THE INFLUENCE OF EXPERIMENTAL METHOD USING PAS IN SENIOR HIGH SCHOOL TOWARD STUDENTS PROCESS SKILL AND ACHIEVEMENTIN REDOX REACTION.
THE INFLUENCE OF EXPERIMENTAL METHOD USING PAS
IN SENIOR HIGH SCHOOL TOWARD STUDENT’S
PROCESS SKILL AND ACHIEVEMENT
IN REDOX REACTION
By:
Irna Ariani Pulungan
Reg.Number 409332021
Bilingual Chemistry Education
THESIS
Submitted to Fulfill The Requirement For Getting The Degree
of Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2013
: The Influence Of Experimental Method Using PAS In
Title
Senior High School Toward Student's Process Skill and
Achievement In Redox Reaction
Name
: Irna Ariani Pulungan
Reg. Number
: 409332021
Study Program
: Bilingual Chemistry Education
Department
:Chemistry
Approved by:
Thesis Su ervisor,
Dr. lis Si Jahro, M.Si
NIP. 196 10151992032003
Acknowledge by :
Head of Chemistry Department,
Coordinator of Bilingual Program,
Drs. Jamalu Purba, M.Si
~IP.
19641207 199103 1 002
Dr. rer.nat Binari Manurung, M.Si
NIP. 19640404 198903 1 006
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M.Sc., Ph.D
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PREFACE
Firstly, writer said thankfulness to Allah SWT that always give rahmat and
hidayah so that writer can finished this thesis. This thesis submitted to fulfill the
requirement for getting the degree of sarjana pendidikan by the title is “The
Influence of Experimental Method Using PAS In Senior High School Toward
Student’s Process Skill and Achievement In Redox Reaction.
In this opportunity, the writer would like to express thankfulness to Prof.
Drs. Motlan, M.Sc, Ph.D as Dean of Faculty of Mathematics and Natural Science,
Dr. Iis Siti Jahro, M.Si as thesis supervisor who always guide and suggest the
writer from begin until finish this research, and also Prof. Albinus Silalahi, M.S.,
Dr. Retno Dwi Suyanti, M.Si and Dra. Ani Sutiani, M.Si as thesis examiners, for
their advice, suggestion and guidance in the process of completing this thesis.
The writer also say thanks to Drs. Jamalum Purba, M.Si as head of
Chemistry Department and also academic supervisor of writer and to all of
lectures in Chemistry Department. In addition, the writer also say thankfulness to
Drs. H. Amarullah, SH, M.Pd as headmaster at MAN 2 Model Medan, and then to
Dra. Suyati, M.Si and Dra. Jati Setiasih, M.Si as chemistry teachers who help the
writer in doing this research.
Special appreciate to father Irwan Pulungan and mother Naimah Nasution
who was guided and gave pray, spirit and contribution helping, and to all of my
family so that the writer can finish this thesis. The writer also say thankfulness to
my friends Lia Isti Indriyani, Rahmi Wardha Lubis and Reza Al-khazali as friends
in same thesis supervisor who has help the writer to finish this thesis and also to
all of my friends in bilingual chemistry education 2009. In addition, the writer
also say thankfulness to special friends in “Dara Muda Community” they are
Salimah Angreiny Nst, S.Pd.I., Dini Rizki Hrp and Hesti Widyastuti, S.E.I who
always gave spirit, motivation and happiness to writer so that the writer can finish
this thesis easily. Finally to all of people who have supported and helped the
writer that could not explained one by one in this thesis.
v
iii
THE INFLUENCE OF EXPERIMENTAL METHOD USING PAS
IN SENIOR HIGH SCHOOL TOWARD STUDENT’S
PROCESS SKILL AND ACHIEVEMENT
IN REDOX REACTION
Irna Ariani Pulungan (Reg.Number 409332021)
ABSTRACT
This research purposed to know the influence of experimental method using PAS toward
student’s process skill and achievement in redox reaction. In addition, this research also
purposed to know the feasibility of PAS guidance, the result of testing PAS guidance in
laboratory UNIMED, percentage skill of student and student’s perception to PAS guidance. The
population of this research is all Senior High School students grade X at MAN 2 Model Medan
and the sample are 2 classes of students in superior class, experiment class that taught with
experimental method using PAS and control class that taught using conventional method. The
instrument that used in this research is 15 questions in the form of multiple choice that has been
standardized by statistic method by using t-test with validity test ; rcount > 0.444, reability test ;
0.781 > rtable with category is high. Then, the result data was analyzed with normality test and
homogeneity test. In experiment class normality test for gain data is 1.80 and in control class
normality test for gain data is 2.37 with X2table is 11.07, so the data both of class is normal
distributed. In homogeneity test for pre-test Fcount is 1.03, post-test is 1.11, gain is 1.00 with Ftable
is 2.07, so the data are homogenous. Based on the analysis data of research, both of class seen
the differentiate of student’s achievement, where the average score of post-test in experiment
class is 81.21 with average gain is 0.69, meanwhile the average score of post-test in control class
is 73.03 with average gain is 0.53. The difference of student’s achievement in both of class
proven by hypothesis test by using t-test with significant level is α = 0.05, where tcount > ttable
(5.333 > 1.717), can be concluded refusing Ho and accepting Ha, it means that the student’s
process skill and achievement that be learnt with experimental method using PAS higher than
student that be learnt with conventional method in the teaching of redox reaction. The result data
of research show: 1) PAS guidance is very feasible to used as experiment guidance with average
score is 95.83, 2) the result testing of PAS guidance in laboratory UNIMED was give similar
result with the theory, 3) percentage skill of student is high with average score is 87.12, 4)
student’s perception to PAS guidance got average score is 86.25 that’s mean student understand
by the presence of PAS guidance as experimental guidance.
