EFFECT OF THINKING SKILLS ENHANCEMENT LEARNING STRATEGY BASED ON COLLABORATIVE USING EXE LEARNING AND CREATIVE THINKING SKILLS TOWARDS STUDENTS ACHIEVEMENT IN ACID AND BASE TOPIC.
EFFECT OF THINKING SKILLS ENHANCEMENT LEARNING
STRATEGY BASED ON COLLABORATIVE USING eXe
LEARNING AND CREATIVE THINKING SKILLS
TOWARDS STUDENTS ACHIEVEMENT
IN ACID AND BASE TOPIC
THESIS
Submitted to fulfill the requirements to Get Magister Degree of Education
in Chemistry Education Program
Oleh:
NURUL WAHIDAH NASUTION
NIM: 8156141012
MAGISTER PROGRAM
STATE UNIVERSITY OF MEDAN
MEDAN
2017
ii
ABSTRACT
Nurul Wahidah Nasution IDN 8156141012, Effect Of Thinking Skills
Enhancement Learning Strategy Based On Collaborative Using eXe Learning
And Creative Thinking Skills Towards Students Achievement In Acid And Base
Topic
This research has several purpose they are (1) The difference of students
achievement that is taught by Thinking Skills Enhancement Learning Strategy based
on collaborative using eXe Learning with Direct Instruction, (2) The difference of
students achievement between High Creative thinking kills with low creative
thinking skill, (3) The interaction of both model with creative thinking skill with
Learning Strategy, and (4) The relation between students creative thinking skills with
students achievement. The samples of this research were students grade XI SMA
Negeri 16 Medan for two classes, each class had 36 students. In experimental class
that implemented the Thinking Skill Enhancement Learning Strategy based on
collaborative using eXe learning while in control classs by direct instructional. This
research instrument was achievement test 20 questions in form of multiple choice
that had been valid and reliable. Based on the result of data requirement test, the
students’ achievement in experiment and control class were normal distributed and
homogeny. From the research result was got (1) The average score of normalized
gain in experiment class is higher than control class those are 0.732 and 0.542. It
meant there was the difference of students achievement that was taught by Thinking
Skills Enhancement Learning Strategy based on collaborative using eXe Learning
with Direct Instruction. (2) The students who had High creative thinking skills got
N-Gain score has 0.73 is higher than students who had low creative thinking skills
that was 0.54. So, there is the difference of students achievement between High
Creative thinking kills with low creative thinking skill that is taught by Thinking
Skills Enhancement Learning Strategy based on collaborative using eXe Learning
and Direct Instruction towards students achievement. (3) There was the interaction of
both model with creative thinking skills towards students achievement with sig 0.00.
(4) There was the relation between students creative thinking skills with students
achievement in experiment and control class with the contribution towards the
students’ achievement as 54.8 %
Key Words : Thinking Skills Enhancement Learning Strategy, Collaborative
Learning, eXe Learning, Cretaive Thinking Skills, Student
Achievement
iii
ACKNOWLEDGEMENT
The greatest thankful to the almighty Allah SWT for His gracious,
merciful and blessing that have given the writer healthy and wisdom, to my
Prophet Muhammad SAW as my life guidance and motivator until she can
complete this thesis well accordingly to the planning time.
The thesis with the tittle “Effect Of Thinking Skills Enhancement
Learning Strategy Based On Collaborative Using eXe Learning And Creative
Thinking Skills Towards Students Achievement In Acid And Base Topic “ is
arranged to prerequisite to get Magister Chemistry Education in Medan State
University.
In this chance, I would like to express
my gratitude to my thesis
supervisor Dr. Simson Tarigan,M.Pd and Prof. Dr. Retno Dwi Suyanti, M.Si that
give me so many guidance and suggestion to prepare this thesis. My special
beloved jealousy Husband Mohamed Rinas Abdul Razack for your support, love ,
pray, attention, and tension though, always be there with me even four hours
different time ( Indonesia-Dubai) for short time until I get my master, you are the
only one. My special Sincere gratitude and beloved to my lovely father Drs. Irwan
Safii M.Pd (my Greatest Man, motivator, hero and life), my lovely mama in the
heaven Almh. Nur Isnani (who had given me 17 years time to be together with so
much greatest moments, gave me so much power to be strong girl, and gave me so
much motivation to face all terms of condition and situation in Allah way
sincerely), my lovely mom Hj.Yenih Mulyati (who cares me so much and loves
me much), thank you for all uncountable love that I got from you.
In this chance too, I say also my gratitude to :
1.
Prof. Dr. Bornok Sinaga M.Pd as Directur of Postgraduate Program Medan
State University
2.
Prof. Dr. Ramlam Silaban M.Si
as dean of Cemistry Education Study
Program
3.
