THE IMPLEMENTATION OF WORKSHEET WITH SCIENTIFIC APPROACH ON HUMAN REPRODUCTIVE SYSTEM LEARNING IN CLASS XI SCIENCE SMA DHARMAWANGSA MEDANACADEMIC YEAR 2015/2016.
THE IMPLEMENTATION OF WORKSHEET WITH SCIENTIFIC
APPROACH ON HUMAN REPRODUCTIVE SYSTEM LEARNING
IN CLASS XI SCIENCE SMA DHARMAWANGSA
MEDAN ACADEMIC YEAR 2015/2016
By:
Durriyah
4123141027
Billingual Biology Education
THESIS
Submitted to Fulfill the Requirements for the Degree of
SarjanaPendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
ii
THE IMPLEMENTATION OF WORKSHEET WITH SCIENTIFIC
APPROACH ON HUMAN REPRODUCTIVE SYSTEM LEARNING
IN CLASS XI SCIENCE SMA DHARMAWANGSA
MEDANACADEMIC YEAR 2015/2016
Durriyah ( 4123141027)
ABSTRACT
The study aims to find out the implementation of worksheet with scientific
approach in increasing student’s learning outcomes. Type of the research was
experiment and was designed with pre-test and post-test. The data collected in this
research involve to student’s learning outcomes that taken from posttest in third
meeting, student’s affective taken from affective observation by observers and
student’s drawing picture that collected in third meeting. The research result showed
in pretest, no student can pass the test in class I and II with average score 33.20 and
35.34. After implementing worksheet with scientific approch, research result showed
25 students pass the test in class I and 28 students in class II with the average 75.11
and 74.49. in affective assessment showed 93.75 and 92.74 for receiving information,
66.41 and 66.13 for giving responds. While in making picture, student’s average for
every aspect are about 69.53 and 70.16 in choosing tools and materila, in concept
85.16 and 80.65 and for the picture appearance is 89.06 and 87.10. From this research
result known the implementation worksheet with scientific approach is able to
increase student’s outcomes in class XI Science SMA Dharmawangsa Medan on
human reproductive system learning academic year 2015/2016.
Keywords:
worksheet, scientific approach, student’s affective, drawing picture.
iii
BIOGRAPHY
Durriyah was born in Medan on April 26th 1994. Her father is M. Hasym
Lubis and her mother is Mahanum. The writer started her first educational experience
in SD Swasta Melati Medan and finished in 2006. In 2006, the writer continued her
study in SMP Negeri 43 Medan and finished in 2009. In 2009, the writer continued
her study in SMA Swasta Dharmawangsa Medan and graduated in 2012. In 2012, the
writer was registered in Biology Bilingual Education program, Biology Department,
Faculty of Mathematic and Natural Science, State University of Medan (UNIMED).
During following study in university, the writer served as a laboratory assistant in
Plant Anatomy and Human Anatomy and Physiology.
iv
ACKNOWLEDGEMENTS
First of all the writer would like to praise and thank to Allah SWT, who has
given her the blessing and opportunity in completing this thesis. The writer also
gives thank to all the people, that can’t be listed all the names who supported her in
compliting this thesis.
The deepest gratitude and a big thanks for my thesis supervisor, Dr. Melva
Silitonga, MS. who has given support, suggestion, motivation and contribution in
writing this thesis, whitout her guidance, this thesis would not have been possible.
And the writer also want to thanks to the academic supervisor Dr. Hasruddin, M.Pd
who has give the support for at least 4 years to the writer from the beginner until the
examination.
This thesis would not be completed without supports, guidances, 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, Dr. Martina
Restuati, M.Si, Dr. Syahmi Edi, M.Si and Dra. Adriana Lbn. Gaol, M. Kes helps are
also importantly acknowledgement for the comments and suggestions.
The writer also want to thank the Headmaster of SMA Dharmawangsa
Medan, Drs. Sutrisno and big thanks to biology teacher, Ir. Nadira who gave their
time for administrating treatment and provide feedback on the work in progress. And
also thankful to all students in XI MIA 6 and XI MIA 7 in SMA Dharmawangsa
Medan who participated in this research.
Special greatest thanks also give to my beloved parents, Hasym Lubis and
Mahanum for their unending love and care from I started my research until finished.
And thanks a lot for my best sisters, brother and Bilbio 2012.
v
Writer tried the best to finish this thesis, but writer realize that still many
lackness and weakness in content. Critics and advice are welcome from reader in
order to perfect this thesis.
Medan, August 2016
The Writer
Durriyah
4123141027
vi
TABLE OF CONTENTS
Sheet of Legalization
Abstract
Biography
Acknowledgement
Table of Content
List of Table
List of Figure
List of Appendix
CHAPTER I INTRODUCTION
1.1.
