru. (1998). Media Pembelajaran dalam Proses Belajar Mengajar
Masa Kini. Jakarta: Depdikbud.
Meltzer, D. (2002). The Relationship Between Mathematics Preparation And
Conceptual Learning Gain In Physics A Possible Hidden Variabel In
Diagnostic Pretest Score, American Journal Physics, 70(2): 1259-1267
Mulyasa,E. 2004. Kurikulum Berbasis Kompetensi. Bandung: Remaja Rosdakarya.
69
70
Sugandi, A and Haryanto. 2006. Teori Pembelajaran. Semarang: UPT MKK Unnes.
Suprijono, A. 2009. Cooperative Learning, Teori dan aplikasi PAIKEM.
Yogyakarta: Pustaka Pelajar.
Suyanti, Retno Dwi.2010. Strategi Pembelajaran Kimia. Yogyakarta: Graha Ilmu
Wirawan. (2011). Pengembangan Desain Pembelajaran Mobile Learning
Management System Pada Materi Pengenalan Komponen Jaringan. Jurnal
Penelitian dan Pengembangan Undiksa. 5(3): 312-324
vii
BIOGRAPHY
Rimbun friska Lelfana Hutagaol was born on July 16th 1994. Her beloved parents are
panangian Hutagaol and Samaria Sirait. Writer is the last child of four siblings in 1998, writer
went to primary school in SDN 091556, Tonga Maraja and graduated in 2006, writer continued
her study on junior High Scool in SMP Negeri 1 jawamaraja Bahjambi and graduated in 2009.
Then, in 2009, writer continued her study on Senior High School in SMA swasta RK Bintang
Timur Pematang Siantar and graduated on 2012. The writer was accepted in State University of
Medan, faculty of Mathematics and Natural Science, Chemistry Department, chemistry
Education program in 2012 and graduated in 2016. She received her S.Pd degree on 26 august
2016.
TO IMPROVE THE STUDENT’S ACHIEVEMENT ON
THE TEACHING OF HYDROCARBON
By:
Rimbun Friska .L.Hutagaol
Reg Number 4123332016
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
x
ABSTRACT
The implementation of M3PK to improve student’s achievement toward
chemistry for Senior High School (SHS) on the teaching of Hydrocarbon is
explained. This research goal to see success of study process through approach of
M3PK method . The research was conducted on the second year of State Senior
High School SMA 1 Tebing Tinggi through teaching of students by using M3PK
as an educational method and as an experimental class and compare with
conventional method as control class, that was by comparing their ability to solve
chemistry problems before and after the teaching processes have been carried out.
Hydrocarbon was chosen as a chemistry subject because this topic has been taught
for second semester SHS students and at the same time the research is conducted
without interfere the studets and the teachers activity in the selected schools.
After given by treatment conducted by postes, known that mean result of learning
class better than control class. The result showed that the average of student’s
achievement in experimental class by using M3PK is 60.42 with standart
deviation is 14.71 and the average student’s achievement of conventional method
is 70.69 with standart deviation is 14.50 , it means that student’s achievement by
using M3PK method is higher than the student’s achievement by using
conventional method and the t-test showed that P Value (significant 2
tailed)=0.0071. So, hypothesis is accepted. From result of research, can be
concluded that the model of M3PK can improve student’s achievement on the
teaching of Hydrocarbon because both of class are significantly different by using
t-test with two-tail is 0.0071 < 5%.
Keywords: M3PK, Student’s Achievement On The Teaching Of Hydrocarbon.
viii
ACKNOWLEDGEMENT
Praise and gratitude must be prayed to almighty God for all the graces and blessing that
provide health and to wisdom to the author so writer can finish this thesis. The title of thesis is ‘’
THE IMPLEMENTATION (M3PK) SIMSON TARIGAN TO IMPROVETHE STUDENT’S
ACHIEVEMENT ON THE TEACHING OF HYDROCARBON’’. This research is done in State
University of Medan that prepared to get degree sarjana pendidikan of chemistry Education
,Faculty of Mathematics and Natural Sciences ,State Unirversity of Medan.