Dr.Ajat Sudrajat M.Si, as secretary of Chemistry Education Study Program
iv
4.
Prof. Dr. Ramlam Silaban M.Si, Prof. Albinus Silalahi M.S, and Dr.Ajat
Sudrajat M.Si as my examiners for their advices, suggestions, comments,
guidance and correction to complete this thesis
5.
Prof. Dr. Ramlam Silaban M.Si as validator for research instrument
6.
Dr.Ajat Sudrajat M.Si, Prof. Dr Ramlan Silaban M.Si as my examiners for
their advices, suggestions, comments, guidance and correction to complete
this thesis.
7.
All the lecturers in Medan State University that has taught and guided the
writer
8.
Desi Yulian S.Pd that had given a lot of information and help the
administration of the writer
9.
Dra.Hj.Sri Irwati. M.Pd as the Headmaster of SMA Negeri 16 Medan, and
Dra. Hirwati M.Si as chemistry teacher in SMA Negeri 16 Medan
10.
My lovely grandma Nurbaiti, my lovely opung Siti Laniah, my sisters Intan
and kak Dini and all my big families member for their support, love , pray,
and attentionn.
11.
My special thanks to my beloved bestiests Sheldudung (Ervi Luthfi Sheila
Wanni Lubis)(That never change since bachelor till master, always keep
Galau and Labil), Nia (Sri rahmania)(The best from senior high school till
master, si orang aneh) Shantoso ( Santhy Ardelina V.Br Pinem)(Now
become a good wife, that always keep in touch even for having a log lunch
for 5 hours and can‟t stop talking), Love you tiga kesayangan
12.
For my partner in crime that always help me “Dian Aria Ningsih”
13.
For my beloved friends in Chemistry Education Postgraduate Programme
Class 2015, specially for Tari ”si menye-menye”, Bang Awi “abangda tertua
dan terbijaksana”, Yogi “si xxxxx”, atika “ si polos”, kristina „ si raden”, lia,
eni and bang gaung “better to be called as bang guang”, thank for your
support and time for having many trip, fun, joyful hangout and “koro-koro”
as always, also other all classmates that I can‟t mention one by one. Thanks
for your support
and help the writer, also for their helping, kindness,
togertherness, attention and pray.
v
May Allah SWT, gives the blessed for your help and support that you had
given. The writer hope this thesis can be useful and give many contributions for
the readers‟ knowledge especially about the subject matter which is researched in
this thesis.
Medan, March 2017
Nurul Wahidah Nasution
LIST OF CONTENT
Page
Legalization Sheet
i
Abstract
ii
Acknowledgement
iii
Listof Content
vi
List of Table
x
List of Figure and Picture
xii
List of Appendix
xiii
CHAPTER I INTRODUCTION
1.1. Research Background
1
1.2.Problem Identification
4
1.3. Problem Limitation
5
1.4.Problem Statements
5
1.5. Research Objectives
6
1.6.Research Benefit
6
1.7. Operational Definition
6
CHAPTER II LITERATUREREVIEW
2.1.The Nature of Learning Chemistry
8
2.1.1. Enhancement Thinking Skills Learning Strategy
8
2.1.2. Creative Thinking Skills
11
2.1.3. Collaborative Learning
15
2.1.4. E-Learning
17
2.1.5. Learning outcomes
18
2.1.6. DirectInstruction Model
20
2.1.7. Acid and Base Topic
22
2.2. Relevant Research Result
29
2.3. Thinking Framework
32
2.4. Research Hypothesis
33
vi
CHAPTER IIIRESEARCH METHODOLOGY
3.1. Research Location and Research Objects
35
3.2. Research Population and Sample
35
3.3. Research Variables
35
3.4.Research Instrument for Collecting Data
36
3.4.1. Test of Creative Thinking Skills
36
3.4.2. Test of Students Achievement
37
3.4.3. Collaborative Learning Observation
38
3.5. The Procedure of Research
39
3.5.1. Implementation of Research Design
39
3.6.Research Instrument
42
3.6.1. Validity Test
42
3.6.2. The Reliability
43
3.6.3. The Difficulty Level
43
3.6.4. Different Index
44
3.7.Technique for Collecting the Data
45
3.8.Data analysis Techniques
45
3.8.1. Normality Test
45
3.8.2. Homogeneity Test
46
3.8.3. Normalized Gain
46
3.8.4. Hypothesis Testing
47
3.8.5.Criterium of Accepted Hypothesis
48
CHAPTER IVRESULT AND DISCUSSION
4.1. Research Result
50
4.2. Data Analysis of Research Instrument
50
vii
4.2.1. Validity of Item test
50
4.2.2. Reliability Test
51
4.2.3. Difficulty Level
51
4.2.4. Different Index
51
4.2.5. Distractor X
52
4.3. Achievement of Research
53
4.3.1. The Analaysis Data of Students’ Achievement before
Implementing the Teaching Treatment
53
4.3.2. The Analysis Data of Students’ Achievement after
Implementing Teaching Treatement
54
4.3.3. Normalized Gain Research Data
55
4.3.4. Creative Thinking Skills Achievement
56
4.4. Test of Research Treatment
57
4.4.1. Normality Test Research Data
57
4.4.2 Homogeneity Data
58
4.3.4.1. Homogeneity Data of Pretest
58
4.3.4.2. Homogeneity Data of Posttest
58
4.3.4.3. Homogeneity Data of Normalized Gain
58
4.5. Hypothesis Testing
59
