THE DIFFERENCES OF STUDENTS’ LEARNING ACHIEVEMENT BY POSTER DISPLAYING ON ENVIRONMENT TOPIC GRADE X SMA OF MEDAN ACADEMIC YEAR 2015/2016.
THE DIFFERENCES OF STUDENTS’ LEARNING ACHIEVEMENT BY
POSTER DISPLAYING ON ENVIRONMENT TOPIC GRADE X
SMA OF MEDAN ACADEMIC YEAR 2015/2016
By:
Febrina Suci Ramadhoni
4123342007
Billingual Biology Education
THESIS
Submitted to Fulfill the Requirements for the Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
iii
THE DIFFERENCES OF STUDENTS’ LEARNING ACHIEVEMENT BY
POSTER DISPLAYING ON ENVIRONMENTAL TOPIC GRADE X
SMA OF MEDAN CITY ACADEMIC YEAR OF 2015/2016
Febrina Suci Ramadhoni (ID Number : 4123342007)
ABSTRACT
The study aims to know the difference of learning achievement by
poster displaying in the environmental topic. Type of the research was quasi
experiment and was designed with pre-test and post-test. The population is the
students in SMA Negeri 3 and 4 Medan academic year 2015/2016. The samples
consists of two groups selected purpousively for each of school, grade X MIA 10
as poster making inclution group (n=40 students) and X MIA 7 as poster nonmaking inclution group (n=40 students). Learning method in both groups was
goup discussion. In first group, used poster making inclution and poster nonmaking inclution for the second. Multiple choice test was the instrument for
cognitive data collection and questionnaires were used for student performances.
Hypothesis wass tested by t-test. The students learning achievement result showed
that, the average score in poster making inclution group (74.92) was higher than
poster non-making inclution group (67.13) with persentage difference is 38%.
tcount with ttable is tcount > ttable ( 4.175 > 1.994) (with α=0.05 and df=78). Based on
the data from research result used tcount > ttable then H0 was rejected and Ha was
accepted. It means there is difference of learning achievement between student
who were treated with poster making inclution and those treated with non-poster
making inclution model on Environmental topic of Grade X in SMA at Medan
Academic Year 2015/2016.
Keywords:
Poster Making Inclution Group,Poster Non-Making Inclution
Group Learning Achievement, Student Performance.
iv
ACKNOWLEDGEMENTS
First of all the writer would like to express gratitude to Allah SWT, the
most gracious and merciful for the opportunity and possibility in completing this
thesis. The writer very pleasure to thank the following people.
She owes her deepest gratitude to her thesis supervisor, Dra. Martina A
Napitupulu, M.Sc. who has given support, suggestion, motivation and
contribution in writing this thesis, whitout her guidance, this thesis would not
have been possible. And the writer also want to thanks to the academic supervisor,
Prof. Dr. Herbert Sipahutar, MS, M.Sc who has give the support for at least 4
years to the writer from the beginner until the examination.
This thesis would not be completed without supports, guidances, and
suggestion from many parties. First and foremost, my appreciation goes to the
Dean of Mathematics and Science Faculty, Dr. Asrin Lubis, M.Pd, Vice of Dean
of Mathematics and Science Faculty, Prof. Dr. Herbert Sipahutar, MS, M.Sc,
Coordinator of Bilingual Biology Program, Dr. Iis Siti Jahro, M.Si, the Head of
Biology Department, Dr. Hasruddin, M.Pd. And also my examiners, Syarifuddin,
M.Sc., Ph.D, Dr. Martina Restuati, M.Si, and Endang Sulistyarini Gultom,
S.Si.,M.Si.Apt helps are also importantly acknowledgement for the comments and
suggestions.
The writer also want to thank the Headmaster of SMA Negeri 3 Medan,
Drs. Syahlan Daulay, M.Pd and big thanks to biology teacher, Dessy Sianturi,
S.Pd, M.Si and also to thank the Headmaster of SMA Negeri 4 Medan, Drs.
Ramly, M.Pd and also to biology teacher, Nurbaina, S.Pd, M.Si who gave their
time for administrating treatment and provide feedback on the work in progress.
And also thankful to all students in X MIA 10 in SMA N 3 Medan and X MIA 7
in SMA N 4 Medan who participated in this research.
