THE EFFECT OF HIGHER ORDER THINKING QUESTIONS IN BIOLOGY PRACTICAL WORKSHEETS TO STUDENTS LEARNING ACHIEVEMENT ON ECOSYSTEM TOPIC OF GRADE X SMA NEGERI 2 BINJAI ACADEMIC YEAR 2015/2016.
THE EFFECT OF HIGHER ORDER THINKING QUESTIONS IN BIOLOGY
PRACTICAL WORKSHEETS TO STUDENTS LEARNING ACHIEVEMENT
ON ECOSYSTEM TOPIC OF GRADE X SMA NEGERI 2 BINJAI
ACADEMIC YEAR 2015/2016
By:
Findi Septiani
4123141034
Billingual Biology Education
THESIS
Submitted to Fulfill the Requirements for the Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
iii
THE EFFECT OF HIGHER ORDER THINKING QUESTION IN BIOLOGY
PRACTICAL WORKSHEETS TO STUDENTS LEARNING ACHIEVEMENT
ON ECOSYSTEM TOPIC IN GRADE X SMA NEGERI 2 BINJAI
ACADEMIC YEAR OF 2015/2016
Findi Septiani (ID Number : 4123141034)
ABSTRACT
The study was aimed to investigate the effect of higher order thinking
questionsin biology practical worksheets to students learning achievement on
ecosystem topic. The type of the research was quasi experiment and pre-test and
post-test were applied. The population of the research is grade X of SMA Negeri
2 Binjai academic year 2015/2016. The samples consist of two groups and were
selected randomly, grade X PMS 2 as control group (n=36 students) and X PMS 4
as experiment group (n=36 students). Learning method in both groups was
practical. For experimental group, the learning process used the revisedworksheets and the control group used the student’s handbook. Multiple choice
questions were the instrument to collect the cognitive data and questionnaires
were used to assess the psychomotor aspect of the student achievement.
Hypothesis was tested by t-test. The post-test result showed that, the average score
in experimental group (85.72) was higher than control group (78.61). tcount (5.64)
> ttable (1.994) (with α=0.05 and df=70). The psychomotor assessment revealed
that the score of experimental group (90.02) was higher than control group (78.5).
tcount (7.32) > ttable (1.994) (with α=0.05 and df=70). Based on the data from
research result used tcount> ttable then H0 was rejected and Ha was accepted. It
means that there is a significant effect of providing higher order thinking
questionsin biology practical worksheets to students learning achievement on
ecosystem topic ofgrade X SMA Negeri 2 Binjai academic year 2015/2016.
Keywords:
Practical, Revised-worksheet, Learning Achievement.
iv
ACKNOWLEDGEMENTS
First of all the writer would like to express gratitude to Allah SWT, the
most gracious and merciful for the opportunity and possibility in completing this
thesis. The writer very pleasure to thank the following people.
This thesis would not be completed without supports, guidance, and
suggestion from many parties. First and foremost, my appreciation goes to the
Dean of Mathematics and Science Faculty, Dr. Asrin Lubis, M.Pd, Vice of Dean
of Mathematics and Science Faculty, Prof. Dr. Herbert Sipahutar, MS, M.Sc,
Coordinator of Bilingual Biology Program, Dr. Iis Siti Jahro, M.Si, the Head of
Biology Department, Dr. Hasruddin, M.Pd. And also my examiners, Syarifuddin,
M.Sc., Ph.D, Dra. Martina Restuati, M.Si, and Endang Sulistyarini Gultom,
S.Si.,M.Si.Apt helps are also importantly acknowledgement for the comments and
suggestions. She also owes her deepest gratitude to her thesis supervisor, Dra.
Martina A Napitupulu, M.Sc. who has given support, suggestion, motivation and
contribution in writing this thesis, without her guidance, this thesis would not
have been possible.
I also recognized the valuable contribution of the Headmaster of SMA
Negeri 2 Binjai, Dra. Chadijah Harahap, MM and the biology teacher, Lely
Rahmy, S.Pd for allowing her to do the research at this school.
