THE IMPLEMENTATION OF GUIDE AND FREE INQUIRY LEARNING MODEL TO IMPROVE STUDENT’S LEARNING OUTCOMES IN SENIOR HIGH SCHOOL ON LEARNING ACID-BASE TRITRATION.
THE IMPLEMENTATION OF GUIDE AND FREE INQUIRY LEARNING MODEL
TO IMPROVE STUDENT’S LEARNING OUTCOMES IN SENIOR
HIGH SCHOOL ON LEARNING ACID-BASE TRITRATION
By:
Biuti Fourtuna
Reg. Number 4123332002
Bilingual Chemistry Education Program
A THESIS
Submitted to Fulfill The Requirement for Getting the Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
iii
THE IMPLEMENTATION OF GUIDE AND FREE INQUIRY LEARNING
MODEL TO IMPROVE STUDENT’S LEARNING OUTCOMES IN
SENIOR HIGH SCHOOL ON LEARNING
ACID-BASE TITRATION
Biuti Fourtuna (4123332002)
ABSTRACT
The thesis entitle the implementation of guide and free inquiry learning
model to improve student’s learning outcomes in senior high school on learning
acid-base titration. This research aimed to know if guide inquiry learning model is
higher than free inquiry learning model due to the increasing of student’s
achievement and character. The population of research is senior high school
students year XI and due to the limitation, SMA SWASTA HARAPAN BANGSA
students year XI was choosen as sample. The samples were two classes which are
selected randomly. The experiment class 1 was treated with guide inquiry learning
model while the experiment class 2 was treated by free inquiry learning model.
The research instruments used are questions (instrument test) for pre test and post
test and character observation sheet. These instrument have been validated by the
expert validator. For instrument test, it was analyzed by using SPSS 17 for the
validity and reliability and using Microsoft Excel for its difficulty level and
distinguish index. From 30 items of instrument test, finally gotten 20 items valid
and reliable to be used. As this research aimed to know student’s achievement
using guide inquiry learning model higher than free inquiry learning model, the
researcher done analyzing process based on the result of pre test and post test. The
average of pre test in experiment class 1 is 24.5 while in experiment class 2 is
25.67. After done learning process, the average of post test in experiment class 1
is 85.5 while in experiment class 2 is 63.67 . Normality and homogeneity test
were done in order to make the data can be statistically analyzed. Then, using
independent sample t test (one-tailed), gotten the result as 0.00 below the
significant level of 0.05, means there is significant different in student’s
achievement. Affective aspect was analyzed to the students treated by guide
inquiry learning model. The characters observed were cooperation and activeness,
from two times class conducted, the students overall got the development of
experiment class 1 are cooperation as 32.96% and activeness as 31.48% while for
the experiment class 2 cooperation as 3.15% and activeness as 7.78%.
iv
ACKNOWLEDGEMENT
The first and foremost, the greatest thanks to the Almighty God Allah
SWT for his grace and merciful in helping the writer to finish the thesis
completely.
The thesis entitled The Implementation of Guide and Free Inquiry
Learning Model to Improve Student’s Learning Outcomes in Senior High School
on Learning Acid-Base Titration, was completely arranged as the requirement to
get the Degree of Sarjana Pendidikan in Faculty of Mathematics and Natural
Science in State University of Medan.
In this opportunity, I would like to give my gratitude to Dr. Iis Siti Jahro,
M.Si as my thesis supervisor that give me so many suggestions and advices to
arrange and finish this thesis. My gratitude also to the late Prof. Dr. Albinus
Silalahi, M.S, Dr. Simson Tarigan, M.Pd, Drs. Jasmidi, M.Si, as my examiner and
to Dra. Ani Sutiani, M.Si as my academic supervisor. Also my gratitude to Dr.
Retno Dwi Suyanti, M.Si as the validator for research instrument and validator for
character observation sheet. For all their comment, correction and suggestion in
order to make this thesis completely arranged.
Then, I would like to thank to Dr. Asrin Lubis, M.Pd, as the Dean of
Faculty of Mathematic and Natural Science, Dr. Iis Siti Jahro, M.Si as the
Coordinator of Bilingual Program, to Nora Susanti, S.Si, Apt., M.Sc, as the
Secretary of Bilingual Program, to Agus Kembaren, S.Si., M.Si, as the Head of
Chemistry Department, and the all staff of chemistry department. And also to Sir
Syamsudin or usually called as “Pak Sam” as Bilingual staff. My thankful also to
Tukiani, S.Pd, as the Headmaster of SMA Swasta Harapan Bangsa where the
writer done the research process and to Rudianto Manik, S.S, as the Headmaster
of SMA Swasta YAPIM Medan, where the writer done the instrument validation
process. And those all for the administrative requirement in the research.
My special gratitude to my beloved parents, Kapten Cpl Legino and Cikya
Misnuti, M.Si, to my beloved brothers, Romodhona Nuryadi, S.T and Ridhoni
Gusti Ilahi and to my beloved sister, Citra Tri Oktaviani, S.Pd, and to all my
v
Family Members from my father’s family or my mother’s family for their pray
and motivation given to me during the writing process of this thesis. Thanks to
Yasir Arafat Hutapea, S.Pd, for help me and give the suggestion during the
beginning to the end of my course in the college. Thanks to Syahriza Ayu
Ramadhani, S.Pd, for help me until the research process was done in the school.
Thanks to my solid partners in the class, Rolina and Fridayuni, for being more
than a best friend in helping me through my daily activity inside campus and also
for my all lovely members of Chemistry Education Study Program 2012, for what
we had through together during the four years. For my friends in Field Experience
Program in SMAN 1 Tebing Tinggi, because this field experience had inspired me
to arrange the background of this research. And the last, thanks to Wita Loka
Rizki, for accompany me when do the validation instrument test in the school.
