THE DEVELOPMENT OF CHEMISTRY MODULE WITH INTEGRATION OF SPIRITUAL VALUE IN SALT HYDROLYSIS TOPIC.
THE DEVELOPMENT OF CHEMISTRY MODULE WITH
INTEGRATION OF SPIRITUAL VALUE
IN SALT HYDROLYSIS TOPIC
By:
Elvianna Uli Manihuruk
Reg. Number 4123332003
Bilingual Chemistry Education Program
A THESIS
Submitted to Fulfill The Requirement for Getting the Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2016
iii
THE DEVELOPMENT OF CHEMISTRY MODULE WITH INTEGRATION OF
SPIRITUAL VALUE IN SALT HYDROLYSIS TOPIC
Elvianna Uli Manihuruk (NIM 4123332003)
ABSTRACT
This research was conducted to produce a chemistry module with integreted spiritual
values as a general objectives and the specific objectives 1) Know the presence/absence spiritual
value on module in senior high school in class XI; 2) Know the feasibility and criteria of result
development chemistry module with integrated spiritual value based on BNSP; 3) Know the
student views on the result of chemistry module integrated with spiritual value in salt hydrolysis
topic. This research conduct to 4 stage : 1) Analyzing aspect; 2) Development module; 3)
Module Standardizations conduct standardization BNSP criteria and student respond; 4)
Revision. This research was conduct 3 lecture and 20 students. Instrument used is questionnaire
sheet inserted with spiritual value, questionnaire sheet based on BNSP criteria and questionnaires
student responds. The result get from the data processing is 1).Analyzing spiritual value to
chemistry textbook is 1,78; 2) Assessments of feasibility module based on criteria BNSP is valid
and not need revise with the average value is 3,58; 3) Respond lecture and student to design
chemistry module with integrated spiritual value is 3,5 and 3,75. From the results of assessment
by lecturers and students' views, obtained a valid and does need to be revised, which means
chemistry module integrated spiritual value feasibility to be used and get positive response.
Keywords: Spiritual Values, Chemistry Module Integrated Spiritual Value
`
iv
ACKNOWLEDGEMENT
The greatest praise and thankfulness to the Almighty God, Jesus Christ
for His grace and blessing who always provide health, spirit, strength and
everything to the author in finishing this thesis well and accordance to the
planning time.
This thesis, “The Development of Chemistry Module Integrated With
Spiritual Value In Salt Hydrolysis Topic” has been arranged to obtain the degree
of Sarjana Pendidikan in Department of Chemistry, Faculty of Mathematics and
Natural Sciences (FMIPA), State University of Medan (UNIMED).
In this opportunity, the author would like to express the great appreciation
to Dr. Ayi Darmana , M.Si as the thesis supervisor, Prof. Dr. Albinus Silalahi,
M.Si., Dr. Zainuddin Muhtar, M.Si., and also Drs.Jamalum Purba, M.Si as the
thesis examiners and also to Dr.Eddiyanto,Ph,d., as the author’s academic
supervisor for their valuable time spent in giving guidances, advices, motivations,
comments and suggestions during the process of finishing this thesis and as a
coordinator of bilingual program. The author also says thanks to Dr. Asrin Lubis,
M.Pd, as the dean Faculty of Mathematics and Natural Sciences, State University
of Medan, then Nora Susanty, S.Si, Apt., M.Sc, as the secretary of Bilingual
Program. Great thanks to Drs. Rahmat Nauli, M.Si., Prof. Dr. Retno Dwi Suyanti,
M.Si., Drs. Ajat Sudrajat, M.Si., as the expert lecturer to standarize the module.
And also thanks to Sir Syamsuddin as bilingual staff for his helping in
administrative assistance and kindness.
The author’s gratitude also to all of students who have rendered their time
to standarize the module as a sample of research, the student in Bilinggual
Chemistry Education Class from Grade 2012, 2013, 2014, and 2016 who have
given their helping and their support to finishing this research.
The deepest and special gratitude, appreciation and love to my wonderful
parents N.Manihuruk and S.Girsang for their countless love, supports, prays,
motivation and careness and also to my beloved sisters,Devita Sari Manihuruk,
then to my beloved brother Roni P Manihuruk for their supports. And also special
v
thanks to my beloved auntie Sri Ulina Girsang and Rico Silalahi for their loves
and great motivations.
Special thanks also goes to my friends Lisnawati Tumanggor,Rina
Sitindaon,Hariaty Purba and Nova (Bil Chem’12) and also for thesis friedns Sri,
Hariaty, Umi, Devi, Aria, that have accompany me during the research. I also
would like to thanks for all of my friend in BILINGUAL CHEMISTRY 2012, and
everyone who cannot be mentioned his/her name for their support and frienship
during my academic years.
Finally, the author hopes this thesis would be useful for everyone who
like to explore more about the learning material and the innovation and integration
to learn chemical equilibrium notably and chemistry generally. May God bless us
forever.
Medan, June 2016
The author,
Elvianna Uli Manihuruk
CONTENT LIST
Legalization Sheet
Biography
Abstrac
Acknowledgement
Content List
Picture List
Table List
Appendix List
Page
i
ii
iii
iv
vi
viii
ix
x
CHAPTER I
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
1.7.
INTRODUCTION
Background
Problem Identification
Scope Problem
Problem Formulation
Research Objective
Research Benefit
Operational Defenition
1
1
4
4
5
5
6
6
CHAPTER II
2.1.