On this occasion ,the author also convery a respect and gratitude to:
Dr.Simson Tarigan, M. Pd, as a thesis supervisor who has provided guidance and
suggestions to the author since the beginning of the study until the completion in writing
this thesis .
Give thans also to Dr.Marham Sitorus, M. Si,Dr. Ir. Nurfajriani, M. Si and Nora Susanti,
S. Si, Apt, Msc who has provided suggestion from the plan until the completion of this
thesis.
Thanks also to Prof. Dr. Ramlan Silaban, M. Si, Dr. Retno Dwi Suyanti M. Si, Dr. Iis Siti
Jahro, M. Si, Dr. Marudut Sinaga, M. Si, Dr. Jamalum Purba, M. Si, and Freddi Tua Nusa
Panggabean, S. Pd, M. Pd as the expert lectures to standardize the learning material nd
give the suggestion for marking the the good learning material. Thanks to the entire along
with Mr.and Mrs. Staff and Lecturer in Chemistry department especially in Bilingual
Study program of FMIPA UNIMED who have helped the author.
The award was also presented to students Bilingual Chemistry 2014 and Bilingual
Chemistry 2012 as student to help standardize the learning material of hydrocarbon.
Thanks to Bilingual Mathematics 2014 that help during the research which assist in this
implementation of this research.
Special gratitude no limit to best ever parents in my life, my mother Samaria Sirait who
always caring, raising me with love and affection. Thanks to pray, motivation and
sacrifices for both of them,So I can complete my first degree in Sarjana Pendidikan
(S.Pd/S-1 ) in this State Universitasity of Medan.
ix
My thanks also for my beloved daughters, Nirwana Yobelina Hutagaol,Arnol Hutagaol,
Widya flora Hutagaol who always giving love, support,motivation,and laugh until the
completion of this thesis I love u all.
For my friends, Ivana, Rolina, novelita and lady thanks for unlimited laugh, cranizess,
folly ,madness, and experience that make me more confidence and brave in my life.
Thanks for that friendship but feeling more than family. my beloved friend Rian
Hasibuhan for support and happiness that make me more fun doing the research.
This CESP’12 the most crazy and enjoyable class ever, full of ambition but full of fun,
Arif, fany, descey, lisna, Rina, Nova, Evi, Meliana, and wita. Thanks for this 4 years guys
and let’s go to the next ambition and dream.
Actually the author has doing the maximal effort in the completion of this thesis, but the
author is aware there are many. Weakneses in terms of both content and grammar. Author hope
the suggestions and constructive critisim from readers for completenes the thesis perfectly. At
least, Author hope this thesis can be useful to enrich the readers in science education.