I have already done this thesis with my best, but still needed the
suggestion from the reader in order to make it better. I hope this thesis can be
useful and giving contribution to the reader and especially in education.
Medan, June
Writer
Biuti Fourtuna
2016
vi
LIST OF CONTENTS
Page
AGREEMENT SHEET
i
BIOGRAPHY
ii
ABSTRACT
iii
ACKNOWLEDGEMENT
iv
LIST OF CONTENTS
vi
LIST OF FIGURES
ix
LIST OF TABLES
x
LIST OF FORMULAS
xi
LIST OF APPENDIXES
xii
CHAPTER I INTRODUCTION
1.1 Background
1
1
1.2 Problem Identification
4
1.3 Problem Limitation
4
1.4 Problem Statement
4
1.5 Research Objectives
5
1.6 Research Benefits
5
CHAPTER II LITERATURE REVIEW
7
2.1 Inqury Learning
7
2.1.1 Definition Inquiry Method
7
2.1.2 Component Inquiry Learning Model
7
2.1.2.1 Principles of Inquiry
7
2.1.2.2 Syntax Inquiry
9
2.1.3
Supporting Inquiry
10
2.1.4 Interaction Patterns Inquiry Method
10
2.1.5 The Characters are Formed By Students From The Inquiry Learning
10
2.2 Character of Cooperation
11
2.3 Character of Activeness
12
vii
2.4 Acid-Base Titration
13
2.4.1 The Definition of Tiration
13
2.4.2 Understanding of Acid-Base Titration
14
2.4.3 The Principle of Acid-Base Titration
16
2.8 Hypothesis
16
CHAPTER III RESEARCH METHODS
18
3.1 Research Location and Research Objects
18
3.2 Population and Sample
18
3.3 Research Design
18
3.4 ResearchVariable
19
3.4.1 Independent Variable
19
3.4.2 Dependent Variable
20
3.5 Research Procedure
20
3.5.1 Arranging The Research Instrument
21
3.5.1.1 Validity Test
22
3.5.1.2 Reliability Test
23
3.5.1.3 Difficulty Level Test
24
3.5.1.4 Distinguish Index Test
24
3.5.2 Observing Sheet
25
3.5.3 Teaching Treatment
28
3.5.4 Data Collection and Analysis
28
3.5.4.1 Normality Test
28
3.5.4.2 Homogenity Test
29
3.5.4.3 Hypothesis Test
29
CHAPTER IV RESULT AND DISCUSSION
32
4.1 Instrument Analysis
32
4.1.1 Instrument Test Analysis
32
4.1.1.1 Validity Test
32
4.1.1.2 Reliability Test
33
viii
4.1.1.3 Difficulty Level Test
33
4.1.1.4 Distinguish Index Test
33
4.1.2 Instrument Non Test Analysis
34
4.2 Research Result of Pre Test
34
4.2.1 Normality Test of Pre Test
35
4.2.2 Homogeneity of Pre Test
36
4.3 Student’s Achievement
36
4.3.1 Research Result of Post Test and Gain
36
4.3.2 Normality Test of Post Test and Gain
37
4.3.3 Homogeneity Test of Post Test and Gain
38
4.3.4 Hypothesis Test of Student’s Acievement
38
4.4. Student’s Character
39
4.4.1 Normality Test of Student’s Character
40
4.4.2 Homogeneity Test of Student’s Character
40
4.5.3 Hypothesis Test of Student’s Character
41
4.5.4 Hypothesis Test for Correlation Between Student’s Character
42
with Student’s Achievement
CHAPTER V CONCLUSION AND SUGGESTION
44
5.1 Conclusion
44
5.2 Suggestion
44
REFERENCES
45
APPENDIXES
47
ix
LIST OF FIGURES
Page
Figure 2.1 Titration to determine the concentration of a solution of acid/base 14
using standard solution of acid/base with known molarity, M
Figure 3.1 The overview of research planning to senior high school students
20
x
LIST OF TABLES
Page
Table 2.1 Syntax Inquiry
9
Table 2.2 Indicators and color change at a particular pH
15
Table 3.1 The research design
19
Table 3.2 Distribution of Instrument Test (Acid-Base Titration)
22
Table 3.3 Lattice of student’s cooperation of observation sheet
26
Table 3.4 Lattice of student’s activeness of observation sheet
27
Table 4.1 The result of pre test
35
Table 4.2 The description of normality test
35
Table 4.3 The description of homogeneity test
36
Table 4.4 The result of post test
37
Table 4.5 The description of normality test
37
Table 4.6 The description of homogeneity test
38
Table 4.7 The data of hypothesis test of student’s achievement
39
Table 4.8 The description of student’s character result
39
Table 4.9 Normality Test of Student’s Character
40
Table 4.10 Homogeneity Test Data of Student’s Character
40
Table 4.11 The data of hypothesis test of student’s character
41
Table 4.12 Hypothesis Testing for Correlation
43
xi
LIST OF FORMULAS
Page
Formula 3.1
Validity Test
23
Formula 3.2
Reliability Test
23
Formula 3.3
Difficulty Level
24
Formula 3.4
Distinguish Index
24
Formula 3.5
Character
28
Formula 3.6
Hypothesis Formula
29
xii
LIST OF APPENDIXES
Page
Appendix 1. Syllabus
47
Appendix 2. Lesson Plan
51
Appendix 3. Spesification table of student’s achievement
63
Appendix 4. Instrument Test
76
Appendix 5. Key Answers
84
Appendix 6. Pre test / Post test
85
Appendix 7. Key Answers
91
Appendix 8. Acid-Base Titration Experiment Worksheet
92
Appendix 9. Observation Sheet of Student’s Character
93
Appendix 10. Difficulty Level Test of Instrument
97
Appendix 11. Discrimination Index Test of Instrument
99
Appendix 12. Validity Test of Instrument
102
Appendix 13. Reliability Test of Instrument
103
Appendix 14. Pre test and Post test Result
104
Appendix 15. Gain Result
106
Appendix 16. Homogeneity Test
108
Appendix 17. Normality Test
110
Appendix 18. Hypothesis Test
113
Appendix 19. Students Character
115
Appendix 20. Hypothesis Test For Multiple Correlation
123
Appendix 21. Research Documentation
125
Appendix 22. Letter of Confirmation to be Thesis Supervisor
127
Appendix 23. Letter of Approval for Conducting Research from
128
FMIPA Unimed
Appendix 24. Letter of Confirmation for Having Conducted Research from
129
SMA Swasta Harapan Bangsa
Appendix 25. Letter of Confirmation for Having Conducted Research
Instrument Validation from SMA Swasta YAPIM Medan
130
xiii
Appendix 26. Letter of Recommendation for Student’s Character
131
Observation
Appendix 27. Letter of Recommendation for Content Validity
132
1
CHAPTER I
INTRODUCTION
1.1 Background
Chemistry is the study of the structure, composition, properties, material
changes, and accompanying energy. The scope of chemistry learning is not
limited to the use or derivation, but is a product of a collection of facts, theories,
