THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN BIOLOGY SUBJECT IN X AND XI GRADE AT MADRASAH ALIYAH NEGERI (MAN) 1 MEDAN ACADEMIC YEAR 2016/2017.

THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN BIOLOGY
SUBJECT IN X AND XI GRADE AT MADRASAH ALIYAH
NEGERI (MAN) 1 MEDAN ACADEMIC YEAR 2016/2017

By :
Dwi Utari
SIN 4123342006
Bilingual Biology Education Study Program

THESIS
Submitted to Fulfill the Requirement for Degree of
Sarjana Pendidikan

FACULTY OF MATHEMATICS AND NATURAL SCIENCE
MEDAN STATE UNIVERSITY
MEDAN
2017

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BIOGRAPHY

Dwi Utari was born in Pangkalan Susu on October 12st 1993, the second
daughter of Syaiful Bahri and Sumiati. In 2000, the writer continued her study in
SD Negeri 056034 Pangkalan Susu and finished in 2006. In 2006, the writer
continued her study in SMPN 1 Pangkalan Susu and graduated in 2009. In 2009,
the writer continued her study in SMA Swasta Dharma Patra Pangkalan Berandan
and graduated in 2012. In 2012, writer was registered in Biology Bilingual
Education Program, Biology Department, Faculty of Mathematics and Natural
Science, Universitas Negeri Medan. During her study in university, the writer is a
member of MENWA (2012-2014), BPMF (2014-2015) , and also the treasurer of
SAPMA IPK UNIMED (2013-2016)

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THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN BIOLOGY
SUBJECT IN X AND XI GRADE AT MADRASAH ALIYAH
NEGERI (MAN) 1 MEDAN ACADEMIC YEAR 2016/2017
Dwi Utari (Number : 4123342006)

ABSTRACT
This study aims to find the application of scientific approach in Biology’s
learning in X and XI grade of MAN 1 Medan. A descriptive qualitative research
design was used in this study. There were 6 classes that chosen as the samples by
applying cluster sampling, namely X MIA 5, X MIA 6, X MIA 8, XI MIA 1, XI
MIA 2, and XI MIA 5. The used instrument was observation sheet of teacher’s
and students’ learning activities. Research Data was the record of learning
activities in X MIA 5, X MIA 6, X MIA 8, XI MIA 1, XI MIA 2, and XI MIA 5.
The data were analyzed by analysis sheet that adopted from learning observation
sheet according to Permendikbud No. 22 on year 2016 about the standard process
of primary and secondary education. The result showed that Biology’s learning in
Class X and XI MAN 1 Medan had been used scientific approach generally. Score
of scientific approach application in Biology Learning MAN 1 Medan for
observation activity 100%, asking activity 66,7%, experimenting activity 66,7%,
assosiating activity 58,3% and communicating activity 66,7%. The activity that
dominantly done by the students was observing, meanwhile associating was the
activity that rarely done. Teacher has used the varied learning media for done
observing activity. Teacher did not provide the student worksheet activity in
observing process. Student asked some questions that not suitable with the
observed topic. Teacher helped some students in asking activity. Teacher did not

use the another handbook, just use the book that used by student.

Keywords : Scientific Approach, Learning Biology

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ACKNOWLEDGEMENT
Alhamdulillah, the deepest thank and praise the writer prayed to Allah
SWT for the blessing hence writer is able to finish this thesis entitled “The
Implementation of Scientific Approach in Biology Subject in X and XI Grade at
Madrasah Aliyah Negeri (MAN) 1 Medan Academic Years 2016/2017” to fulfill
on of the requirement for the degree of Sarjana Pendidikan in Biology
Department, FMIPA UNIMED.
The writer gratefully acknowledges the deepest gratitude to Drs. Meida
Nugrahalia, M.Sc as the writer thesis supervisor who has generously spent
precious time in giving the guidance, encouragement, comments and suggestions
until this thesis comes to its present form. The enormous appreciation is addressed
to Dr.Hasruddin, M.Pd; Drs. Zulkifli Simatupang, MPd; and Dr. Tumiur Gultom,
SP, MP as the examiners for their criticisms and valuable advices. The writer
would also thanks to Dr. Hasruddin, M.Pd as the chairman of Biology