Background
1.2.
Problem Identification
1.3.
The Scope of Study
1.4.
Research Question
1.5.
Research Objective
1.6.
Significance of Research
1.7.
Operational Definition
i
ii
iii
iv
vi
viii
ix
1
1
4
5
5
5
5
6
CHAPTER II LITERATURE RIVIEW
2.1.
Worksheet
2.2.
Scientific Approach
2.3.
Scope of Assessment
2.4.
Cooperative Learning
2.5.
Student Team Achievement Division (STAD)
2.6.
Learning Outcome
2.6.1. Cognitive Domain
2.6.2.
Affective Domain
2.7.
Description of Human Reproductive System
2.8.
Conceptual Framework
7
7
9
12
12
14
13
14
14
15
21
CHAPTER III RESEARCH METHOD
3.1.
Location and Time of Research
3.2.
Population and Sample of Research
3.2.1.
Research population
3.2.2.
Research sample
3.3.
Variable of Research
3.3.1.
Independent Variable
3.3.2.
Dependent Variable
3.4.
Type and Design of Research
3.5.
Research Instrument
3.5.1.
Cognitive Test
3.5.2.
Observation Sheet
3.5.3.
Drawing Picture
22
22
22
22
22
22
22
22
22
23
23
23
24
vii
3.6.
3.6.1.
3.6.2.
3.6.3.
3.7.
3.7.1.
3.7.2.
3.8.
3.8.1.
3.8.2.
3.8.3.
Data Collection Technique
Cognitive Ability
Affective Ability
Drawing Picture Ability
Research Procedure
Preparation Step
Action Step
Data Analysis Technique
Cognitive Ability
Affective Ability
Drawing Picture Ability
24
25
25
25
25
25
26
26
27
28
29
CHAPTER IV RESULT AND DISCUSSION
4.1.
Research Result
4.1.1.
Description of Research Data
4.1.1.1 Student Pretest
4.1.1.2. Students’ Learning Achievement
4.1.1.3. Student’s Affective
4.1.1.4. Student’s Picture
4.2.
Discussion
4.2.1.
Student’s Cognitive
4.2.2.
Student’s Affective
4.2.3.
Student’s Psychomotor
30
30
30
30
31
31
32
34
34
34
35
CHAPTER V CONCLUSION AND SUGGESTION
5.1.
Conclusions
5.2.
Suggestion
37
37
37
REFERENCE
38
viii
LIST OF TABLE
Table 2.1.
The steps of Scientific Learning
9
Table 2.2.
Syntax of the Cooperative Learning Model
12
Table 3.1.
Research pretest- posttest design.
22
Table 3.2.
The Lattice Of Concept Understanding.
23
Table 3.3.
Cognitive Assessment Criteria
27
ix
LIST OF FIGURE
Figure 2.1.
Fertilization
18
Figure 2.2.
Menstrual cycle
18
Figure 2.2
Embryonic membrane
19
Figure 4.1.
Results data of students’ pretest from class I and class II
that taught by using Student Worksheet.
33
Result data of students learning achievement from class I
and class II by using Worksheet Based Learning.
34
Result data of affective domain that focus on receiving
information and responding from class I and class II that
taught by using Student Worksheet.
35
Result data of students’ psychomotor from class I and class
II that taught by using Student Worksheet.
36
Figure 4.2.
Figure 4.3.
Figure 4.4.
x
LIST OF APPENDIX
Appendix 1.
Syllabus
41
Appendix 2.
Lesson Plant
48
Appendix 3.
Student Worksheet
66
Appendix 4.
Cognitive test
73
Appendix 5.
Key of Cognitive Test
77
Appendix 6.
Instrument of Affective Assessment
78
Appendix 7.
Instrument of Psychomotor Assessment
80
Appendix 8.
List of Student’s Name
81
Appendix 9.
Data of Student’s Test Result of Pretest and Posttest
82
Appendix 10.
Data of student’s result in Receiving information
And Giving Response.
84
Appendix 11.
Data of Students’ Psychomotor Assessment Result
86
Appendix 12.
Documentation
88
1
CHAPTER I
INTRODUCTION
1.1.Background
The purpose of national education in the National Education System Law
No.20 in 2003 is to develop students' potentials to become a man of faith and fear
of God Almighty, noble, healthy, knowledgeable, skilled, creative, independent,
and become citizens of a democratic and responsible.This national education aim
becomes a description how the students would be in the future after pass from
their schools.
To
achieve
the
above
objectives
of
national
education,
the
governmentshould improve the quality of education. Improving the quality of
education can be done in various ways, such as curriculum revision, improvement
of the learning process even to the way of evaluation. In Indonesia curriculum
revision has been done several times. The government through the ministry of
education and culturalconstructed, develop and establish a curriculum that applies
in the academic year 2013/2014 which is called as curriculum2013. In 2013, the
implementation of the curriculum 2013 has been initiated in the majority of
primary to secondary school education.