principles, and laws were obtained which was developed based on a series of
activities that seek answers to the what, why and how. Based on the outline, the
chemistry includes two parts, namely the chemical as process and chemical as
process a product. Chemistry as product includes a set of knowledge consists of
facts, concepts, and principles of chemistry. While chemistry as processes
covering skills and attitudes possessed by scientists to acquire and develop
chemical products. This means that in learning chemistry is not enough just
through any cognitive aspect, affective and psychomotor aspects absolute
involved (Depdiknas, 2005).
In reality, not all teachers implement practical chemistry in the learning
process. From 29 senior high schools surrounded in Medan, showed that 65.5%
of senior high schools have the laboratory but have not properly used it, because
laboratory activity has not been implemented in accorance with the expected
quality and quantity (Jahro, 2010). Other facts prove that in some schools the
implementation of teaching methods with practical hard to do even
implementation is often omitted because of: the absence of a chemistry laboratory,
shared with the laboratory of physics and biology, insecurity in the laboratory as
hazardous chemicals, classes are crowded, lack of time, lack of material , cost of
equipment, as well as the inability of teachers to effectively use the laboratories
and their negative attitude towards laboratory applications (Eralp, 2009).
In the teaching and learning activities, each teacher must develop the
character of each student in accordance with the material to be taught, for
2
example, the character of cooperation and involvement of the student.
Individualistic attitudes, selfishness, indifference, lack of sense of responsibility,
communicate and lack of empathy is a phenomenon that shows no social value or
character in daily life. In fact, in these conditions, education can provide a
substantial contribution. Education can contribute in overcome social problems
because education has the function and role in improving human resources. But
the character development in schools has not yielded the expected results. Many
of the causes behind why the development of character in the world of education
has not yielded the expected results. Factors could cause stems from the
curriculum, design or implementation of the supporting factors of learning
(Syaodih, 2009)
Given this research, need for a variety of learning approaches that can help
students to understand and explore the chemistry subject matter. After preliminary
studies derived from researcher Zawadzki (2010) concerning the application of
the method of guided inquiry learning are senior high school students, it is known
that the process of learning with guided inquiry allows students to develop
students' skills in communication, teamwork, management, and the ability to think
a high level, like thinking about things that are abstract, and then represented it
into something more tangible.
Based on the research that has been conducted by Rosyda Safrida (2007),
using the inquiry method shows that the average cognitive achievement in the
cycle I increased of 47.61 with classical completeness 27.91% to 77.42 with
thoroughness 83.72% classical. In the cycle II reaches 86.89 with classical
completeness 100%. In the cycle III reached 89.77 with classical completeness
100%. Average results affective learning cycle I, II, and III are respectively 72.31;
77; and 80.39. While the average results of psychomotor learning cycle I, II, and
III consecutively is 72.09; 76.31; and 78.78. This suggests that student learning
outcomes can be improved through the application of the model inquiry learning
approach.
3
Results of research conducted by Barthlow (2011) shows that guided
inquiry can help students to represent chemical phenomena that are
macroscopically into symbolic, such as the nature of the acid-base titration that
can not be observed by naked eye can be determined by calculating the pH of the
solution with the formula titration , so that students are easy to understand. Based
on the research that has been conducted by Lina Veronica Purba (2015), shows
that the results, for the class of guided inquiry obtained by the average value of
75.63 while for class Direct Instruction was 69.1. The experimental class I
obtained percent increase learning outcomes as much as 63.02%, while the
experimental class II obtained percent increase learning outcomes as much as
60.98% , thus it can be concluded that the results of studying chemistry student
with guided inquiry-based learning powerpoint media. Nurhamidah Nasution
(2014), results showed differences in learning outcomes of students who are
taught chemistry with guided inquiry using with a chemistry student learning
outcomes are taught without using guided inquiry. The average value of the pretest experimental class of students is 28.27 and post-test 81.15 with an average
gain of 0.50. While the average value of the pre-test students on control class is
29.52 and post-test is 78.3 with an average gain of 0.30. While the percentage
increase in the experimental class learning outcomes 73% and 68% in the control
class. This shows there is a learning outcome by 5%. It shows that the results of
studying chemistry student using guided inquiry learning model is higher than the
results of studying chemistry students without using guided inquiry learning
model. According Recktenwald & Edwards (2010), the guided inquiry learning
process students are given tasks that are authentic. So that students are expected to
choose the method of solving problems independently, not only run a series of
standard measures.