LITERATURE STUDY
Learning Material
2.1.1. Function of Learning Media
2.1.2. Type of Learning Media
2.1.3. Clasification of Learning Media
2.1.4. The Use Of Media In Teaching And
Learning Process
Teaching Material
2.2.1. Understanding Teaching Material Type
2.2.2. Standard Based Teaching Material BNSP
2.2.2.1 Feasibility Standard Chemistry Textbook
Content
2.2.2.2. Feasibility Standard Language Chemistry
Textbook
2.2.2.3. Presentation Feasibility Standard Chemistry
Textbook
MODULE
2.3.1. Format Module
Spiritual
2.4.1. Spiritual Intelegence
2.4.2.Characteristic Of Children Who Has Spiritual
Intelligence
2.4.3. Spiritual Value
Salt Hydrolisys
Hyphothesis
7
7
7
8
9
10
2.2.
2.3
2.4
2.5.
2.6.
11
12
16
16
16
27
18
19
20
20
22
23
24
26
CHAPTER
III
3.1.
3.2.
3.3.
3.4.
3.5.
3.6.
CHAPTER
IV
4.1.
4.2.
4.3.
4.4.
4.5.
CHAPTER V
5.1.
5.2.
REFERENCES
RESEARCH METHOD
27
Overview Of Research
Time and Location Research
Population Sample Of Research and Research
Subject
Data,Source Data, Instrument and Data Analysis
Research Proceduress
3.5.1. Analazing Module
3.5.2. Arrage The Module
3.5.3. Standarization and Revision Of Module With
Integrated Spiritual Value
3.5.4. The Overview Of Student To The Module
With Integrated Spiritual Value
Data Colecting Tecnique
3.6.1 Data processing
27
27
27
RESULT AND DISCUSSION
33
Survey of Chemistry Textbook SMA
Descriptive Analysis Of General Chemistry
Textbook
Iddentification Spiritual Value Chemistry Textbook
on Salt Hydrolysis Topic for SMA
Development Of Chemistry Moule With Integrated
Spiritual Value
Standarization Design Chemistry Module With
Integrated Spiritual Value
33
34
CONCLUTION AND SUGESTION
Conclution
Sugestion
40
40
40
28
28
28
29
29
30
31
32
35
35
37
42
ix
TABLE LIST
Table
Table
Table
Table
Tabel
Tabel
Tabel
Tabel
Tabel
Table
Table
2.1
2.2.
2.3
3.1
3..2
4.1
4.2.
4.3.
4.4.
4.5.
4.6
Table 4.7
Categorize And Characteristic Of Teaching Material Print
Adventages and Disadventages Of Teaching Material Nonprinting
Kind Of Salt Hydrolysis
Data ,Source Data, Instrument , Data Analysis
Table Data Criteria of Assesmeent Module
The Description of General Chemistry Textbook Survey SMA
Descriptive Analysis Of General Chemistry Textbook
Analysis Spiritual Textbook Chemistry SMA
Development Of Chemistry Module With Integrated Spiritual Value
Spiritual Value Inserted to The Chemistry Module
Result Assesment Design Chemistry Module With Integrated Spiritual
Value By Lecture
Respond Lecture and Student To Chemistry Module Result
Development With Integrated Spiritual Value
13
14
24
28
32
33
34
35
36
36
38
39
viii
PICTURE LIST
Picture 2. 1
Piture Learning Media Function
Picture 3.1
Design Development of Chemistry Module
Integrated With Spiritual Value Desain
Page
8
32
x
APPENDIX LIST
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Syllabi
Assessment of Teaching Materials in Salt Hydrolysis Topic
Assessment questionnaire Chemistry Module Design Based On
Spiritual Value in Salt Hydrolysis Topic For Student
Questionnaire Assessment Of Spiritual Value Teaching Material
Chemistry Textbook SMA/MA Class XI For Validator
Assessment of Teaching Material For Design Based On Spiritual
Value On Salt Hydrolysis Topic
Student Views On The Design Of Chemical Teaching Value With
Integrated Spiritual Value
Rating Design Of Chemistry Module With Integrated Of Spiritual
Value In Salt Hydrolysis Topic
Result Assesment and Outlock For Design Student Of Chemistry
Module With Integrated Spiritual Value
Module
Page
35
41
56
59
61
67
69
70
CHAPTER I
INTRODUCTION
1.1 BACKGROUND
A country declared as developed country if that country has a good quality
education, where the public aware of the importance of an education for life that
started from birth to adulthood and the age is not limited. Because every day a
science, knowledge and technology will continue to evolve so that the demands of
man to not stop learning something new. In Indonesia, the education program is an
aspect that is considered by the government. Governments constantly reviewing,
evaluating and updating the educational system in Indonesia increasingly advanced to
be able to compete with other countries in the field of science and technology in
particular.
Science has been studied continuously used to find a latest technological
developments which then can be used in human life. One branch of science that is
important is chemistry. Chemistry is one of the most important branches of science; it
enables learners to understand what happened around them because chemistry topics
are generally related to or based on the structure of matter, chemistry proves a
difficult subject for many students (Sirhan, 2007).
Indonesia requires human resources in adequate quantity and quality as the
main supporter in to build
human resources, education has a very important role.
human resource needs with the quality and quantity sufficient as the main supporter
in development is implicitly contained in Law No. 20 of 2003 on National Education
System In Article 3, which mentions that: national education serves to develop the
ability and shape the character and civilization of dignity in framework of the
national life of the nation .Education aims to develop students' potentials to become
religious and devoted to God Almighty, noble, healthy, knowledgeable, capable,
creative, independent, and become citizens of a democratic and responsible (Sudrajat,
2010).
1
2
Indonesia has organized state education since decades
years after
independence nevertheless expected level of achievement of the objectives of
education both in terms of human resource development experts, skilled and smart
especially if measured by indicators of achievement priests and pious to God
Almighty and noble character .
