THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING USING CONCEPT MAP ON THE TEACHING ACID BASE TOPIC.

THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND
LEARNING USING CONCEPT MAP ON THE
TEACHING ACID BASE TOPIC

By:
Ivana Margaretta
Reg Number 4123131047
Chemistry Education Study Program

A THESIS
Submitted to fulfill The Requirement for Getting The degree of
Sarjana Pendidikan

FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2016

i

ii


BIOGRAPHY
Ivana Margaretta was born in Medan, August 21st 1994. Father’s name is
Gustap Simanjuntak and Mother’s name is Mawar Hutasoit, S.Pd. The writer is
first child of five siblings. In 2000 the writer entered in SD Negeri 142564
Janjimatogu, Mandailing Natal, and graduated in 2006. In 2006 continued in SMP
N 1 Siabu, Mandailing Natal and graduated in 2009. In 2009 continued in SMA N
1 Panyabungan, Mandailing Natal and graduated in 2012. In 2012, writer accepted
in Bilingual Chemistry Education Study Program, Faculty of Mathematic and
Natural Sciences, State University of Medan and graduated in 2016. During the
academic program, the writer active followed National and International Seminar,
in SEMIRATA Pontianak 2015, the writer as a keynote speaker.

iii

THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND
LEARNING USING CONCEPT MAP ON THE
TEACHING ACID BASE TOPIC

Ivana Margaretta (Reg Number : 4123131047)

ABSTRACT
This thesis purposes the implementation of Contextual Teaching and
Learning using concept map on the teaching acid base topic. The objectives of
research are to determine the difference of student’s outcomes in acid base topic
by CTL using concept map compared to conventional model and to determine the
influence the student’s outcome of CTL using concept map in learning acid base
topic. The population of this research were all of students in grade XI, 2nd
semester and academic year 2015/2016 in Indonesia. The samples are 2 classes
from student in SMA N 11 Medan by purposive random sampling method. The
experimental class is learned by CTL using concept map and control class is
learned by conventional model. The instruments are using multiple choice test to
see the student’s outcome. The instrument of research is standardized by expert
validator and empiric validity. Data analysis is using manual calculation. The
result of test is standardized and there are 21 items valid with reliability is
0.90474. The result data shows that the student’s outcome taught by CTL using
concept map give higher significant difference than taught by conventional model.
It can be seen from the average of gain and also proved with z-test, the normalized
gain in experimental class (0.6388±0.1495) and control class (0.1958±0.1269).
The statement support the research data result of hypothesis test is zcount = 14.2995
and ztable = 1.645. The calculation shows that Ha is received or H0 is rejected. Ha is

student’s outcomes through Contextual Teaching and Learning used concept map
media is higher than using conventional method in acid base topic, and H0 is
student’s outcomes through Contextual Teaching and Learning used concept map
media is less than using conventional method in acid base topic.
Keywords : CTL, Concept Map, Conventional, Student’s Outcome, Acid Base

iv

ACKNOWLEDGEMENT
The greatest praise and thankfulness to the almighty God, Jesus Christ for
His gracious and blessing who always provide health, spirit, strength, and
everything to the writer in finishing this thesis well and accordance to the
planning time.
This thesis title “The implementation of contextual teaching and learning
using concept map on the teaching acid base topic” has been arranged to obtain of
Sarjana Pendidikan in Department of Chemistry, Faculty of Mathematic and
Natural Science, State University of Medan.
In this opportunity, I would like to express the great appreciation for
Prof.Dr.Albinus Silalahi,M.S as my thesis supervisor that gives so many guidance
and suggestion to prepare this thesis and Prof.Dr.Retno Dwi Suyanti,M.Si ,