To overcome the problems occurred, guided inquiry method can be
applied in the learning process. According Roestiyah (2001) excess guided
inquiry learning methods are: (1) To encourage students to think and formulate
their own hypotheses, (2) To encourage students to think and work on his own
4
initiative, (3) Teaching is becoming more focused on students, (4) Students can
establish and develop their own concepts. With the application of guided inquiry
learning method is expected to increase students' understanding of the subject
matter of acid-base titration, so that student learning outcomes will also increase.
In addition to the expected application of guided inquiry method will also enhance
the activity of students in following the lessons or think.
Based on the problems that describe above, the author are interested in
doing research with title :
The Implementation of Guide and Free Inquiry Learning Model to Improve
Student’s Learning Outcomes in Senior High School on Learning Acid-Base
Titration
1.2. Problem Indentification
Based on the background that explained above, problems can be identified
as follows:
1. Why do little teachers not apply the experimental method in learning
chemistry?
2. Is the strategy that has been applied of teacher can improve student’s
achievement on learning chemistry?
3. Is using inquiry learning model can improve student’s achievement?
4. Is using inquiry learning model can improve student’s character?
1.3. Problem Limitation
Based on the scope of problems in indentifying the problems above, the
problem limitation are:
1. The subject matter that had been in this research is Acid-Base Titration.
2. Teaching method was applied in this research are Inquiry Learning Model.
3. Student’s character that had been measured in this research are
cooperation and activeness through observation sheet.
5
4. Student’s achievement that had been measured in this research is cognitive
aspect of the level C1,C2, C3,and C4.
1.4. Problem Statement
Based on the background described above, then the problem can be
formulated as follows:
1. Is the student’s achievement using the guide inquiry model higher than
using the free inquiry model?
2. Is the student’s character of cooperation using the guide inquiry model
higher than using the free inquiry model?
3. Is the student’s character of activeness using the guide inquiry model
higher than using the free inquiry model?
1.5. Research Objective
Based on the problem statement above, the objective in this reasearch are:
1. Knowing the student’s achievement which taught by using the guide
inquiry model higher than student’s achievement which taught by using
the free inquiry model.
2. Knowing the student’s character of cooperation which taught by using
the guide inquiry model higher than student’s character of cooperation
which taught by using the free inquiry model.
3. Knowing the student’s character of activeness which taught by using the
guide inquiry model higher than student’s character of activeness which
taught by using the free inquiry model.
1.6. Research Benefits
This study is expected to provide benefits, especially for chemistry
teachers and also for the other researcher about how to improve learning through
inquiry leaning model in student achievement on the learnig of acid-base titration.
The expected benefits of this research are spesifically described as follows:
6
1. For Chemistry teacher, inquiry learning model as an effort which can
improve student’s achievement and students character of cooperation and
activeness.
2. For other researchers, it can be a modal to make a further research related
to the study.
44
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
After conducted the research and done some analyzing process of research
data result, the researcher concluded:
1. The student’s achievement using the guide inquiry model is higher than
using the free inquiry learning model.
2. The student’s character of cooperation using the guide inquiry learning
model is higher than using the free inquiry learning model.
3. The student’s character of activeness using the guide inquiry learning
model is higher than using the free inquiry learning model.
5.2 Suggestion
Considering to the result of the research, the researcher suggests:
1. For chemistry teacher, it is suggested to use guide inquiry learning model
on the learning of acid-base titration
2. For chemistry teacher, this guide inquiry learning model is good to be used
also in improving the students character in cooperation and activeness on
the learning of acid-base titration
45
REFERENCES
Arikunto, S., (2011), Dasar-Dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara.
Baron, Robert A. & Donn Byrne., (2000), Social Psychology (9th edition), USA:
Allyn & Bacon.
Barthlow, M. J., (2011), The Effectiveness Of Process Oriented Guided Inquiry
Learning To Reduce Alternate Conceptions In Secondary Chemistry.
Dissertation. Lynchburg: Liberty University.
Dahar, R.W., (1986), Pengelolaan Pengajaran Kimia, Karunika, Jakarta.
Depdiknas, (2005), Standar Nasional Pendidikan, Depdiknas, Jakarta.
Eralp, A., (2009), Developing An Interactive Virtual Chemistry Laboratory
Enrich With Constructivist Learning Activities For Secondary Schools,
Procedia Social and Behavioral Sciences, 1: 1895-1898.
Hafsah, J.M., (2000), Kemitraan Usaha Konsepsi dan Strategi, Pustaka Sinar
Harapan. Jakarta
Haury, D.L., (1993), Teaching Science Through Inquiry, London: David Fulton
Publisher Ltd
Nurrokhmah, Ida Elwy., (2013), Pengaruh Penerapan Virtual Lab Berbasis
Inkuiri Terhadap Hasil Belajar Kimia, Semarang: UNNES.
Nasution, Nurhamidah., (2014), Pengaruh Penerapan Pembelajaran Inquiry
Terbimbing Menggunakan Macromedia Flash Player Untuk
Meningkatkan Hasil Belajar Siswa Pada Pokok Bahan Sturktur
Atom.Medan: Unimed.