Curriculum 2013 is the development of the curriculum KTSP 2006.
Curriculum 2013 is emphasized to point on the improvement and balance of soft
skills and hard skills, covering the aspects of competence attitudes, skills and
knowledge. The curriculum 2013 was developed by prioritizing personal
experience through the process of observing, asking, reasoning/associating and
experimenting.So the students are trained in the process of observing, asking and
reasoning in solving problems (Fadilah, 2014).
From the above statement regarding thecurriculum 2013, the curriculum
was developed to build the capabilities of high order thinking skills through the
activities to find out, is not notified. Curriculum 2013 has a pressure point on the
improvement and balance of soft skills and hard skills, covering the aspects of
competence attitudes, skills and knowledge. Thus, the curriculum 2013 carried out
with the scientific approach.
1
2
Scientific approach is an approach used in learning done through scientific
process. Scientific approach is an approach done by five processes. They are
observing, questioning, experimenting, associating and communicating (Hidayati,
2014).Scientific approach makes learning becomes more meaningful. This is
because what is learned by students is done by using their own senses so that they
directly experience the process of obtaining such knowledge. Learning can build
up attitudes, skills and knowledge of students to the fullest. Through this approach,
students are able to face and solve the problems properly.
Learning based on worksheet can be done on a scientific approach because
learning by Student Worksheet is one of the teaching material that can be tailored
to the needs of students. Nessa in Hidayat (2014) which states that the worksheet
was one form of teaching materials that can be developed and used to facilitate
students' learning. Erdal in Hidayat (2014), Student Worksheet is a very important
teaching material to construct their own knowledge of their thinking and
encourage students to participate in class activities. The worksheets were highly
rated among students in aiding their understanding of the key aspects of the
laboratory (89% useful or very useful rating) (Bussemaker et al, 2011). WMB can
be used as a guide and model for teachers and curriculum developers to design
other activities that allow meaningful learning activities (Chong et al, 2013). A
result of implementation of worksheets on “ethanol fermentation” in the
studyconducted is analysed, it is found that the rate of student success increased
after the worksheets (Toman et al, 2013).
In addition worksheets that use a scientificapproachwill stimulate
studentsto achieve theobjectives of the curriculum2013is to improveunderstanding
of the conceptandthe ability to reasonandthinka high levelof studentsso that they
canconfrontandresolvethe problems they face. This is suitablewith Nur(1999)
thatthe
understanding
ofa
conceptof
Biologyis
notjustenough
to
have
justdeliveredfromthe teacher, butthe studentsalsoreconstruct theunderstanding of
the conceptof Biology.Providingqualityteaching materials, attractive, easy to
understand,
but
it
might
independentlyandtodevelophigherlevel
needs
of
students(Hidayat,
enablestudents
thinkingabilitiesin
2014).
Therefore,
to
learn
accordancewiththe
teachers
ofbiology
3
studentsmustdesign
and
createworksheetswithscientificapproachin
order
tofillworksheetsto students' needsas mostStudents’ Worksheethascontent that does
notcorrespond tothe needsandabilitiesof studentsthat expected.
Subject matter used in this research is human reproductive system, which
reproductive system is one matter that contains many pictures and scheme that
describe the anatomy structure of reproductive organ even the physiology of them.
The introduction of organ can be made in Worksheet as a picture and using torso
to make student more understand and clearer for the structure. Notonly the
structuresbut also many important conceptthat need good analysis to understandit.
The way to bring the students get that concept can be done by giving written
instruction and critical questions where the answer will bring the student
understand the important concept such as concept of menstrual cycle. Because of
these reasons, researcher chooses reproductive system as the matter that will be
taught by using worksheet.
Dharmawangsa SMA is one of the high schools that are already using the
curriculum in 2013 as the school curriculum. Approximately, this school for
threesemestershad used scientific approach to teach each subject, one of those is
biology subject. From some data that I can from interviews with biology teachers
say that the application of scientific study has been carried out in the classroom
such
as
observing,
asking,
trying,
associating
even
communicating.
Implementation of the learning is done by using group discussions by asking
questions or problems to the students and presents the results of each group's
discussion. The statement says the method and media used by teacher is
cooperative and discussion, while the media is presentation and sometimes using
poster that made by students. To give some variation in learning, teacher can
make worksheet as learning media and source for student to more focus on the
points in biology topics, for example is human reproductive system. Assessment
carried out by teachers include cognitive, affective and psychomotor. The
scientific study gives some increasing to student learning outcomes (cognitive,
affective and psychomotor) when compared with study by KTSP. From the data,
students’ learning skill has risen in three skills (observing, questioning and
experimenting) buttwo others (reasoning and communicating skills) are still low.