The fact is a reflection that the national education goals have not been fully
implemented and there has been a "mismatch" in the world of education in
Indonesia. One of the causes alleged by the main source of the problem, namely the
separation of religion and sparking sciences . this case following issues, among
others: 1) apathy toward religion science teachers, some teachers do not like to talk
about science with religion because considered two very different things, different,
where religion begins with faith. 2) Some teachers assume science is free of values
keagamaan.3) In general, thinkers, planners, implementers curriculum especially
teachers can not afford / do not quite understand how to prepare and teaching
material science-based religious values that can deliver student lets be faithful and
devoted God Almighty. This is because they never got over in sekolah.4) very limited
reference either in the form of books as well as experts who can serve as a reference
or model of the moral-based science learning that can take student lets be faithful and
devoted to God Almighty (Darmana , 2013).
Facts above prove that spiritual values of religious educators and students in
Indonesia is quite low. Various problems existing education will not be reduced if it
does not immediately start with the integration of educational of spiritual value in the
context of education, either directly through the curriculum and to create an
environment that is parenting values - religious values. Marvin Berkowitz research
results from the University - St. Louis in 2010 proved that the class is a
comprehensive class engaged in character education showed a drastic decrease in
negative behaviors that can impede student academic success .Joseph Zins, et.al in
2004 has complicated various results research on the positive effects of emotional
intelligence of children to school success he said that there is a series of risk factors
causing the failure of children at school fact is not with the intelligence of a child's
3
brain, but on spiritual values also that is self-confidence, ability to cooperate, ability
to get along , ability to concentrate and tolerance among people of
religion.
Successful of educational apply religious values will systematically have a positive
impact on academic achievement (Suyanto, 2010).
Until now, this has been a lot of textbook quality based on scientific criteria
are used as the student textbook. However, textbooks are used still tend to focus on
cognitive mastery alone. If the textbook is integrated with spiritual values, it can
develop good character in the self-learners. Presenting character education
increasingly urgent spiritual worth to be applied in the Indonesian education
institutions considering a wide range of non-educational behavior has now develop
in educational institutions. Character education will broaden the students about
spiritual value and ethical values that make them able to take decisions which are
morally accountable (Koesoema 2010) .In Grand Design Education characters created
by Tim Character Education Ministry of National Education in 2010 states that the
spiritual value and character behavior such as intelligent, honest, responsible, caring,
creative, clean, healthy and can be integrated into teaching and learning activities in
each subject (Character Education team, 2010).
Integrated educational spiritual value in teaching and learning activities
requires researchers and teachers to immediately develop spiritual values in any
teaching materials that will be use in teaching materials to be used are initially
abstract becomes concrete so easily understood, teaching materials can instill basic
concepts true, real and precise so that the student's motivation can also be increased
so that the students' attention to the learning material can be increased. Spiritual
values in education can be delivered through the media that are specifically designed
to instill educational behavior of the student. (Darmana 2013).
This research is about the development of integrated modules by spiritual
value.The researchers hope that this can be applied in the learning process in schools
and followed by research in the next. Actually relevant research has actually been
done by Darmana (2013) about the students' views on the internalization of Tawheed
through thermochemical subject matter of which as many as 79% of students looked
4
positive .Therefore, expected to teachers, the school and the field of education
curriculum to integrate spiritual value into the curriculum, syllabus, lesson plans and
teaching and learning processes that already exist.
Based on the description researchers interested in helping realize the goal of
national education and conduct research to develop module with integrated spiritual
value in chemistry learning proses to solve
problems that have been outlined
problems. This study entitled " The development of chemistry module with
integration of spiritual value in salt hydrolysis topic”
1.2.
Problem Identification
Based on the background above , the problem identification as follow :
1.
The education system goes far from the goal objective of national education.
2.
The low of teacher ability to prepare module/ teaching materials with
integrated spiritual values.
3.
The absence of reference of teaching materials with integrated spiritual
values.
4. Learning Proses just focus on ability in psychomotor, affective and cognitive
so spiritual values lost.
5. The minimum
of reference
chemistry module with integrated spiritual
values.
1.3 .
Scope of problem
Based on the identification problems above, this research is limited to the
development of chemistry module with integrated spiritual values on the topic salt
hydrolysis.
5
1.4.
Problem Formulation
Based on the background, identification and scope of problem that has been
stated previously, then that would be the problems in this research are :
1.
Does the textbook of student in senior high school was integrated with
spiritual value ?
2.
Does the development of module integrated with spiritual value feasibility
to teaching materials based BSNP criteria?
3.
How do the views of students to design of chemistry module integrated with
spiritual value that was develop ?
1.5.Research Objectives
The generally objectives of this research is to get chemistry module with
integrated spiritual value in salt hydrolysis topic. So for the specific objectives are :
1. To determine the presence / absence spiritual value on learning module in
senior high school in class XI
2. To know feasibility and criteria of result development chemistry
module
with integrated spiritual value based on BSNP
3. To know the student views on the result of chemistry module integrated with
spiritual value on hydrolysis topic.
1.6.Research Benefits
The expected benefits of this researchs as follows are :
1. For chemistry teacher
Giving the information for the chemistry teachers in Senior High School
about the importance of spiritual value to develop student character .
2. For students
Contributing the guidance for students in Senior High School on
implementing the learning of chemistry processing.
6
3. For schools
As a source of income for schools venue for research in order to improve the
quality of values - spiritual values in high school.
4. For researchers
As an additional source of science and knowledge as well as guidelines that
can be applied when it became a lecturer later.
5. For further research
Provide information in future studies to improve the quality of learning,
especially learning process chemistry.
1.7.Operational Definition
1. Spiritual value is the positive value that will be integrated in the chemistry
module to develop student character .The positive value is kindness ,honestly,
patient and good morality.
2. The development of Chemistry module integrated with spiritual value in salt
hydrolysis is the learning media on the writing and printing shape and arrange
systematically , flexibility to BNSP criteria and integrated with spiritual value
in the module.
3. Student views is the opinion of student that get by questioners sheet about
flexibility of module with integrated spiritual value that will be media for
student to develop their character.