Isjoni, (2007), Cooperative Learning Efektifitas Pembelajaran Kelompok, Pekan
Baru : Alfabet.
Jahro, I.S., (2009), Analisis Penerapan Metode Praktikum Pada Pembelajaran
Ilmu Kimia Disekolah Menengah Atas, Jurnal Pendidikan Kimia. 1(1):
20-26.
Priyatno, Dwi., (2008), Mandiri Belajar SPSS (Statistical Product and Service
Solution) untuk Analisis Data dan Uji Statistik, MediaKom, Yogyakarta.
Purba, Lina Veronica., (2015),
Penerapan Model Pembelajaran Inkuiri
Terbimbing Berbasis Media Powerpoint Terhadap Hasil Belajar dan
Motivasi Siswa Kelas XI Pada Materi Larutan Penyangga.Medan:
Unimed
46
Robert, S., (2004), Strategies for Educational Inquiry, Inquiry & Scientific
Method, New York: Free Press.
Recktenwald, G. & Edwards, R.,(2010), Guided Inquiry Laboratory Exercises
Designed to Develop Qualitative Reasoning Skills in Undergraduate
Engineering Students. 40th ASEE/IEEE Frontiers in Education
Conference: http://fieconference.org/fie2010/papers/1547.pdf
Soerjono, Soekanto., (1990), Sosiologi Suatu Pengantar, Jakarta: PT. Rajawali.
Sudjana, (2002), Metode Statistika, Edisi Keenam, Tarsito: Bandung.
Sunarto, Kamanto., (2000), Pengantar Sosiologi, Jakarta: Fakultas Ekonomi UI.
Syaodih, (2009),
Pengembangan Model Pembelajaran Kooperatif Untuk
Meningkatkan Keterampilan Social: http://educare.e-fkipunla.net
Zawadzki, R., (2010), Is process-oriented guidedinquiry learning (POGIL)
suitable as a teaching method in Thailand’s higher education?. As. J.
Education & Learning , 1(2), 66-74.
TO IMPROVE STUDENT’S LEARNING OUTCOMES IN SENIOR
HIGH SCHOOL ON LEARNING ACID-BASE TRITRATION
By:
Biuti Fourtuna
Reg. Number 4123332002
Bilingual Chemistry Education Program
A THESIS
Submitted to Fulfill The Requirement for Getting the Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
iii
THE IMPLEMENTATION OF GUIDE AND FREE INQUIRY LEARNING
MODEL TO IMPROVE STUDENT’S LEARNING OUTCOMES IN
SENIOR HIGH SCHOOL ON LEARNING
ACID-BASE TITRATION
Biuti Fourtuna (4123332002)
ABSTRACT
The thesis entitle the implementation of guide and free inquiry learning
model to improve student’s learning outcomes in senior high school on learning
acid-base titration. This research aimed to know if guide inquiry learning model is
higher than free inquiry learning model due to the increasing of student’s
achievement and character. The population of research is senior high school
students year XI and due to the limitation, SMA SWASTA HARAPAN BANGSA
students year XI was choosen as sample. The samples were two classes which are
selected randomly. The experiment class 1 was treated with guide inquiry learning
model while the experiment class 2 was treated by free inquiry learning model.
The research instruments used are questions (instrument test) for pre test and post
test and character observation sheet. These instrument have been validated by the
expert validator. For instrument test, it was analyzed by using SPSS 17 for the
validity and reliability and using Microsoft Excel for its difficulty level and
distinguish index. From 30 items of instrument test, finally gotten 20 items valid
and reliable to be used. As this research aimed to know student’s achievement
using guide inquiry learning model higher than free inquiry learning model, the
researcher done analyzing process based on the result of pre test and post test. The
average of pre test in experiment class 1 is 24.5 while in experiment class 2 is
25.67. After done learning process, the average of post test in experiment class 1
is 85.5 while in experiment class 2 is 63.67 . Normality and homogeneity test
were done in order to make the data can be statistically analyzed. Then, using
independent sample t test (one-tailed), gotten the result as 0.00 below the
significant level of 0.05, means there is significant different in student’s
achievement. Affective aspect was analyzed to the students treated by guide
inquiry learning model. The characters observed were cooperation and activeness,
from two times class conducted, the students overall got the development of
experiment class 1 are cooperation as 32.96% and activeness as 31.48% while for
the experiment class 2 cooperation as 3.15% and activeness as 7.78%.
iv
ACKNOWLEDGEMENT
The first and foremost, the greatest thanks to the Almighty God Allah
SWT for his grace and merciful in helping the writer to finish the thesis
completely.
The thesis entitled The Implementation of Guide and Free Inquiry
Learning Model to Improve Student’s Learning Outcomes in Senior High School
on Learning Acid-Base Titration, was completely arranged as the requirement to
get the Degree of Sarjana Pendidikan in Faculty of Mathematics and Natural
Science in State University of Medan.
In this opportunity, I would like to give my gratitude to Dr. Iis Siti Jahro,
M.Si as my thesis supervisor that give me so many suggestions and advices to
arrange and finish this thesis. My gratitude also to the late Prof. Dr. Albinus
Silalahi, M.S, Dr. Simson Tarigan, M.Pd, Drs. Jasmidi, M.Si, as my examiner and
to Dra. Ani Sutiani, M.Si as my academic supervisor. Also my gratitude to Dr.
Retno Dwi Suyanti, M.Si as the validator for research instrument and validator for
character observation sheet. For all their comment, correction and suggestion in
order to make this thesis completely arranged.