vi
CONTENTS
Legalization Sheet
Biography
Abstract
Preface
Contents
List of Figure
List of Table
List of Appendix
CHAPTER I INTRODUCTION
1.1. Background
1.2. Problem Identification
1.3. Problem Limitation
1.4. Problem Formulation
1.5. Objective of Problem
1.6. Benefit of Problem
1.7. Operational Definition
CHAPTER II LITERATURE
2.1. Definition of Learning
2.2. Student’s Achievement
2.3. Process Skills
2.3.1. The Science Process Skill
2.3.2. Basic Science Process Skill
2.3.3. Integrated Science Process Skill
2.4. The Essence of Science
2.5. Chemical Characteristics of the Science
2.6. Teaching Method
2.7. Conventional Method in Chemistry
2.8. Experimental Method in Chemistry
2.9. Benefits of Experiment Activities
2.10. Practical Guidance
2.11. Redox reaction
2.11.1. Definition of Redox Reaction
2.11.2. Etymology
2.11.3. Oxidizing and Reducing Agents
2.11.4. Standard Electrode Potentials (reduction potentials)
2.11.5. Balancing Redox Reaction
2.11.6. Autoredox reaction
2.11.7. Oxidation Number and Nomenclature
2.11.8. Assigning Oxidation Number
2.11.9. Rules for Assigning Oxidation Number
2.11.10. Redox Reaction Around Us
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2.12. Research Hypothesis
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CHAPTER III RESEARCH METHOD
3.1. Location and Time Research
3.2. Population and Sample
3.3. Research Variables and Instruments
3.3.1. Variables of Study
3.3.2. Research Instrument
3.4. Type and Design Research
3.4.1. Types of Research
3.4.2. Research Procedures
3.4.3. Research Flow Diagram
3.5. Technique Data Collection
3.5.1. Validity Test
3.5.2. Reability Test
3.5.3. Index Difficulty of Instrument
3.5.4. Discriminating Power Index
3.6. Technique of Data Analysis
3.6.1. Normality Test
3.6.2. Homogeneity Test
3.6.3. Normalized Gain
3.6.4. Hypothesis test
3.7. Research Time Table
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CHAPTER IV RESULT AND DISCUSSION
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4.1. Result
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4.1.1. Analyze of Instrument Test
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4.1.1.1. Validity test
41
4.1.1.2. Reability Test
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4.1.1.3. Index Difficulty of Instrument
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4.1.1.4. Discriminating Power Index
42
4.1.2. Result data of Research
44
4.1.2.1. The Student’s Achievement
44
4.1.2.2. The Feasibility of PAS Guidance
44
4.1.2.3. The Result of Testing PAS Guidance
45
4.1.2.4. Percentage Skill of Student By Using Experimental Method With PAS 45
4.1.2.5. Student Perception to PAS Guidance
46
4.1.3. Data Analysis of Research
47
4.1.3.1. Normality Test
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4.1.3.2. Homogenity Test
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4.1.3.3. Hypothesis Test
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4.1.3.4. Percentage of Increasing Student’s Achievement
49
4.2. Discussion
50
4.2.1. The Student’s Achievement
50
4.2.2. The Feasibility of PAS Guidance
51
4.2.3. The Result of Testing PAS Guidance
52
viii
4.2.4. Percentage Skill of Student By Using Experiment With PAS
4.2.5. Student Perception to PAS Guidance
53
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CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion
5.2. Suggestion
55
55
55
REFERENCES
56
x
LIST OF TABLE
Page
Table 2.1. Oxidation Number and Nomenclature
24
Table 3.1. Scale Assessment of Percentage Skill Of Student Activity Learning 31
Table 3.2. Assessment Questionnaire for Student’s Perception Level
32
Table 3.3. Assessment Questionnaire of Feasibility for Teacher
32
Table 3.4. Research Design
33
Table 3.5. Research Time Table
40
Table 4.1. The Result Analysis of Instrument Test
43
Table 4.2. The Result Data of Student’s Achievement
44
Table 4.3. The Questionnaire Result of Feasibility of PAS Guidance
44
Table 4.4. The Result of Testing PAS Guidance In Laboratory UNIMED
45
Table 4.5. The Result of Percentage Skill of Student Using Experiment
With PAS
46
Table 4.6. The Result of Student Perception To PAS Guidance
47
Table 4.7. The Result Data of Normality Test
48
Table 4.8. The Result Data of Homogenity Test
48
Table 4.9. The Result of Gain Data For Experiment and Control Class
49
Table 4.10. The Result Percentage of Increasing Student’s Achievement
49
ix
LIST OF FIGURE
Figure 2.1.
Figure 2.2.
Figure 2.3.
Figure 3.1.