4. BNSP assessment is the assessment about the design of module salt
hydrolysis with integrated of spiritual value based on the flexibility of content
,appropriates of language , feasibility of presentations and feasibility of
grafiction. This assessment done lecturer of chemistry and chemistry teachers
in senior high school.
CHAPTER V
CONCLUSIONS AND SUGESTIONS
1. Conclusion
Based on the research results get the chemistry module with integrated spiritual
value on Salt Hydrolysis topic success arranged. Development of process is include
stage : analyzing textbook , development module chemistry , standardization and
revision. The spiritual value was inserted is Godly, taqwa, be grateful and sincere.
And from the data analysis and discussion get
1. Analyzing of spiritual value to textbook that use in the school not contain/ less
with the average value is 1.78 from scale 1- 4 (maximal score 4)
2. Design of chemistry module with integrated spiritual value on salt hydrolysis
topic identified is valid and not need revision and feasibility BSNP criteria with
the average value is 3,58 (maximal score 4)
3. Responds lecture and student to the design chemistry module with integrated
spiritual value on salt hydrolysis topic get positive respond with the average value
is 3,5 and 3,74 (maximal score 4)
1. Suggestion
Based on result research and conclusion had been explain above , so for the next
step from researcher suggestions some case below :
1. For teacher and prospective teacher, before using textbook or module chemistry
better check the textbook feasibility or not feasibility to goal of education and
BNSP standard. Beside of it, teacher also must pay attention component on
textbook or module to increase cognitive, affective and psicomotoric student.
2. Design of Chemistry Module Integrated With Spiritual value need to
recommendation to use in learning process because increase their noble character
and devoted to Almighty God.
38
39
3. To the next researcher who wish to undergo further research is recommended to
further develop spiritual values on other chemical materials. Expected integration
of spiritual values on the module used as a single entity in chemical content.
40
REFERENCES
Anitah, S., (2007), Media Pembelajaran, Modul Pembelajaran, Pendidikan dan
Latihan Profesi Guru (PLPG), Surakarta.
Arsyad, A, (2009), Media Pembelajaran, PT Grafindo Persada, Jakarta.Belawati,
dkk, (2003), Pengembangan Bahan Ajar, Pusat Penerbitan UT, Jakarta.
Bonz, B., (1998), Methods of vocational training, Hirzel, Stuttgart.
Dale, E., (1969), Audiovisual methods in teaching third edition, Dryden Press,
New York.
Dale, E., (1972), Building a learning environment, Phi Delta Kappa Foundation,
Bloomington.
Darmana, Ayi., (2013), Pandangan Siswa Terhadap Internalisasi Nilai Tauhid
Melalui Materi Termokimia, Seminar Nasional dan Rapat Tahunan Bidang
Ilmu MIPA, Universitas Lampung, Lampung
Darmana, A, (2013), Pandangan Siswa Terhadap Internalisasi Nilai Tauhid
Melalaui Materi Termokimia, Makalah pada SEMIRATA MIPA UNILA,
Lampung.
Darmana, A, dan Batubara, M, (2013), Materi Ajar Kimia Bermuatan Tauhid
Sebagai Sarana Menuju Pencapaian Kompetensi Inti (KI-1) Kurikulum
2013.
Darmana, A, (2014), Internalisasi Nilai Tauhid dalam Pembelajaran Sains. Media
pendidikan: Jurnal pendidikan Islam. 27(1), 66-84
Depdiknas, (2010), Pengembangan Pendidikan Budaya dan Karakter Bangsa:
Pedoman Sekolah, Depdiknas, Jakarta
41
Fadel, C., (2008), Multimodal Learning Through Media: What the Research Says,
Metiri Group Cisco Systems Inc, USA.
Furchan, A., (2004)., Pengantar Penelitian dalam Pendidikan., Pustaka Pelajar,
Yogyakarta
Hamdani., (2010), Srategi Belajar Mengajar, Penerbit Pustaka Setia, Bandung
Heinich, R., and Molenda, M., (1996), Instructional Media and Technologies for
Learning, Prentice Hall Inc, New Jersey.
Kemp, J. E., and Daylon, D. K., (1998), Planning and Producing Instructional
Media, Harper & Row Publishers, New York.
Mohan, T., McGregor, H., and Strano, Z., (2001), Communicating: Theory &
Practice, Thomson, Australia.
Safaria, Triantono., (2007), Spiritual Intelligence, Graha Ilmu, Yogyakarta
Situmorang, Manihar., (2013), Pengembangan Buku Ajar Kimia SMA melalui Inovasi
Pembelajaran dan Integrasi Pendidikan Karakter untuk Meningkatkan Hasil
Belajar siswa, Prosiding Seminar Hasil Lembaga Penelitian Unimed
Sudjana, N, dan Rivai, A , (2011), Media Pengajaran, Sinar Baru Algesindo,
Bandung.
Sudjana., (1990), Metode Statistika, Penerbit Tarsito: Bandung.
Sinetar, Marsha., (2001), Spiritual Intelliigence, Penerbit PT Elex Media
Komputindo, Jakarta
Sudjana, N, dan Rivai, A , (2011), Media Pengajaran, Sinar Baru Algesindo,
Bandung
Suryanto Adi, Sutopo, “ Pelayanan Prima, Bahan Ajar Diklat Prajabatan
Golongan III” , Lembaga Administrasi Negara –Repoblik Indonesia, 2006.
42
Sirhan. G., (2007), Learning Difficulties in Chemistry: An Overview, Journal of
Turkish Science Education, 4(2), 2-20.
Thomas, M., (2008), Effective Teaching: a Measure of Excellence, S.Chand &
Company, New Delhi.
Zohar, D, and Marshall I, (2007), Kecerdasan Spiritual, Mizan, Bandung.
