Suggestion 75 CONCLUSION AND SUGGESTION

LIST OF TABLE Table 2.1. Stages Model PBL 20 Table 2.2. Examples of Acid 22 Table 2.3. Examples Bases 23 Table 2.4. Table Acid-Base Conjugation 24 Table 2.5. Price K w water in different temperatures 26 Table 2.6. Universal Indicator color 31 Table 3.1. Research design 34 Table 3.2. Classification of Content Validity Analysis 35 Table 3.3. Validity Criteria Analysis Average Value 43 Table 4.1. The results of the questionnaire assessment of students based on eligibility student worksheet LKS content by Chemistry Teacher ratings 47 Table 4.2. The result of the questionnaire student worksheet LKS based on the language to feasibility assessment chemistry Teacher 49 Table 4.3. The results of the questionnaire student worksheets based on the merits presentation by rating Chemistry Teacher 51 Table 4.4. The results of the questionnaire based on a assessment module graphic judgment Chemistry Teacher 53 Table 4.5. The results of the questionnaire based on a feasibility assessment LKS content by votes Lecturer Chemistry and Chemistry Teacher 57 Table 4.6. The results of the questionnaire based on the feasibility language LKS votes by rating Lecturer of Chemistry and Chemistry Teacher 59 Table 4.7. The questionnaire results LKS ratings based feasibility presentation by rating Lecturer of Chemistry and Chemistry Teacher 61 Table 4.8. The questionnaire results LKS ratings based eligibility feasibility graphic by rating Lecturer of Chemistry and Chemistry Teacher 63 Table 4.9. Range End Validation of Innovative student worksheet 65 Table 4.10. The Result Achievement average pre-test and post-test 67 Table 4.11. Results Acquisition Gain Average Experiment and Control 68 Table 4.12. Normality Test Data Pre-Test and Post-Test 69 Table 4.13. Homogeneity Test Data Pre-Test and Post-Test 70 Table 4.14. Result Hypothesis Test 70 Table 4.15. Percentage Improved Learning Outcomes 71 LIST OF FIGURE Figure 3.1. Procedure on the Development and Standardization LKS Chemistry in high school 31 Figure 3.2. Design Research Scheme 41 Figure 4.1. Feasibility Level LKS Analyzed 54 Figure 4.2. Tabulation average Range of Validation of Innovative Materials Worksheet students acids and bases Class XI Based Component Content Feasibility, Feasibility Language, Presentation Feasibility and Feasibility graphic 64 LIST OFAPPENDIX Appendix 1. Syllabus 79 Appendix 2. Lesson Plan RPP 84 Appendix 3. Lattice Test Table Acid-Base 112 Appendix 4. Research Instrument 122 Appendix 5. Answer Key Research Instruments 128 Appendix 6. Table Grid Test Materials Acids and Bases 129 Appendix 7. Research Instruments After Validation 135 Appendix 8. Key Answer Research Instrument After Validation 138 Appendix 9. Observation Sheet Field Evaluation Affective and Psychomotor Student 139 Appendix 10. Table of Validation Test 145 Appendix 11. Calculation of Instrument Validity 146 Appendix 12. Table Reliability Test 149 Appendix 13. Calculation of Reliability Test 150 Appendix 14. Difficulty Index of Instrument 151 Appendix 15. Difficulty Index of Instrument 152 Appendix 16. Item Distracter of Instrument 154 Appendix 17. Discrimination Power 159 Appendix 18. Discrimination Index of Instrument 160 Appendix 19. Assessment of Student Work Sheet Chemistry Lesson Senior High School Class XI 162 Appendix 20. Table Assessment Questionaire for Teacher to Innovative Student Worksheet LKSTopic Acid-Base Class XI 175 Appendix 21. Table Assessment Questionare of Lecturer to Innovative Student Worksheet LKS on Topic Acid-Base Class XI 179 Appendix 22. Table Assessment Questionaire for Teacher and Lecturer to Innovative Student Worksheet LKS Topic Acid-Base Class XI 183 Appendix 23. Result Data of Students in Experiment and Control Class 187 Appendix 24. Calculation of Averange, Standard Deviation,Variance Experiment Class and Control Class 189 Appendix 25. Calculation of Normality 191 Appendix 26. Calculation Homogenety Test 195 Appendix 27. Hypothesis Test 197 Appendix 28. Data Improvement of Learning Gain Class 199 Appendix 29. Data Learning Outcomes Enhancement Gain Class Experiment 201 Appendix 30. Increasing Percentage of Learning 203 Appendix 31. Table Learning Activity Individual Student Class Experiment 204 Appendix 32. Table Activity Student Individual Class Control 206 Appendix 33. Data Activity Student Individual 208 Appendix 34. Table Activity Group Student Class Experiment 210 Appendix 35. Table Activity Group Class Control 211 Appendix 36. Data Activity Group Class Experiment 214 Appendix 37. Tabulation Effective Student Class Experiment 216 Appendix 38. Table Psychomotor Student Class Experiment 218 Appendix 39. Data Achievement Student Class Experiment 222 Appendix 40. Table of Critical Value Chi Squared Distribution X 2 224 Appendix 41. Table value in Distribusi-t Tabel t 225 Appendix 42. TABLE VALUE r-Product Moment 226 Appendix 43. Daftar Nilai Persentil Distribution F 227 Appendix 44. Innovative Student Worksheet LKS 228 Appendix 44. Research Documentation 229 1