Special greatest thanks also go to my beloved parents, Azwin, SE and
Zuldarlina, S.Pd. for their unending love and care since she started study and
research. Writer’s beloved brother, Tri Ichsan Adilwan and my sister, Liza Azlina
are remembered for their extraordinary support in prayer. My appreciation also
goes to the most special one, dr. Sulhan Humala Syahputra Hasibuan, who has
given me courageous supports during my ups and downs to complete the research.
The contribution of Maulida Hafni, Windy Erlisa, Ririn Darianton, Tya
Rizky, Reyni Juliani, Febrina Suci, Reny Magdalena, Suci Ramadhani, Devi
Khairani, Nadra Aziz, Karina Kaban, Dinda Ayu and all friends in Bilingual
Biology Education 2012 is unforgettable and appreciated.
v
I have tried my best to finish this thesis and am aware of its limitation.
May all efforts and time poured out unto this could contribute to the improvement
of Indonesian education quality.
Medan, Juni 2016
The Writer
Findi Septiani
4123141034
vi
TABLE OF CONTENTS
Approval Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Table of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1.
Background
1
1.2.
Problem Identification
2
1.3.
Problem Limitation
3
1.4.
Problem Formulation
3
1.5.
Purpose of Study
3
1.6.
Benefits of Study
3
CHAPTER II THEORITICAL REVIEW
2.1.
Bloom’s Taxonomy
4
2.1.1. Cognitive Domain
4
2.1.2. Affective Domain
6
2.1.3. Psychomotor Domain
9
2.2.
Student Worksheets
9
2.2.1. Types of Student Worksheet
10
2.2.2. The Function of Student Worksheet
11
2.2.3. The Purpose of Student Worksheet
12
2.2.4. The Advantages of Student Worksheet
12
2.2.5. Steps to Construct Student Worksheet
12
2.3.
14
Research Hypothesis
2.3.1. Verbal Hypothesis
14
2.3.2. Statistical Hypothesis
14
CHAPTER III RESEARCH METHOD
vii
3.1.
Location and Time
15
3.2.
Population and Samples
15
3.2.1. Population
15
3.2.2. Samples
15
3.3.
15
Research Variable and Instrument
3.3.1. Research Variable
15
3.3.2. Research Instrument
15
3.3.2.1. Practical Worksheet
15
3.3.2.2. Bloom’s Cognitive Test
16
3.3.2.3. Psychomotor Test
17
3.4.
Operational Definition
17
3.5.
Research Type and Design
18
3.6.
Procedure Research
18
3.6.1. Preparation
18
3.6.1.1. Observation, Interview and Consultation
18
3.6.1.2. Developing Research Proposal
19
3.6.1.3. Practical Worksheets
19
3.6.1.4. Lesson Plan
19
3.6.1.5. Syllabus
19
3.6.1.6. Seminar of Research Proposal
19
3.6.1.7. Validation Process
19
3.6.2.
20
Implementation
3.6.2.1. Pre-Test
20
3.6.2.2. Learning Process
20
3.6.2.3. Post-Test
20
3.6.2.4. Final Step
20
3.7.
22
Data Analysis
3.7.1. Validity Test
22
3.7.2. Reliability Test
22
3.7.3. Difficulty Level
23
3.7.4. Discrimination Index
24
viii
3.7.5. Normality Test
25
3.7.6. Homogenity Test
26
3.7.7. Hypothesis Test
27
CHAPTER IV RESULT AND DISCUSSION
4.1.
Research Result
28
4.1.1. Student’s Learning Achievement
28
4.1.1.1. Data Pre-Test
28
4.1.1.2. Data Post-Test
29
4.1.1.3. Psychomotor Data
30
4.1.2. Normality Test
32
4.1.2.1. Pre-Test
31
4.1.2.2. Post-Test
32
4.1.2.3. Psychomotoric
32
4.1.3. Homogenity Test
32
4.1.3.1. Pre-Test
32
4.1.3.2. Post-Test
33
4.1.3.3. Psychomotoric
33
4.2.
Hypothesis Test
33
4.3.