Medan,
Agustus 2016
Author
Rimbun Friska .L. Hutagaol
IDN.4123332016
i
LIST OF CONTENT
CHAPTER I INTRODUCTION
Page
1.1 The background of the research …………………………………………… ………….1
1.2 Problem identification …………………………………………………………….. …. 2
1.3 Problem limitation …………………………………………………………………. ….5
1.4 Problem formulation …………………………………………………………………….6
1.5 Spesific objective ………………………………………………………………………6
CHAPTER II LITERATURE STUDY
2.1 Theoritical framework
…………………………………………………………………..7
2.1 Representation …………………………………………………………………………..10
2.1.1 Representation in chemistry
…………………………………………………12
2.1 .2 Chemistry Representation Ability ……………………………………………..13
2.1.3 Learning model …………………………………………………………………16
2.1.4 Using of M3PK To Improve The student’s ……………………………………17
2.1.5 Characteristic of M3PKmodel …………………………………………………18
2.1.6 Advantages and weaknes of M3PK to improve the student’s achievement on the
Teaching of
hydrocarbon…………………………………………………………………………...19
2.3.5 Stages of M3PK to improve the student’s achievement on the teaching of salt
hydrocarbon
………………………………………………………………………………………...22
2.3.6 Direct instruction ………………………………………………………………24
2.4 Hydrocarbon
………………………………………………………………………….. 27
2.4.1 Graphical representation
……………………………………………………...36
2.4.2Example of salt hydrocarbon …………………………………………………... 38
2.4.3 Dispersion
…………………………………………………………………… 40
2.4.4 Grouping of frequency of distribution
……………………………………… 41
ii
2.5 Conceptual framework
2.6 Hypotesis
…………………………………………………………………..47
……………………………………………………………………………….48
CHAPTER III RESEARCH METHODOLOGY
3.1 Research location and research object …………………………………………………..50
3.2 Population and sample of research ……………………………………………………...52
3.2.1 Population ……………………………………………………………………...53
3.2.2 Sample …………………………………………………………………………54
3.2.3 Independent variable …………………………. ………………………………..55
3.3 Research variable
…………………………………………………………........56
3.2.1 Dependent variable..................................................................................................57
3.4 Type and design of research ……………………………………………………….. ….....59
3.4.1 Design of research ……………………………………………………………..................61
3.5 Procedure of research ……………………………………………………………………....62
CHAPTER IV RESULT AND DISCUSSION
4.1 Review Book of General Chemistry ll
…………………………………………….. … 63
4.2 The Result Analysis of Material Hydrocarbon
in Textbook of General Chemistry ll
…………………………………………………64
4.3 Development of Innovative and Interactive
Hydrocarbon Learning Material
……………………………………………… ……....... 64
4.4 Standarization of Innovative and interactive Learning Material ........................................66
CHAPTER V CONCLUTION AND SUGGESTION
5.1 Conclusion ……………………………………………………………………………….67
5.2 Suggestion…………………………………………………………………………………68
REFERENCES………………………………………………………………………………69
iii
LIST OF FIGURE
Page
Figure 3.5
Design of research
Figure 3.6 Procedure of research
61
62
iv
LIST OF TABLE
Page
Table 2.1 Theoritical framework
7
Table 2.4.1 Collecting and Organizing Data
27
Table 2.4.2 Graphical representation
36
Table 2.4.3 Example of salt hydrocarbon
38
Table 3.2.1 Population
53
Table 3.2.2 Sample
54
Table 3.3 Research Variabel
56
Table 3.3.2 Dependent Variable
57
Table 3.4 Type and design of Research
59
Table 3.4.2 Design of Research
61
Table 3.5 Procedure of Research
62
v
LIST OF APPENDIX
Page
Appendix 1
71
Appendix 2
73
Appendix 3
86
Appendix A
93
Appendix B
96
Appendix C
98
Appendix 4
102
Appendix 5
103
Appendix 6
105
Appendix 7
107
Appendix 8
108
Appendix 9
110
Appendix 10
111
Appendix 11
113
Appendix 12
114
Appendix 13
116
Appendix 14
117
Appendix 15
118
Appendix 16
119
Appendix 17
122
Appendix 18
123
Appendix 19
124
Appendix 20
125
vi
Appendix 21
126
Appendix 22
127
Appendix 23
129
Appendix 24
130
Appendix 25
131
Appendix 26
132
Appendix 27
133
Appendix 28
138
CHAPTER I
INTRODUCTION
1.1
Research Background
Education problem is a complex problem in implementation involves
various supporting elements that are interrelated,the lack of student learning
outcomes.The players of educationespecially teachers must be competitive and
work hard to improve the learning process.so Low interest of students to be able
to master the material chemistry taught by teachers in practice conventional
methods are less well packed and less variable,The low yield of National
examination in high school especially for chemistry subjects . According to
Muhamed Ally Pieri Micelle (2009: 193), learning by using mobile learning make
student learning becomes interesting and fun. The learning process will be
effective when the students are in a state of happy and unhappy. The students will
feel fear, worry, anxiety, feeling uncomfortable that can lead not optimal results
when student learning is too forced (Eko Susanto, 2009: 19-20).