Characteristic of Redox
Rusting of Iron
The Cell Uses The Redox Reaction
Research Design Flow Diagram
Page
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LIST OF APPENDIX
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Appendix 18
Appendix 19
Appendix 20
Appendix 21
Appendix 22
Appendix 23
Appendix 24
Appendix 25
Appendix 26
Appendix 27
Appendix 28
Appendix 29
Appendix 30
Appendix 31
Appendix 32
Appendix 33
Appendix 34
Appendix 35
Appendix 36
Syllabus
Lesson Plan
Lattice of Instrument of Redox Reaction
Instrument Test
Lattice of Instrument of Redox Reaction (had been valid)
Instrument Test (had been valid)
PAS Guidance
Observation Sheet
Questionnaire for Teacher
Questionnaire for Student
Journal
The Calculation of Validity Test
The Result Table of Validity Test
The Calculation of Reability Test
The Result Table of Reability Test
The Calculation of Index Difficulty of Instrument
The Result Table of Index Difficulty of Instrument
The Calculation of Discriminating Power Index
The Result Table of Discriminating Power Index
The Result Feasibility of PAS Guidance
The Result Data of Observation Sheet For Skill Assessment
In The Experiment of Redox Reaction
The Result of Student’s Perception To PAS Guidance
In The Topic of Redox Reaction
The Result of Student’s Achievement in Experiment Class
The Result of Student’s Achievement in Control Class
The Calculation of Student’s Achievement
(Normalized Gain) in Experiment Class
The Result Table of Student’s Achievement
(Normalized Gain) in Experiment Class
The Calculation of Student’s Achievement
(Normalized Gain) in Control Class
The Result Table of Student’s Achievement
(Normalized Gain) in Control Class
Normality test
Homogenity Test
Hypothesis Test
Table of r -Product Moment
Table of Distribution F
Table of t Distribution
Table of Chi-Square
Documentation
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1
CHAPTER I
INTRODUCTION
1.1.
Background
Chemistry is an experimental science, can’t be learned only through reading, writing or
listening. Learning chemistry not only mastery the knowledge of the fact, concept or principle,
but also chemistry is a discovery process and mastery of procedure or can called as scientific
method. Therefore, in the learning of chemistry there are two important things that must be
attention, first is chemistry as a product like a fact, concept, principle, law, theory and second
chemistry as a scientific work process. Thus, the learning of chemistry isn’t right if done only by
using conventional method, but need a method that can provide the opportunity for students to
conduct a scientific work process (Jahro, 2009).
The chosen method in this research is experimental method. As a method of teaching,
experimental method aims to assist the learning process to be more easily remembered by
students, so it will be able to give the impression of a longer learning. Teaching methods by
using the experimental method will be able to help students in providing the concept of
knowledge and reality in the laboratory through experiments. Thus, the impression of learning
will form better effectiveness in improving students’ mastery of subject matter in school.
Learning about experimental methods previously been investigated by Sihole, (2004)
which suggests that there is increasing in student’s achievement that taught by experimental
methods than the conventional method. The result of Sadia research (2007) suggests the
performance of the research instrument of scientific research and assessment of the performance
of laboratory activities is conceptually feasible to use, performance and learning outcomes of
students in laboratory activities categorized properly. Afriani, (2004) shows the learning
activities and practical activities undertaken to improve the skills and experience of students.
But, the reality show learning achievement in chemistry of students in high school
generally is still low. In X class of MAN 2 Model Medan as the school that will be observed has
the average result of daily examination chemistry is 50 until 100, with the highest result is 100
and the lowest is 50. Meanwhile, completing minimum criteria (KKM) in supervisor class is 80.
The student who get the result below of KKM is about 65% or 13 people from 20 people in a
2
class. So, it is needed to increase the amount of student who get the result below of KKM, like
conduct the experimental method as the way to increasing student’s achievement.
Based on the data above, this case caused the implementation of practical activities both
quantity and quality is not optimal. The results of a survey of senior high school (SMA) in the
city of Medan and the its surrounding shows that most of schools don’t implement practical
activities and demonstrations in learning chemistry due to the lack of laboratory facilities, lack of
ability, lack of teacher creativity and willingness of chemistry teachers to manage laboratory and
practical activities.
In the result of evaluation data in chemistry education program, about 103 alumnus that
had been worked as a teacher in some area/city in the North Sumatera said that the obstacle that
got in the implementation of experimental chemistry such as there isn’t laboratory about
13.665%, there isn’t material about 29.814%, there isn’t of experimental guidance about
14.286% and others about 27.329%.
Based on the reality above, lack of tools and materials that available in the laboratory is
the cause of inhibition of practical activities in senior high school. Less complete of facilities of
tool and chemical material for practical purposes isn’t a plausible reason is the implementation of
practical activities. Experiment not only be implemented in the laboratory room, but can also be
carried out in the open field.
In MAN 2 Model Medan as the school that will be observed, the tools and materials are
available in laboratory. But, in the fact of this school practical activities is seldom to conduct.
This case caused the price of tool and materials that will be used to do experiment most of them
is expensive, need big cost to buy the tools and materials so can do experiment. In addition, there
is an assume of students that all of chemistry materials is dangerous. So that most of students still
afraid to do experiment and less interest to conduct it. Based on the reason above, practical
activities is seldom to conduct although the tools and materials are available in laboratory.
Thus, it can be solved by creating a simple design that isn’t always use materials and
tools of expensive chemicals. PAS is one way to overcome practical obstacle by using tools and
materials that are easily obtained in the surrounding of students and also can decreasing the
assume that experiment not only always use chemistry material, but also can change with the
material in our environment so that this case can decreasing the negative effect of chemistry
material.
3
It can be applied to practical activities and simultaneously implement to contextual
approach to learning the subject of a redox reaction. Yandani, (2006) suggested less complete in
its research facility equipment and materials can be overcome by making a simple experiment
design using tools and chemicals are easily obtained in the surrounding.
Implementation of experiment in the laboratory as a means for students to assist the
learning process to make it more meaningful. In addition, with the implementation of the
experiment will be able to assist students in thinking about the concept of knowledge and reality
in the laboratory through the experiment. Thus the impression of learning will provide better
results in improving students' mastery of the material, especially chemistry, so that students can
develop process skills better.