Dr.Ayi Darmana,M.Si , and Agus Kembaren,S.Si, M.Si as a thesis examiners for
their advice, suggestion, guidance, comment, and correction for completing this
thesis. And also to Prof.Dr.Retno Dwi Suyanti,M.Si as validator research
instrument.
I also says thanks to Dr.Asrin Lubis,M.Si as the dekan faculty of
Mathematic and Natural Science, State University of Medan, then Dr.Iis Siti
Jahro,M.Si as head of Bilingual Program. And also to Nora Susanti, S.Si, Apt,
M.Sc.,as the secretary of Bilingual Program.
I gratitude also thanks to principal of SMAN 11 Medan, Drs. K.
Lumbantoruan M.Pd. Then also teacher, Dra. Jamaliah M.Pd who has given their
helping, motivation and support to finish this research.
The deepest and special gratitude, appreciation and love to my beloved
parents, Gustap Simanjuntak and Mawar Hutasoit,S.Pd for their endless love,
support, prays, motivation, and careness, and also to my beloved brothers,
Michael Simanjuntak, Candro Jenriko Simanjuntak, and Agustian Simanjuntak,
and also my beloved sister, Tasya Amanda Simanjuntak for their motivation and
support and give me the meaning of true family.
And special thanks to my boyfriend Henriman Sianturi (Man) that give me
more support and motivation to finish my thesis. He is always angry if I am lazy
to do the data calculation. But I know he is good boy for me and always be there

for me. Thank you a lot of.
And special thanks also goes to my classmate in Bilingual Chemistry
Education 2012 that always gives me the best memory in my education program.

v

Especially to my “Geteks” (Witha Locka Siregar, Fridayuni Simanjuntak, Rolina
Pandiangan), Descey Simbolon, Rimbun Hutagaol that accompany me during in
university, always with me through in happy and sad time during be a student.
Finally, writer hope this thesis would be useful for everyone who like to
explore more about learning method and learning media that suitable to learn acid
base topic and another subject in chemistry. The writer realize that this thesis is
still far from being perfect therefore critique and suggestion are needed for further
improvement of this thesis.