Special greatest thanks also go to my beloved parents, Salamuddin and
Kartika Sari for their unending love and care from I started my research until
finished. Writer’s beloved little sister Chairunnissa for the extraordinary amout of
time and efforts they put into to complete this thesis. Writer could not have
v
complete this thesis without them. The writers also want to thanks to all of my
family espescially to Sukisman, S.Pd, M. Si and Delpi Diapari Siregar S.E that
help the researches so the writer can finish the thesis on time.
The writer also appreciate the contribution of Findi Septiani, Reny
Magdalena, Naimatussyifa, Durriyah, Siti Fatimah Harahap, Ramadhana Z Putri,
Widya Karlina Lubis, Dwi Ayu Wendyana, Dini Ismika Putri, Mega Hardiyanti,
and all friends in Bilingual Biology Education 2012 , all of member in Bilingual
Biology 2011 and Bilingual Biology 2013 who have given help, support and
motivation.
Writer tried the best to finish this thesis, but writer realize that still many
lackness and weakness in content. Critics and advice are welcome from reader in
order to perfect this thesis.
Medan, Juni 2016
The Writer
Febrina Suci Ramadhoni
4123342007
vi
TABLE OF CONTENTS
Sheet of Legalization
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Table of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I
INTRODUCTION
1.1.
Background
1
1.2.
Problem Identification
3
1.3.
Scope of Study
3
1.4.
Research Question
4
1.5.
Research Objective
4
1.6.
Significant Research
4
CHAPTER II
THEORITICAL REVIEW
2.1.
Learning Theory
5
2.2.
Active Learning
6
2.3.
Media in Teaching Learning
8
2.3.1. The Advantages of Using Media
9
2.3.2. The Advantages Media for Student
10
2.3.3. Cautions in Utilizing Media
10
2.4.
11
Poster
2.4.1. Educational Poster
12
2.4.2.
13
How Large Should The Poster Be?
vii
2.4.3. Several Consideration of Using Poster As Media in Classroom
2.5.
Student’s Learning Outcomes Using Poster
13
15
2.5.1. Poster Session
15
2.5.2. Poster Evaluation Criteria
17
2.6.
18
Research Hypothesis
2.6.1. Hypothesis
18
2.6.2. Statistical Hypothesis
18
CHAPTER III
RESEARCH METHOD
3.1.
Location and Time Of Research
19
3.2.
Population and Samples
19
3.2.1. Population
19
3.2.2. Samples
19
3.3.
Research Variable
19
3.4.
Type and Research Design
19
3.5.
Research Instrument
20
3.5.1. Poster
20
3.5.2. Cognitive Test
21
3.6.
22
Instrument Testing
3.6.1. Validity Test
22
3.6.2. Reliability
23
3.6.3. Difficulty Level
23
3.6.4. Discrimination Power
24
3.7.
25
Research Procedure
3.7.1. Preparation
25
3.7.2
Implementation
25
3.8
Data Analysis
26
3.8.1. Normality Test
26
3.8.2. Homogeneity Test
26
3.8.3. Hypothesis Test
27
viii
CHAPTER IV
RESULT AND DISCUSSION
4.1.
Result Result
29
4.1.1. Description of Research Data
29
4.1.1.1. Student Pretest
29
4.1.1.2. Students’ Learning Achievement
29
4.1.1.3. student’s poster
30
4.1.2. Analysis of Research Data
32
4.2.
33
Discussion
4.2.1. Student’s Cognitive Aspect
4.2.2.