Discussion
33
4.3.1. Student’s Cognitive Aspect
33
4.3.2. Students Psychomotoric Aspect
35
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1. Conclusions
37
5.2. Recommendation
37
REFERENCES
38
ix
LIST OF FIGURE
Figure 2.1. Taxonomies of the Cognitive Domain
5
Figure 2.2. Affective Domain Levels
6
Figure 2.3. Psychomotor Domain Level
9
Figure 2.4. Steps to Arrange a Student Worksheet
14
Figure 3.1. Chart of the implementation procedure phase of
the research until to varying conclusion
21
Figure 4.1. Student’s Pre-test Achievement
28
Figure 4.2. Student’s Post-test Achievement
29
Figure 4.3. Research Result of Psychomotor Test per Indicator
in Experiment Group
30
Figure 4.4. Research Result of Psychomotor Test per Indicator
in Control Group
31
x
LIST OF TABLE
Table 2.1. Cognitive Domain based on Bloom’s Taxonomy 1956
7
Table 2.2. Cognitive Domain based on Krathwohl 2001
8
Table 3.1. The Question Type of Cognitive Test
16
Table 3.2. Research Design
18
Table 3.3. Result of Normality Test
26
xi
LIST OF APPENDIX
Appendix 1. Syllabus
42
Appendix 2. Lesson Plan for Experiment Class
44
Appendix 3. Lesson Plan for Control Class
61
Appendix 4. Pre-Test and Post-Test Question
70
Appendix 5. Rubric of Psychomotoric Assessment
80
Appendix 6. Worksheets
81
Appendix 7. Validity Test Calculation
107
Appendix 8. Reliability Test Calculation
109
Appendix 9. Item Difficulty Calculation
110
Appendix 10. Discriminant Power Calculation
111
Appendix 11. Research Result Data
113
Appendix 12. Requirement Testing
119
Appendix 13. Hypothesis Test
123
Appendix 14. Documentation
127
Appendix 15. r Table
128
Appendix 16. Distribution of t Table
129
1
CHAPTER I
INTRODUCTION
1.1. Background
Experiment is meant to help students to practice what they‟re learning in the
classroom. It helps them fully understand the concept by letting them do the
experiments hands-on. Insight that comes from exploration and discovery leads to
a stronger grasp of the lessons-learned. It can also stimulate the understanding,
discovery ability and experience directly to the matters being studied (Hastuti,
2013). Therefore, learning science in senior high school is also being emphasized
by the government that science must be taught by providing direct learning
experience through the use and development of science process skills and
attitudes (Depdiknas, 2007).
Biology as one field in science study many matters that ask students to think,
find out and know the phenomenon and process of science therefore need a
method that facilitate student in this learning process. In learning process students
play an active role to find the knowledge, concepts, theories and conclusions, not
to find the information or facts (Astuti, 2013). Therefore one of activity that can
stimulate student to find them in learning process is experiment.
Experiment in Biology use worksheet for a variety of learning needs. It can
provide students ways to pull together key data points to evaluate a situation and
guide decision-making (Afriyanti, 2011). Worksheets are found useful and
practical materials for conceptual understanding if they were effectively used in
learning environments(Kurt & Akdeniz, 2002).In mathematics, worksheet is
commonly used to give students the chance to practice mathematical operations
under a variety of conditions. They may also be used to provide a framework for
students to identify key events after reading a historical text and then to learn how
those events lead to eventual outcome.
The worksheet of SMA in Binjai has been suspected to have several
limitations to help both teachers and students to achieve in learning‟s goal.
Generally students in SMA Negeri 2 Binjai are still less active in the learning
1
2
process especially in practical, so that there are many students who failed the
examinations. In assesment of daily exam Grade X IPA SMA Negeri 2 Binjai that
not achieve KKM totally 53% students and 47% students not yet to achieve KKM
in score 75. Students with learning outcome score achieve in 76-100 around 33%
and score in 30-75 around 67%. That why that learning process in X IPA SMA
Negeri 2 Binjai still not be effective yet.
