THE EFFECT OF APPLYING SCIENTIFIC APPROACH BY USING MNEMONIC TECHNIQUE INTO STUDENTS’ LEARNING OUTCOME AND RETENTION ON HUMAN REPRODUCTIVE SYSTEM TOPIC AT GRADE XI SCIENCE SMA N 5 MEDAN A.Y 2015/2016.

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SYSTEM TOPIC GRADE XI SCIENCE SMA N MEDAN A.Y 2015/2016

By :

Reny Magdalena Panjaitan 4123141079

Bilingual Biology Education Study Program

THESIS

Submitted to fulfill the requirement for the degree of Sarjana Pendidikan

FACULTY OF MATHEMATIC AND NATURAL SCIENCE

STATE UNIVERSITY OF MEDAN

MEDAN 2016

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THE EFFECT OF APPLYING SCIENTIFIC APPROACH BY USING MNEMONIC TECHNIQUE INTO STUDENTS’ LEARNING

OUTCOME AND RETENTION ON HUMAN

REPRODUCTIVE SYSTEM TOPIC AT GRADE XI SCIENCE SMA N 5

MEDAN A.Y 2015/2016

Reny Magdalena Panjaitan (ID Number : 4123141079)

ABSTRACT

The study aims to know the effect of student learning outcome and its retention through using Scientific Approach by using mnemonic technique on human reproductive system in class XI MIA SMA Negeri 5 Medan Academic Year 2015/2016. The population of this research was all students in class XI MIA SMA Negeri 5 Medan totaling 376 students. The sample was taken by using purposive sampling and was obtained the sample for 37 students of mnemonic class (XI MIA 7). The instrument of research was student’s learning outcome test in multiple choice form consist of 30 questions which has been validited by expert. The result of data analysis show that post test in mnemonic class (79.08) and conventional class (70.59). After t-test was carried out by using significant degree α = 0.05, it was obtained that tcount = 4.28 and ttable = 1.9935, so tcount > ttable (4.28 > 1.9935). It means that there is significant difference between student learning outcome for mnemonic class and conventional class. Then, for retention test the result show that average value in mnemonic class (65.62) and conventional class (42.97). After t-test was carried out by using significant degree α = 0.05, it was obtained that tcount = 2.66 and ttable = 1.9935, so tcount (2.66) > ttable (1.9935). It means that there is significant difference between students’ retention in mnemonic class and conventional class. It was concluded that students’ learning outcome and retention is better using Scientific Approach by using mnemonic technique than conventional class that taught without mnemonic technique. This study conclude that teacher can use this technique to increase students’ learning outcome and retention expecially on human reproductive system topic in Biology subject matter.

Keywords: Mnemonic Technique, Conventional, Learning Outcome, Retention.

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ACKNOWLEDGEMENTS

First of all the writer would like to express gratitude to Lord Jesus, the most gracious and merciful for the opportunity and possibility in completing this thesis. The writer very pleasure to thank the following people.

The writer would like to express her deepest gratitude to her thesis supervisor, Dr. Ely Djulia, M.Pd. who has given support, suggestion, motivation and contribution in writing this thesis, whitout her guidance, this thesis would not have been possible.

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. Mufti Sudibyo, M.Si, Drs. M.Yusuf Nasution, M.Si, and Drs. Hudson Sidabutar ,M.Si. helps are also importantly acknowledgement for the comments and suggestions.

The writer also want to thank the Headmaster of SMA Negeri 5 Medan, Drs. Haris Simamora , M.Si and big thanks to biology teacher, Dra. Tiur Merida Saragih, S.Pd who gave their time for administrating treatment and provide feedback on the work in progress. And also thankful to student class XI MIA 7 and XI MIA 9.

Special greatest thanks also go to my beloved parents, Ir.G.Panjaitan and D.Siahaan, S.Kep, Ners for their unending love and care from I started my research until finished. Writer’s beloved sister, Devi Pitta Apriani Panjaitan and my brother, Januart Panjaitan , Dedy Harianja for the extraordinary amout of time and efforts they put into to complete this thesis. Writer could not have complete this thesis without them.

The writer’s deepest appreciation for the most special one Joko

Panggabean, S.E. who has give supprort during every moment in the time of this research.

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I also appreciate the contribution of Wella Sihite, Ira Gultom, Karika Purba, Findi Septiani and Febrina Suci, and all friends in Bilingual Biology Education 2012 who have given help, support and motivation.