4.5.1. First Testing
61
4.5.2. Second Hypothesis
62
4.5.3. Third Hypothesis
62
4.5.4. Fourth Hypothesis
64
4.6. Collaborative Learning Observation Result
65
4.7. Discussion
67
4.7.1. The difference of students achievement that is taught
by Thinking Skills Enhancement Learning Strategy based on
collaborative using eXe Learning with Direct Instruction
4.7.2. The difference of Creative thinking kills students achievement
68
69
4.7.3. The interraction of both model with creative thinking skill with
students achievement
71
viii
4.7.4. The relation between students creative thinking skills with
students achievement
72
CHAPTER VCONCLUSION AND SUGGESTION
5.1. Conclusion
73
5.2. Suggestion
73
References
75
ix
vi
LIST OF TABLE
Page
Table 2.1
The Reference of Creative Thinking Skills Observation
13
Table 2.3
Characteristic Syntax of Direct Instruction
21
Table 2.4
Comparison among Arrhenius, Bronsted Lowry and Lewis Theory
24
Table 2.5
Litmus Colour Changing
25
Table 2.6
Indicator Solution Colour Changing
25
Table 2.7
Relevant Research
29
Table 3.1
The Instrument Lattice of Creative Thinking Skills
35
Table 3.2
Instrument Lattice of Students Achievement
36
Table 3.3
Table of Observation Sheet of Collaborative
37
Table 3.4
Observation Sheet of eXe Learning
38
Table 3.4
Research Treatment
39
Table 4.1.
The recapitulation of istrument test analysis
51
Table 4.2.
The Analysis of Students’ Achievement from Pretest Data
53
Table 4.3.
The Analysis of Students’ Achievement from Posttest Data
54
Table 4.4.
Average Value of Normalized Gain
55
Table 4.5.
Percentage of Students Achievement
56
Table 4.6.
Students creative thinking in experimental class and control class
56
Table 4.7.
Normality Test of experiment and control class by using SPSS for
Windows
57
vii
Table 4.8.
Table 4.9.
Normality Test of experiment and control class by using Microsoft
Excel
57
Conclusion of Annava two ways test
60
Table 4.10. Correlation test reuslt between thecreative thinking skills and
students’ achievement
61
Table 4.11. Summary of Regression Test creative thinking skills with studets’
achievement
61
Table 4.12. The result of Post Hoc Test with LSD Test Thinking Skills
Enhancement Learning Strategy based on collaborative using
eXe Learning and Direct Instruction
63
Table 4.13. Percentage of Colaborative Learning Observation
66
viii
LIST OF FIGURE AND PICTURE
Page
Figure 2.1 Figure of Thinking Skills
13
Picture 2.1 Collaboration data transfer among partner organization
15
Picture 2.2 The reaction of using lone electron pairs to form the coordination
bonding between ammonia with BF3
23
Picture 2.3, The natural Idicator
26
Picture 2.4 pH Meter Digital
27
Figure 3.1 Scheme of Research Design
41
Picture 4.1. Average Graphic of N-gain in experiment and control class 55
Picture 4.2.The interraction between Thinking Skills Enhancement Learning
Strategy based on collaborative using eXe Learning and Direct
Instruction with creative tinking skills (High and Low)
towards students’ achievement (N-Gain)
64
Picture 4.3. Graph betweeen Indicator of collaborative Learning with Score
of Observation
67
LIST OF APPENDIX
Page
Appendix 1 Syllabus
80
Appendix 2Lesson Plan : Experimental Class
88
Appendix 3Lesson Plan : Control Class
110
Appendix 4Lattice of Creativity Thinking Skills
122
Appendix 5Instrument Lattice Of Students Achievement
128
Appendix 6 Instrumen Penelitian
130
Appendix 7 Key Answer
137
Appendix 8 Observation Sheet Of Collaborative Learning
138
Appendix 9 Exe Learning
140
Appendix 10 Data Of Students In Experiment And Control Class
166
Appendix 11 Calculation The Validity Of Item Test
170
Appendix 12 Reliability Of Instrument Test
172
Appendix 13 Difficulty Level Of Instrument
174
Appendix 14 Different Index Of Instrument
177
Appendix 15 Calculation The Distractor Of Item Test
179
Appendix 16 Normalized Gain Data In Experiment And Control Class
183
Appendix 17 Data Of Students Creative Thinking Skills In Experiment And
Control Class
189
Appendix 18 Normality Test For Experimental Class And Control Class
193
Appendix 19 Homogeneity Test For Experimental Class By And Control Class
199
xiii
Appendix 20 Homogeneity Tes For Gain Data
201
Appendix 21 Annava Two Ways Result
202
Appendix 22 Collaborative Learning Observation
208
Appendix 23 Reggresion Linear Result
210
xiv
1
CHAPTER I
INTRODUCTION
1.1. Research Background
There are two main components that have big role in learning and teaching
process they are student and teacher. In this process, there is the goal to achieve. To
get the best achievement in teaching and learning process needs a coordination
between students and teacher by applying some rule of education or study theority.