Students’ Poster
33
33
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusions
35
5.2. Recommendation
35
REFERENCES
36
ix
LIST OF FIGURE
Figure 3.1. Chart of The Research Procedure
28
Figure 4.1. The Comparison Between Student Pretest in Poster Making
Inclution Group and Poster Non Making Inclution Group
29
Figure 4.2. The Comparison Between Student learning achievement
in Poster Making Inclution Group and Poster Non Making
Inclution Group
30
Figure 4.3. The Comparison Between indicator of poster in Poster Making
Inclution Group and Poster Non Making Inclution Group
31
Figure 4.4. The Comparison Between Poster Making Inclution Group
and Poster Non Making Inclution Group in average
of poster persentage
31
x
LIST OF TABLE
Table 3.1. Research Design
21
Table 3.2. The Question Type of Cognitive Test
22
xi
LIST OF APPENDIX
Appendix 1. Syllabus
38
Appendix 2. Lesson Plan for poster making inclution group
42
Appendix 3. Lesson Plan for poster non-making inclution group
71
Appendix 4. Pre-Test and Post-Test Question
95
Appendix 5. answer key of the cognitive test
103
Appendix 6. Observation Sheet Of Poster Score
104
Appendix 7. Table Validity Instrument
106
Appendix 8. Calculation of Validation
107
Appendix 9. Calculation Reliability Test
109
Appendix 10. Calculation Difficulty Index
110
Appendix 11. Calculation of Discriminant Power
112
Appendix 12. Data Of Student Pretest And Posttest
114
Appendix 13. Calculation of Average & Deviation Standard of Pretest
116
Appendix 14. Calculation of Average & Deviation Standard of Posttest
118
Appendix 15. Normality Test of Research Data
120
Appendix 16. Homogeneity Test of research data
124
Appendix 17. calculation of t-test of student pretest
126
Appendix 18. Students’ Poster Score
129
Appendix 19. Hypothesis Test
131
xii
Appendix 20. Table R Product Moment
134
Appendix 21. List of Critical Value for Lilieforse Test
135
Appendix 22. Table Wilayah Luas di Bawah Kurva Normal 0 ke Z
136
Appendix 23. Table of Distribution F
137
Appendix 24. Table of Distribution T
142
Appendix 25. Documentation
143
CHAPTER I
INTRODUCTION
1.1. Background Of Study
Learning process is a dynamic activity that teachers need to constantly
observe the changes that occur in student in the class. It is a two-way
communication, the teaching is conducted by the teacher as the educator, while
the study carried out by the learners. In the learning process, the interaction
between teacher and students will be more effective when student participate
actively in the learning process. Student will be able to undestand the lesson from
their experience and it will enhance the outcomes. Teacher today is the facilitator
so everything in the learning process is many by the action of students.
If we create the classrooms where students are engaged in meaningful tasks
and where students are motivated to learn, then teachers need to be able to employ
a variety of techniques to promote active in-depth learning. There are many more
ways to learn than by “telling”. Learning isn’t about pouring information into
students’ heads; learning requires thought. As Confucius noted, “Learning without
thought is perilous.” By the same standard, “Teaching without thought is a waste
of time!” Twenty-five hundred years ago Confucius understood that learning is an
active process. He reminds us of that concept by scripting the following saying:
What I hear, I forget; What I see, I remember; What I do, I understand (Goodland,
1987)
The conventional way of teaching is still dominated by “telling” students as
one way approach. Students are not considered as partner to achieve the learning
process ultimate goal, which is changing in behaviour. Previous researchers
indicated that visual media can be used to complement conventional approaches
when teaching and learning and improve student performances. Salomon and
Cowen in Jagger (2012) proved that students learn new abstracts and novel
concepts in both verbal and visual form and visual media make concepts more
accessible to students and enhance lateral recall of information. Pinker in Jagger
1
2
(2012) reinstated that visual media can support students to retain and apply new
concepts to real life situations.
Poster is considered as one of media and has become one of the most
important types of scientific communication at societal meetings and scientific
conferences. The power of the poster is that the communicants can directly
discuss their data and interpretations one-on-one or in a small group atmosphere.
The feedback generated during these discussions generally proves to be more
useful than the feedback in question and answer sessions following the more
traditional oral presentation/lecture. The data and data analyses are visually
available in a well developed local flow in a poster presentation.
Posters have since been used as educational strategy in several studies.
According to Denzine (1999), poster session allows participation by the audience
by communicating with one another. The poster can be used to develop vital
research literacy skills and this in turn serves the future professional education. In
addition, the extent to which a poster is used as a teaching resource can create an
impact to students in a class. Poster presentations will also encourage an
interactive discussion. He proposed that students can perform activity to make
posters in their learning activity. He claimed that poster is the faster way of
delivering information and it can be a right way of predicting student capability of
imagination, and also providing time and space for student to exchange ideas
among them in a friendly environment. Poster can be a media where activity to
describe an object, to establish graph and table, to record data, and to draw a
diagram can be considered as the skills where student can perform their actual
capability of learning.