Writer tried the best to finish this thesis, but writer realize that still many lackness and weakness in content of the thesis. Critics and advice are welcome from reader in order to perfect this thesis.

Medan, July 2016 The Writer

Reny Panjaitan 4123141079

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TABLE OF CONTENT

Pages

Thesis Approval

Biography i

Abstract ii

Acknowledgement iii

Table of Content v

CHAPTER I BACKGROUND 1

1.1. Background 1

1.2. Problem Identification 4

1.3. Research Question 4

1.4. Research Objective 5

1.5. Research Benefit 5

1.6. Definition Operational 6

CHAPTER II LITERATURE REVIEW 7

2.1. Theoritical Framework 7

2.1.1. Definition of Scientific Approach 7 2.1.2. Learning Step With Scientific Approach 7

2.1.3. Definition of Mnemonic Technique 9

2.1.4. Types of Mnemonic Technique 11

2.1.5 The Benefit of Mnemonic Technique 13

2.1.6. Retention 15

2.1.7. Human Reproductive System 16

2.2. Conceptual Framework 36

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CHAPTER III RESEARCH METHODOLOGY 38

3.1. Location and Time of Research 38

3.2. Population and Sample 38

3.2.1. Population 38

3.2.2. Sample 38 3.3. Design of Research 39 3.3.1. Types of Research 39

3.3.2. Design of Research 39 3.4. Research Instrument 39 3.4.1. Cognitive Test 40 3.5. Research Procedure 41 3.5.1. Preparation 41

3.5.2. Implementation 41 3.6. Data Collection Technique 44 3.7. Organization Tabulation of Data 47

3.8. Analysis Data Technique 47

3.8.1. Analysis Regulation Test 48

3.8.2. Hypothesis Test 49 CHAPTER IV RESULT AND DISCUSSION 50

4.1. The Result of Research 50

4.1.1. Data of Students Value 50

4.1.1.1. Data Pre-test 50

4.1.1.2. Data Post-test 51

4.1.1.3. Data Retention Test 51

4.2. Analysis Data 53

4.2.1. Normality Data Test 53

4.2.2. Homogenity Data Test 53

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4.3. Discussion of Research 54

4.3.1. Student’s Learning Outcome 54

4.3.2. Student’s Retention 56

CHAPTER V CONCLUSION AND SUGGESTION 58

5.1. Conclusion 58

5.2. Suggestion 58

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LIST OF FIGURE

Pages

Figure 2.1. Male Reproductive Organ 18

Figure 2.2. Mechanism of Spermatogenesis 24 Figure 2.3. Female Reproductive Organ (Front) 27 Figure 2.4. Female Reproductive Organ (Side) 28 Figure 2.5. Mechanism of Oogenesis 29

Figure 2.6. Control Hormone in Female Reproductive System 30 Figure 3.1. Research Procedure 43 Figure 4.1. Diagram of Pre-test 50

Figure 4.2. Diagram of Post-test 51

Figure 4.3. Diagram of Retention test 52

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LIST OF TABLES

Pages Table 3.1. Number of Grade XI Science students 38

Table 3.2. Design of Research 39

Table 3.3. Cognitive Question 40

Table 4.1. Normality Data Test 53 Table 4.2. Homogenity Data Test 53

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LIST OF APPENDIX

Pages

Appendix 1 Syllabus 52

Appendix 2 Lesson Plam for Experimental Class 55

Appendix 3 Lesson Plan for Control Class 72

Appendix 4 Cognitive Test and Answer Key 88

Appendix 5 Lembar Observasi 97

Appendix 6 Validity Test Calculation 102

Appendix 7 Table of Validity Instrument 104

Appendix 8 Reliability Test Calculation 105

Appendix 9 Discriminant Power Calculation 106

Appendix 10 Table of Item Discriminant 108

Appendix 11 Item Difficulty Calculation 109

Appendix 12 Table of Item Difficulty 110

Appendix 13 Research Result Data 111

Appendix 14 Calculation of Mean, Standart Deviation and Variance 113

Appendix 15 The Normality Test of Research Data 119

Appendix 16 Homogenity Test 122

Appendix 17 Hypothesis Test 123

Appendix 18 Documentation of Research 126

Appendix 19 List of Interview Question 131

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CHAPTER I

INTRODUCTION

1.1. Backgroud

Learning is a process of change in personality and human behavior in the form of habits, acquisition of cognitive or affective, and psychomotor based on training and experience in searching for information, solving problems, observe the environment to gather the knowledges through understanding, acquisition, retention, and disclosure back in the future. Learning is ongoing and should not be imposed but freely allowed to learn to make decisions and take responsibility for his decision (Suprihatiningrum, 2013).