Then, I would like to thank to Dr. Asrin Lubis, M.Pd, as the Dean of
Faculty of Mathematic and Natural Science, Dr. Iis Siti Jahro, M.Si as the
Coordinator of Bilingual Program, to Nora Susanti, S.Si, Apt., M.Sc, as the
Secretary of Bilingual Program, to Agus Kembaren, S.Si., M.Si, as the Head of
Chemistry Department, and the all staff of chemistry department. And also to Sir
Syamsudin or usually called as “Pak Sam” as Bilingual staff. My thankful also to
Tukiani, S.Pd, as the Headmaster of SMA Swasta Harapan Bangsa where the
writer done the research process and to Rudianto Manik, S.S, as the Headmaster
of SMA Swasta YAPIM Medan, where the writer done the instrument validation
process. And those all for the administrative requirement in the research.
My special gratitude to my beloved parents, Kapten Cpl Legino and Cikya
Misnuti, M.Si, to my beloved brothers, Romodhona Nuryadi, S.T and Ridhoni
Gusti Ilahi and to my beloved sister, Citra Tri Oktaviani, S.Pd, and to all my
v
Family Members from my father’s family or my mother’s family for their pray
and motivation given to me during the writing process of this thesis. Thanks to
Yasir Arafat Hutapea, S.Pd, for help me and give the suggestion during the
beginning to the end of my course in the college. Thanks to Syahriza Ayu
Ramadhani, S.Pd, for help me until the research process was done in the school.
Thanks to my solid partners in the class, Rolina and Fridayuni, for being more
than a best friend in helping me through my daily activity inside campus and also
for my all lovely members of Chemistry Education Study Program 2012, for what
we had through together during the four years. For my friends in Field Experience
Program in SMAN 1 Tebing Tinggi, because this field experience had inspired me
to arrange the background of this research. And the last, thanks to Wita Loka
Rizki, for accompany me when do the validation instrument test in the school.
I have already done this thesis with my best, but still needed the
suggestion from the reader in order to make it better. I hope this thesis can be
useful and giving contribution to the reader and especially in education.
Medan, June
Writer
Biuti Fourtuna
2016
vi
LIST OF CONTENTS
Page
AGREEMENT SHEET
i
BIOGRAPHY
ii
ABSTRACT
iii
ACKNOWLEDGEMENT
iv
LIST OF CONTENTS
vi
LIST OF FIGURES
ix
LIST OF TABLES
x
LIST OF FORMULAS
xi
LIST OF APPENDIXES
xii
CHAPTER I INTRODUCTION
1.1 Background
1
1
1.2 Problem Identification
4
1.3 Problem Limitation
4
1.4 Problem Statement
4
1.5 Research Objectives
5
1.6 Research Benefits
5
CHAPTER II LITERATURE REVIEW
7
2.1 Inqury Learning
7
2.1.1 Definition Inquiry Method
7
2.1.2 Component Inquiry Learning Model
7
2.1.2.1 Principles of Inquiry
7
2.1.2.2 Syntax Inquiry
9
2.1.3
Supporting Inquiry
10
2.1.4 Interaction Patterns Inquiry Method
10
2.1.5 The Characters are Formed By Students From The Inquiry Learning
10
2.2 Character of Cooperation
11
2.3 Character of Activeness
12
vii
2.4 Acid-Base Titration
13
2.4.1 The Definition of Tiration
13
2.4.2 Understanding of Acid-Base Titration
14
2.4.3 The Principle of Acid-Base Titration
16
2.8 Hypothesis
16
CHAPTER III RESEARCH METHODS
18
3.1 Research Location and Research Objects
18
3.2 Population and Sample
18
3.3 Research Design
18
3.4 ResearchVariable
19
3.4.1 Independent Variable
19
3.4.2 Dependent Variable
20
3.5 Research Procedure
20
3.5.1 Arranging The Research Instrument
21
3.5.1.1 Validity Test
22
3.5.1.2 Reliability Test
23
3.5.1.3 Difficulty Level Test
24
3.5.1.4 Distinguish Index Test
24
3.5.2 Observing Sheet
25
3.5.3 Teaching Treatment
28
3.5.4 Data Collection and Analysis
28
3.5.4.1 Normality Test
28
3.5.4.2 Homogenity Test
29
3.5.4.3 Hypothesis Test
29
CHAPTER IV RESULT AND DISCUSSION
32
4.1 Instrument Analysis
32
4.1.1 Instrument Test Analysis
32
4.1.1.1 Validity Test
32
4.1.1.2 Reliability Test
33
viii
4.1.1.3 Difficulty Level Test
33
4.1.1.4 Distinguish Index Test
33
4.1.2 Instrument Non Test Analysis
34
4.2 Research Result of Pre Test
34
4.2.1 Normality Test of Pre Test
35
4.2.2 Homogeneity of Pre Test
36
4.3 Student’s Achievement
36
4.3.1 Research Result of Post Test and Gain
36
4.3.2 Normality Test of Post Test and Gain
37
4.3.3 Homogeneity Test of Post Test and Gain
38
4.3.4 Hypothesis Test of Student’s Acievement
38
4.4. Student’s Character
39
4.4.1 Normality Test of Student’s Character
40
4.4.2 Homogeneity Test of Student’s Character
40
4.5.3 Hypothesis Test of Student’s Character
41
4.5.4 Hypothesis Test for Correlation Between Student’s Character
42
with Student’s Achievement
CHAPTER V CONCLUSION AND SUGGESTION
44
5.1 Conclusion
44
5.2 Suggestion
44
REFERENCES
45
APPENDIXES
47
ix
LIST OF FIGURES
Page
Figure 2.1 Titration to determine the concentration of a solution of acid/base 14
using standard solution of acid/base with known molarity, M
Figure 3.1 The overview of research planning to senior high school students
20
x
LIST OF TABLES
Page
Table 2.1 Syntax Inquiry
9
Table 2.2 Indicators and color change at a particular pH
15
Table 3.1 The research design
19
Table 3.2 Distribution of Instrument Test (Acid-Base Titration)
22
Table 3.3 Lattice of student’s cooperation of observation sheet
26
Table 3.4 Lattice of student’s activeness of observation sheet
27
Table 4.1 The result of pre test
35
Table 4.2 The description of normality test
35
Table 4.3 The description of homogeneity test
36
Table 4.4 The result of post test