In SMA 3 & SMA 4 Medan students were observed to have difficulties in
the topic of environment. The KKM of SMA 3 & SMA 4 Medan is 70 with about
70% student is pass and 15% student didn’t pass. In the other side, student were
not actively enggaged in the leaning process. Students were observed also have
difficulties to communicating the result of the topic delivered to the teacher. And
also, the topic of environment is a time-consuming activity for both teacher and
students. Students did not show the ability to discuss the result among them and
3
tended to reproduce information, consider a concern for grades and task
requirements, and is characterized by minimal mental effort (Cross & Steadman;
Prosser & Trigwell in Myka & Rubenheimer, 2005).
There are practical activities of environment pollution (KD 3.10) where
students are required to analyse the data of environment changing and its effect to
life. The problem solving of the environment problem by designing the recycling
process of waste products and the promoting sustainable environment in KD 4.10,
are considered to be time-consuming process. Teachers might find it difficult to
conduct activity where practical and analytical tasks are both effort and time
demanding in the first place. Poster is considered to tack the problem of time
limitation for both teacher and students.
There is an urgency of using poster to improve student’s academic
performance. This research was intended to explore the creativity by making
poster on student’s academic achievement in the topic of environment SMA 3 &
SMA 4 Medan Year 2015/2016.
1.2. Problem Identification
Based on the background, the problem can be identified as follows:
a. Student were not actively enggaged in the learning process,
b. Students were observed to have difficulties to communicating the result of
the topic delivered by the teacher,
c. The topic of environment is a time-consuming activity for both teacher
and students.
1.3. The Scope of Study
The study is limited to the incorporating poster in the students’ performance
and the differences to the student’s achievement. The cognitive aspect of the
academic performance is explored using pre-test and post-test. Posters are
provided by student and the topic taught is environment. The research is taken
place in SMA Negeri 3 & SMA 4 Medan .
4
1.4. Research Question
Based on the background previously mentioned the author formulate
research questions: Is the student’s learning achievement in poster making
inclution group higher than student’s learning achievement in poster non-making
inclution group?
1.5. Research Objective
Based on the formulation of problem the objective of research is to explore
the student’s learning achievement by poster making inclution and poster nonmaking inclution group in SMA 3 & SMA 4 Medan.
1.6.
Significances of Research
The expected benefits of the research are:
1.
For researcher, the finding is an information about problem and solution in
the teaching and learning process.
2.
For teachers, as an alternative way of dealing with any time-consuming
topic in the field.
3.
For school, as an information about improving the quality of teaching and
learning activity.
35
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
The research is again showing the importance of posters in increasing
student’s learning achievement. This research showed that students producing
posters are more capable to produce good piece of work when the process of
making posters was supervised. There are several indicators that help teachers to
guide and supervise students to reach its maximal achievement.
There is a significant difference on student learning achievement and
student’s poster percentage between students who were supervised and who were
not, when they produce posters as a way of evaluating their performance in the
topic of Environment.
5.2. Recommendation
Based on the result and conclusion above, the researcher recommends:
1. Students should use poster displaying model to improve their performance as it
has been proved in this research that learning process were more interesting.
2. Teacher are encouraged to use poster to deliver the topic of environment but
this reseacrch has shown that the ability of teachers in the process learning as
guide to convey the material, is central to the learning process.
35
36
REFERENCES
Akister, J., Bannon, A., & Mullencer-Lock, H. (2000). Poster presentations in
social work education assessment: A case study. Innovations in Education
and Training International, 37(3): 229. Retrieved October 17, 2007, from
ProQuest Education Journals database.
Anitah, S ( 2008). Media Pembelajaran. Surakarta: LPP UNS dan UNS Pers.
Aziz, R.H.A.& Jusoff , K (Corresponding author): Effective Poster Teaching
Strategy towards Risk in Studying Fraud. International Eduation Studies
Journal Vol.2, No. 1. www.ccsenet.org/journal.html
Chute, D.L. & Bank, B. (1983). In: Aziz, R.H.A.& Jusoff , K (Corresponding
author): Effective Poster Teaching Strategy towards Risk in Studying
Fraud. International Eduation Studies Journal Vol.2, No. 1.
www.ccsenet.org/journal.html
Denzine, G.M (1999). An example of innovative teaching: Preparing graduate
students for poster presentations. Journal of College Student
Development, 40(1): 91. Retrieved October 17, 2007, from ProQuest
Education Journals database.
Eskilson, S. (2012). Graphic Design: A New History, Yale University Press,
2012, pp. 43-7.
Gosling, P. (1999). Scientist's Guide to Poster Presentations. New York: Kluwer.
ISBN 978-0-306-46076-0.