Accordingly, the application of mobile gaming as a learning media can be
developed and utilized in accordance with the existing learning design, to create a
new learning environment, effective, and enjoyable to facilitate the achievement
of learning goals. Mobile Game "Brainchemist", the learning media of chemistry
can be used as an alternative to chemical learning media fun and accessible.
Mobile Game " M3PK “ is adapted from the game Brainjiggle and the game
BrainJuice that has been modified so that display just the relevant with chemical
materials. Chemistry learning cannot be separated from definition of the learning
and chemistry itself. Chemistry is the science of searching for answers to what,
why, and how natural phenomena related to the composition, structure and
properties, changes, dynamics, and energetics of substances. There are two point
related, the chemical cannot be separated, chemistry as the products (chemical
knowledge in the form of facts,
1
2
concepts, principles, laws, and theories) and chemistry as the process of scientific
work (Mulyasa E., 2006: 132-133) .
Success in achieving the chemistry learning objectives is influenced by
several factors. For example, teaching and learning strategies, methods and
approaches to teaching and learning resources or learning media. The
development of learning media, both for formal and non-formal education, a
curriculum that applies is the primary reference that must be considered. In
addition, ease of use, attractive and also usefulness must be considered. Criteria of
good learning media ideally includes 4 main things (Mulyanta, 2009: 3-4),
namely: the suitability or relevance, convenience, attractive, and usefulness.
Products of learning media are developed to run on Android-based mobile phone.
Android is the operating system platform for mobile devices that is open
source. Android has various advantages as software that uses computer code base
that can be distributed openly (open source) so that the user can create a new
application in it. Develop of mobile game "Brainchemist" using Eclipse Indigo.
Eclipse is an IDE (Integrated Development Environment) to develop software and
can run on any platform. The advantages of Eclipse that makes it popular is its
ability to be developed by the user with a component called.
1.2
Problem Identification
The problem of education is a major problem and cannot be separated
from the various of supporting factors that are interrelated to measure whether the
implementation is already running education leading to achievement of the goals
of education itself or not. Along with the development of science and technology,
in education including teacher as main implementers of education must be work
hard to find what kinds of strategies that can enhance the learning process and
which can make a positive contribution in education world, how to make the
students more interesting and fun with the subject matter.
3
In the learning process of many components that affect learning outcomes
include: substance or material being studied, learning strategies, teaching methods
conducted, students and teachers as a learning subject. These components are
interrelated to each other so that the weakening of one component will hamper the
achievement of learning objectives optimally. (Sugandi,2004).
Based on the Report of the UN in 2010 (Puspendik,2010-B)results of the
UN in 2010 high school students can be categorized into passed and remedial.
From 1,522,156 participants followed the First National Exam, as many as
1,368,105 students (89.88%) passed or not to remedial , while the rest, or as many
as 154,051 students (10.12%) stated repeat.
Although these results show the achievement of high school graduation
percentage is pretty good, but when seen from the achievement of the average
value of the UN are achieved, these results still need improvement.
Achievement of quality in teaching is the professional responsibility of a
teacher to create a quality learning experience for students and guide students to
achieve maximum learning results and a preliminarystudieshave beenconducted
by researchersthatduring thelast 5 yearsSMAN1 Tebing Tinggi students not yet
achieve masteryclassically. Other information of researcher isthe learning
methodsapplied bythe teacher of SMA N 1 Tebing Tinggi is good.
Teachersnotonlyapplythe lecture method, butalsoimplementotherlearning
methodssuchdiscussions.
However,
in
practicethese
methods
are
lesswellpackedandless variable, so thatstudentsfeelboredandlessinterested in
followingthe teaching and learning activity. Sosubject mattercannot be
understoodas a wholeand thestudentlearning outcomesof studentswhoobtainedless
than the maximum, especially in thematterof salthydrolysis.