37
Table 4.5 The description of normality test
37
Table 4.6 The description of homogeneity test
38
Table 4.7 The data of hypothesis test of student’s achievement
39
Table 4.8 The description of student’s character result
39
Table 4.9 Normality Test of Student’s Character
40
Table 4.10 Homogeneity Test Data of Student’s Character
40
Table 4.11 The data of hypothesis test of student’s character
41
Table 4.12 Hypothesis Testing for Correlation
43
xi
LIST OF FORMULAS
Page
Formula 3.1
Validity Test
23
Formula 3.2
Reliability Test
23
Formula 3.3
Difficulty Level
24
Formula 3.4
Distinguish Index
24
Formula 3.5
Character
28
Formula 3.6
Hypothesis Formula
29
xii
LIST OF APPENDIXES
Page
Appendix 1. Syllabus
47
Appendix 2. Lesson Plan
51
Appendix 3. Spesification table of student’s achievement
63
Appendix 4. Instrument Test
76
Appendix 5. Key Answers
84
Appendix 6. Pre test / Post test
85
Appendix 7. Key Answers
91
Appendix 8. Acid-Base Titration Experiment Worksheet
92
Appendix 9. Observation Sheet of Student’s Character
93
Appendix 10. Difficulty Level Test of Instrument
97
Appendix 11. Discrimination Index Test of Instrument
99
Appendix 12. Validity Test of Instrument
102
Appendix 13. Reliability Test of Instrument
103
Appendix 14. Pre test and Post test Result
104
Appendix 15. Gain Result
106
Appendix 16. Homogeneity Test
108
Appendix 17. Normality Test
110
Appendix 18. Hypothesis Test
113
Appendix 19. Students Character
115
Appendix 20. Hypothesis Test For Multiple Correlation
123
Appendix 21. Research Documentation
125
Appendix 22. Letter of Confirmation to be Thesis Supervisor
127
Appendix 23. Letter of Approval for Conducting Research from
128
FMIPA Unimed
Appendix 24. Letter of Confirmation for Having Conducted Research from
129
SMA Swasta Harapan Bangsa
Appendix 25. Letter of Confirmation for Having Conducted Research
Instrument Validation from SMA Swasta YAPIM Medan
130
xiii
Appendix 26. Letter of Recommendation for Student’s Character
131
Observation
Appendix 27. Letter of Recommendation for Content Validity
132
1
CHAPTER I
INTRODUCTION
1.1 Background
Chemistry is the study of the structure, composition, properties, material
changes, and accompanying energy. The scope of chemistry learning is not
limited to the use or derivation, but is a product of a collection of facts, theories,
principles, and laws were obtained which was developed based on a series of
activities that seek answers to the what, why and how. Based on the outline, the
chemistry includes two parts, namely the chemical as process and chemical as
process a product. Chemistry as product includes a set of knowledge consists of
facts, concepts, and principles of chemistry. While chemistry as processes
covering skills and attitudes possessed by scientists to acquire and develop
chemical products. This means that in learning chemistry is not enough just
through any cognitive aspect, affective and psychomotor aspects absolute
involved (Depdiknas, 2005).
In reality, not all teachers implement practical chemistry in the learning
process. From 29 senior high schools surrounded in Medan, showed that 65.5%
of senior high schools have the laboratory but have not properly used it, because
laboratory activity has not been implemented in accorance with the expected
quality and quantity (Jahro, 2010). Other facts prove that in some schools the
implementation of teaching methods with practical hard to do even
implementation is often omitted because of: the absence of a chemistry laboratory,
shared with the laboratory of physics and biology, insecurity in the laboratory as
hazardous chemicals, classes are crowded, lack of time, lack of material , cost of
equipment, as well as the inability of teachers to effectively use the laboratories
and their negative attitude towards laboratory applications (Eralp, 2009).
In the teaching and learning activities, each teacher must develop the
character of each student in accordance with the material to be taught, for
2
example, the character of cooperation and involvement of the student.
Individualistic attitudes, selfishness, indifference, lack of sense of responsibility,
communicate and lack of empathy is a phenomenon that shows no social value or
character in daily life. In fact, in these conditions, education can provide a
substantial contribution. Education can contribute in overcome social problems
because education has the function and role in improving human resources. But
the character development in schools has not yielded the expected results. Many
of the causes behind why the development of character in the world of education
has not yielded the expected results. Factors could cause stems from the
curriculum, design or implementation of the supporting factors of learning
(Syaodih, 2009)
Given this research, need for a variety of learning approaches that can help
students to understand and explore the chemistry subject matter. After preliminary
studies derived from researcher Zawadzki (2010) concerning the application of
the method of guided inquiry learning are senior high school students, it is known
that the process of learning with guided inquiry allows students to develop
students' skills in communication, teamwork, management, and the ability to think
a high level, like thinking about things that are abstract, and then represented it
into something more tangible.