4
Reasoning and communicating skill cannot be gotten spontaneously. It needs
treatment step by step from lower ability to higher ability. It should be practiced
continuously by every student because of teacher instruction until student desire.
Teachers also say that for cognitive level, only 10 of the 40 or about 25% students
have High OrderThinking Skill. Which is inBloom's taxonomy, High Order
Thinking Skill is C4-C6 (analyzing, evaluating and creating). In this level student
can analyze some problem and associate them with other cases and find the
solution. In one class of this SMA have problem where, the ability of students’
reasoning, evaluating and creating are still low. It signed when teacher give
critical problems, teacher see only several of her studentscan analyzed the
problem well. This means, teacher needs to improve students’ analysis and build
high order thinking. It can be done by giving analysis question continuously
during learning activity.
Based on the explanation above, the implementation of worksheet with
Scientific Approach on Human Reproductive System learning in Class XI
MIASMA DharmawangsaMedan Academic Year 2015/2016 needs to do. Where
the Worksheetisone media can be used in learning and designed by teacherby
implementing scientific approach in worksheet learning. So the use of worksheet
with Scientific approach will make the student performsprocesses of
observing,questioning,
experimenting,
associatingand
communicating.
Worksheetwill be more emphasis on question for C4-C6. It meant to support
student exercise to improve high order thinking. An addition to being a variation
of learning resources for students, but also as a learning tool that can improve the
ability of High Order Thinking and associating skills of students.
1.2.Problem Identification
Based on background above, problem identification of this study are as
follow:
1. The lower ability of students’ high order thinking skill.
2. The lower of students’ association and communication skill.
3. The less of learning media by using scientific approach.
4. The lack of students’ Worksheet that compatible with students needs.
5
1.3.The Scope of Study
By regarding the extent identified problem so in this research, the scope of
study limited in:
1.
Enhancement of Student’s Learning Outcomes in cognitive Domain (C4-C6).
2.
Enhancement of Students’ Learning Outcomes in affective domain (receive
and responsive).
3.
Enhancement of Students’ Learning Outcomes in psychomotor domain.
4.
Learning Process is Worksheet- Based Learning by Scientific Approach.
5.
Subject matter is Human Reproductive System.
1.4.Research Question
In this study, the researcher questions are as follow:
1. How is the student learning outcomes in cognitive aspect by using worksheet
with scientific approach?
2. How is the student learning outcomes in affective aspect by using worksheet
with scientific approach?
3. How is the student learning outcomes in psychomotor aspect by using
worksheet with scientific approach?
1.5.Research Objective
The objectives of this study are:
1.
To enhance student learning outcomes in cognitive aspect by using worksheet
with scientific approach.
2.
To enhance student learning outcomes in affective aspect by using worksheet
with scientific approach.
3.
To enhance student learning outcomes in psychomotor aspect by using
worksheet with scientific approach.
1.6.Significance of Research
By implementing this study, the advantages of this research as bellow:
1. This research can increase the SLO in cognitive aspect (C4-C6).
6
2. This research can increase the SLO in affective aspect (receive information
and responding).
3. This research can increase the SLO in psychomotor aspect.
4. This research is able to become a new alternative as learning media for student.
1.7.Operational Definition
The operational definitions used in this study are as follow:
1. Worksheet is a set of activity of students and contains scientific learning and
emphasized to High Order Thinking Skill.
2. Scientific Approach is an approach where the learning core activity done by
observing, questioning, experimenting, associating and communicating and
contained in worksheet.
3. Learning outcome is concentrated in students’cognitive domain on C4-C6
level properly,
4. Learning outcome is also focus on affectiveand psychomotor aspect.
37
CHAPTER V
CONCLUSIONS AND SUGGESTION
5.1. Conclusions
Based on the research result, it can be concluded:
1. Students’ learning achievement thaught by using worksheet based learning with
scientific approach can increase student’s outcomes in cognitive aspect which the
student average (class I) from 33.20 become 74.49 that increase about 62 % and
the average (class II) from 35.34 become 75.11that increase about 62%.
2. Students’ learning achievement thaught by using worksheet based learning with
scientific approach student’s outcomes in affective aspect from the both classes
are 93.75 and 92.74 for receiving information that categorized very good.
Meanwhile for responding the both classes get 66.41 and 66.13 that categorized
good.
3. Students’ learning achievement thaught by using worksheet based learning with
scientific approach can increase student’s outcomes in psychomotor by drawing
picture got average 81.5 and 79.57 that categorized good.
5.2. Suggestion
Based on the result and conclusion above, the researcher recommended:
1. Students should use worksheet to improve their knowledge by answering the
difficult questions in worksheet to make students more remember what they had
learn and write.