CHAPTER I INTRODUCTION

1.1. Background

Learning activity is a process containing a series the activities of teachers and students on the basis of reciprocal relationships that take place in an educational situation to achieve certain goals. To be Able to achieve a good mutual relationship, the teachers are required to create a meaningful and effective learning process so that the learning process can run smoothly and learning objectives was achieved. Education is a forum for educating the nation, because through education to create well-educated human resources capable of facing the development of increasingly faster times. However, if the quality of education is still low, then that is created are human resources low until now the quality of education in Indonesia has not shown a satisfactory result. This condition also occurs in chemical education at this time. One indicator of the quality of education is the acquisition of student learning outcomes. Student learning outcomes can be seen from the success of teachers deliver the subject matter that the results meet the specific instructional objectives of the lesson material, absorptive capacity and the level of students understanding of the lessons delivered. Djamarah and Zain, 2002. Chemistry including, one branch of science, because investigations of chemistry using scientific procedures. Chemistry is the science that studies the composition or structure of matter, changes in shape, as well as the Accompanying energy Keenan, 1986. Chemistry as one of specialization in science subjects in class XI. Classroom XI is a science that is rich of abstract concepts. Chemistry is not a new subject for students, but Often found a high school student who considers chemical materials complicated and difficult, to learn, so students have first felt less Able to study the learning outcomes even under the KKM. Purwaningtyas 2012 states that the causes of low student achievement the caused by several factors, both factors of teachers, students, environmental and other factors that can’t be controlled. Teacher of factors is not possible using a tool that can be integrated in all teaching and learning activities and require teachers to be more creative in the implementation process so that teaching and learning activities to teach still lead to a conventional method. To improve the quality of student learning outcomes, teacher required in order to create a good learning. Learning can be done by developing a model of learning and instructional media. The learning model is as a design that describes the details of the process and the creation of environmental situations that allow students to interact so that changes or developments to the students. While the media is a means of communication and complementary means that it contains elements that build on the communication. Arsyad, 2011 In accordance with the results of observations and interviews with one of the teachers who teach in high school, there are various factors that Affect the poor quality of the learning that students Considered that the subject matter, especially its chemical acids, bases and salts that difficult. This Affects students attitudes were less enthusiastic in taking into account the lessons so that students Easily bored and talking to himself when the teacher was teaching, as well as the lack of students understanding of the concepts being taught. In addition, the lack of interaction between students resulted in the lack of cooperation among the students when completing about chemistry, visible when the teacher Gives homework, students prefer working individually rather than discuss or work together so that the students ability to solve problems is limited. Other factors, roommates Affect the poor quality of teaching chemistry in the materials acids, bases and salts items, namely congestion of communication, students feel less confident in asking questions, argue and Actively Participate in the learning process. Due to the lack of activity of students during the learning process which makes the lack of understanding of the students learning results Obtained by the students can be said to be unfavorable.