Interviews have been conducted, teachers of biology in SMA in Binjai were
asked to give their opinion about student‟s worksheet. There was a similar
understanding among teachers that the language used in most worksheets doesnot
promote intellectual challenges. Most of the verbs used fall into C1-C3
category.The Bloom‟s Taxonomy suggests that the development of cognitive
ability is hierarchical, progressing from simple understanding to application and
synthesis of that knowledge, and that performance tasks undertaken by students
should reflect the range of cognitive skills (Reed & Bergemann, 2001). This led
us to reconsider how the worksheet was developed. We want to increase the
challenge through modification of questions in the worksheet into critical question
and hoped that increased challenge would result in deeper learning, and would
correlate to an increase in student learning and performance.And also, the
worksheets are developed to meet needs in the learning environment and also used
for different purposes according to researchers‟ needs or aims (Kurtz in Fethiye,
2009). Based on problems above, the writer is interested to do research with the
title The Effect of Higher Order Thinking Question in Biology Practical
Worksheetto Students Learning Outcome on Ecosystem Topic of Grade X
SMA Negeri 2 Binjai Academic Year 2015/2016.
1.2.
Problem Identification
Based on the background some problem can be identified as follows:
1. Students‟ biology learning outcomes is still low.
2. Generally in SMA N 2 Binjai, there are many students who failed the
examination.
3. Students in SMA N 2 Binjai are still less active when doing practical.
3
4. The language used in practical worksheet does not promote intellectual
challenges.
5. Biology practical worksheet uses lower level of Bloom taxonomy (C1 – C3).
1.3.
Problem Limitation
Problem is best described to be more focused and it is limited to analyze
the effect of higher order thinking question in the biology practical worksheet of
student to student‟s learning achievement in SMA N 2 Binjai.
1.4.
Problem Formulation
The problem in this research can be formulated as: Are higher order
thinking question in the biology practical worksheet of SMA N 2 Binjai promote
intellectual challenging?
1.5.
Purpose of study
The purpose of this research is to explore the effect of higher order
thinking question in the biology practicum worksheet Grade X in SMA N 2
Binjai Academic Year 2015/2016.
1.6.
Benefits of Study
The result of this study is expected:
1. To increase knowledge about the higher order thinking question in the
student‟s biology practical worksheet in order to improve the level of
intellectual challenge according to Bloom‟s Taxonomy in the lab
activities.
2. To produce more intellectual challenging through using biology practical
worksheet in SMA.
PRACTICAL WORKSHEETS TO STUDENTS LEARNING ACHIEVEMENT
ON ECOSYSTEM TOPIC OF GRADE X SMA NEGERI 2 BINJAI
ACADEMIC YEAR 2015/2016
By:
Findi Septiani
4123141034
Billingual Biology Education
THESIS
Submitted to Fulfill the Requirements for the Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
iii
THE EFFECT OF HIGHER ORDER THINKING QUESTION IN BIOLOGY
PRACTICAL WORKSHEETS TO STUDENTS LEARNING ACHIEVEMENT
ON ECOSYSTEM TOPIC IN GRADE X SMA NEGERI 2 BINJAI
ACADEMIC YEAR OF 2015/2016
Findi Septiani (ID Number : 4123141034)
ABSTRACT
The study was aimed to investigate the effect of higher order thinking
questionsin biology practical worksheets to students learning achievement on
ecosystem topic. The type of the research was quasi experiment and pre-test and
post-test were applied. The population of the research is grade X of SMA Negeri
2 Binjai academic year 2015/2016. The samples consist of two groups and were
selected randomly, grade X PMS 2 as control group (n=36 students) and X PMS 4
as experiment group (n=36 students). Learning method in both groups was
practical. For experimental group, the learning process used the revisedworksheets and the control group used the student’s handbook. Multiple choice
questions were the instrument to collect the cognitive data and questionnaires
were used to assess the psychomotor aspect of the student achievement.
Hypothesis was tested by t-test. The post-test result showed that, the average score
in experimental group (85.72) was higher than control group (78.61). tcount (5.64)
> ttable (1.994) (with α=0.05 and df=70). The psychomotor assessment revealed
that the score of experimental group (90.02) was higher than control group (78.5).
tcount (7.32) > ttable (1.994) (with α=0.05 and df=70). Based on the data from
research result used tcount> ttable then H0 was rejected and Ha was accepted. It
means that there is a significant effect of providing higher order thinking
questionsin biology practical worksheets to students learning achievement on
ecosystem topic ofgrade X SMA Negeri 2 Binjai academic year 2015/2016.