Experts agree that the relationship between learning, memory and understanding very closely, so that each other can not stand alone. Memory is usually referred to as retention, but according to the Syah (2012) memory is the mental function that captures information from the stimulus, and a storage system, the storage system of information and knowledge that exist in the human brain. All sorts of learning activities necessarily involve memory and learning processes involving all sorts of aspects of memory. If we do not remember anything about the experience or our activity, then we can not learn anything.

Basically the human person and its activities are not only determined by the activities that occur at this time, but is also influenced by the activities of the past. Because of past activities can recall back, but there are things that can not be recalled or in other words, there are things that are forgotten by our memories.

Memory is a process of remembering a lesson before understand the subject matter. However can not be denied that there are still many teachers who do not give their attention about how students memorize easily and quickly. They only think that students have learned and understood. Many people believe that

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understand is better than memorize, but if we think again, we can understand the subject matter should memorize the order of that subjects (Syah, 2012).

Biology subject is one of the science lessons which are dominated by Latin name, where we know about of writing and pronounciation is not easy to be remembered by students. One of subject matter biology that uses Latin name and requires memorization is human reproductive system topic at grade XI Science. This material review about male reproductive organs, male reproductive organs, spermatogenensis, oogenesis and etc. As we know for all of topic in Biology subject, students should have memorizing and understanding so that can make their learning outcome become good.

Learning outcome is as a change in a person's behavior can be observed and measured form of knowledge, affective and psychomotor. Such changes can be interpreted as the improvement and development of better previously not knowing to knowing. Learning outcome also can be used as indicator for teacher to know students mastering the lessons that have been taught. Of course, the good learning process will continue well if all students have retained well. Many factors can affect learning outcomes. There are factors that can be changed (such as teaching, the quality of the design, evaluation model, etc.), those factors must be taken for granted such as student background, school environment, etc (Arikunto, 2010).

Retention is a translation of the memory. Therefore in addition there is a use of retention some are using the term memory. In general, the experts view as the relationship between the memory of past experiences. Bring back the human process of each event on his past experience, requires the ability to recall the good. With the ability to remember in humans it suggests that man is capable of receiving, storing and renewing experiences that happened. Retention is important in learning process because it is part of memorizing that causes alteration permanently in learning outcomes. Students retention are able to be improves by involving students actively in learning process. The role of active students in

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learning is able to be done in various ways from minimum to maximum (Higbee, 2003).

Good memory is a need for each student to learn optimally. This is because the results for students at school is measured based on student mastery of the subject matter, the process can not be separated from the activities given (the ability to use memory). So with a good memory, students will be able to learn easily and achieve optimal results. However, not every student has a good memory. In each class, for example, there must be a student who has a good memory and others have a poor memory.

The learning process in the classroom will run smoothly when all students have a good memory. But when most students have a poor memory is characterized by difficulty students in remembering the subject matter of course there will be problems because of the learning process becomes slow. The slow learning process will not affect the achievement of specified targets. Or if the target is reached, the power absorbed it is not reached. If this happens, it means that learning is not successful (Higbee, 2003).

From the interview with the biology teacher, researchers knew that some of the problems that arise in SMA Negeri 5 Medan that the students are difficult to understand and remember the lessons especially for Latin name. The writer can make the conclusion that the students are difficult to remember the names and the parts of human reproductive system topic because the teacher did not use the appropriate teaching techniques to help students remember the lessons easily and quickly. To help the problem there is Mnemonic memorize technique that can be used by teachers in teaching biology, especially in the mostly of Latin names.

Buzan and Keen (1991) in England invented that Mnemonic technique which is used at competition, is useful for keeping technique and recalling information. Mnemonic is taken from Greek, namely mnemonikos discuss means “remember”.There are many techniques to do mnemonic memory could be stronger and last stronger recitation in the head. Mnemonic is technique to

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remember information that is very difficult to remember again. There are three basic principles when using the mnemonic, namely : imagination, association and location. Based on these definitions it can be said that the mnemonicis a technique to make it easier to remember something that is done to make a statement or expression, or connecting words, ideas, and fantasies. In other words meaningful mnemonic memory techniques to utilize in certain ways. The advantages of using the mnemonic is to make remember easily. Of course, it will also facilitate learning. Barriers to learning will be lost. It will raise the motivation of students to study harder, therefor it can eventually achieve optimal learning outcomes.