Learning activities in the laboratory like experiment can make students have the ability to
think scientifically. In addition, students will be able to find scientific facts, identify, interpret
observations, critical thinking and able to accept criticism of its differences, especially among
fellow students. Thus it would be good to give the students motivation to learn.
A study is expected to be more increase student’s understanding as a result of learning.
Where according to Baugh that comparison result of learned through the sense of hearing is very
prominent difference. Approximately 90% the result of learning outcomes through the senses of
view and only about 5% is obtained through the senses of hearing and 5% again with the other
senses. Meanwhile, Dale estimates that the learning outcomes through the sense of view about
75%, through the senses of hearing about 13% and through the other senses approximately 12%
(Arsyad, 2000).
Based on the description and the fact above, the writer interested to conduct research with
the title The Influence Of Experimental Method Using PAS In Senior High School Toward
Student’s Process Skill and Achievement In Redox Reaction.
1.2.
Problem Identification
Based on the background above, so can identified some problem such as:
1. Does teaching and learning with experimental method using PAS increase student’s
achievement in chemistry of students in high school?
2. Does teaching and learning with experimental method using PAS improve the
implementation of practical activity?
4
3. Does teaching and learning with experimental method using PAS increase interesting of
students towards chemistry subject?
1.3.
Problem Limitation
Problem limitation of this research as follows:
1. The method that used in this research is experimental method by using PAS in senior high
school toward student’s process skill and achievement in X class of MAN 2 Model Medan at
second semester in academic year 2012/2013 on the teaching of redox reaction.
2. Student learning activities that will be measured in this study is science process skill.
3. Student’s achievement to be measured in this study is cognitive aspect of the level C1, C2,
C3 and C4.
4. Feasibility test will be applied to PAS guidance.
1.4.
Problem Formulation
Based on the background above, so problem formulation of this research are:
1. Is student’s achievement who have learning with experimental method using PAS higher than
the student who have learning with conventional method?
2. How many the percentage of average score in feasibility test of PAS guidance to use on the
teaching of redox reaction?
3. How is the result of testing PAS guidance in the topic of redox reaction at chemistry subject
X class SMA in laboratory UNIMED?
4. How many the percentage of average score in percentage skill of student by using
experimental method with PAS?
5. How many the percentage of average score in student’s perception to PAS guidance in the
topic of redox reaction that have been design and tested in UNIMED FMIPA laboratory?
1.5.
Objective of Problem
This research was conducted for the purposed of knowing:
5
1. The comparison of student’s achievement who have learning with experimental method
using PAS and student who have learning with conventional method.
2. The feasibility of PAS guidance to use on the teaching of redox reaction.
3. The result of testing PAS guidance in the topic of redox reaction at chemistry subject X class
SMA in laboratory UNIMED.
4. The percentage skill of student with experimental method using PAS.
5. Student’s perception to PAS guidance in the topic of redox reaction that have been design
and tested in UNIMED FMIPA laboratory.
1.6.
Benefit of Problem
The expected benefits of this research are:
1. As information for teachers about experiment as an alternative learning to improve student’s
achievement in chemistry.
2. As information for students that experimental chemistry doesn’t always have to use
expensive chemicals, but can use materials that found surround them.
3. Produce an innovative learning model that can enhance students learning activities, student’s
achievement, skills, creativity, independence, democratic attitudes and responsible behavior
optimally.
4. For education, as an input to improve the learning process and improve the quality of
education in schools.
1.7.
Operational Definition
PAS
PAS is a term in Indonesian language can called as Praktikum Alternatif Sederhana.
Where, PAS is an alternative method that had been famous for teacher in senior high school that
can be used as replacement of usual experimental method, where in this method conducted by
using tools and materials that are easily obtained in the surrounding of students. In other hand,
the tools and materials also cheap or no costly, safety (not dangerous) so that not only can
conduct in laboratory, but also can conduct in the class or in the field. Therefore, this case can
decreasing the assume of students that experiment not only always use chemical danger material,
but also can change with the material in our environment, so that this case can decreasing the
negative effect of chemistry material itself.
6
Student’s Process Skill
Student’s process skill is a work process of students in processing an information to
found a new fact or concept so that grow their ability in physical, social and way to thinking that
can develop their attitudes moral value.
Student’s Achievement
Student’s achievement is an influence of teaching and learning activities like a level of
mastery learning for students to the material that gained by effort, both individually or group, it
can be seen in the form of changes in knowledge, attitudes, and skills that can be observed in the
increase in better with the previous.
CHAPTER V
CONCLUSION AND SUGGESTION
1.1.
Conclusion
1. Student’s achievement who have learning with experimental method using PAS higher than
student who have learning with conventional method.
2. PAS guidance is feasible to used as experimental guidance on the teaching of redox reaction
with average score is 95.83.
3. The result of testing PAS guidance in laboratory UNIMED was give similar result with the
theory.
4. Percentage skill of student by using experiment with PAS get average score is 87.12 with
category is high.
5. Student’s perception to PAS guidance get average score is 86.25 with category is understand.
5.2.
Suggestion
1. For chemistry teachers should using experimental method on the teaching of redox reaction
because experimental method able to increase the student’s process skill and achievement, so
that will make learning meaningful and make student’s remembrance more long.
2. For school holder in order to provide and increase the facility of school, especially apparatus
and material for chemistry laboratory.