Keywords:
Practical, Revised-worksheet, Learning Achievement.
iv
ACKNOWLEDGEMENTS
First of all the writer would like to express gratitude to Allah SWT, the
most gracious and merciful for the opportunity and possibility in completing this
thesis. The writer very pleasure to thank the following people.
This thesis would not be completed without supports, guidance, and
suggestion from many parties. First and foremost, my appreciation goes to the
Dean of Mathematics and Science Faculty, Dr. Asrin Lubis, M.Pd, Vice of Dean
of Mathematics and Science Faculty, Prof. Dr. Herbert Sipahutar, MS, M.Sc,
Coordinator of Bilingual Biology Program, Dr. Iis Siti Jahro, M.Si, the Head of
Biology Department, Dr. Hasruddin, M.Pd. And also my examiners, Syarifuddin,
M.Sc., Ph.D, Dra. Martina Restuati, M.Si, and Endang Sulistyarini Gultom,
S.Si.,M.Si.Apt helps are also importantly acknowledgement for the comments and
suggestions. She also owes her deepest gratitude to her thesis supervisor, Dra.
Martina A Napitupulu, M.Sc. who has given support, suggestion, motivation and
contribution in writing this thesis, without her guidance, this thesis would not
have been possible.
I also recognized the valuable contribution of the Headmaster of SMA
Negeri 2 Binjai, Dra. Chadijah Harahap, MM and the biology teacher, Lely
Rahmy, S.Pd for allowing her to do the research at this school.
Special greatest thanks also go to my beloved parents, Azwin, SE and
Zuldarlina, S.Pd. for their unending love and care since she started study and
research. Writer’s beloved brother, Tri Ichsan Adilwan and my sister, Liza Azlina
are remembered for their extraordinary support in prayer. My appreciation also
goes to the most special one, dr. Sulhan Humala Syahputra Hasibuan, who has
given me courageous supports during my ups and downs to complete the research.
The contribution of Maulida Hafni, Windy Erlisa, Ririn Darianton, Tya
Rizky, Reyni Juliani, Febrina Suci, Reny Magdalena, Suci Ramadhani, Devi
Khairani, Nadra Aziz, Karina Kaban, Dinda Ayu and all friends in Bilingual
Biology Education 2012 is unforgettable and appreciated.
v
I have tried my best to finish this thesis and am aware of its limitation.
May all efforts and time poured out unto this could contribute to the improvement
of Indonesian education quality.
Medan, Juni 2016
The Writer
Findi Septiani
4123141034
vi
TABLE OF CONTENTS
Approval Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Table of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1.
Background
1
1.2.
Problem Identification
2
1.3.
Problem Limitation
3
1.4.
Problem Formulation
3
1.5.
Purpose of Study
3
1.6.
Benefits of Study
3
CHAPTER II THEORITICAL REVIEW
2.1.
Bloom’s Taxonomy
4
2.1.1. Cognitive Domain
4
2.1.2. Affective Domain
6
2.1.3. Psychomotor Domain
9
2.2.
Student Worksheets
9
2.2.1. Types of Student Worksheet
10
2.2.2. The Function of Student Worksheet
11
2.2.3. The Purpose of Student Worksheet
12
2.2.4. The Advantages of Student Worksheet
12
2.2.5. Steps to Construct Student Worksheet
12
2.3.
14
Research Hypothesis
2.3.1. Verbal Hypothesis
14
2.3.2. Statistical Hypothesis
14
CHAPTER III RESEARCH METHOD
vii
3.1.
Location and Time
15
3.2.
Population and Samples
15
3.2.1. Population
15
3.2.2. Samples
15
3.3.
15
Research Variable and Instrument
3.3.1. Research Variable
15
3.3.2. Research Instrument
15
3.3.2.1. Practical Worksheet
15
3.3.2.2. Bloom’s Cognitive Test
16
3.3.2.3. Psychomotor Test
17
3.4.