Model is a learning M3PK activity that exposes students to the practical
problems as fundamental in the study or in other words, students learn through
problems. M3PK can be defined as learning activities that emphasize the process
of resolving the problems faced scientifically.
4
The characteristics of
the implementation M3PK learning strategies
include:
1.
The implementation M3PK is a learning activity, meaning that the
implementation of using M3PK is a student activity that must be done.
learning is not just expect students to listen, take notes, and then memorize
the subject matter, but through
students become active thinking,
communicating, searching, and processing the data, and finally concluded.
2.
Learning activities M3PKgeared to resolve the problem. The implementation
of M3PK puts the problem as a keyword from the learning process. That is,
without any problems there can be no learning process.
3.
Problem M3PK solving is done by using the scientific method is the process
of scientific thinking both deductive and inductive conducted systematically
and empirically (Retno,2010).
The method of problem solving is a way of teaching M3PK that
stimulates and provides the opportunity for students to further their own initiative
and are able to perform analysis and synthesis of the problems faced in order to
obtain the solution ( Saptorini,2007) .
The use of using M3PK models aimed at high school students in learning
. The use of this model is intended for in accordance with students' learning
competencies that will be seen through the influence of student learning
outcomes. Based on the previous description , this study aimed at finding out if
the magnitude of the effect and influence of the use of M3PK model of the high
school class of student’s achievement on the teaching of salt hydrolysis in SMA N
1 Tebing Tinggi .According to Muhamed Ally Pieri Micelle (2009: 193), learning
by using mobile learning make student learning becomes interesting and fun. The
learning process will be effective when the students are in a state of happy and
unhappy.
The students will feel fear, worry, anxiety, feeling uncomfortable that can
lead not optimal results when student learning is too forced (Eko Susanto, 2009:
19-20). Accordingly, the application of mobile gaming as a learning media can be
developed and utilized in accordance with the existing learning design, to create a
5
new learning environment, effective, and enjoyable to facilitate the achievement
of learning goals. Mobile Game " M3PK ", the learning media of chemistry can be
used as an alternative to chemical learning media fun and accessible.
By using of M3PK is adapted from the game M3PK
and the game
BrainJuice that has been modified so that display just the relevant with chemical
materials. Chemistry learning can not be separated from definition of the learning
and chemistry itself. Chemistry is the science of searching for answers to what,
why, and how natural phenomena related to the composition, structure and
properties, changes, dynamics, and energetics of substances.
There are two point related, the chemical can not be separated, chemistry
as the products (chemical knowledge in the form of facts, concepts, principles,
laws, and theories) and chemistry as the process of scientific work (Mulyasa E.,
2006: 132-133) .Success in achieving the chemistry learning objectives is
influenced by several factors. For example, teaching and learning strategies,
methods and approaches to teaching and learning resources or learning media.
The development of learning media, both for formal and non-formal education, a
curriculum that applies is the primary reference that must be considered. In
addition, ease of use, attractive and also usefulness must be considered. Criteria of
good learning media ideally includes 4 main things namely: the suitability or
relevance, convenience, attractive, and usefulness.
1.3
Problem Statement
Problem of the study formulated as follows:
• What is the influence of M3PKStrategies to improve student’s achievement on
the teaching of salt hydrocarbon?
• Is there any significant different of student’s achievement between M3PK and
conventional method?