Medan, Juni 2016
Writer

Ivana Margaretta
4123131047


vi

LIST OF CONTENT
Page
LEGALIZATION SHEET

i

BIOGRAPHY

ii

ABSTRACT

iii

ACKNOWLEDGEMENT

iv


LIST OF CONTENT

vi

LIST OF FIGURE

ix

LIST OF TABLE

x

LIST OF APPENDIX

xi

CHAPTER I . INTRODUCTION

1


1.1 The Background

1

1.2 Problem Identification

4

1.3 Research Scope

4

1.4 Problem Formulation

5

1.5 Research Objective

5


1.6 Research Benefits

5

1.7 Operational Definition

6

CHAPTER II . LITERATURE STUDY

7

2.1 Learning

7

2.2 Learning Model

7


2.2.1 Contextual Teaching and Learning Model in Chemistry

8

2.2.1.1 Contextual Teaching and Learning Definition

8

2.2.1.2 The Characteristics of Contextual Teaching and Learning

9

2.2.1.3 The Principles of Contextual Teaching and Learning

11

vii

2.2.1.4 The Procedure of Contextual Teaching and Learning

2.3 Learning Media
2.3.1 Concept Map Media
2.4 Learning Outcomes
2.4.1 Assessing The Outcomes of Learning

13
14
15
17
18

2.5 Description of Study Material

18

2.5.1 Acid Based Theory

18

2.5.2 The Strength of Acids and Bases

18

2.5.3 Acids and Basess in Life

19

2.6 Relevant Research

19

2.7 Conceptual Framework

21

2.8 Research Hypothesis

22

CHAPTER III . RESEARCH METHOD

23

3.1 Research Location and Research Time

23

3.2 Population and Sample of Research

23

3.3 Research Variable

23

3.3.1 Independent variable

23

3.3.2 Control variable

23

3.3.3 Dependent Variable

24

3.4 Research Instrument

24

3.4.1 Validity of Item Test

24

3.4.2 The Reliability of Test

25

3.4.3 Difficulty Index

26

3.4.4 Discrimination Index

26

3.5 Research Design

27

3.6 Research Procedure

27

3.6.1 Data Collection and Analysis

29

3.6.2 Test Categorize

30

3.7 Technique of Data Analysis

30

3.7.1 The Normality Test

30

viii

3.7.2 The Homogeneity Test

31

3.7.3 Normalized Gain

31

3.7.4 Hypothesis Testing

32

CHAPTER IV. RESULT AND DISCUSSION

33

4.1 Research Result

33

4.2 Result of Contextual Teaching and Learning Using Concept Map

33

4.3 Data Analysis of Research Instrument

33

4.3.1 Validity Test

34

4.3.2 Reliability Test

34

4.3.3 Difficulty Test

34

4.3.4 Discrimination Index

35

4.4 Achievement of Research Result

35

4.4.1 Data Analysis of Achievement Test before Teaching Treatment

35

4.4.2 Data Analysis of Achievement Test after Teaching Treatment

36

4.4.3 Normalized Gain of Research Data

36

4.5 Normality Test

37

4.5.1 Normality Data of Pretest

38

4.5.2 Normality Data of Posttest

38

4.6 Homogenity Data

38

4.6.1 Homogeneity Data of Pretest

39

4.6.2 Homogeneity Data of Posttest

39

4.7 Hypothesis

39

4.8 Disccusion

40

CHAPTER V. CONCLUSION AND SUGGESTION

43

5.1 Conclusion

43

5.2 Suggestion

43

References

44

x

LIST OF TABLE

Table 3.1 The Design of Research

27

Table 4.1 Data Analysis of Achievement Test before Teaching Treatment

35

Table 4.2 Data Analysis of Achievement Test after Teaching Treatment

36

Table 4.3. Average Value of Normalized Gain

37

Table 4.4. Percentage of Student’s Outcome

37

Table 4.5. Normality Data of Pretest by Excel 2010

38

Table 4.6. Normality Data of Posttest by Excel 2010

38

Table 4.7. Homogeneity Data of Pretest by Excel 2010

39

Table 4.8. Homogeneity Data of Posttest by Excel 2010

39

Table 4.9. Result of Hypothesis Testing by Excel 2010

40

ix

LIST OF FIGURE

Figure 3.1 Flow Chart of Research Procedure

29

vi

LIST OF APPENDIX
Appendix 1. Syllabus

47

Appendix 2. Lesson Plan

51

Appendix 3. Table grille Material Test Acids and Bases

74

Appendix 4. Instrument Test

86

Appendix 5. Key Answer

97

Appendix 6. Media for Research

98

Appendix 7. Manuscript Material

99

Appendix 8. Validity Test

121

Appendix 9. Reliability Test

125

Appendix 10. Difficulty Test

128

Appendix 11. Discrimination Index

132

Appendix 12. Data of Student’s Outcome

136

Appendix 13. Normalized Gain

139

Appendix 14. Normality Test

141

Appendix 15. Homogeneity Test

145

Appendix 16. Hypothesis Test

146

Appendix 17. Table of Critical Value from r Product Moment

147

Appendix 18. Table of Chi-Square Value

148

Appendix 19. Table of F Value Distribution

149

Appendix 20. Z – TABLE

152

Appendix 21. Research Documentation

153

CHAPTER I
INTRODUCTION
1.1

The Background
The era of globalization is an era of competition that demands to education

especially in Indonesia be able to produce a cadre of qualified nation, intelligent,
independent, critical, creative, and innovative. This of course meant that the
nation's future can face all the problems of the times and be able to compete with
the world. Therefore, education should be adapted to the culture in Indonesia so
the education is embedded within the community that students can make them
recognize, appreciate, and utilize existing resources as well as possible. It has
been realized that the quality of a nation is determined by the quality of human
resources available. Therefore, education is the most important aspect in
improving the quality of human resources in Indonesia.
The effort made by the government was not a little to improve the quality
of education in Indonesia. One of them with changes the curriculum’s structure
refers to the content standards and competency standards. In the old curriculum of
learning tend in one direction from teacher to students (teacher centered), while
students are less active role in learning. In this case students are required to play
an active role in learning (student centered), while the teacher acts as a facilitator,
motivator and evaluator. Thus, students are expected to be active, creative,
critical, intelligent, and independent in search of information to build knowledge.
Students are expected not only memorized and understanding of concepts and
principles, knowing the facts, but it is expected that students can apply in daily
life.
Problems often arose in the study was from the students themselves as a
student. The absence of its own preparation of students before receiving the
learning and understanding of the concepts are still less its cause the student only
receives the information presented by teacher. This will cause the students quickly
forget the lessons and thinking activity of students and seeking truth of