55
56
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(PAS) Wujud Kreatifitas Guru Dalam Pelaksanaan Kegiatan Praktikum
Pada Pembelajaran Kimia, Jurnal Pendidikan Kimia 2: 44-47, ISSN:20853653
Jahro, I. S., dan Juwitaningsih, T, (2010), Penuntun Alternatif Sederhana (PAS),
FMIPA, UNIMED
Jahro, I. S., dan Juwitaningsih, (2011), Praktikum Alternatif Sederhana (PAS)
Untuk Meningkatkan Keterampilan Proses IPA Siswa, Seminar hasil
Penelitian, Lemlit, UNIMED
Jaya, I., (2010), Statistik, Cipta Pustaka, Medan
Justiana, S dan Muchtaridi, (2009), Chemistry For Senior High School Year X,
Yudhistira, Jakarta
Manik, B.P., (2008), Uji Kelayakan dan Studi Ketersediaan Alat dan Bahan
Praktikum Kimia di Sekolah Menengah Pertama (SMP), Skripsi Jurusan
Kimia, FMIPA, UNIMED, Medan
Michael J. Padilla, 2013, The Science Process Skills,http://www.narst.org/
publications/research/skill.cfm, 12.27 WIB, Access on Sunday, 20 Jan
2013
Nn, (2013), Balancing Redox Reactions, http://www.files.chem.vt.edu/ RVGS/
ACT/notes/oxidation_numbers.html (Access on Sunday, 20 Jan 2013)
Nn,
(2013),
Oxidation
Number
and
Nomenclature,
http://www.emedicalprep.com/
study-material/chemistry/redoxreactions/oxidation-number-nomenclature. html (Access on Sunday, 20
Jan 2013)
Nn, (2013), Redox, http://en.wikipedia.org/wiki/Redox (Access on Sunday, 20 Jan
2013)
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Riris, D. B., (2006), The Effectiveness of Demonstration Method To Improve
Student’s Achievement On The Teaching of Thermochemistry, Skripsi
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Meningkatkan Hasil Belajar Siswa Pada Pengajaran Sifat Koligatif
Larutan Non elektrolit di SMA, Skripsi Jurusan Kimia, FMIPA, UNIMED,
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Silitonga, P.M., (2011), Metode Penelitian Pendidikan, FMIPA, UNIMED,
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Simanjuntak, A. S., (2007), Pengaruh Model Pembelajaran Contextual Teaching
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ii
BIOGRAPHY
Irna Ariani Pulungan was born in Medan on 07th April 1991. Father’s name is Irwan
Pulungan and Mother’s name is Naimah nasution and the second children from four brotherhood.
In 1997 the writer entered to elementary school at SDN 067240 Medan and graduated in 2003.
In 2003 the writer continued the study to junior high school at SMPN 29 Medan and graduated in
2006. In 2006 the writer continued to senior high school at MAN 2 Model Medan and graduated
in 2009. In 2009 the writer accepted in Chemistry Department, programmed of study in Bilingual
Chemistry Education, Faculty of Mathematics and Natural Science, State University of Medan.
The writer finished the lecture for getting sarjana pendidikan and graduate in 2013.
IN SENIOR HIGH SCHOOL TOWARD STUDENT’S
PROCESS SKILL AND ACHIEVEMENT
IN REDOX REACTION
By:
Irna Ariani Pulungan
Reg.Number 409332021
Bilingual Chemistry Education
THESIS
Submitted to Fulfill The Requirement For Getting The Degree
of Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2013
: The Influence Of Experimental Method Using PAS In
Title
Senior High School Toward Student's Process Skill and
Achievement In Redox Reaction
Name
: Irna Ariani Pulungan
Reg. Number
: 409332021
Study Program
: Bilingual Chemistry Education
Department
:Chemistry
Approved by:
Thesis Su ervisor,
Dr. lis Si Jahro, M.Si
NIP. 196 10151992032003
Acknowledge by :
Head of Chemistry Department,
Coordinator of Bilingual Program,
Drs. Jamalu Purba, M.Si
~IP.
19641207 199103 1 002
Dr. rer.nat Binari Manurung, M.Si
NIP. 19640404 198903 1 006
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M.Sc., Ph.D
5 1986011 001
iv
PREFACE
Firstly, writer said thankfulness to Allah SWT that always give rahmat and
hidayah so that writer can finished this thesis. This thesis submitted to fulfill the
requirement for getting the degree of sarjana pendidikan by the title is “The
Influence of Experimental Method Using PAS In Senior High School Toward
Student’s Process Skill and Achievement In Redox Reaction.
In this opportunity, the writer would like to express thankfulness to Prof.
Drs. Motlan, M.Sc, Ph.D as Dean of Faculty of Mathematics and Natural Science,
Dr. Iis Siti Jahro, M.Si as thesis supervisor who always guide and suggest the
writer from begin until finish this research, and also Prof. Albinus Silalahi, M.S.,
Dr. Retno Dwi Suyanti, M.Si and Dra. Ani Sutiani, M.Si as thesis examiners, for
their advice, suggestion and guidance in the process of completing this thesis.
The writer also say thanks to Drs. Jamalum Purba, M.Si as head of
Chemistry Department and also academic supervisor of writer and to all of
lectures in Chemistry Department. In addition, the writer also say thankfulness to
Drs. H. Amarullah, SH, M.Pd as headmaster at MAN 2 Model Medan, and then to
Dra. Suyati, M.Si and Dra. Jati Setiasih, M.Si as chemistry teachers who help the
writer in doing this research.