Department, and all lecturers of Biology Department. Special thanks are extended
to the headmaster, vice hed master of curriculum and biology teachers of MAN 1
Medan Swasta who helping a lot during the research.
Special thanks and big appreciations are delightfully adressed to beloved
parents, Syaiful Bahri and Sumiati, for the genes, loves, carings, advices, funding,
and the prays in all over the time. May Allah reward all those who have
contributed in the completion of this thesis. Hopefully, this thesis will be
beneficial to contribute ideas in education.

Medan, 20 January 2017
Writer,

Dwi Utari
4123342006

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TABLE OF CONTENT

Legalization Paper

Biography
Abstract
Acknowledgement
Table of Content
List of Table
List of Figure
List of Appendix
CHAPTER I INTRODUCTION
1.1.
Research Background
1.2.
Problem Identification
1.3.
Research Scope
1.4.
Research Question
1.5.
Research Aim
1.6.
Research Significance

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ix

1
3
3
4
4
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CHAPTER II LITERATURE REVIEW
2.1.

Teaching and Learning
2.2.
Learning Activities in Scientific Approach
2.2.1. Observation
2.2.2. Questioning
2.2.3. Experimenting
2.2.4. Associating
2.2.5. Communicating
2.2.6. The Lesson That Suitable with Scientific Approach
2.3.
Biology Subject in Curriculum 2013
2.4.
Teach
2.5.
Teachers as Facilitators
2.6.
Factors of Teacher Difficulties

6
6

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8
8
9
9
9
10
10
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12

CHAPTER III RESEARCH METHOD
3.1.
Research Time and Location
3.2.
Population and Sample
3.3.
Type and Research Design
3.4.
Research Instrument

3.5.
Validity Test
3.6.
Analyzing Data Technique

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13
13
14
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CHAPTER IV RESULT AND DISCUSSION
4.1.
Result of Research
4.1.1. Description of the Scientific Approach Application
in the Learning Process

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4.1.1.1. Data of Scientific Approach Implementation in X MIA 5
4.1.1.2. Data of Scientific Approach Implementation in X MIA 6
4.1.1.3. Data of Scientific Approach Implementation in X MIA 8
4.1.1.4. Data of Scientific Approach Implementation in XI MIA 1
4.1.1.5. Data of Scientific Approach Implementation in XI MIA 2
4.1.1.6. Data of Scientific Approach Implementation in XI MIA 5
4.2.
Discussion
4.2.1. Observation
4.2.2. Questioning
4.2.3. Experimenting
4.2.4. Associating
4.2.5. Communicating

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25

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CHAPTER III CONCLUSION AND SUGGESTION
5.1.
Conclusion
5.2.
Suggestion

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REFERENCES
Appendix

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LIST OF TABLE
Table 2.1.
Table 3.1.
Table 3.2.
Table 4.1.

Learning Activities in Scientific Approach
Observation of Learning Activities
Observation Of Scientific Approach
List Of The Stage Of Scientific Approach In X Mia 5 On
First Observation
Table 4.2. List Of The Stage Of Scientific Approach In X Mia 5 On
Second Observation
Table 4.3. List Of The Stage Of Scientific Approach In X Mia 6 On
First Observation
Table 4.4. List Of The Stage Of Scientific Approach In X Mia 6 On
Second Observation
Table 4.5. List Of The Stage Of Scientific Approach In X Mia 8 On
First Observation
Table 4.6. List Of The Stage Of Scientific Approach In X Mia 8 On
Second Observation
Table 4.7. List Of The Stage Of Scientific Approach In Xi Mia 1 On
First Observation
Table 4.8. List Of The Stage Of Scientific Approach In Xi Mia 1 On
Second Observation
Table 4.9. List Of The Stage Of Scientific Approach In Xi Mia 2 On
First Observation
Table 4.10. List Of The Stage Of Scientific Approach In Xi Mia 2 On
Second Observation
Table 4.11. List Of The Stage Of Scientific Approach In Xi Mia 5 On
First Observation
Table 4.12. List Of The Stage Of Scientific Approach In Xi Mia 5 On
Second Observation
Table 4.13. The Percentage Of Scientific Approach Implemented In The
Whole Sample Class
Table 4.14. Scientific Learning