6
1.4
ResearchObjectives
The objectives of this research are:
• Knowing the influence of implementation ofthe M3PK to student achievement
on the teaching of hydrocarbon
• Knowing the significant different of student’s achievement between M3PK and
conventional method on teachinglearning process of salt hydrocarbon
1.5
Spesific Objectives
The specific of this research are:
• To investigate the influencing of M3PK method
• To investigate the significant different between
M3PK method and
conventional method on teaching-learning process of salt hydrocarbon
• The result of this development is a product of the using M3PK as a chemistry
learning media for Senior High School in hydrocarbon
• The products of mobile game of M3PK a learning media is apk application
form that can be run with android based mobile phone. Mobile game
"Brainchemist" contain materials or matters, and the discussion of hydrocarbon
• The development research follows of the model. The phase in this research are
phase analysis (analysis of curriculum, analysis of media creation benefit), the
design phase (mobile game design and preparation of assessment instruments),
stage of development (manufacture of mobile games and review by
supervisors, material experts, IT experts, and peer reviewers), the
implementation phase (mobile game used by teachers and students) and the
evaluation phase (evaluate the quality of learning media).
•
The implementation of using M3PK contain materials or matters, and the
discussion of hydrocarbon
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 M3PK 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 taugh M3PK with Mbased 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 M3PK 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
67
3. 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
4. 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
68
REFERENCES
Amelia Handayani Burhan. (2012). Pengembangan Chemistry Game Seri salt
hydrocarbon Academy sebagai Media Pembelajaran Kimia untuk Siswa
SMA/MA Kelas X. Skripsi Program Studi Pendidikan Kimia FMIPA UNY.
Azhar Arsyad. (2011). Media Pembelajaran. Jakarta: PT Raja Grafindo Persada.
Cahya Dwi Wahyudi. (2010). Pengembangan Permainan Who Wants to be a
Great Chemist? sebagai Media Pembelajaran Kimia untuk Siswa Kelas
XI. Skripsi Program Studi Pendidikan Kimia FMIPA UNY.
Daryanto. (2010). Media Pembelajaran. Yogyakarta: Gava Media
E. Mulyasa. (2006). Kurikulum Tingkat Satuan Pendidikan. Bandung: Remaja
Rosdakarya
Eko Putro Widoyoko. (2011). Evaluasi Program Pembelajaran. Yogyakarta:
Pustaka Pelajar
Eko Susanto. (2009). 60 Games untuk Mengajar. Yogyakarta: Lukita. I Made
Agus
John D Latuheru. (1998). Media Pembelajaran dalam Proses Belajar Mengajar
Masa Kini. Jakarta: Depdikbud.
Meltzer, D. (2002). The Relationship Between Mathematics Preparation And
Conceptual Learning Gain In Physics A Possible Hidden Variabel In
Diagnostic Pretest Score, American Journal Physics, 70(2): 1259-1267
Mulyasa,E. 2004. Kurikulum Berbasis Kompetensi. Bandung: Remaja Rosdakarya.
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70
Sugandi, A and Haryanto. 2006. Teori Pembelajaran. Semarang: UPT MKK Unnes.
Suprijono, A. 2009. Cooperative Learning, Teori dan aplikasi PAIKEM.
Yogyakarta: Pustaka Pelajar.
Suyanti, Retno Dwi.2010. Strategi Pembelajaran Kimia. Yogyakarta: Graha Ilmu
Wirawan. (2011). Pengembangan Desain Pembelajaran Mobile Learning
Management System Pada Materi Pengenalan Komponen Jaringan. Jurnal
Penelitian dan Pengembangan Undiksa. 5(3): 312-324
vii
BIOGRAPHY
Rimbun friska Lelfana Hutagaol was born on July 16th 1994. Her beloved parents are
panangian Hutagaol and Samaria Sirait. Writer is the last child of four siblings in 1998, writer
went to primary school in SDN 091556, Tonga Maraja and graduated in 2006, writer continued
her study on junior High Scool in SMP Negeri 1 jawamaraja Bahjambi and graduated in 2009.
Then, in 2009, writer continued her study on Senior High School in SMA swasta RK Bintang
Timur Pematang Siantar and graduated on 2012. The writer was accepted in State University of
Medan, faculty of Mathematics and Natural Science, Chemistry Department, chemistry
Education program in 2012 and graduated in 2016. She received her S.Pd degree on 26 august
2016.