Heiman, G. (1999). Research methods in psychology. Boston: Houghton Mifflin
Company.
Hess, G & Brooks, E. (1998). The Class Poster Conference as a Teaching Tool.
North Carolina State University. Journal of Natural Resources and Life
Sciences Education
Izatt, S., & Rita. D. (2015). Educational Perspectives: Effective Visual Display of
Poster Presentations. NeoReviews April 2015, VOLUME 16 / ISSUE 4.
Jager, T. (2012). Using Visual Media to Enhance Science Teaching and Learning
in Historically Disadvantaged Secondary Schools. Tshwane University of
Technology in South Africa. DOI: 10.7763/IPEDR. 2012. V47.
Martin, D.W (1990). Doing experimental research. 4th edition. New York:
Brooks/Cole.
37
Myka, J. L. & Raubenheimer, C. D. (2005). Action research implemented to
improve Zoology laboratory activities in a freshman biology majors
course Electronic Journal of Science Education, Vol. 9, No. 4, June 2005.
Newbrey, M.G & J.M Baltezore (2006). Poster Presentations: Conceptualizing,
Constructing & Critiquing The American Biology Teacher. Washington:
Nov/Dec Vol. 68, Iss. 9; pg. 550, 5 pgs.
Sisak, M.E. (1997). Poster sessions as a learning technique. Journal of Chemical
Education, 74(9), 1065-1067. Retrieved October 17, 2007, from ProQuest
Education Journals database. (Document ID: 13973310).
Slavin, R. (2007). Educational research in an age of accountability. Boston:
Pearson Education.
Sudjana, N. & Rivai. A (2010). Media Pengajaran. Bandung: Sinar Baru
Algensindo.
POSTER DISPLAYING ON ENVIRONMENT TOPIC GRADE X
SMA OF MEDAN ACADEMIC YEAR 2015/2016
By:
Febrina Suci Ramadhoni
4123342007
Billingual Biology Education
THESIS
Submitted to Fulfill the Requirements for the Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
i
iii
THE DIFFERENCES OF STUDENTS’ LEARNING ACHIEVEMENT BY
POSTER DISPLAYING ON ENVIRONMENTAL TOPIC GRADE X
SMA OF MEDAN CITY ACADEMIC YEAR OF 2015/2016
Febrina Suci Ramadhoni (ID Number : 4123342007)
ABSTRACT
The study aims to know the difference of learning achievement by
poster displaying in the environmental topic. Type of the research was quasi
experiment and was designed with pre-test and post-test. The population is the
students in SMA Negeri 3 and 4 Medan academic year 2015/2016. The samples
consists of two groups selected purpousively for each of school, grade X MIA 10
as poster making inclution group (n=40 students) and X MIA 7 as poster nonmaking inclution group (n=40 students). Learning method in both groups was
goup discussion. In first group, used poster making inclution and poster nonmaking inclution for the second. Multiple choice test was the instrument for
cognitive data collection and questionnaires were used for student performances.
Hypothesis wass tested by t-test. The students learning achievement result showed
that, the average score in poster making inclution group (74.92) was higher than
poster non-making inclution group (67.13) with persentage difference is 38%.
tcount with ttable is tcount > ttable ( 4.175 > 1.994) (with α=0.05 and df=78). Based on
the data from research result used tcount > ttable then H0 was rejected and Ha was
accepted. It means there is difference of learning achievement between student
who were treated with poster making inclution and those treated with non-poster
making inclution model on Environmental topic of Grade X in SMA at Medan
Academic Year 2015/2016.
Keywords:
Poster Making Inclution Group,Poster Non-Making Inclution
Group Learning Achievement, Student Performance.
iv
ACKNOWLEDGEMENTS
First of all the writer would like to express gratitude to Allah SWT, the
most gracious and merciful for the opportunity and possibility in completing this
thesis. The writer very pleasure to thank the following people.
She owes her deepest gratitude to her thesis supervisor, Dra. Martina A
Napitupulu, M.Sc. who has given support, suggestion, motivation and
contribution in writing this thesis, whitout her guidance, this thesis would not
have been possible. And the writer also want to thanks to the academic supervisor,
Prof. Dr. Herbert Sipahutar, MS, M.Sc who has give the support for at least 4
years to the writer from the beginner until the examination.