Operational Definition
17
3.5.
Research Type and Design
18
3.6.
Procedure Research
18
3.6.1. Preparation
18
3.6.1.1. Observation, Interview and Consultation
18
3.6.1.2. Developing Research Proposal
19
3.6.1.3. Practical Worksheets
19
3.6.1.4. Lesson Plan
19
3.6.1.5. Syllabus
19
3.6.1.6. Seminar of Research Proposal
19
3.6.1.7. Validation Process
19
3.6.2.
20
Implementation
3.6.2.1. Pre-Test
20
3.6.2.2. Learning Process
20
3.6.2.3. Post-Test
20
3.6.2.4. Final Step
20
3.7.
22
Data Analysis
3.7.1. Validity Test
22
3.7.2. Reliability Test
22
3.7.3. Difficulty Level
23
3.7.4. Discrimination Index
24
viii
3.7.5. Normality Test
25
3.7.6. Homogenity Test
26
3.7.7. Hypothesis Test
27
CHAPTER IV RESULT AND DISCUSSION
4.1.
Research Result
28
4.1.1. Student’s Learning Achievement
28
4.1.1.1. Data Pre-Test
28
4.1.1.2. Data Post-Test
29
4.1.1.3. Psychomotor Data
30
4.1.2. Normality Test
32
4.1.2.1. Pre-Test
31
4.1.2.2. Post-Test
32
4.1.2.3. Psychomotoric
32
4.1.3. Homogenity Test
32
4.1.3.1. Pre-Test
32
4.1.3.2. Post-Test
33
4.1.3.3. Psychomotoric
33
4.2.
Hypothesis Test
33
4.3.
Discussion
33
4.3.1. Student’s Cognitive Aspect
33
4.3.2. Students Psychomotoric Aspect
35
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1. Conclusions
37
5.2. Recommendation
37
REFERENCES
38
ix
LIST OF FIGURE
Figure 2.1. Taxonomies of the Cognitive Domain
5
Figure 2.2. Affective Domain Levels
6
Figure 2.3. Psychomotor Domain Level
9
Figure 2.4. Steps to Arrange a Student Worksheet
14
Figure 3.1. Chart of the implementation procedure phase of
the research until to varying conclusion
21
Figure 4.1. Student’s Pre-test Achievement
28
Figure 4.2. Student’s Post-test Achievement
29
Figure 4.3. Research Result of Psychomotor Test per Indicator
in Experiment Group
30
Figure 4.4. Research Result of Psychomotor Test per Indicator
in Control Group
31
x
LIST OF TABLE
Table 2.1. Cognitive Domain based on Bloom’s Taxonomy 1956
7
Table 2.2. Cognitive Domain based on Krathwohl 2001
8
Table 3.1. The Question Type of Cognitive Test
16
Table 3.2. Research Design
18
Table 3.3. Result of Normality Test
26
xi
LIST OF APPENDIX
Appendix 1. Syllabus
42
Appendix 2. Lesson Plan for Experiment Class
44
Appendix 3. Lesson Plan for Control Class
61
Appendix 4. Pre-Test and Post-Test Question
70
Appendix 5. Rubric of Psychomotoric Assessment
80
Appendix 6. Worksheets
81
Appendix 7. Validity Test Calculation
107
Appendix 8. Reliability Test Calculation
109
Appendix 9. Item Difficulty Calculation
110
Appendix 10. Discriminant Power Calculation
111
Appendix 11. Research Result Data
113
Appendix 12. Requirement Testing
119
Appendix 13. Hypothesis Test
123
Appendix 14. Documentation
127
Appendix 15. r Table
128
Appendix 16. Distribution of t Table
129
1
CHAPTER I
INTRODUCTION
1.1. Background
Experiment is meant to help students to practice what they‟re learning in the
classroom. It helps them fully understand the concept by letting them do the
experiments hands-on. Insight that comes from exploration and discovery leads to
a stronger grasp of the lessons-learned. It can also stimulate the understanding,
discovery ability and experience directly to the matters being studied (Hastuti,
2013). Therefore, learning science in senior high school is also being emphasized
by the government that science must be taught by providing direct learning
experience through the use and development of science process skills and
attitudes (Depdiknas, 2007).