This coordination is used to be interractive and educative between students and
teacher, so that students can build the knowledge actively and the learning process is
hold interractively, inspiratively, delightly, also can motivate the students to achieve
the competence. Because the competence and ability of a teacher is very needed to
create the learning strategies to stimulate students thinking skill. In the reality, many
of teacher holds the learning process and force students to memorize information
without understanding the information and connect to real life. As the result, when
the students gradutae from school, they are smart in theoritical but low in application
(Tohri, 2011)
Special in chemistry, chemistry is one of required for Natural Science Class in
Senior High School. Because of many materials are in concept which the fact
connects each other. Therefore, some of students assume that chemistry is a
confusing material and difficult to be understood (Hidayatullah, Copriady, & Herdini
2015). Beside that, Many students still do not know about the fact of chemistry in
daily life especially in acid and base pH. Where, the function in learning chemistry in
Senior High School is to give the basic chemistry concept to develop the knowledge
in University and also as the lifeskill in society, and enhace the creativity in daily life.
In learning and teaching process, the methode variation is used by teacher still
unvariative tend to conventional one. So that, the students still do not have more time
to explore their creative thinking in learning process. Because, needed thinking and
creative idea in making (formulating) and solving the problem in daily life, also
interpreting a solution of a problem. The creative thinking will arise and develop if
2
the learning process in class use the true strategy of learning.(Saefuddin, 2012). By
creative thinking skills can be guided by a model that includes reflective judgement,
attitudes, idea generation and self regulations.so that, the creative thinking skills are
essential in learning process (Baum, 2010). This is caused Basically, every person
was born with the creative skills. The surrounding of the person will be the factor that
can influenced the creativity of a person. If the creative skills does not build, it will
not develop and will be hidden skill at the end. In education, the creativity skill is
developed through the learning process that activates mentality and physically of
students, such as through assessment, that consist of complex thinking skills
(Panjaitan, 2011).
The core of creativity is creative thinking. That is why, now we have to focus
on how to imrpove creative thinking ability. In creative thinking, the process of
thinking will change essentially, it will utilize the estensive analysis, conjugation,
entailment and relevance. Leads to mindet breakthough, thinking of divergent
(Chena. et al, 2015). Creative thinking is as combination of logical and divergent
thinking based on intuition. Therefore, creative thinking involves logic and intuiton.
This thing is useful for producing new things. The new things are the indication of
creative thinking (Saefuddin, 2015).
Creative thinking skill, is one of importat
higher-order thinking skill to be developed. When stundets enter the higher education
in intuitions, they will need to accelerate development and build on the basic to
develop their creativity (Songkram,2015).
Thinking Skills Enhancement Learning Strategy (SPPKB)
is a learning
strategy that focus on thinking skills of students. In Thinking Skills Enhancement
Learning Strategy (SPPKB) , the teacher will guide the students to find the concept of
problems through the dialogic process continously so the students will find the
answer of the problems by thinking logically. So that, students will not only know the
material but they can develop their idea and creativity through language ability
verbally. By this strategy can teach the students to think deeply, and develop their
creative thinking skills. From the previous research can be seen that 80% students got
3
increasing in thinking skills to solve the problem, and got 80,2% as the other results.
(Nurohman, 2014)
Computer technology develops very fast and many of application in this world
especially in educational world as learning media. By computer media, teacher will
be easier to explain the material that is abstrack and difficult to be imagined by
students (Copriady, 2014). The useful of technology in education is to attract student
interested in learning the difficult concept. The ability of teacher in mastering the
teachnology can affect to the students. E-learning is a common media to deliver the
subject material in education, beside that many intuitions make the training for this.