This thesis would not be completed without supports, guidances, and
suggestion from many parties. First and foremost, my appreciation goes to the
Dean of Mathematics and Science Faculty, Dr. Asrin Lubis, M.Pd, Vice of Dean
of Mathematics and Science Faculty, Prof. Dr. Herbert Sipahutar, MS, M.Sc,
Coordinator of Bilingual Biology Program, Dr. Iis Siti Jahro, M.Si, the Head of
Biology Department, Dr. Hasruddin, M.Pd. And also my examiners, Syarifuddin,
M.Sc., Ph.D, Dr. Martina Restuati, M.Si, and Endang Sulistyarini Gultom,
S.Si.,M.Si.Apt helps are also importantly acknowledgement for the comments and
suggestions.
The writer also want to thank the Headmaster of SMA Negeri 3 Medan,
Drs. Syahlan Daulay, M.Pd and big thanks to biology teacher, Dessy Sianturi,
S.Pd, M.Si and also to thank the Headmaster of SMA Negeri 4 Medan, Drs.
Ramly, M.Pd and also to biology teacher, Nurbaina, S.Pd, M.Si who gave their
time for administrating treatment and provide feedback on the work in progress.
And also thankful to all students in X MIA 10 in SMA N 3 Medan and X MIA 7
in SMA N 4 Medan who participated in this research.
Special greatest thanks also go to my beloved parents, Salamuddin and
Kartika Sari for their unending love and care from I started my research until
finished. Writer’s beloved little sister Chairunnissa for the extraordinary amout of
time and efforts they put into to complete this thesis. Writer could not have
v
complete this thesis without them. The writers also want to thanks to all of my
family espescially to Sukisman, S.Pd, M. Si and Delpi Diapari Siregar S.E that
help the researches so the writer can finish the thesis on time.
The writer also appreciate the contribution of Findi Septiani, Reny
Magdalena, Naimatussyifa, Durriyah, Siti Fatimah Harahap, Ramadhana Z Putri,
Widya Karlina Lubis, Dwi Ayu Wendyana, Dini Ismika Putri, Mega Hardiyanti,
and all friends in Bilingual Biology Education 2012 , all of member in Bilingual
Biology 2011 and Bilingual Biology 2013 who have given help, support and
motivation.
Writer tried the best to finish this thesis, but writer realize that still many
lackness and weakness in content. Critics and advice are welcome from reader in
order to perfect this thesis.
Medan, Juni 2016
The Writer
Febrina Suci Ramadhoni
4123342007
vi
TABLE OF CONTENTS
Sheet of Legalization
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Table of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I
INTRODUCTION
1.1.
Background
1
1.2.
Problem Identification
3
1.3.
Scope of Study
3
1.4.
Research Question
4
1.5.
Research Objective
4
1.6.
Significant Research
4
CHAPTER II
THEORITICAL REVIEW
2.1.
Learning Theory
5
2.2.
Active Learning
6
2.3.
Media in Teaching Learning
8
2.3.1. The Advantages of Using Media
9
2.3.2. The Advantages Media for Student
10
2.3.3. Cautions in Utilizing Media
10
2.4.
11
Poster
2.4.1. Educational Poster
12
2.4.2.
13
How Large Should The Poster Be?
vii
2.4.3. Several Consideration of Using Poster As Media in Classroom
2.5.
Student’s Learning Outcomes Using Poster
13
15
2.5.1. Poster Session
15
2.5.2. Poster Evaluation Criteria
17
2.6.
18
Research Hypothesis
2.6.1. Hypothesis
18
2.6.2. Statistical Hypothesis
18
CHAPTER III
RESEARCH METHOD
3.1.
Location and Time Of Research
19
3.2.
Population and Samples
19
3.2.1. Population
19
3.2.2. Samples
19
3.3.
Research Variable
19
3.4.
Type and Research Design
19
3.5.
Research Instrument
20
3.5.1. Poster
20
3.5.2. Cognitive Test
21
3.6.
22
Instrument Testing
3.6.1. Validity Test
22
3.6.2. Reliability
23
3.6.3. Difficulty Level
23
3.6.4. Discrimination Power
24
3.7.
25
Research Procedure
3.7.1. Preparation
25
3.7.2
Implementation
25
3.8
Data Analysis
26
3.8.1. Normality Test
26
3.8.2. Homogeneity Test
26
3.8.3. Hypothesis Test
27
viii
CHAPTER IV
RESULT AND DISCUSSION
4.1.