Biology as one field in science study many matters that ask students to think,
find out and know the phenomenon and process of science therefore need a
method that facilitate student in this learning process. In learning process students
play an active role to find the knowledge, concepts, theories and conclusions, not
to find the information or facts (Astuti, 2013). Therefore one of activity that can
stimulate student to find them in learning process is experiment.
Experiment in Biology use worksheet for a variety of learning needs. It can
provide students ways to pull together key data points to evaluate a situation and
guide decision-making (Afriyanti, 2011). Worksheets are found useful and
practical materials for conceptual understanding if they were effectively used in
learning environments(Kurt & Akdeniz, 2002).In mathematics, worksheet is
commonly used to give students the chance to practice mathematical operations
under a variety of conditions. They may also be used to provide a framework for
students to identify key events after reading a historical text and then to learn how
those events lead to eventual outcome.
The worksheet of SMA in Binjai has been suspected to have several
limitations to help both teachers and students to achieve in learning‟s goal.
Generally students in SMA Negeri 2 Binjai are still less active in the learning
1
2
process especially in practical, so that there are many students who failed the
examinations. In assesment of daily exam Grade X IPA SMA Negeri 2 Binjai that
not achieve KKM totally 53% students and 47% students not yet to achieve KKM
in score 75. Students with learning outcome score achieve in 76-100 around 33%
and score in 30-75 around 67%. That why that learning process in X IPA SMA
Negeri 2 Binjai still not be effective yet.
Interviews have been conducted, teachers of biology in SMA in Binjai were
asked to give their opinion about student‟s worksheet. There was a similar
understanding among teachers that the language used in most worksheets doesnot
promote intellectual challenges. Most of the verbs used fall into C1-C3
category.The Bloom‟s Taxonomy suggests that the development of cognitive
ability is hierarchical, progressing from simple understanding to application and
synthesis of that knowledge, and that performance tasks undertaken by students
should reflect the range of cognitive skills (Reed & Bergemann, 2001). This led
us to reconsider how the worksheet was developed. We want to increase the
challenge through modification of questions in the worksheet into critical question
and hoped that increased challenge would result in deeper learning, and would
correlate to an increase in student learning and performance.And also, the
worksheets are developed to meet needs in the learning environment and also used
for different purposes according to researchers‟ needs or aims (Kurtz in Fethiye,
2009). Based on problems above, the writer is interested to do research with the
title The Effect of Higher Order Thinking Question in Biology Practical
Worksheetto Students Learning Outcome on Ecosystem Topic of Grade X
SMA Negeri 2 Binjai Academic Year 2015/2016.
1.2.
Problem Identification
Based on the background some problem can be identified as follows:
1. Students‟ biology learning outcomes is still low.
2. Generally in SMA N 2 Binjai, there are many students who failed the
examination.
3. Students in SMA N 2 Binjai are still less active when doing practical.
3
4. The language used in practical worksheet does not promote intellectual
challenges.
5. Biology practical worksheet uses lower level of Bloom taxonomy (C1 – C3).
1.3.
Problem Limitation
Problem is best described to be more focused and it is limited to analyze
the effect of higher order thinking question in the biology practical worksheet of
student to student‟s learning achievement in SMA N 2 Binjai.
1.4.
Problem Formulation
The problem in this research can be formulated as: Are higher order
thinking question in the biology practical worksheet of SMA N 2 Binjai promote
intellectual challenging?
1.5.
Purpose of study
The purpose of this research is to explore the effect of higher order
thinking question in the biology practicum worksheet Grade X in SMA N 2
Binjai Academic Year 2015/2016.
1.6.
Benefits of Study
The result of this study is expected:
1. To increase knowledge about the higher order thinking question in the
student‟s biology practical worksheet in order to improve the level of
intellectual challenge according to Bloom‟s Taxonomy in the lab
activities.
2. To produce more intellectual challenging through using biology practical
worksheet in SMA.