2. Teacher can used worksheet based learning as the alternative media to increase
student’s learning outcomes and designed the study depend on learning objective.
37
38
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APPROACH ON HUMAN REPRODUCTIVE SYSTEM LEARNING
IN CLASS XI SCIENCE SMA DHARMAWANGSA
MEDAN ACADEMIC YEAR 2015/2016
By:
Durriyah
4123141027
Billingual Biology Education
THESIS
Submitted to Fulfill the Requirements for the Degree of
SarjanaPendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
ii
THE IMPLEMENTATION OF WORKSHEET WITH SCIENTIFIC
APPROACH ON HUMAN REPRODUCTIVE SYSTEM LEARNING
IN CLASS XI SCIENCE SMA DHARMAWANGSA
MEDANACADEMIC YEAR 2015/2016
Durriyah ( 4123141027)
ABSTRACT
The study aims to find out the implementation of worksheet with scientific
approach in increasing student’s learning outcomes. Type of the research was
experiment and was designed with pre-test and post-test. The data collected in this
research involve to student’s learning outcomes that taken from posttest in third
meeting, student’s affective taken from affective observation by observers and
student’s drawing picture that collected in third meeting. The research result showed
in pretest, no student can pass the test in class I and II with average score 33.20 and
35.34. After implementing worksheet with scientific approch, research result showed
25 students pass the test in class I and 28 students in class II with the average 75.11
and 74.49. in affective assessment showed 93.75 and 92.74 for receiving information,
66.41 and 66.13 for giving responds. While in making picture, student’s average for
every aspect are about 69.53 and 70.16 in choosing tools and materila, in concept
85.16 and 80.65 and for the picture appearance is 89.06 and 87.10. From this research
result known the implementation worksheet with scientific approach is able to
increase student’s outcomes in class XI Science SMA Dharmawangsa Medan on
human reproductive system learning academic year 2015/2016.
Keywords:
worksheet, scientific approach, student’s affective, drawing picture.
iii
BIOGRAPHY
Durriyah was born in Medan on April 26th 1994. Her father is M. Hasym
Lubis and her mother is Mahanum. The writer started her first educational experience
in SD Swasta Melati Medan and finished in 2006. In 2006, the writer continued her
study in SMP Negeri 43 Medan and finished in 2009. In 2009, the writer continued
her study in SMA Swasta Dharmawangsa Medan and graduated in 2012. In 2012, the
writer was registered in Biology Bilingual Education program, Biology Department,
Faculty of Mathematic and Natural Science, State University of Medan (UNIMED).
During following study in university, the writer served as a laboratory assistant in
Plant Anatomy and Human Anatomy and Physiology.
iv
ACKNOWLEDGEMENTS
First of all the writer would like to praise and thank to Allah SWT, who has
given her the blessing and opportunity in completing this thesis. The writer also
gives thank to all the people, that can’t be listed all the names who supported her in
compliting this thesis.
The deepest gratitude and a big thanks for my thesis supervisor, Dr. Melva
Silitonga, MS. who has given support, suggestion, motivation and contribution in
writing this thesis, whitout her guidance, this thesis would not have been possible.
And the writer also want to thanks to the academic supervisor Dr. Hasruddin, M.Pd
who has give the support for at least 4 years to the writer from the beginner until the
examination.
This thesis would not be completed without supports, guidances, 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, Dr. Martina
Restuati, M.Si, Dr. Syahmi Edi, M.Si and Dra. Adriana Lbn. Gaol, M. Kes helps are
also importantly acknowledgement for the comments and suggestions.
The writer also want to thank the Headmaster of SMA Dharmawangsa
Medan, Drs. Sutrisno and big thanks to biology teacher, Ir. Nadira who gave their
time for administrating treatment and provide feedback on the work in progress. And
also thankful to all students in XI MIA 6 and XI MIA 7 in SMA Dharmawangsa
Medan who participated in this research.
Special greatest thanks also give to my beloved parents, Hasym Lubis and
Mahanum for their unending love and care from I started my research until finished.
And thanks a lot for my best sisters, brother and Bilbio 2012.
v
Writer tried the best to finish this thesis, but writer realize that still many
lackness and weakness in content. Critics and advice are welcome from reader in
order to perfect this thesis.
Medan, August 2016
The Writer
Durriyah
4123141027
vi
TABLE OF CONTENTS
Sheet of Legalization
Abstract
Biography
Acknowledgement
Table of Content
List of Table
List of Figure
List of Appendix
CHAPTER I INTRODUCTION
1.1.
Background
1.2.
Problem Identification
1.3.
The Scope of Study
1.4.
Research Question
1.5.
Research Objective
1.6.
Significance of Research
1.7.