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15
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23
25
26
29
31
32
34
35
36
38
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LIST OF FIGURE
Figure 3.1 Research Design

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LIST OF APPENDIX
Appendix 1 Result of Observation in X MIA 5

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Appendix 2 Result of Observation in X MIA 6

81

Appendix 3 Result of Observation in X MIA 8

107

Appendix 4 Result of Observation in XI MIA 1

137

Appendix 5 Result of Observation in XI MIA 2

163

Appendix 6 Result of Observation in XI MIA 5

187

Appendix 7 Rubric of Scientific Approach

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CHAPTER I
INTRODUCTION

1.1 Background
Learning is an effort that done by person to obtain a change in new
behavior entirely, as a result of his own experience in interaction with the
environment, behavior changes that occur in learning have characteristics: occurs
consciously, continuous and functional, positive and active, not temporary, aimed
and directed, and include all aspects of behavior (Slameto, 2003). While learning
in Indonesian dictionary defined as a process, way, action that motivate human or
living things to learn (Depdiknas, 2008). The learning objective in Indonesia
suited to national education goals that stated in article 3 of law No. 20 of 2003
which develop the learners’ potential in order to become a man that has faith and
fear of Almighty God, noble character, healthy, knowledgeable, skilled, creative,
independent, democratic and responsible citizen.
To achieve the goals of national education, the government has made
various efforts to make improvement of curriculum started from curriculum 1947
till curriculum 2013. The principle of curriculum 2013 is not far different from the
previous curriculum, because basically curriculum 2013 is the development of
previous curriculum. The thing that makes different is the pressure point of
learning and the range of material concerned to learners. As we known before that
curriculum 2013 attempted to combine among ability, attitude, skills, knowledge.
Learning in curriculum 2013 uses scientific approach. Scientific approach
is the approach used in learning by conducting scientific process. The learnt thing
and obtained by student is conducted with sense and their own mind so they have
experience directly within the process of gaining knowledge. Scientific approach
is an approach of learning carried out through the process of observing,
questioning, experimenting, associating, and communicating. This learning
activity may form attitude, skills, knowledge of learner optimally. The fifth of
scientific learning process are implemented at the time when enter the core
activity of lesson (Fadlillah, 2014).

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In the application of scientific approach need reliable teacher, which teacher
demanded to be more creative in order that learner interested and active in the
learning process. The learning that use scientific method, teacher is no more
become learning center but centered on the students selves. It means that scientific
approach is intended for providing comprehension to learner in knowing,
understanding various material using scientific approach, that information may
come from anywhere, anytime is not depend on direction information of teacher
(Daryanto, 2014).
Scientific approach applied to all subjects include to biology subject. In
curriculum 2013, biology subject aims order students have the ability to form
positive attitude toward biology by recognizing the regularity and the beauty of
nature as well as using greatness of God almighty, form scientific attitude namely
honest, objective, resilient, critical, and able cooperate with others, developing
experience to be able proposing and testing hypothesis through experiment orally
or written, developing the ability of analysis thinking, inductive, and deductive,
by using and applying the concept and biology principle to produce the simple
technology work related to human need, improve awareness and participation in
preserving the environment (Nunung, 2014).
The effort in creating the learning according to scientific approach is the
task of an educator where in learning should build a sense of comfortable,
attractive, and active. However in the learning application by using scientific,
teacher still has obtacles. The result of research conducted by (Mei, 2014) stated
the implementation of learning obstacles that experienced by teacher are difficulty
in attracting student to ask, lack of time, the complexity of preparation, teacher are
less able to manage the class, and many students late to collect the task.
Correspondingly with the result of research conducted by (Surachman, 2014) to
high school biology teacher said that the application of scientific approach in the
class is not optimal, and there is no difference between the school status with five
basics learning experience in scientific approach according to curriculum 2013.
According to Agnes as special staff of Education Minister and Culture in
Supervision, Control and Development field is written in the article of
news.okezone.com on October 16th, 2014 said that one different of curriculum