According to Gagne (1975) there are eight phases of processing which is essential for learning and must be done sequentially : (1) attending phase, (2) expectancy phase, (3) acquisition phase, (4) retention phase, (5) retrieval phase, (6) generalization phase, (7) performance phase and (8) feedback phase. From the steps above, teachers can make learning innovations for interventions and learning processes can be run in accordance with the intended purpose. Therefor from the description above, researcher will observe a research and conduct the research with title “ The Effect Of Applying Scientific Approach By Using Mnemonic Technique Towards Students’ Learning Outcome And Its Retention On Human Reproductive System Topic At Grade XI Science SMA N 5 Medan A.Y 2015/2016”.

1.2. Problem Identification

Based on the background above, the problem identification of this study, namely :

1. Students are difficult to understand the biology subject in human reproductive system topic especially for menstruation process and fertilization.

2. Students are difficut to remember the Latin name easily and quickly. 1.3. Problem Scope

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By regarding the extent identified problems therefore in this research, the problem scope is limited in :

1. The using of Mnemonic Techniques as the instructional learning resource in Human Reproductive System subtopic at grade XI Science SMA Negeri 5 Medan academic year 2015/2016.

2. The improving of students learning outcome and retention on Human Reproductive System subtopic at grade XI Science SMA Negeri 5 Medan academic year 2015/2016.

1.4. Research Questions

In this study, research question are as follows :

1. Is there any significant difference on students learning outcome between class taught by using Mnemonic technique and without Mnemonic technique on Human Reproductive System at SMA Negeri 5 Medan ?

2. Is there any significant difference on students retention between class taught by using Mnemonic technique and without Mnemonic technique on Human Reproductive System at SMA Negeri 5 Medan ?

3. Is the Mnemonic Technique better than Conventional method to increase students’ learning outcome and its retention on Human Reproductive System at SMA Negeri 5 Medan ?

1.5. Research Objectives

The objectives of this study are :

1. To know the differences between students learning outcome taught by using Mnemonic technique and those without Mnemonic technique on Human Reproductive System at SMA Negeri 5 Medan.

2. To know the differences between students retention taught by using Mnemonic technique and without Mnemonic technique on Human Reproductive System at SMA Negeri 5 Medan.

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3. To know the comparison between Mnemonic Technique and Conventional Method.

1.6. Research Benefits

The research benefits from the result of this study are :

1. For teachers, Mnemonic Technique is expected able to enhance the innovative learning instructional by Mnemonic Technique in the classroom.

2. For teachers, Mnemonic Technique is expected able to improve the students learning outcome on Human Reproductive System.

3. For school, can increase the learning quality especially in learning Human Reproductive System.

1.7. Defeniton Operational

1. Mnemonic technique is a technique to make it easier to remember something done to make a statement or expression, or connecting words, ideas, and fantasies. In other words meaningful mnemonic techniques to utilize memory by certain ways.

2. Learning outcome is result obtained by students after learning process on biology subject that can show by score the test and the type of this learning outcome is cognitive domain.

3. Retention is the ability to remember material (such as: concepts, theorems) have been studied. Such as memory, retention is crucial results obtained by students in the learning process.

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CHAPTER V

CONCLUSIONS AND SUGGESTION

5.1. Conclusion

Based on the research result, it can be concluded:

1. There is a significant difference of students’ learning outcome in class XI MIA 7 (79.08) as mnemonic class and class XI MIA 9 (70.59) as conventional class that was taught on human reproductive system topic. 2. There is a significant difference of students’ retention in class XI MIA 7

(65.62) as mnemonic class and XI MIA 9 (42.97) as conventional class that was taught on human reproductive system.

3. It can be concluded that mnemonic technique is better than conventional method to increase students’ learning outcome and retention on human reproduction topic in SMA Negeri 5 Medan Academic Year 2015/2016. 5.2. Suggestion

Based on the result and conclusion above, the researcher recommended: 1. Teacher can use mnemonic technique as alternative in teaching and

learning process so it can be interesting to learn and make students be more active.

2. Teacher can also give the reinforcement to students that have increase of learning outcome is very effective to increase students’ learning outcome and retention.