The students can construct the knowledge of students through media (Mafenya,
2013). This model of e-learning is very important to enhance the creative thinking of
students by including the implementation of teaching strategies, and teaching
methods(songkram, 2015). The media that can be used is eXe learning, from the other
reaserach that we could know the eXe learning
can be enhanced the students
achievement in teaching Hyrdrocarbon subject matter where the data got ttable 1,66
while tcalculation 4,29 (ttable
STRATEGY BASED ON COLLABORATIVE USING eXe
LEARNING AND CREATIVE THINKING SKILLS
TOWARDS STUDENTS ACHIEVEMENT
IN ACID AND BASE TOPIC
THESIS
Submitted to fulfill the requirements to Get Magister Degree of Education
in Chemistry Education Program
Oleh:
NURUL WAHIDAH NASUTION
NIM: 8156141012
MAGISTER PROGRAM
STATE UNIVERSITY OF MEDAN
MEDAN
2017
ii
ABSTRACT
Nurul Wahidah Nasution IDN 8156141012, Effect Of Thinking Skills
Enhancement Learning Strategy Based On Collaborative Using eXe Learning
And Creative Thinking Skills Towards Students Achievement In Acid And Base
Topic
This research has several purpose they are (1) The difference of students
achievement that is taught by Thinking Skills Enhancement Learning Strategy based
on collaborative using eXe Learning with Direct Instruction, (2) The difference of
students achievement between High Creative thinking kills with low creative
thinking skill, (3) The interaction of both model with creative thinking skill with
Learning Strategy, and (4) The relation between students creative thinking skills with
students achievement. The samples of this research were students grade XI SMA
Negeri 16 Medan for two classes, each class had 36 students. In experimental class
that implemented the Thinking Skill Enhancement Learning Strategy based on
collaborative using eXe learning while in control classs by direct instructional. This
research instrument was achievement test 20 questions in form of multiple choice
that had been valid and reliable. Based on the result of data requirement test, the
students’ achievement in experiment and control class were normal distributed and
homogeny. From the research result was got (1) The average score of normalized
gain in experiment class is higher than control class those are 0.732 and 0.542. It
meant there was the difference of students achievement that was taught by Thinking
Skills Enhancement Learning Strategy based on collaborative using eXe Learning
with Direct Instruction. (2) The students who had High creative thinking skills got
N-Gain score has 0.73 is higher than students who had low creative thinking skills
that was 0.54. So, there is the difference of students achievement between High
Creative thinking kills with low creative thinking skill that is taught by Thinking
Skills Enhancement Learning Strategy based on collaborative using eXe Learning
and Direct Instruction towards students achievement. (3) There was the interaction of
both model with creative thinking skills towards students achievement with sig 0.00.
(4) There was the relation between students creative thinking skills with students
achievement in experiment and control class with the contribution towards the
students’ achievement as 54.8 %
Key Words : Thinking Skills Enhancement Learning Strategy, Collaborative
Learning, eXe Learning, Cretaive Thinking Skills, Student
Achievement
iii
ACKNOWLEDGEMENT
The greatest thankful to the almighty Allah SWT for His gracious,
merciful and blessing that have given the writer healthy and wisdom, to my
Prophet Muhammad SAW as my life guidance and motivator until she can
complete this thesis well accordingly to the planning time.
The thesis with the tittle “Effect Of Thinking Skills Enhancement
Learning Strategy Based On Collaborative Using eXe Learning And Creative
Thinking Skills Towards Students Achievement In Acid And Base Topic “ is
arranged to prerequisite to get Magister Chemistry Education in Medan State
University.
In this chance, I would like to express
my gratitude to my thesis
supervisor Dr. Simson Tarigan,M.Pd and Prof. Dr. Retno Dwi Suyanti, M.Si that
give me so many guidance and suggestion to prepare this thesis. My special
beloved jealousy Husband Mohamed Rinas Abdul Razack for your support, love ,
pray, attention, and tension though, always be there with me even four hours
different time ( Indonesia-Dubai) for short time until I get my master, you are the
only one. My special Sincere gratitude and beloved to my lovely father Drs. Irwan
Safii M.Pd (my Greatest Man, motivator, hero and life), my lovely mama in the
heaven Almh. Nur Isnani (who had given me 17 years time to be together with so
much greatest moments, gave me so much power to be strong girl, and gave me so
much motivation to face all terms of condition and situation in Allah way
sincerely), my lovely mom Hj.Yenih Mulyati (who cares me so much and loves
me much), thank you for all uncountable love that I got from you.
In this chance too, I say also my gratitude to :
1.
Prof. Dr. Bornok Sinaga M.Pd as Directur of Postgraduate Program Medan
State University
2.
Prof. Dr. Ramlam Silaban M.Si
as dean of Cemistry Education Study
Program
3.
Dr.Ajat Sudrajat M.Si, as secretary of Chemistry Education Study Program
iv
4.