Operational Definition
i
ii
iii
iv
vi
viii
ix
1
1
4
5
5
5
5
6
CHAPTER II LITERATURE RIVIEW
2.1.
Worksheet
2.2.
Scientific Approach
2.3.
Scope of Assessment
2.4.
Cooperative Learning
2.5.
Student Team Achievement Division (STAD)
2.6.
Learning Outcome
2.6.1. Cognitive Domain
2.6.2.
Affective Domain
2.7.
Description of Human Reproductive System
2.8.
Conceptual Framework
7
7
9
12
12
14
13
14
14
15
21
CHAPTER III RESEARCH METHOD
3.1.
Location and Time of Research
3.2.
Population and Sample of Research
3.2.1.
Research population
3.2.2.
Research sample
3.3.
Variable of Research
3.3.1.
Independent Variable
3.3.2.
Dependent Variable
3.4.
Type and Design of Research
3.5.
Research Instrument
3.5.1.
Cognitive Test
3.5.2.
Observation Sheet
3.5.3.
Drawing Picture
22
22
22
22
22
22
22
22
22
23
23
23
24
vii
3.6.
3.6.1.
3.6.2.
3.6.3.
3.7.
3.7.1.
3.7.2.
3.8.
3.8.1.
3.8.2.
3.8.3.
Data Collection Technique
Cognitive Ability
Affective Ability
Drawing Picture Ability
Research Procedure
Preparation Step
Action Step
Data Analysis Technique
Cognitive Ability
Affective Ability
Drawing Picture Ability
24
25
25
25
25
25
26
26
27
28
29
CHAPTER IV RESULT AND DISCUSSION
4.1.
Research Result
4.1.1.
Description of Research Data
4.1.1.1 Student Pretest
4.1.1.2. Students’ Learning Achievement
4.1.1.3. Student’s Affective
4.1.1.4. Student’s Picture
4.2.
Discussion
4.2.1.
Student’s Cognitive
4.2.2.
Student’s Affective
4.2.3.
Student’s Psychomotor
30
30
30
30
31
31
32
34
34
34
35
CHAPTER V CONCLUSION AND SUGGESTION
5.1.
Conclusions
5.2.
Suggestion
37
37
37
REFERENCE
38
viii
LIST OF TABLE
Table 2.1.
The steps of Scientific Learning
9
Table 2.2.
Syntax of the Cooperative Learning Model
12
Table 3.1.
Research pretest- posttest design.
22
Table 3.2.
The Lattice Of Concept Understanding.
23
Table 3.3.
Cognitive Assessment Criteria
27
ix
LIST OF FIGURE
Figure 2.1.
Fertilization
18
Figure 2.2.
Menstrual cycle
18
Figure 2.2
Embryonic membrane
19
Figure 4.1.
Results data of students’ pretest from class I and class II
that taught by using Student Worksheet.
33
Result data of students learning achievement from class I
and class II by using Worksheet Based Learning.
34
Result data of affective domain that focus on receiving
information and responding from class I and class II that
taught by using Student Worksheet.
35
Result data of students’ psychomotor from class I and class
II that taught by using Student Worksheet.
36
Figure 4.2.
Figure 4.3.
Figure 4.4.
x
LIST OF APPENDIX
Appendix 1.
Syllabus
41
Appendix 2.
Lesson Plant
48
Appendix 3.
Student Worksheet
66
Appendix 4.
Cognitive test
73
Appendix 5.
Key of Cognitive Test
77
Appendix 6.
Instrument of Affective Assessment
78
Appendix 7.
Instrument of Psychomotor Assessment
80
Appendix 8.
List of Student’s Name
81
Appendix 9.
Data of Student’s Test Result of Pretest and Posttest
82
Appendix 10.
Data of student’s result in Receiving information
And Giving Response.
84
Appendix 11.
Data of Students’ Psychomotor Assessment Result
86
Appendix 12.
Documentation
88
1
CHAPTER I
INTRODUCTION
1.1.Background
The purpose of national education in the National Education System Law
No.20 in 2003 is to develop students' potentials to become a man of faith and fear
of God Almighty, noble, healthy, knowledgeable, skilled, creative, independent,
and become citizens of a democratic and responsible.This national education aim
becomes a description how the students would be in the future after pass from
their schools.
To
achieve
the
above
objectives
of
national
education,
the
governmentshould improve the quality of education. Improving the quality of
education can be done in various ways, such as curriculum revision, improvement
of the learning process even to the way of evaluation. In Indonesia curriculum
revision has been done several times. The government through the ministry of
education and culturalconstructed, develop and establish a curriculum that applies
in the academic year 2013/2014 which is called as curriculum2013. In 2013, the
implementation of the curriculum 2013 has been initiated in the majority of
primary to secondary school education.