Result Result
29
4.1.1. Description of Research Data
29
4.1.1.1. Student Pretest
29
4.1.1.2. Students’ Learning Achievement
29
4.1.1.3. student’s poster
30
4.1.2. Analysis of Research Data
32
4.2.
33
Discussion
4.2.1. Student’s Cognitive Aspect
4.2.2.
Students’ Poster
33
33
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusions
35
5.2. Recommendation
35
REFERENCES
36
ix
LIST OF FIGURE
Figure 3.1. Chart of The Research Procedure
28
Figure 4.1. The Comparison Between Student Pretest in Poster Making
Inclution Group and Poster Non Making Inclution Group
29
Figure 4.2. The Comparison Between Student learning achievement
in Poster Making Inclution Group and Poster Non Making
Inclution Group
30
Figure 4.3. The Comparison Between indicator of poster in Poster Making
Inclution Group and Poster Non Making Inclution Group
31
Figure 4.4. The Comparison Between Poster Making Inclution Group
and Poster Non Making Inclution Group in average
of poster persentage
31
x
LIST OF TABLE
Table 3.1. Research Design
21
Table 3.2. The Question Type of Cognitive Test
22
xi
LIST OF APPENDIX
Appendix 1. Syllabus
38
Appendix 2. Lesson Plan for poster making inclution group
42
Appendix 3. Lesson Plan for poster non-making inclution group
71
Appendix 4. Pre-Test and Post-Test Question
95
Appendix 5. answer key of the cognitive test
103
Appendix 6. Observation Sheet Of Poster Score
104
Appendix 7. Table Validity Instrument
106
Appendix 8. Calculation of Validation
107
Appendix 9. Calculation Reliability Test
109
Appendix 10. Calculation Difficulty Index
110
Appendix 11. Calculation of Discriminant Power
112
Appendix 12. Data Of Student Pretest And Posttest
114
Appendix 13. Calculation of Average & Deviation Standard of Pretest
116
Appendix 14. Calculation of Average & Deviation Standard of Posttest
118
Appendix 15. Normality Test of Research Data
120
Appendix 16. Homogeneity Test of research data
124
Appendix 17. calculation of t-test of student pretest
126
Appendix 18. Students’ Poster Score
129
Appendix 19. Hypothesis Test
131
xii
Appendix 20. Table R Product Moment
134
Appendix 21. List of Critical Value for Lilieforse Test
135
Appendix 22. Table Wilayah Luas di Bawah Kurva Normal 0 ke Z
136
Appendix 23. Table of Distribution F
137
Appendix 24. Table of Distribution T
142
Appendix 25. Documentation
143
CHAPTER I
INTRODUCTION
1.1. Background Of Study
Learning process is a dynamic activity that teachers need to constantly
observe the changes that occur in student in the class. It is a two-way
communication, the teaching is conducted by the teacher as the educator, while
the study carried out by the learners. In the learning process, the interaction
between teacher and students will be more effective when student participate
actively in the learning process. Student will be able to undestand the lesson from
their experience and it will enhance the outcomes. Teacher today is the facilitator
so everything in the learning process is many by the action of students.
If we create the classrooms where students are engaged in meaningful tasks
and where students are motivated to learn, then teachers need to be able to employ
a variety of techniques to promote active in-depth learning. There are many more
ways to learn than by “telling”. Learning isn’t about pouring information into
students’ heads; learning requires thought. As Confucius noted, “Learning without
thought is perilous.” By the same standard, “Teaching without thought is a waste
of time!” Twenty-five hundred years ago Confucius understood that learning is an
active process. He reminds us of that concept by scripting the following saying:
What I hear, I forget; What I see, I remember; What I do, I understand (Goodland,
1987)
The conventional way of teaching is still dominated by “telling” students as
one way approach. Students are not considered as partner to achieve the learning
process ultimate goal, which is changing in behaviour. Previous researchers
indicated that visual media can be used to complement conventional approaches
when teaching and learning and improve student performances. Salomon and
Cowen in Jagger (2012) proved that students learn new abstracts and novel
concepts in both verbal and visual form and visual media make concepts more
accessible to students and enhance lateral recall of information. Pinker in Jagger
1
2
(2012) reinstated that visual media can support students to retain and apply new
concepts to real life situations.