1

2

information that presented is very less. Activity of student as critical thinkers has
not done well and students are less sensitive to incoming information.
Lack of preparation in students will make students less creative in dealing
problems. Creative attitude of students who are lacking can be seen from how the
students seek information on the subject those materials. This causes the students
tend not produce a lot of ideas to solve the problem because lack of learning
resources obtained by students.
Competence of student’s outcome is very important to be considered by
educators to face an era full of challenges. Students are required to always active
in dealing the problems in the era of globalization that full of competition and the
higher complexity of the problems in all aspects of life. The development of
creativity abandoned in formal education, but more meaningful for the
development of children's potential and for the advancement of knowledge, arts
and culture (Dewey,John, 2006)
Chemistry as science subjects have characteristics based on practice and
experimentation. Therefore, students are required not only to feel understood the
material and concepts but can be practiced by answering questions, conduct
experiments and solve problems in daily life. This of course requires students to
be sensitive to the existing problems by actively searching for a lot of resources to
get a solution or problem-solving ideas from various perspectives.
Chemistry teaching methodology in schools that have implemented the
educational unit level is considered to be quite varied in addition, with the various
facilities such as a chemical laboratory and an adequate library as a source of
student learning allows students to learn by looking for as much information. This
course will help students to be more active in dealing the problems that exist.
With active the students are expected to solve problems with more open attitude,
systematic, logical, and produce a lot of ideas. The process of thinking like this
will make students more independent learning with developing them own
knowledge ( Arends, 2009 ).

3

Based on discussions with teachers of chemistry student issues still tend to
solve problems using methods delivered by teachers, students often forget the
subject matter, and the lack of preparation of the students before the lesson begins.
This cause the students are less prepare in solving problems (especially chemical
matters). Students are also less sensitive to their environment issues related to
chemistry. For example, from waking up to going to bed back students certainly
faced with chemicals, such as soap, toothpaste, detergent, food and fruits,
cosmetics, fuel, clothing, and so forth. Surely this is a problem that must be
followed and it was time held innovation in teaching chemistry to boost traffic
critical and creative thinking.
To dealing these problems one of which is the teaching methodology
presented by the teacher that the teacher should know the right step in the present
study include the approaches, methods, strategies, media and student learning
resources. Among them by using an instructional activities that provide
opportunities for students to think freely, directing students seek information from
various sources, guiding students to be sensitive to problems, critical in solving
the problem in various ways and from different angles ( Hamalik, 2008 ).
One approach to learning that is considered appropriate in learning
problem through the CTL is a learning system based on the philosophy a learner
will be able to absorb the subject matter if they are able to absorb the meaning of
the lesson. CTL on learning approach will help students in making connections
between the subject matter with real life, so that students will get the meaning of
what they learned as Johnson said that contextual teaching and learning enables
students to connect the content of academic subject with the immediate context of
their daily lives to discover meaning. It enlarges their personal context
furthermore, by providing students with fresh experiences that stimulate the brain
to make new connection and consequently, to discover new meaning.
CTL using concept map are expected to help students in improving
learning outcome of students. The Problem that is raised will challenge students to
think critically in solving these problems. Students are also challenged to be

4

creative in finding resources, put forward good ideas, and solutions solving of
various viewpoints.
CTL is a system that stimulates the brain to arrange the patterns from the
meaning. CTL system learning that suitable with brain that produce meaning in
relating academic charge with context from student’s daily life. Through by CTL
using concept map, students are expected to be trained to improve learning
outcome. Concept in teaching-learning process also determine the influence how
the protege easy to catch the material topic. So one way is concept map. Concept
map give the keyword of topic, save keyword is easy to solve the problem.
Keyword easy to remember than all the material. ( Johnson, 2009 ).
Based on the above reasons, the researcher is interested to conduct
research under the title “The Implementation of Contextual Teaching and
Learning Using Concept Map on The Teaching Acid Base Topic”.

1.2

Problem Identification
Based on the background above, problem identification of this research as

follow:
1. Nothing self-preparation of students before receive the learning and
understanding of the concepts are still less its cause the student only receives
the information presented by teacher.
2. The lack of application the instructional media to support the classroom
learning process.
3. Students assume that the chemistry is an abstrack lesson because only taught
theoretically.
4. The lack of student’s participation in learning process.
5. Learning models that are less varied as required by the subject matter.

1.3

Research Scope
Based on the scope of problems identification above, this research will be

limited as follows:

5

1. Arranging the teaching materials in the form of syllabus and lesson plan
systematically.
2. Preparing the discussion material that taught by CTL and concept map.
3. Instrument test will be reviewed and revised by the lecturer from the
Department of Chemistry Education.