Prof. Dr. Ramlam Silaban M.Si, Prof. Albinus Silalahi M.S, and Dr.Ajat
Sudrajat M.Si as my examiners for their advices, suggestions, comments,
guidance and correction to complete this thesis
5.
Prof. Dr. Ramlam Silaban M.Si as validator for research instrument
6.
Dr.Ajat Sudrajat M.Si, Prof. Dr Ramlan Silaban M.Si as my examiners for
their advices, suggestions, comments, guidance and correction to complete
this thesis.
7.
All the lecturers in Medan State University that has taught and guided the
writer
8.
Desi Yulian S.Pd that had given a lot of information and help the
administration of the writer
9.
Dra.Hj.Sri Irwati. M.Pd as the Headmaster of SMA Negeri 16 Medan, and
Dra. Hirwati M.Si as chemistry teacher in SMA Negeri 16 Medan
10.
My lovely grandma Nurbaiti, my lovely opung Siti Laniah, my sisters Intan
and kak Dini and all my big families member for their support, love , pray,
and attentionn.
11.
My special thanks to my beloved bestiests Sheldudung (Ervi Luthfi Sheila
Wanni Lubis)(That never change since bachelor till master, always keep
Galau and Labil), Nia (Sri rahmania)(The best from senior high school till
master, si orang aneh) Shantoso ( Santhy Ardelina V.Br Pinem)(Now
become a good wife, that always keep in touch even for having a log lunch
for 5 hours and can‟t stop talking), Love you tiga kesayangan
12.
For my partner in crime that always help me “Dian Aria Ningsih”
13.
For my beloved friends in Chemistry Education Postgraduate Programme
Class 2015, specially for Tari ”si menye-menye”, Bang Awi “abangda tertua
dan terbijaksana”, Yogi “si xxxxx”, atika “ si polos”, kristina „ si raden”, lia,
eni and bang gaung “better to be called as bang guang”, thank for your
support and time for having many trip, fun, joyful hangout and “koro-koro”
as always, also other all classmates that I can‟t mention one by one. Thanks
for your support
and help the writer, also for their helping, kindness,
togertherness, attention and pray.
v
May Allah SWT, gives the blessed for your help and support that you had
given. The writer hope this thesis can be useful and give many contributions for
the readers‟ knowledge especially about the subject matter which is researched in
this thesis.
Medan, March 2017
Nurul Wahidah Nasution
LIST OF CONTENT
Page
Legalization Sheet
i
Abstract
ii
Acknowledgement
iii
Listof Content
vi
List of Table
x
List of Figure and Picture
xii
List of Appendix
xiii
CHAPTER I INTRODUCTION
1.1. Research Background
1
1.2.Problem Identification
4
1.3. Problem Limitation
5
1.4.Problem Statements
5
1.5. Research Objectives
6
1.6.Research Benefit
6
1.7. Operational Definition
6
CHAPTER II LITERATUREREVIEW
2.1.The Nature of Learning Chemistry
8
2.1.1. Enhancement Thinking Skills Learning Strategy
8
2.1.2. Creative Thinking Skills
11
2.1.3. Collaborative Learning
15
2.1.4. E-Learning
17
2.1.5. Learning outcomes
18
2.1.6. DirectInstruction Model
20
2.1.7. Acid and Base Topic
22
2.2. Relevant Research Result
29
2.3. Thinking Framework
32
2.4. Research Hypothesis
33
vi
CHAPTER IIIRESEARCH METHODOLOGY
3.1. Research Location and Research Objects
35
3.2. Research Population and Sample
35
3.3. Research Variables
35
3.4.Research Instrument for Collecting Data
36
3.4.1. Test of Creative Thinking Skills
36
3.4.2. Test of Students Achievement
37
3.4.3. Collaborative Learning Observation
38
3.5. The Procedure of Research
39
3.5.1. Implementation of Research Design
39
3.6.Research Instrument
42
3.6.1. Validity Test
42
3.6.2. The Reliability
43
3.6.3. The Difficulty Level
43
3.6.4. Different Index
44
3.7.Technique for Collecting the Data
45
3.8.Data analysis Techniques
45
3.8.1. Normality Test
45
3.8.2. Homogeneity Test
46
3.8.3. Normalized Gain
46
3.8.4. Hypothesis Testing
47
3.8.5.Criterium of Accepted Hypothesis
48
CHAPTER IVRESULT AND DISCUSSION
4.1. Research Result
50
4.2. Data Analysis of Research Instrument
50
vii
4.2.1. Validity of Item test
50
4.2.2. Reliability Test
51
4.2.3. Difficulty Level
51
4.2.4. Different Index
51
4.2.5. Distractor X
52
4.3. Achievement of Research
53
4.3.1. The Analaysis Data of Students’ Achievement before
Implementing the Teaching Treatment
53
4.3.2. The Analysis Data of Students’ Achievement after
Implementing Teaching Treatement
54
4.3.3. Normalized Gain Research Data
55
4.3.4. Creative Thinking Skills Achievement
56
4.4. Test of Research Treatment
57
4.4.1. Normality Test Research Data
57
4.4.2 Homogeneity Data
58
4.3.4.1. Homogeneity Data of Pretest
58
4.3.4.2. Homogeneity Data of Posttest
58
4.3.4.3. Homogeneity Data of Normalized Gain
58
4.5. Hypothesis Testing
59
4.5.1. First Testing
61
4.5.2. Second Hypothesis