Curriculum 2013 is the development of the curriculum KTSP 2006.
Curriculum 2013 is emphasized to point on the improvement and balance of soft
skills and hard skills, covering the aspects of competence attitudes, skills and
knowledge. The curriculum 2013 was developed by prioritizing personal
experience through the process of observing, asking, reasoning/associating and
experimenting.So the students are trained in the process of observing, asking and
reasoning in solving problems (Fadilah, 2014).
From the above statement regarding thecurriculum 2013, the curriculum
was developed to build the capabilities of high order thinking skills through the
activities to find out, is not notified. Curriculum 2013 has a pressure point on the
improvement and balance of soft skills and hard skills, covering the aspects of
competence attitudes, skills and knowledge. Thus, the curriculum 2013 carried out
with the scientific approach.
1
2
Scientific approach is an approach used in learning done through scientific
process. Scientific approach is an approach done by five processes. They are
observing, questioning, experimenting, associating and communicating (Hidayati,
2014).Scientific approach makes learning becomes more meaningful. This is
because what is learned by students is done by using their own senses so that they
directly experience the process of obtaining such knowledge. Learning can build
up attitudes, skills and knowledge of students to the fullest. Through this approach,
students are able to face and solve the problems properly.
Learning based on worksheet can be done on a scientific approach because
learning by Student Worksheet is one of the teaching material that can be tailored
to the needs of students. Nessa in Hidayat (2014) which states that the worksheet
was one form of teaching materials that can be developed and used to facilitate
students' learning. Erdal in Hidayat (2014), Student Worksheet is a very important
teaching material to construct their own knowledge of their thinking and
encourage students to participate in class activities. The worksheets were highly
rated among students in aiding their understanding of the key aspects of the
laboratory (89% useful or very useful rating) (Bussemaker et al, 2011). WMB can
be used as a guide and model for teachers and curriculum developers to design
other activities that allow meaningful learning activities (Chong et al, 2013). A
result of implementation of worksheets on “ethanol fermentation” in the
studyconducted is analysed, it is found that the rate of student success increased
after the worksheets (Toman et al, 2013).
In addition worksheets that use a scientificapproachwill stimulate
studentsto achieve theobjectives of the curriculum2013is to improveunderstanding
of the conceptandthe ability to reasonandthinka high levelof studentsso that they
canconfrontandresolvethe problems they face. This is suitablewith Nur(1999)
thatthe
understanding
ofa
conceptof
Biologyis
notjustenough
to
have
justdeliveredfromthe teacher, butthe studentsalsoreconstruct theunderstanding of
the conceptof Biology.Providingqualityteaching materials, attractive, easy to
understand,
but
it
might
independentlyandtodevelophigherlevel
needs
of
students(Hidayat,
enablestudents
thinkingabilitiesin
2014).
Therefore,
to
learn
accordancewiththe
teachers
ofbiology
3
studentsmustdesign
and
createworksheetswithscientificapproachin
order
tofillworksheetsto students' needsas mostStudents’ Worksheethascontent that does
notcorrespond tothe needsandabilitiesof studentsthat expected.
Subject matter used in this research is human reproductive system, which
reproductive system is one matter that contains many pictures and scheme that
describe the anatomy structure of reproductive organ even the physiology of them.
The introduction of organ can be made in Worksheet as a picture and using torso
to make student more understand and clearer for the structure. Notonly the
structuresbut also many important conceptthat need good analysis to understandit.
The way to bring the students get that concept can be done by giving written
instruction and critical questions where the answer will bring the student
understand the important concept such as concept of menstrual cycle. Because of
these reasons, researcher chooses reproductive system as the matter that will be
taught by using worksheet.
Dharmawangsa SMA is one of the high schools that are already using the
curriculum in 2013 as the school curriculum. Approximately, this school for
threesemestershad used scientific approach to teach each subject, one of those is
biology subject. From some data that I can from interviews with biology teachers
say that the application of scientific study has been carried out in the classroom
such
as
observing,
asking,
trying,
associating
even
communicating.
Implementation of the learning is done by using group discussions by asking
questions or problems to the students and presents the results of each group's
discussion. The statement says the method and media used by teacher is
cooperative and discussion, while the media is presentation and sometimes using
poster that made by students. To give some variation in learning, teacher can
make worksheet as learning media and source for student to more focus on the
points in biology topics, for example is human reproductive system. Assessment
carried out by teachers include cognitive, affective and psychomotor. The
scientific study gives some increasing to student learning outcomes (cognitive,
affective and psychomotor) when compared with study by KTSP. From the data,
students’ learning skill has risen in three skills (observing, questioning and
experimenting) buttwo others (reasoning and communicating skills) are still low.