Zulkarnaini,
(http:
(2009),
Teknik
Penyusunan
Bahan
zulkarnainidiran.wordpress.com/2009/06/28/131/,
February2012
access
Ajar,
8
43
INTEGRATION OF SPIRITUAL VALUE
IN SALT HYDROLYSIS TOPIC
By:
Elvianna Uli Manihuruk
Reg. Number 4123332003
Bilingual Chemistry Education Program
A THESIS
Submitted to Fulfill The Requirement for Getting the Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2016
iii
THE DEVELOPMENT OF CHEMISTRY MODULE WITH INTEGRATION OF
SPIRITUAL VALUE IN SALT HYDROLYSIS TOPIC
Elvianna Uli Manihuruk (NIM 4123332003)
ABSTRACT
This research was conducted to produce a chemistry module with integreted spiritual
values as a general objectives and the specific objectives 1) Know the presence/absence spiritual
value on module in senior high school in class XI; 2) Know the feasibility and criteria of result
development chemistry module with integrated spiritual value based on BNSP; 3) Know the
student views on the result of chemistry module integrated with spiritual value in salt hydrolysis
topic. This research conduct to 4 stage : 1) Analyzing aspect; 2) Development module; 3)
Module Standardizations conduct standardization BNSP criteria and student respond; 4)
Revision. This research was conduct 3 lecture and 20 students. Instrument used is questionnaire
sheet inserted with spiritual value, questionnaire sheet based on BNSP criteria and questionnaires
student responds. The result get from the data processing is 1).Analyzing spiritual value to
chemistry textbook is 1,78; 2) Assessments of feasibility module based on criteria BNSP is valid
and not need revise with the average value is 3,58; 3) Respond lecture and student to design
chemistry module with integrated spiritual value is 3,5 and 3,75. From the results of assessment
by lecturers and students' views, obtained a valid and does need to be revised, which means
chemistry module integrated spiritual value feasibility to be used and get positive response.
Keywords: Spiritual Values, Chemistry Module Integrated Spiritual Value
`
iv
ACKNOWLEDGEMENT
The greatest praise and thankfulness to the Almighty God, Jesus Christ
for His grace and blessing who always provide health, spirit, strength and
everything to the author in finishing this thesis well and accordance to the
planning time.
This thesis, “The Development of Chemistry Module Integrated With
Spiritual Value In Salt Hydrolysis Topic” has been arranged to obtain the degree
of Sarjana Pendidikan in Department of Chemistry, Faculty of Mathematics and
Natural Sciences (FMIPA), State University of Medan (UNIMED).
In this opportunity, the author would like to express the great appreciation
to Dr. Ayi Darmana , M.Si as the thesis supervisor, Prof. Dr. Albinus Silalahi,
M.Si., Dr. Zainuddin Muhtar, M.Si., and also Drs.Jamalum Purba, M.Si as the
thesis examiners and also to Dr.Eddiyanto,Ph,d., as the author’s academic
supervisor for their valuable time spent in giving guidances, advices, motivations,
comments and suggestions during the process of finishing this thesis and as a
coordinator of bilingual program. The author also says thanks to Dr. Asrin Lubis,
M.Pd, as the dean Faculty of Mathematics and Natural Sciences, State University
of Medan, then Nora Susanty, S.Si, Apt., M.Sc, as the secretary of Bilingual
Program. Great thanks to Drs. Rahmat Nauli, M.Si., Prof. Dr. Retno Dwi Suyanti,
M.Si., Drs. Ajat Sudrajat, M.Si., as the expert lecturer to standarize the module.
And also thanks to Sir Syamsuddin as bilingual staff for his helping in
administrative assistance and kindness.
The author’s gratitude also to all of students who have rendered their time
to standarize the module as a sample of research, the student in Bilinggual
Chemistry Education Class from Grade 2012, 2013, 2014, and 2016 who have
given their helping and their support to finishing this research.
The deepest and special gratitude, appreciation and love to my wonderful
parents N.Manihuruk and S.Girsang for their countless love, supports, prays,
motivation and careness and also to my beloved sisters,Devita Sari Manihuruk,
then to my beloved brother Roni P Manihuruk for their supports. And also special
v
thanks to my beloved auntie Sri Ulina Girsang and Rico Silalahi for their loves
and great motivations.
Special thanks also goes to my friends Lisnawati Tumanggor,Rina
Sitindaon,Hariaty Purba and Nova (Bil Chem’12) and also for thesis friedns Sri,
Hariaty, Umi, Devi, Aria, that have accompany me during the research. I also
would like to thanks for all of my friend in BILINGUAL CHEMISTRY 2012, and
everyone who cannot be mentioned his/her name for their support and frienship
during my academic years.
Finally, the author hopes this thesis would be useful for everyone who
like to explore more about the learning material and the innovation and integration
to learn chemical equilibrium notably and chemistry generally. May God bless us
forever.
Medan, June 2016
The author,
Elvianna Uli Manihuruk
CONTENT LIST
Legalization Sheet
Biography
Abstrac
Acknowledgement
Content List
Picture List
Table List
Appendix List
Page
i
ii
iii
iv
vi
viii
ix
x
CHAPTER I
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
1.7.
INTRODUCTION
Background
Problem Identification
Scope Problem
Problem Formulation
Research Objective
Research Benefit
Operational Defenition
1
1
4
4
5
5
6
6
CHAPTER II
2.1.
LITERATURE STUDY
Learning Material
2.1.1. Function of Learning Media
2.1.2. Type of Learning Media
2.1.3. Clasification of Learning Media
2.1.4. The Use Of Media In Teaching And
Learning Process
Teaching Material
2.2.1. Understanding Teaching Material Type
2.2.2. Standard Based Teaching Material BNSP
2.2.2.1 Feasibility Standard Chemistry Textbook
Content
2.2.2.2. Feasibility Standard Language Chemistry
Textbook
2.2.2.3. Presentation Feasibility Standard Chemistry
Textbook
MODULE
2.3.1. Format Module
Spiritual
2.4.1. Spiritual Intelegence
2.4.2.Characteristic Of Children Who Has Spiritual
Intelligence
2.4.3. Spiritual Value
Salt Hydrolisys
Hyphothesis
7
7
7
8
9
10
2.2.