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2013 with previous curriculum is it’s scientific approach. Still many teacher is
difficulty to apply the approach in teaching. One of the step scientific approach
are observing, questioning, associating, experimenting and forming network
which is often miss is the associating. Then the teacher still difficult to make
student active in learning, but teacher are required to be smart become a facilitator
in order that student ask, but not all the teacher are able to implement it.
The result of initial observation conducted by the author to the biology
teacher at MAN 1 Medan, known that MAN 1 Medan has implemented learning
refers to curriculum 2013 since 2015 ago. Currently curriculum 2013 applied in
class X and XI, until now have not been evaluated to the learning in class using
scientific approach. This research will reveal The Implementation of Scientific
Approach in Biology Subject in Grade X and XI at Madrasah Aliyah Negeri
(MAN) 1 Medan Academic Year 2016/2017.

1.2 Problem Identification
Based on the description of background above, the problems can be
identified as follows:
1. Curriculum 2013 uses scientific approach in learning.
2. Scientific approach is a new approach applied in biology learning at MAN 1
Medan.
3. The evaluation is not yet conducted as learning steps in biology subject with
scientific approach rules.

1.3 Problem Scope
In order to make this research is more focused, effective, efficient and able
studied more. The things that scope this research as follows:
1. Class will be research are class X and XI at MAN 1 Medan Academic Year
2016/2017.
2. The implementation of scientific approach of biology learning activities in the
class.
3. Class sample become subject of observation.

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4. Reveal the biology learning activities that indicate the using of scientific
approach.

1.4 Research Question
Based on the research background, problem identification, and problem
scope above, it can be stated the research question as follows:
1. How the implementation of scientific approach in Biology subject in grade X
and XI MAN 1 Medan?
2. How many kinds of dominant and non dominant scientific approach that
implemented in lerning Biology in X and XI grade MAN 1 Medan?

1.5 Research Aim
Based on the research scope and the research question above so, the
objective of this research are:
1. To describe the activities of learning biology done in class X and XI by using
scientific approach at MAN 1 Medan
2. To obtain the empirical data about dominant and non dominant scientific
approach that implemented in learning biology.

1.6 Research Significant
The result of this research is expected to give the contribution in education
field especially to MAN 1 Medan. As special, the result is expected to provide
benefits to various parties who use the research information as follows:
1. For education field, the information in this research will contribute
information on learning activity using scientific approach that appear in
learning biology in the class.
2. For high school biology teacher generally and MAN 1 Medan, the result of
research provide the fact about learning activity (especially learning activity
that using scientific approach) which appear when learning biology in the
class.

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3.

Understanding about learning activity that use scientific approach can
encourage innovation of biology learning especially at MAN 1 Medan, will
give contribution for the quality improvement of learning at MAN 1 Medan.

4. The experience by doing direct observation and writing the result of
observation during this research is expected to train researcher as prospective
teacher in the implementation of learning, especially in the application of
scientific approach.

CHAPTER V
CONCLUSION AND SUGGESTION

5.1. Conclusion
Based on the result of research that have been outlined in chapter IV, the
conclusion of this research are described below :
1. Generally, Biology’s learning in Class X and XI MAN 1 Medan have been
used scientific approach such as observing, questioning, experimenting,
associating,communicating.
2. The activity of scientific approach that dominantly done by the students is
observing, meanwhile associating is the activity that rarely done.

5.2. Suggestion
Based on conclusion above, it can be proposed some suggestion like:
1. It is need to investigate the scientific aproach in the each step focusly, so the
conformity of implementation with nature syntax is achieved in the next
research
2. The indepth interview and analysis is required in the next research so the
syntax implementation’s problem can be detected
3. Data collection in the field should be done in the early semester, when the
learning process in the class is done focusly.

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