4
Reasoning and communicating skill cannot be gotten spontaneously. It needs
treatment step by step from lower ability to higher ability. It should be practiced
continuously by every student because of teacher instruction until student desire.
Teachers also say that for cognitive level, only 10 of the 40 or about 25% students
have High OrderThinking Skill. Which is inBloom's taxonomy, High Order
Thinking Skill is C4-C6 (analyzing, evaluating and creating). In this level student
can analyze some problem and associate them with other cases and find the
solution. In one class of this SMA have problem where, the ability of students’
reasoning, evaluating and creating are still low. It signed when teacher give
critical problems, teacher see only several of her studentscan analyzed the
problem well. This means, teacher needs to improve students’ analysis and build
high order thinking. It can be done by giving analysis question continuously
during learning activity.
Based on the explanation above, the implementation of worksheet with
Scientific Approach on Human Reproductive System learning in Class XI
MIASMA DharmawangsaMedan Academic Year 2015/2016 needs to do. Where
the Worksheetisone media can be used in learning and designed by teacherby
implementing scientific approach in worksheet learning. So the use of worksheet
with Scientific approach will make the student performsprocesses of
observing,questioning,
experimenting,
associatingand
communicating.
Worksheetwill be more emphasis on question for C4-C6. It meant to support
student exercise to improve high order thinking. An addition to being a variation
of learning resources for students, but also as a learning tool that can improve the
ability of High Order Thinking and associating skills of students.
1.2.Problem Identification
Based on background above, problem identification of this study are as
follow:
1. The lower ability of students’ high order thinking skill.
2. The lower of students’ association and communication skill.
3. The less of learning media by using scientific approach.
4. The lack of students’ Worksheet that compatible with students needs.
5
1.3.The Scope of Study
By regarding the extent identified problem so in this research, the scope of
study limited in:
1.
Enhancement of Student’s Learning Outcomes in cognitive Domain (C4-C6).
2.
Enhancement of Students’ Learning Outcomes in affective domain (receive
and responsive).
3.
Enhancement of Students’ Learning Outcomes in psychomotor domain.
4.
Learning Process is Worksheet- Based Learning by Scientific Approach.
5.
Subject matter is Human Reproductive System.
1.4.Research Question
In this study, the researcher questions are as follow:
1. How is the student learning outcomes in cognitive aspect by using worksheet
with scientific approach?
2. How is the student learning outcomes in affective aspect by using worksheet
with scientific approach?
3. How is the student learning outcomes in psychomotor aspect by using
worksheet with scientific approach?
1.5.Research Objective
The objectives of this study are:
1.
To enhance student learning outcomes in cognitive aspect by using worksheet
with scientific approach.
2.
To enhance student learning outcomes in affective aspect by using worksheet
with scientific approach.
3.
To enhance student learning outcomes in psychomotor aspect by using
worksheet with scientific approach.
1.6.Significance of Research
By implementing this study, the advantages of this research as bellow:
1. This research can increase the SLO in cognitive aspect (C4-C6).
6
2. This research can increase the SLO in affective aspect (receive information
and responding).
3. This research can increase the SLO in psychomotor aspect.
4. This research is able to become a new alternative as learning media for student.
1.7.Operational Definition
The operational definitions used in this study are as follow:
1. Worksheet is a set of activity of students and contains scientific learning and
emphasized to High Order Thinking Skill.
2. Scientific Approach is an approach where the learning core activity done by
observing, questioning, experimenting, associating and communicating and
contained in worksheet.
3. Learning outcome is concentrated in students’cognitive domain on C4-C6
level properly,
4. Learning outcome is also focus on affectiveand psychomotor aspect.
37
CHAPTER V
CONCLUSIONS AND SUGGESTION
5.1. Conclusions
Based on the research result, it can be concluded:
1. Students’ learning achievement thaught by using worksheet based learning with
scientific approach can increase student’s outcomes in cognitive aspect which the
student average (class I) from 33.20 become 74.49 that increase about 62 % and
the average (class II) from 35.34 become 75.11that increase about 62%.
2. Students’ learning achievement thaught by using worksheet based learning with
scientific approach student’s outcomes in affective aspect from the both classes
are 93.75 and 92.74 for receiving information that categorized very good.
Meanwhile for responding the both classes get 66.41 and 66.13 that categorized
good.
3. Students’ learning achievement thaught by using worksheet based learning with
scientific approach can increase student’s outcomes in psychomotor by drawing
picture got average 81.5 and 79.57 that categorized good.
5.2. Suggestion
Based on the result and conclusion above, the researcher recommended:
1. Students should use worksheet to improve their knowledge by answering the
difficult questions in worksheet to make students more remember what they had
learn and write.
2. Teacher can used worksheet based learning as the alternative media to increase
student’s learning outcomes and designed the study depend on learning objective.
37
38
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