2.3
2.4
2.5.
2.6.
11
12
16
16
16
27
18
19
20
20
22
23
24
26
CHAPTER
III
3.1.
3.2.
3.3.
3.4.
3.5.
3.6.
CHAPTER
IV
4.1.
4.2.
4.3.
4.4.
4.5.
CHAPTER V
5.1.
5.2.
REFERENCES
RESEARCH METHOD
27
Overview Of Research
Time and Location Research
Population Sample Of Research and Research
Subject
Data,Source Data, Instrument and Data Analysis
Research Proceduress
3.5.1. Analazing Module
3.5.2. Arrage The Module
3.5.3. Standarization and Revision Of Module With
Integrated Spiritual Value
3.5.4. The Overview Of Student To The Module
With Integrated Spiritual Value
Data Colecting Tecnique
3.6.1 Data processing
27
27
27
RESULT AND DISCUSSION
33
Survey of Chemistry Textbook SMA
Descriptive Analysis Of General Chemistry
Textbook
Iddentification Spiritual Value Chemistry Textbook
on Salt Hydrolysis Topic for SMA
Development Of Chemistry Moule With Integrated
Spiritual Value
Standarization Design Chemistry Module With
Integrated Spiritual Value
33
34
CONCLUTION AND SUGESTION
Conclution
Sugestion
40
40
40
28
28
28
29
29
30
31
32
35
35
37
42
ix
TABLE LIST
Table
Table
Table
Table
Tabel
Tabel
Tabel
Tabel
Tabel
Table
Table
2.1
2.2.
2.3
3.1
3..2
4.1
4.2.
4.3.
4.4.
4.5.
4.6
Table 4.7
Categorize And Characteristic Of Teaching Material Print
Adventages and Disadventages Of Teaching Material Nonprinting
Kind Of Salt Hydrolysis
Data ,Source Data, Instrument , Data Analysis
Table Data Criteria of Assesmeent Module
The Description of General Chemistry Textbook Survey SMA
Descriptive Analysis Of General Chemistry Textbook
Analysis Spiritual Textbook Chemistry SMA
Development Of Chemistry Module With Integrated Spiritual Value
Spiritual Value Inserted to The Chemistry Module
Result Assesment Design Chemistry Module With Integrated Spiritual
Value By Lecture
Respond Lecture and Student To Chemistry Module Result
Development With Integrated Spiritual Value
13
14
24
28
32
33
34
35
36
36
38
39
viii
PICTURE LIST
Picture 2. 1
Piture Learning Media Function
Picture 3.1
Design Development of Chemistry Module
Integrated With Spiritual Value Desain
Page
8
32
x
APPENDIX LIST
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Syllabi
Assessment of Teaching Materials in Salt Hydrolysis Topic
Assessment questionnaire Chemistry Module Design Based On
Spiritual Value in Salt Hydrolysis Topic For Student
Questionnaire Assessment Of Spiritual Value Teaching Material
Chemistry Textbook SMA/MA Class XI For Validator
Assessment of Teaching Material For Design Based On Spiritual
Value On Salt Hydrolysis Topic
Student Views On The Design Of Chemical Teaching Value With
Integrated Spiritual Value
Rating Design Of Chemistry Module With Integrated Of Spiritual
Value In Salt Hydrolysis Topic
Result Assesment and Outlock For Design Student Of Chemistry
Module With Integrated Spiritual Value
Module
Page
35
41
56
59
61
67
69
70
CHAPTER I
INTRODUCTION
1.1 BACKGROUND
A country declared as developed country if that country has a good quality
education, where the public aware of the importance of an education for life that
started from birth to adulthood and the age is not limited. Because every day a
science, knowledge and technology will continue to evolve so that the demands of
man to not stop learning something new. In Indonesia, the education program is an
aspect that is considered by the government. Governments constantly reviewing,
evaluating and updating the educational system in Indonesia increasingly advanced to
be able to compete with other countries in the field of science and technology in
particular.
Science has been studied continuously used to find a latest technological
developments which then can be used in human life. One branch of science that is
important is chemistry. Chemistry is one of the most important branches of science; it
enables learners to understand what happened around them because chemistry topics
are generally related to or based on the structure of matter, chemistry proves a
difficult subject for many students (Sirhan, 2007).
Indonesia requires human resources in adequate quantity and quality as the
main supporter in to build
human resources, education has a very important role.
human resource needs with the quality and quantity sufficient as the main supporter
in development is implicitly contained in Law No. 20 of 2003 on National Education
System In Article 3, which mentions that: national education serves to develop the
ability and shape the character and civilization of dignity in framework of the
national life of the nation .Education aims to develop students' potentials to become
religious and devoted to God Almighty, noble, healthy, knowledgeable, capable,
creative, independent, and become citizens of a democratic and responsible (Sudrajat,
2010).
1
2
Indonesia has organized state education since decades
years after
independence nevertheless expected level of achievement of the objectives of
education both in terms of human resource development experts, skilled and smart
especially if measured by indicators of achievement priests and pious to God
Almighty and noble character .
The fact is a reflection that the national education goals have not been fully
implemented and there has been a "mismatch" in the world of education in
Indonesia. One of the causes alleged by the main source of the problem, namely the
separation of religion and sparking sciences . this case following issues, among
others: 1) apathy toward religion science teachers, some teachers do not like to talk
about science with religion because considered two very different things, different,
where religion begins with faith. 2) Some teachers assume science is free of values
keagamaan.3) In general, thinkers, planners, implementers curriculum especially
teachers can not afford / do not quite understand how to prepare and teaching
material science-based religious values that can deliver student lets be faithful and
devoted God Almighty. This is because they never got over in sekolah.4) very limited
reference either in the form of books as well as experts who can serve as a reference
or model of the moral-based science learning that can take student lets be faithful and
devoted to God Almighty (Darmana , 2013).