Special appreciate to father Irwan Pulungan and mother Naimah Nasution
who was guided and gave pray, spirit and contribution helping, and to all of my
family so that the writer can finish this thesis. The writer also say thankfulness to
my friends Lia Isti Indriyani, Rahmi Wardha Lubis and Reza Al-khazali as friends
in same thesis supervisor who has help the writer to finish this thesis and also to
all of my friends in bilingual chemistry education 2009. In addition, the writer
also say thankfulness to special friends in “Dara Muda Community” they are
Salimah Angreiny Nst, S.Pd.I., Dini Rizki Hrp and Hesti Widyastuti, S.E.I who
always gave spirit, motivation and happiness to writer so that the writer can finish
this thesis easily. Finally to all of people who have supported and helped the
writer that could not explained one by one in this thesis.
v
iii
THE INFLUENCE OF EXPERIMENTAL METHOD USING PAS
IN SENIOR HIGH SCHOOL TOWARD STUDENT’S
PROCESS SKILL AND ACHIEVEMENT
IN REDOX REACTION
Irna Ariani Pulungan (Reg.Number 409332021)
ABSTRACT
This research purposed to know the influence of experimental method using PAS toward
student’s process skill and achievement in redox reaction. In addition, this research also
purposed to know the feasibility of PAS guidance, the result of testing PAS guidance in
laboratory UNIMED, percentage skill of student and student’s perception to PAS guidance. The
population of this research is all Senior High School students grade X at MAN 2 Model Medan
and the sample are 2 classes of students in superior class, experiment class that taught with
experimental method using PAS and control class that taught using conventional method. The
instrument that used in this research is 15 questions in the form of multiple choice that has been
standardized by statistic method by using t-test with validity test ; rcount > 0.444, reability test ;
0.781 > rtable with category is high. Then, the result data was analyzed with normality test and
homogeneity test. In experiment class normality test for gain data is 1.80 and in control class
normality test for gain data is 2.37 with X2table is 11.07, so the data both of class is normal
distributed. In homogeneity test for pre-test Fcount is 1.03, post-test is 1.11, gain is 1.00 with Ftable
is 2.07, so the data are homogenous. Based on the analysis data of research, both of class seen
the differentiate of student’s achievement, where the average score of post-test in experiment
class is 81.21 with average gain is 0.69, meanwhile the average score of post-test in control class
is 73.03 with average gain is 0.53. The difference of student’s achievement in both of class
proven by hypothesis test by using t-test with significant level is α = 0.05, where tcount > ttable
(5.333 > 1.717), can be concluded refusing Ho and accepting Ha, it means that the student’s
process skill and achievement that be learnt with experimental method using PAS higher than
student that be learnt with conventional method in the teaching of redox reaction. The result data
of research show: 1) PAS guidance is very feasible to used as experiment guidance with average
score is 95.83, 2) the result testing of PAS guidance in laboratory UNIMED was give similar
result with the theory, 3) percentage skill of student is high with average score is 87.12, 4)
student’s perception to PAS guidance got average score is 86.25 that’s mean student understand
by the presence of PAS guidance as experimental guidance.
vi
CONTENTS
Legalization Sheet
Biography
Abstract
Preface
Contents
List of Figure
List of Table
List of Appendix
CHAPTER I INTRODUCTION
1.1. Background
1.2. Problem Identification
1.3. Problem Limitation
1.4. Problem Formulation
1.5. Objective of Problem
1.6. Benefit of Problem
1.7. Operational Definition
CHAPTER II LITERATURE
2.1. Definition of Learning
2.2. Student’s Achievement
2.3. Process Skills
2.3.1. The Science Process Skill
2.3.2. Basic Science Process Skill
2.3.3. Integrated Science Process Skill
2.4. The Essence of Science
2.5. Chemical Characteristics of the Science
2.6. Teaching Method
2.7. Conventional Method in Chemistry
2.8. Experimental Method in Chemistry
2.9. Benefits of Experiment Activities
2.10. Practical Guidance
2.11. Redox reaction
2.11.1. Definition of Redox Reaction
2.11.2. Etymology
2.11.3. Oxidizing and Reducing Agents
2.11.4. Standard Electrode Potentials (reduction potentials)
2.11.5. Balancing Redox Reaction
2.11.6. Autoredox reaction
2.11.7. Oxidation Number and Nomenclature
2.11.8. Assigning Oxidation Number
2.11.9. Rules for Assigning Oxidation Number
2.11.10. Redox Reaction Around Us
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2.12. Research Hypothesis
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CHAPTER III RESEARCH METHOD
3.1. Location and Time Research
3.2. Population and Sample
3.3. Research Variables and Instruments
3.3.1. Variables of Study
3.3.2. Research Instrument
3.4. Type and Design Research
3.4.1. Types of Research
3.4.2. Research Procedures
3.4.3. Research Flow Diagram
3.5. Technique Data Collection
3.5.1. Validity Test
3.5.2. Reability Test
3.5.3. Index Difficulty of Instrument
3.5.4. Discriminating Power Index
3.6. Technique of Data Analysis
3.6.1. Normality Test
3.6.2. Homogeneity Test
3.6.3. Normalized Gain
3.6.4. Hypothesis test
3.7. Research Time Table
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CHAPTER IV RESULT AND DISCUSSION
41
4.1. Result
41
4.1.1. Analyze of Instrument Test
41
4.1.1.1. Validity test
41
4.1.1.2. Reability Test
42
4.1.1.3. Index Difficulty of Instrument
42
4.1.1.4. Discriminating Power Index
42
4.1.2. Result data of Research
44
4.1.2.1. The Student’s Achievement
44
4.1.2.2. The Feasibility of PAS Guidance
44
4.1.2.3. The Result of Testing PAS Guidance
45
4.1.2.4. Percentage Skill of Student By Using Experimental Method With PAS 45