1.4

Problem Formulation
The problem formulations of this research are:

1. Is there difference of student’s outcomes in acid base topic by CTL using
concept map compared to conventional model?
2. Is there influence the student’s outcome of CTL using concept map on
student’s outcomes in learning acid base topic?
1.5

Research Objective
The objectives of this research are:

1. To know the difference of student’s outcomes in acid base topic by CTL using
concept map compared to conventional model.
2. To know the influence the student’s outcome of CTL using concept map in
learning acid base topic.

1.6

Research Benefit
The benefits of this research are:

1. Provide the broad outlines of innovative learning to the science teachers,
especially in using the CTL with concept map in learning process.
2. Provide the learning reference that can be used in high school on the material
acid base.
3. Help students to learn through active learning to foster their interest and
motivation to learn.
4. Provide input to the next researcher to conduct the same experiment later.

6

1.7

Operational Definition
The operational definitions in this research consist of:

1. Contextual Teaching and Learning
Contextual teaching and learning is a conception of teaching and learning that
helps teachers relate subject matter content to real world situations; and motivates
students to make connections between knowledge and its applications to their
lives as family members, citizens, and workers; and engage in the hard work that
learning requires (Hudson, 2000).
2. Concept Map
Concept Map is part of a concept or idea as a basic material that aims to build
students' knowledge in a systematic study (Istarani, 2011).
3. Learning Outcomes
Student learning outcomes measured on cognitive realm by giving pretest as
initial knowledge and posttest as end knowledge after treatment.
4.

Media

Media education in general is a teaching and learning tool. Multimedia application
design offers new insights into the learning process of the designer and forces him
or her to represent information and knowledge in a new and innovative way
(Agnew, Kellerman & Meyer, 1996).
5.

Conventional Model

According Djamarah (1996), conventional teaching methods are traditional
learning methods or collectively, the lecture method, because since the first of this
method has been used as a means of oral communication between teachers and
students in the learning process and learning. In the conventional method of
teaching history is marked with lectures, accompanied by an explanation as well
as the division of tasks and exercises. Learning the conventional method, learners
are more listened to the teacher in front of class and perform tasks if teachers
provide practice questions to students. Are often used on conventional teaching
methods include lectures, question and answer method, discussion method, the
assignment method.

CHAPTER V
CONCLUSION AND SUGGESTION

5.1

Conclusion
Based on the above result, can conclude that:
1. Student’s outcome taught by CTL using concept map is significant
better than student’s outcome taught by conventional with manual
calculation, Z

calculation

is 14.2995, it means z

calculation

>z

table,

(1.645),

Ha is accepted and H0 is rejected.
2. The influence student’s outcome of CTL using concept map is better
than conventional, because the percentage student’s outcome in
experimental class is higher than control class (63.88 % > 19.58 %), it
means there is have increasing.
5.2

Suggestion
Form the result of the research, there are some suggestion must be raised :
1. Chemistry teaching can use contextual teaching and learning using
concep map on the tesching acid based topic to increase the student’s
outcomes in learning process.
2. Another researcher that want to implement contextual teaching and
learning can make variation with some learning media.

43

44

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THE DEVELOPMENT OF INNOVATIVE LEARNING MODULE ON THE TEACHING OF ACID-BASE TITRATION BASED ON CURRICULUM 2013.

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THE DEVELOPMENT OF INNOVATIVE LEARNING MODULE ON THE TEACHING OF ACID AND BASE SOLUTION BASED ON CURRICULUM 2013.

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THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING (CTL) IN TEACHING SPEAKING AT THE FIRST The Implementation Of Contextual Teaching And Learning (CTL) In Teaching Speaking At The First Year Of SMP Negeri 3 Juwana Pati.

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THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING (CTL) IN TEACHING SPEAKING AT THE FIRST The Implementation Of Contextual Teaching And Learning (CTL) In Teaching Speaking At The First Year Of SMP Negeri 3 Juwana Pati.

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THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING APPROACH IN ENGLISH TEACHING The Implementation of Contextual Teaching and Learning Approach in English Teaching Learning Process at Junior High School 10 Purworejo.

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THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING APPROACH IN ENGLISH TEACHING The Implementation of Contextual Teaching and Learning Approach in English Teaching Learning Process at Junior High School 10 Purworejo.

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IMPROVING THE RESULT OF PHYSICS STUDY OF THE STUDENTS ON PARTICLE DYNAMICS TOPIC BY USING CONTEXTUAL TEACHING AND LEARNING.

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