Facts above prove that spiritual values of religious educators and students in
Indonesia is quite low. Various problems existing education will not be reduced if it
does not immediately start with the integration of educational of spiritual value in the
context of education, either directly through the curriculum and to create an
environment that is parenting values - religious values. Marvin Berkowitz research
results from the University - St. Louis in 2010 proved that the class is a
comprehensive class engaged in character education showed a drastic decrease in
negative behaviors that can impede student academic success .Joseph Zins, et.al in
2004 has complicated various results research on the positive effects of emotional
intelligence of children to school success he said that there is a series of risk factors
causing the failure of children at school fact is not with the intelligence of a child's
3
brain, but on spiritual values also that is self-confidence, ability to cooperate, ability
to get along , ability to concentrate and tolerance among people of
religion.
Successful of educational apply religious values will systematically have a positive
impact on academic achievement (Suyanto, 2010).
Until now, this has been a lot of textbook quality based on scientific criteria
are used as the student textbook. However, textbooks are used still tend to focus on
cognitive mastery alone. If the textbook is integrated with spiritual values, it can
develop good character in the self-learners. Presenting character education
increasingly urgent spiritual worth to be applied in the Indonesian education
institutions considering a wide range of non-educational behavior has now develop
in educational institutions. Character education will broaden the students about
spiritual value and ethical values that make them able to take decisions which are
morally accountable (Koesoema 2010) .In Grand Design Education characters created
by Tim Character Education Ministry of National Education in 2010 states that the
spiritual value and character behavior such as intelligent, honest, responsible, caring,
creative, clean, healthy and can be integrated into teaching and learning activities in
each subject (Character Education team, 2010).
Integrated educational spiritual value in teaching and learning activities
requires researchers and teachers to immediately develop spiritual values in any
teaching materials that will be use in teaching materials to be used are initially
abstract becomes concrete so easily understood, teaching materials can instill basic
concepts true, real and precise so that the student's motivation can also be increased
so that the students' attention to the learning material can be increased. Spiritual
values in education can be delivered through the media that are specifically designed
to instill educational behavior of the student. (Darmana 2013).
This research is about the development of integrated modules by spiritual
value.The researchers hope that this can be applied in the learning process in schools
and followed by research in the next. Actually relevant research has actually been
done by Darmana (2013) about the students' views on the internalization of Tawheed
through thermochemical subject matter of which as many as 79% of students looked
4
positive .Therefore, expected to teachers, the school and the field of education
curriculum to integrate spiritual value into the curriculum, syllabus, lesson plans and
teaching and learning processes that already exist.
Based on the description researchers interested in helping realize the goal of
national education and conduct research to develop module with integrated spiritual
value in chemistry learning proses to solve
problems that have been outlined
problems. This study entitled " The development of chemistry module with
integration of spiritual value in salt hydrolysis topic”
1.2.
Problem Identification
Based on the background above , the problem identification as follow :
1.
The education system goes far from the goal objective of national education.
2.
The low of teacher ability to prepare module/ teaching materials with
integrated spiritual values.
3.
The absence of reference of teaching materials with integrated spiritual
values.
4. Learning Proses just focus on ability in psychomotor, affective and cognitive
so spiritual values lost.
5. The minimum
of reference
chemistry module with integrated spiritual
values.
1.3 .
Scope of problem
Based on the identification problems above, this research is limited to the
development of chemistry module with integrated spiritual values on the topic salt
hydrolysis.
5
1.4.
Problem Formulation
Based on the background, identification and scope of problem that has been
stated previously, then that would be the problems in this research are :
1.
Does the textbook of student in senior high school was integrated with
spiritual value ?
2.
Does the development of module integrated with spiritual value feasibility
to teaching materials based BSNP criteria?
3.
How do the views of students to design of chemistry module integrated with
spiritual value that was develop ?
1.5.Research Objectives
The generally objectives of this research is to get chemistry module with
integrated spiritual value in salt hydrolysis topic. So for the specific objectives are :
1. To determine the presence / absence spiritual value on learning module in
senior high school in class XI
2. To know feasibility and criteria of result development chemistry
module
with integrated spiritual value based on BSNP
3. To know the student views on the result of chemistry module integrated with
spiritual value on hydrolysis topic.
1.6.Research Benefits
The expected benefits of this researchs as follows are :
1. For chemistry teacher
Giving the information for the chemistry teachers in Senior High School
about the importance of spiritual value to develop student character .
2. For students
Contributing the guidance for students in Senior High School on
implementing the learning of chemistry processing.
6
3. For schools
As a source of income for schools venue for research in order to improve the
quality of values - spiritual values in high school.
4. For researchers
As an additional source of science and knowledge as well as guidelines that
can be applied when it became a lecturer later.
5. For further research
Provide information in future studies to improve the quality of learning,
especially learning process chemistry.
1.7.Operational Definition
1. Spiritual value is the positive value that will be integrated in the chemistry
module to develop student character .The positive value is kindness ,honestly,
patient and good morality.
2. The development of Chemistry module integrated with spiritual value in salt
hydrolysis is the learning media on the writing and printing shape and arrange
systematically , flexibility to BNSP criteria and integrated with spiritual value
in the module.
3. Student views is the opinion of student that get by questioners sheet about
flexibility of module with integrated spiritual value that will be media for
student to develop their character.
4. BNSP assessment is the assessment about the design of module salt
hydrolysis with integrated of spiritual value based on the flexibility of content
,appropriates of language , feasibility of presentations and feasibility of
grafiction. This assessment done lecturer of chemistry and chemistry teachers
in senior high school.