4.1.2.5. Student Perception to PAS Guidance
46
4.1.3. Data Analysis of Research
47
4.1.3.1. Normality Test
47
4.1.3.2. Homogenity Test
48
4.1.3.3. Hypothesis Test
48
4.1.3.4. Percentage of Increasing Student’s Achievement
49
4.2. Discussion
50
4.2.1. The Student’s Achievement
50
4.2.2. The Feasibility of PAS Guidance
51
4.2.3. The Result of Testing PAS Guidance
52
viii
4.2.4. Percentage Skill of Student By Using Experiment With PAS
4.2.5. Student Perception to PAS Guidance
53
53
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion
5.2. Suggestion
55
55
55
REFERENCES
56
x
LIST OF TABLE
Page
Table 2.1. Oxidation Number and Nomenclature
24
Table 3.1. Scale Assessment of Percentage Skill Of Student Activity Learning 31
Table 3.2. Assessment Questionnaire for Student’s Perception Level
32
Table 3.3. Assessment Questionnaire of Feasibility for Teacher
32
Table 3.4. Research Design
33
Table 3.5. Research Time Table
40
Table 4.1. The Result Analysis of Instrument Test
43
Table 4.2. The Result Data of Student’s Achievement
44
Table 4.3. The Questionnaire Result of Feasibility of PAS Guidance
44
Table 4.4. The Result of Testing PAS Guidance In Laboratory UNIMED
45
Table 4.5. The Result of Percentage Skill of Student Using Experiment
With PAS
46
Table 4.6. The Result of Student Perception To PAS Guidance
47
Table 4.7. The Result Data of Normality Test
48
Table 4.8. The Result Data of Homogenity Test
48
Table 4.9. The Result of Gain Data For Experiment and Control Class
49
Table 4.10. The Result Percentage of Increasing Student’s Achievement
49
ix
LIST OF FIGURE
Figure 2.1.
Figure 2.2.
Figure 2.3.
Figure 3.1.
Characteristic of Redox
Rusting of Iron
The Cell Uses The Redox Reaction
Research Design Flow Diagram
Page
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LIST OF APPENDIX
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Appendix 18
Appendix 19
Appendix 20
Appendix 21
Appendix 22
Appendix 23
Appendix 24
Appendix 25
Appendix 26
Appendix 27
Appendix 28
Appendix 29
Appendix 30
Appendix 31
Appendix 32
Appendix 33
Appendix 34
Appendix 35
Appendix 36
Syllabus
Lesson Plan
Lattice of Instrument of Redox Reaction
Instrument Test
Lattice of Instrument of Redox Reaction (had been valid)
Instrument Test (had been valid)
PAS Guidance
Observation Sheet
Questionnaire for Teacher
Questionnaire for Student
Journal
The Calculation of Validity Test
The Result Table of Validity Test
The Calculation of Reability Test
The Result Table of Reability Test
The Calculation of Index Difficulty of Instrument
The Result Table of Index Difficulty of Instrument
The Calculation of Discriminating Power Index
The Result Table of Discriminating Power Index
The Result Feasibility of PAS Guidance
The Result Data of Observation Sheet For Skill Assessment
In The Experiment of Redox Reaction
The Result of Student’s Perception To PAS Guidance
In The Topic of Redox Reaction
The Result of Student’s Achievement in Experiment Class
The Result of Student’s Achievement in Control Class
The Calculation of Student’s Achievement
(Normalized Gain) in Experiment Class
The Result Table of Student’s Achievement
(Normalized Gain) in Experiment Class
The Calculation of Student’s Achievement
(Normalized Gain) in Control Class
The Result Table of Student’s Achievement
(Normalized Gain) in Control Class
Normality test
Homogenity Test
Hypothesis Test
Table of r -Product Moment
Table of Distribution F
Table of t Distribution
Table of Chi-Square
Documentation
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1
CHAPTER I
INTRODUCTION
1.1.
Background
Chemistry is an experimental science, can’t be learned only through reading, writing or
listening. Learning chemistry not only mastery the knowledge of the fact, concept or principle,
but also chemistry is a discovery process and mastery of procedure or can called as scientific
method. Therefore, in the learning of chemistry there are two important things that must be
attention, first is chemistry as a product like a fact, concept, principle, law, theory and second
chemistry as a scientific work process. Thus, the learning of chemistry isn’t right if done only by
using conventional method, but need a method that can provide the opportunity for students to
conduct a scientific work process (Jahro, 2009).
The chosen method in this research is experimental method. As a method of teaching,
experimental method aims to assist the learning process to be more easily remembered by
students, so it will be able to give the impression of a longer learning. Teaching methods by
using the experimental method will be able to help students in providing the concept of
knowledge and reality in the laboratory through experiments. Thus, the impression of learning
will form better effectiveness in improving students’ mastery of subject matter in school.
Learning about experimental methods previously been investigated by Sihole, (2004)
which suggests that there is increasing in student’s achievement that taught by experimental
methods than the conventional method. The result of Sadia research (2007) suggests the
performance of the research instrument of scientific research and assessment of the performance
of laboratory activities is conceptually feasible to use, performance and learning outcomes of
students in laboratory activities categorized properly. Afriani, (2004) shows the learning
activities and practical activities undertaken to improve the skills and experience of students.
But, the reality show learning achievement in chemistry of students in high school
generally is still low. In X class of MAN 2 Model Medan as the school that will be observed has
the average result of daily examination chemistry is 50 until 100, with the highest result is 100
and the lowest is 50. Meanwhile, completing minimum criteria (KKM) in supervisor class is 80.