62
4.5.3. Third Hypothesis
62
4.5.4. Fourth Hypothesis
64
4.6. Collaborative Learning Observation Result
65
4.7. Discussion
67
4.7.1. The difference of students achievement that is taught
by Thinking Skills Enhancement Learning Strategy based on
collaborative using eXe Learning with Direct Instruction
4.7.2. The difference of Creative thinking kills students achievement
68
69
4.7.3. The interraction of both model with creative thinking skill with
students achievement
71
viii
4.7.4. The relation between students creative thinking skills with
students achievement
72
CHAPTER VCONCLUSION AND SUGGESTION
5.1. Conclusion
73
5.2. Suggestion
73
References
75
ix
vi
LIST OF TABLE
Page
Table 2.1
The Reference of Creative Thinking Skills Observation
13
Table 2.3
Characteristic Syntax of Direct Instruction
21
Table 2.4
Comparison among Arrhenius, Bronsted Lowry and Lewis Theory
24
Table 2.5
Litmus Colour Changing
25
Table 2.6
Indicator Solution Colour Changing
25
Table 2.7
Relevant Research
29
Table 3.1
The Instrument Lattice of Creative Thinking Skills
35
Table 3.2
Instrument Lattice of Students Achievement
36
Table 3.3
Table of Observation Sheet of Collaborative
37
Table 3.4
Observation Sheet of eXe Learning
38
Table 3.4
Research Treatment
39
Table 4.1.
The recapitulation of istrument test analysis
51
Table 4.2.
The Analysis of Students’ Achievement from Pretest Data
53
Table 4.3.
The Analysis of Students’ Achievement from Posttest Data
54
Table 4.4.
Average Value of Normalized Gain
55
Table 4.5.
Percentage of Students Achievement
56
Table 4.6.
Students creative thinking in experimental class and control class
56
Table 4.7.
Normality Test of experiment and control class by using SPSS for
Windows
57
vii
Table 4.8.
Table 4.9.
Normality Test of experiment and control class by using Microsoft
Excel
57
Conclusion of Annava two ways test
60
Table 4.10. Correlation test reuslt between thecreative thinking skills and
students’ achievement
61
Table 4.11. Summary of Regression Test creative thinking skills with studets’
achievement
61
Table 4.12. The result of Post Hoc Test with LSD Test Thinking Skills
Enhancement Learning Strategy based on collaborative using
eXe Learning and Direct Instruction
63
Table 4.13. Percentage of Colaborative Learning Observation
66
viii
LIST OF FIGURE AND PICTURE
Page
Figure 2.1 Figure of Thinking Skills
13
Picture 2.1 Collaboration data transfer among partner organization
15
Picture 2.2 The reaction of using lone electron pairs to form the coordination
bonding between ammonia with BF3
23
Picture 2.3, The natural Idicator
26
Picture 2.4 pH Meter Digital
27
Figure 3.1 Scheme of Research Design
41
Picture 4.1. Average Graphic of N-gain in experiment and control class 55
Picture 4.2.The interraction between Thinking Skills Enhancement Learning
Strategy based on collaborative using eXe Learning and Direct
Instruction with creative tinking skills (High and Low)
towards students’ achievement (N-Gain)
64
Picture 4.3. Graph betweeen Indicator of collaborative Learning with Score
of Observation
67
LIST OF APPENDIX
Page
Appendix 1 Syllabus
80
Appendix 2Lesson Plan : Experimental Class
88
Appendix 3Lesson Plan : Control Class
110
Appendix 4Lattice of Creativity Thinking Skills
122
Appendix 5Instrument Lattice Of Students Achievement
128
Appendix 6 Instrumen Penelitian
130
Appendix 7 Key Answer
137
Appendix 8 Observation Sheet Of Collaborative Learning
138
Appendix 9 Exe Learning
140
Appendix 10 Data Of Students In Experiment And Control Class
166
Appendix 11 Calculation The Validity Of Item Test
170
Appendix 12 Reliability Of Instrument Test
172
Appendix 13 Difficulty Level Of Instrument
174
Appendix 14 Different Index Of Instrument
177
Appendix 15 Calculation The Distractor Of Item Test
179
Appendix 16 Normalized Gain Data In Experiment And Control Class
183
Appendix 17 Data Of Students Creative Thinking Skills In Experiment And
Control Class
189
Appendix 18 Normality Test For Experimental Class And Control Class
193
Appendix 19 Homogeneity Test For Experimental Class By And Control Class
199
xiii
Appendix 20 Homogeneity Tes For Gain Data
201
Appendix 21 Annava Two Ways Result
202
Appendix 22 Collaborative Learning Observation
208
Appendix 23 Reggresion Linear Result
210
xiv
1
CHAPTER I
INTRODUCTION
1.1. Research Background
There are two main components that have big role in learning and teaching
process they are student and teacher. In this process, there is the goal to achieve. To
get the best achievement in teaching and learning process needs a coordination
between students and teacher by applying some rule of education or study theority.