Based on the research that has been conducted by Rosyda Safrida (2007),
using the inquiry method shows that the average cognitive achievement in the
cycle I increased of 47.61 with classical completeness 27.91% to 77.42 with
thoroughness 83.72% classical. In the cycle II reaches 86.89 with classical
completeness 100%. In the cycle III reached 89.77 with classical completeness
100%. Average results affective learning cycle I, II, and III are respectively 72.31;
77; and 80.39. While the average results of psychomotor learning cycle I, II, and
III consecutively is 72.09; 76.31; and 78.78. This suggests that student learning
outcomes can be improved through the application of the model inquiry learning
approach.
3
Results of research conducted by Barthlow (2011) shows that guided
inquiry can help students to represent chemical phenomena that are
macroscopically into symbolic, such as the nature of the acid-base titration that
can not be observed by naked eye can be determined by calculating the pH of the
solution with the formula titration , so that students are easy to understand. Based
on the research that has been conducted by Lina Veronica Purba (2015), shows
that the results, for the class of guided inquiry obtained by the average value of
75.63 while for class Direct Instruction was 69.1. The experimental class I
obtained percent increase learning outcomes as much as 63.02%, while the
experimental class II obtained percent increase learning outcomes as much as
60.98% , thus it can be concluded that the results of studying chemistry student
with guided inquiry-based learning powerpoint media. Nurhamidah Nasution
(2014), results showed differences in learning outcomes of students who are
taught chemistry with guided inquiry using with a chemistry student learning
outcomes are taught without using guided inquiry. The average value of the pretest experimental class of students is 28.27 and post-test 81.15 with an average
gain of 0.50. While the average value of the pre-test students on control class is
29.52 and post-test is 78.3 with an average gain of 0.30. While the percentage
increase in the experimental class learning outcomes 73% and 68% in the control
class. This shows there is a learning outcome by 5%. It shows that the results of
studying chemistry student using guided inquiry learning model is higher than the
results of studying chemistry students without using guided inquiry learning
model. According Recktenwald & Edwards (2010), the guided inquiry learning
process students are given tasks that are authentic. So that students are expected to
choose the method of solving problems independently, not only run a series of
standard measures.
To overcome the problems occurred, guided inquiry method can be
applied in the learning process. According Roestiyah (2001) excess guided
inquiry learning methods are: (1) To encourage students to think and formulate
their own hypotheses, (2) To encourage students to think and work on his own
4
initiative, (3) Teaching is becoming more focused on students, (4) Students can
establish and develop their own concepts. With the application of guided inquiry
learning method is expected to increase students' understanding of the subject
matter of acid-base titration, so that student learning outcomes will also increase.
In addition to the expected application of guided inquiry method will also enhance
the activity of students in following the lessons or think.
Based on the problems that describe above, the author are interested in
doing research with title :
The Implementation of Guide and Free Inquiry Learning Model to Improve
Student’s Learning Outcomes in Senior High School on Learning Acid-Base
Titration
1.2. Problem Indentification
Based on the background that explained above, problems can be identified
as follows:
1. Why do little teachers not apply the experimental method in learning
chemistry?
2. Is the strategy that has been applied of teacher can improve student’s
achievement on learning chemistry?
3. Is using inquiry learning model can improve student’s achievement?
4. Is using inquiry learning model can improve student’s character?
1.3. Problem Limitation
Based on the scope of problems in indentifying the problems above, the
problem limitation are:
1. The subject matter that had been in this research is Acid-Base Titration.
2. Teaching method was applied in this research are Inquiry Learning Model.
3. Student’s character that had been measured in this research are
cooperation and activeness through observation sheet.
5
4. Student’s achievement that had been measured in this research is cognitive
aspect of the level C1,C2, C3,and C4.
1.4. Problem Statement
Based on the background described above, then the problem can be
formulated as follows:
1. Is the student’s achievement using the guide inquiry model higher than
using the free inquiry model?
2. Is the student’s character of cooperation using the guide inquiry model
higher than using the free inquiry model?
3. Is the student’s character of activeness using the guide inquiry model
higher than using the free inquiry model?
1.5. Research Objective
Based on the problem statement above, the objective in this reasearch are:
1. Knowing the student’s achievement which taught by using the guide
inquiry model higher than student’s achievement which taught by using
the free inquiry model.
2. Knowing the student’s character of cooperation which taught by using
the guide inquiry model higher than student’s character of cooperation
which taught by using the free inquiry model.
3. Knowing the student’s character of activeness which taught by using the
guide inquiry model higher than student’s character of activeness which
taught by using the free inquiry model.
1.6. Research Benefits
This study is expected to provide benefits, especially for chemistry
teachers and also for the other researcher about how to improve learning through
inquiry leaning model in student achievement on the learnig of acid-base titration.
The expected benefits of this research are spesifically described as follows:
6
1. For Chemistry teacher, inquiry learning model as an effort which can
improve student’s achievement and students character of cooperation and
activeness.
2. For other researchers, it can be a modal to make a further research related
to the study.
44
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
After conducted the research and done some analyzing process of research
data result, the researcher concluded:
1. The student’s achievement using the guide inquiry model is higher than
using the free inquiry learning model.
2. The student’s character of cooperation using the guide inquiry learning
model is higher than using the free inquiry learning model.
3. The student’s character of activeness using the guide inquiry learning
model is higher than using the free inquiry learning model.
5.2 Suggestion
Considering to the result of the research, the researcher suggests:
1. For chemistry teacher, it is suggested to use guide inquiry learning model
on the learning of acid-base titration
2. For chemistry teacher, this guide inquiry learning model is good to be used
also in improving the students character in cooperation and activeness on
the learning of acid-base titration
45
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