CHAPTER V
CONCLUSIONS AND SUGESTIONS
1. Conclusion
Based on the research results get the chemistry module with integrated spiritual
value on Salt Hydrolysis topic success arranged. Development of process is include
stage : analyzing textbook , development module chemistry , standardization and
revision. The spiritual value was inserted is Godly, taqwa, be grateful and sincere.
And from the data analysis and discussion get
1. Analyzing of spiritual value to textbook that use in the school not contain/ less
with the average value is 1.78 from scale 1- 4 (maximal score 4)
2. Design of chemistry module with integrated spiritual value on salt hydrolysis
topic identified is valid and not need revision and feasibility BSNP criteria with
the average value is 3,58 (maximal score 4)
3. Responds lecture and student to the design chemistry module with integrated
spiritual value on salt hydrolysis topic get positive respond with the average value
is 3,5 and 3,74 (maximal score 4)
1. Suggestion
Based on result research and conclusion had been explain above , so for the next
step from researcher suggestions some case below :
1. For teacher and prospective teacher, before using textbook or module chemistry
better check the textbook feasibility or not feasibility to goal of education and
BNSP standard. Beside of it, teacher also must pay attention component on
textbook or module to increase cognitive, affective and psicomotoric student.
2. Design of Chemistry Module Integrated With Spiritual value need to
recommendation to use in learning process because increase their noble character
and devoted to Almighty God.
38
39
3. To the next researcher who wish to undergo further research is recommended to
further develop spiritual values on other chemical materials. Expected integration
of spiritual values on the module used as a single entity in chemical content.
40
REFERENCES
Anitah, S., (2007), Media Pembelajaran, Modul Pembelajaran, Pendidikan dan
Latihan Profesi Guru (PLPG), Surakarta.
Arsyad, A, (2009), Media Pembelajaran, PT Grafindo Persada, Jakarta.Belawati,
dkk, (2003), Pengembangan Bahan Ajar, Pusat Penerbitan UT, Jakarta.
Bonz, B., (1998), Methods of vocational training, Hirzel, Stuttgart.
Dale, E., (1969), Audiovisual methods in teaching third edition, Dryden Press,
New York.
Dale, E., (1972), Building a learning environment, Phi Delta Kappa Foundation,
Bloomington.
Darmana, Ayi., (2013), Pandangan Siswa Terhadap Internalisasi Nilai Tauhid
Melalui Materi Termokimia, Seminar Nasional dan Rapat Tahunan Bidang
Ilmu MIPA, Universitas Lampung, Lampung
Darmana, A, (2013), Pandangan Siswa Terhadap Internalisasi Nilai Tauhid
Melalaui Materi Termokimia, Makalah pada SEMIRATA MIPA UNILA,
Lampung.
Darmana, A, dan Batubara, M, (2013), Materi Ajar Kimia Bermuatan Tauhid
Sebagai Sarana Menuju Pencapaian Kompetensi Inti (KI-1) Kurikulum
2013.
Darmana, A, (2014), Internalisasi Nilai Tauhid dalam Pembelajaran Sains. Media
pendidikan: Jurnal pendidikan Islam. 27(1), 66-84
Depdiknas, (2010), Pengembangan Pendidikan Budaya dan Karakter Bangsa:
Pedoman Sekolah, Depdiknas, Jakarta
41
Fadel, C., (2008), Multimodal Learning Through Media: What the Research Says,
Metiri Group Cisco Systems Inc, USA.
Furchan, A., (2004)., Pengantar Penelitian dalam Pendidikan., Pustaka Pelajar,
Yogyakarta
Hamdani., (2010), Srategi Belajar Mengajar, Penerbit Pustaka Setia, Bandung
Heinich, R., and Molenda, M., (1996), Instructional Media and Technologies for
Learning, Prentice Hall Inc, New Jersey.
Kemp, J. E., and Daylon, D. K., (1998), Planning and Producing Instructional
Media, Harper & Row Publishers, New York.
Mohan, T., McGregor, H., and Strano, Z., (2001), Communicating: Theory &
Practice, Thomson, Australia.
Safaria, Triantono., (2007), Spiritual Intelligence, Graha Ilmu, Yogyakarta
Situmorang, Manihar., (2013), Pengembangan Buku Ajar Kimia SMA melalui Inovasi
Pembelajaran dan Integrasi Pendidikan Karakter untuk Meningkatkan Hasil
Belajar siswa, Prosiding Seminar Hasil Lembaga Penelitian Unimed
Sudjana, N, dan Rivai, A , (2011), Media Pengajaran, Sinar Baru Algesindo,
Bandung.
Sudjana., (1990), Metode Statistika, Penerbit Tarsito: Bandung.
Sinetar, Marsha., (2001), Spiritual Intelliigence, Penerbit PT Elex Media
Komputindo, Jakarta
Sudjana, N, dan Rivai, A , (2011), Media Pengajaran, Sinar Baru Algesindo,
Bandung
Suryanto Adi, Sutopo, “ Pelayanan Prima, Bahan Ajar Diklat Prajabatan
Golongan III” , Lembaga Administrasi Negara –Repoblik Indonesia, 2006.
42
Sirhan. G., (2007), Learning Difficulties in Chemistry: An Overview, Journal of
Turkish Science Education, 4(2), 2-20.
Thomas, M., (2008), Effective Teaching: a Measure of Excellence, S.Chand &
Company, New Delhi.
Zohar, D, and Marshall I, (2007), Kecerdasan Spiritual, Mizan, Bandung.
Zulkarnaini,
(http:
(2009),
Teknik
Penyusunan
Bahan
zulkarnainidiran.wordpress.com/2009/06/28/131/,
February2012
access
Ajar,
8
43