This coordination is used to be interractive and educative between students and
teacher, so that students can build the knowledge actively and the learning process is
hold interractively, inspiratively, delightly, also can motivate the students to achieve
the competence. Because the competence and ability of a teacher is very needed to
create the learning strategies to stimulate students thinking skill. In the reality, many
of teacher holds the learning process and force students to memorize information
without understanding the information and connect to real life. As the result, when
the students gradutae from school, they are smart in theoritical but low in application
(Tohri, 2011)
Special in chemistry, chemistry is one of required for Natural Science Class in
Senior High School. Because of many materials are in concept which the fact
connects each other. Therefore, some of students assume that chemistry is a
confusing material and difficult to be understood (Hidayatullah, Copriady, & Herdini
2015). Beside that, Many students still do not know about the fact of chemistry in
daily life especially in acid and base pH. Where, the function in learning chemistry in
Senior High School is to give the basic chemistry concept to develop the knowledge
in University and also as the lifeskill in society, and enhace the creativity in daily life.
In learning and teaching process, the methode variation is used by teacher still
unvariative tend to conventional one. So that, the students still do not have more time
to explore their creative thinking in learning process. Because, needed thinking and
creative idea in making (formulating) and solving the problem in daily life, also
interpreting a solution of a problem. The creative thinking will arise and develop if
2
the learning process in class use the true strategy of learning.(Saefuddin, 2012). By
creative thinking skills can be guided by a model that includes reflective judgement,
attitudes, idea generation and self regulations.so that, the creative thinking skills are
essential in learning process (Baum, 2010). This is caused Basically, every person
was born with the creative skills. The surrounding of the person will be the factor that
can influenced the creativity of a person. If the creative skills does not build, it will
not develop and will be hidden skill at the end. In education, the creativity skill is
developed through the learning process that activates mentality and physically of
students, such as through assessment, that consist of complex thinking skills
(Panjaitan, 2011).
The core of creativity is creative thinking. That is why, now we have to focus
on how to imrpove creative thinking ability. In creative thinking, the process of
thinking will change essentially, it will utilize the estensive analysis, conjugation,
entailment and relevance. Leads to mindet breakthough, thinking of divergent
(Chena. et al, 2015). Creative thinking is as combination of logical and divergent
thinking based on intuition. Therefore, creative thinking involves logic and intuiton.
This thing is useful for producing new things. The new things are the indication of
creative thinking (Saefuddin, 2015).
Creative thinking skill, is one of importat
higher-order thinking skill to be developed. When stundets enter the higher education
in intuitions, they will need to accelerate development and build on the basic to
develop their creativity (Songkram,2015).
Thinking Skills Enhancement Learning Strategy (SPPKB)
is a learning
strategy that focus on thinking skills of students. In Thinking Skills Enhancement
Learning Strategy (SPPKB) , the teacher will guide the students to find the concept of
problems through the dialogic process continously so the students will find the
answer of the problems by thinking logically. So that, students will not only know the
material but they can develop their idea and creativity through language ability
verbally. By this strategy can teach the students to think deeply, and develop their
creative thinking skills. From the previous research can be seen that 80% students got
3
increasing in thinking skills to solve the problem, and got 80,2% as the other results.
(Nurohman, 2014)
Computer technology develops very fast and many of application in this world
especially in educational world as learning media. By computer media, teacher will
be easier to explain the material that is abstrack and difficult to be imagined by
students (Copriady, 2014). The useful of technology in education is to attract student
interested in learning the difficult concept. The ability of teacher in mastering the
teachnology can affect to the students. E-learning is a common media to deliver the
subject material in education, beside that many intuitions make the training for this.
The students can construct the knowledge of students through media (Mafenya,
2013). This model of e-learning is very important to enhance the creative thinking of
students by including the implementation of teaching strategies, and teaching
methods(songkram, 2015). The media that can be used is eXe learning, from the other
reaserach that we could know the eXe learning
can be enhanced the students
achievement in teaching Hyrdrocarbon subject matter where the data got ttable 1,66
while tcalculation 4,29 (ttable