Poster is considered as one of media and has become one of the most
important types of scientific communication at societal meetings and scientific
conferences. The power of the poster is that the communicants can directly
discuss their data and interpretations one-on-one or in a small group atmosphere.
The feedback generated during these discussions generally proves to be more
useful than the feedback in question and answer sessions following the more
traditional oral presentation/lecture. The data and data analyses are visually
available in a well developed local flow in a poster presentation.
Posters have since been used as educational strategy in several studies.
According to Denzine (1999), poster session allows participation by the audience
by communicating with one another. The poster can be used to develop vital
research literacy skills and this in turn serves the future professional education. In
addition, the extent to which a poster is used as a teaching resource can create an
impact to students in a class. Poster presentations will also encourage an
interactive discussion. He proposed that students can perform activity to make
posters in their learning activity. He claimed that poster is the faster way of
delivering information and it can be a right way of predicting student capability of
imagination, and also providing time and space for student to exchange ideas
among them in a friendly environment. Poster can be a media where activity to
describe an object, to establish graph and table, to record data, and to draw a
diagram can be considered as the skills where student can perform their actual
capability of learning.
In SMA 3 & SMA 4 Medan students were observed to have difficulties in
the topic of environment. The KKM of SMA 3 & SMA 4 Medan is 70 with about
70% student is pass and 15% student didn’t pass. In the other side, student were
not actively enggaged in the leaning process. Students were observed also have
difficulties to communicating the result of the topic delivered to the teacher. And
also, the topic of environment is a time-consuming activity for both teacher and
students. Students did not show the ability to discuss the result among them and
3
tended to reproduce information, consider a concern for grades and task
requirements, and is characterized by minimal mental effort (Cross & Steadman;
Prosser & Trigwell in Myka & Rubenheimer, 2005).
There are practical activities of environment pollution (KD 3.10) where
students are required to analyse the data of environment changing and its effect to
life. The problem solving of the environment problem by designing the recycling
process of waste products and the promoting sustainable environment in KD 4.10,
are considered to be time-consuming process. Teachers might find it difficult to
conduct activity where practical and analytical tasks are both effort and time
demanding in the first place. Poster is considered to tack the problem of time
limitation for both teacher and students.
There is an urgency of using poster to improve student’s academic
performance. This research was intended to explore the creativity by making
poster on student’s academic achievement in the topic of environment SMA 3 &
SMA 4 Medan Year 2015/2016.
1.2. Problem Identification
Based on the background, the problem can be identified as follows:
a. Student were not actively enggaged in the learning process,
b. Students were observed to have difficulties to communicating the result of
the topic delivered by the teacher,
c. The topic of environment is a time-consuming activity for both teacher
and students.
1.3. The Scope of Study
The study is limited to the incorporating poster in the students’ performance
and the differences to the student’s achievement. The cognitive aspect of the
academic performance is explored using pre-test and post-test. Posters are
provided by student and the topic taught is environment. The research is taken
place in SMA Negeri 3 & SMA 4 Medan .
4
1.4. Research Question
Based on the background previously mentioned the author formulate
research questions: Is the student’s learning achievement in poster making
inclution group higher than student’s learning achievement in poster non-making
inclution group?
1.5. Research Objective
Based on the formulation of problem the objective of research is to explore
the student’s learning achievement by poster making inclution and poster nonmaking inclution group in SMA 3 & SMA 4 Medan.
1.6.
Significances of Research
The expected benefits of the research are:
1.
For researcher, the finding is an information about problem and solution in
the teaching and learning process.
2.
For teachers, as an alternative way of dealing with any time-consuming
topic in the field.
3.
For school, as an information about improving the quality of teaching and
learning activity.
35
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
The research is again showing the importance of posters in increasing
student’s learning achievement. This research showed that students producing
posters are more capable to produce good piece of work when the process of
making posters was supervised. There are several indicators that help teachers to
guide and supervise students to reach its maximal achievement.
There is a significant difference on student learning achievement and
student’s poster percentage between students who were supervised and who were
not, when they produce posters as a way of evaluating their performance in the
topic of Environment.
5.2. Recommendation
Based on the result and conclusion above, the researcher recommends:
1. Students should use poster displaying model to improve their performance as it
has been proved in this research that learning process were more interesting.
2. Teacher are encouraged to use poster to deliver the topic of environment but
this reseacrch has shown that the ability of teachers in the process learning as
guide to convey the material, is central to the learning process.
35
36
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