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Aryulina., (2007), Biologi 2 SMA dan MA UNTUK kelas XI. Jakarta: Esis. Bandura, A., (1977), Social Learning Theory. New Jersey: Prentice-Hall, Inc. Buzan, T., (2002), Use Your Perfect Memory. Teknik Optimalisasi Daya Ingat.

Temuan Terkini Tentang Otak Manusia. Terjemahan Basuki Heri Winarno. Ikon Terelitera. Yogyakarta.

DePorter and Hernacki., (2002), Membiasakan Belajar Nyaman dan Menyenangkan. Bandung: Kaifa.

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Gagne, R.M., (1975), Essential of Learning for Instruction. New York: Holt, Rinehart and Winston.

Higbee, K.L., (2003), Mengasah Daya Ingat. Semarang: Dahara Prize.

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Lubis, A.R and Manurung. B., (2010), Pengaruh Model dan Media Pembelajaran Terhadap Hasil Belajar dan Retensi Siswa pada Pelajaran Biologi di SMP Swasta Serbelawan 1(3) : 146-245.

Nurhayati, N., (2009), Biologi Bilingual: untuk SMA/MA kelas XI. Bandung: Yrama Widya.

Pasiaq, T., (2003), Manajemen Kecerdasan Untuk Memberdayakan IQ,EQ,SQ untuk Kesuksesan Hidup. Bandung: Mizan.

Pratiwi, D.A., (2006), Biologi untuk SMA dan MA kelas XI. Jakarta : Erlangga. Prawirohartono, S., (2007), Sains Biologi 2 SMA/MA. Jakarta : Bumi Aksara. Riandari, H., (2012), Biologi untuk SMA/MA kelas XI. Solo: Tiga Serangkai Russel, B (2003), Mind Power, Menjelajah Kekuatan Pikiran. Bandung: Penerbit

Nuansa

Slameto., (2003), Belajar dan Faktor Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.

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Stine., (2002), Double Your Brain Power.Meningktkan Daya ingat Anda dengan menggunakan Seluruh Otak Anda. Jakarta: Gramedia.

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https://unitedscience.files.wordpress.com/2011/12/alat-reproduksi wanita.jpg http://www.edu.bio.com

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1.2. Problem Identification

Based on the background above, the problem identification of this study, namely :

1. Students are difficult to understand the biology subject in human reproductive system topic especially for menstruation process and fertilization.

2. Students are difficut to remember the Latin name easily and quickly.

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By regarding the extent identified problems therefore in this research, the problem scope is limited in :

1. The using of Mnemonic Techniques as the instructional learning resource in Human Reproductive System subtopic at grade XI Science SMA Negeri 5 Medan academic year 2015/2016.

2. The improving of students learning outcome and retention on Human Reproductive System subtopic at grade XI Science SMA Negeri 5 Medan academic year 2015/2016.

1.4. Research Questions

In this study, research question are as follows :

2. Is there any significant difference on students retention between class taught by using Mnemonic technique and without Mnemonic technique on Human Reproductive System at SMA Negeri 5 Medan ?

3. Is the Mnemonic Technique better than Conventional method to increase students’ learning outcome and its retention on Human Reproductive System at SMA Negeri 5 Medan ?

1.5. Research Objectives

The objectives of this study are :

1. To know the differences between students learning outcome taught by using Mnemonic technique and those without Mnemonic technique on Human Reproductive System at SMA Negeri 5 Medan.

2. To know the differences between students retention taught by using Mnemonic technique and without Mnemonic technique on Human Reproductive System at SMA Negeri 5 Medan.

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3. To know the comparison between Mnemonic Technique and Conventional Method.

1.6. Research Benefits

The research benefits from the result of this study are :

1. For teachers, Mnemonic Technique is expected able to enhance the innovative learning instructional by Mnemonic Technique in the classroom.

2. For teachers, Mnemonic Technique is expected able to improve the students learning outcome on Human Reproductive System.

3. For school, can increase the learning quality especially in learning Human Reproductive System.

1.7. Defeniton Operational

2. Learning outcome is result obtained by students after learning process on biology subject that can show by score the test and the type of this learning outcome is cognitive domain.

3. Retention is the ability to remember material (such as: concepts, theorems) have been studied. Such as memory, retention is crucial results obtained by students in the learning process.

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CHAPTER V

CONCLUSIONS AND SUGGESTION

5.1. Conclusion

Based on the research result, it can be concluded:

(65.62) as mnemonic class and XI MIA 9 (42.97) as conventional class that was taught on human reproductive system.

5.2. Suggestion