The student who get the result below of KKM is about 65% or 13 people from 20 people in a
2
class. So, it is needed to increase the amount of student who get the result below of KKM, like
conduct the experimental method as the way to increasing student’s achievement.
Based on the data above, this case caused the implementation of practical activities both
quantity and quality is not optimal. The results of a survey of senior high school (SMA) in the
city of Medan and the its surrounding shows that most of schools don’t implement practical
activities and demonstrations in learning chemistry due to the lack of laboratory facilities, lack of
ability, lack of teacher creativity and willingness of chemistry teachers to manage laboratory and
practical activities.
In the result of evaluation data in chemistry education program, about 103 alumnus that
had been worked as a teacher in some area/city in the North Sumatera said that the obstacle that
got in the implementation of experimental chemistry such as there isn’t laboratory about
13.665%, there isn’t material about 29.814%, there isn’t of experimental guidance about
14.286% and others about 27.329%.
Based on the reality above, lack of tools and materials that available in the laboratory is
the cause of inhibition of practical activities in senior high school. Less complete of facilities of
tool and chemical material for practical purposes isn’t a plausible reason is the implementation of
practical activities. Experiment not only be implemented in the laboratory room, but can also be
carried out in the open field.
In MAN 2 Model Medan as the school that will be observed, the tools and materials are
available in laboratory. But, in the fact of this school practical activities is seldom to conduct.
This case caused the price of tool and materials that will be used to do experiment most of them
is expensive, need big cost to buy the tools and materials so can do experiment. In addition, there
is an assume of students that all of chemistry materials is dangerous. So that most of students still
afraid to do experiment and less interest to conduct it. Based on the reason above, practical
activities is seldom to conduct although the tools and materials are available in laboratory.
Thus, it can be solved by creating a simple design that isn’t always use materials and
tools of expensive chemicals. PAS is one way to overcome practical obstacle by using tools and
materials that are easily obtained in the surrounding of students and also can decreasing the
assume that experiment not only always use chemistry material, but also can change with the
material in our environment so that this case can decreasing the negative effect of chemistry
material.
3
It can be applied to practical activities and simultaneously implement to contextual
approach to learning the subject of a redox reaction. Yandani, (2006) suggested less complete in
its research facility equipment and materials can be overcome by making a simple experiment
design using tools and chemicals are easily obtained in the surrounding.
Implementation of experiment in the laboratory as a means for students to assist the
learning process to make it more meaningful. In addition, with the implementation of the
experiment will be able to assist students in thinking about the concept of knowledge and reality
in the laboratory through the experiment. Thus the impression of learning will provide better
results in improving students' mastery of the material, especially chemistry, so that students can
develop process skills better.
Learning activities in the laboratory like experiment can make students have the ability to
think scientifically. In addition, students will be able to find scientific facts, identify, interpret
observations, critical thinking and able to accept criticism of its differences, especially among
fellow students. Thus it would be good to give the students motivation to learn.
A study is expected to be more increase student’s understanding as a result of learning.
Where according to Baugh that comparison result of learned through the sense of hearing is very
prominent difference. Approximately 90% the result of learning outcomes through the senses of
view and only about 5% is obtained through the senses of hearing and 5% again with the other
senses. Meanwhile, Dale estimates that the learning outcomes through the sense of view about
75%, through the senses of hearing about 13% and through the other senses approximately 12%
(Arsyad, 2000).
Based on the description and the fact above, the writer interested to conduct research with
the title The Influence Of Experimental Method Using PAS In Senior High School Toward
Student’s Process Skill and Achievement In Redox Reaction.
1.2.
Problem Identification
Based on the background above, so can identified some problem such as:
1. Does teaching and learning with experimental method using PAS increase student’s
achievement in chemistry of students in high school?
2. Does teaching and learning with experimental method using PAS improve the
implementation of practical activity?
4
3. Does teaching and learning with experimental method using PAS increase interesting of
students towards chemistry subject?
1.3.
Problem Limitation
Problem limitation of this research as follows:
1. The method that used in this research is experimental method by using PAS in senior high
school toward student’s process skill and achievement in X class of MAN 2 Model Medan at
second semester in academic year 2012/2013 on the teaching of redox reaction.
2. Student learning activities that will be measured in this study is science process skill.
3. Student’s achievement to be measured in this study is cognitive aspect of the level C1, C2,
C3 and C4.
4. Feasibility test will be applied to PAS guidance.
1.4.
Problem Formulation
Based on the background above, so problem formulation of this research are:
1. Is student’s achievement who have learning with experimental method using PAS higher than
the student who have learning with conventional method?
2. How many the percentage of average score in feasibility test of PAS guidance to use on the
teaching of redox reaction?
3. How is the result of testing PAS guidance in the topic of redox reaction at chemistry subject
X class SMA in laboratory UNIMED?
4. How many the percentage of average score in percentage skill of student by using
experimental method with PAS?
5. How many the percentage of average score in student’s perception to PAS guidance in the
topic of redox reaction that have been design and tested in UNIMED FMIPA laboratory?
1.5.
Objective of Problem
This research was conducted for the purposed of knowing:
5
1. The comparison of student’s achievement who have learning with experimental method
using PAS and student who have learning with conventional method.
2. The feasibility of PAS guidance to use on the teaching of redox reaction.
3. The result of testing PAS guidance in the topic of redox reaction at chemistry subject X class
SMA in laboratory UNIMED.
4. The percentage skill of student with experimental method using PAS.
5. Student’s perception to PAS guidance in the topic of redox reaction that have been design
and tested in UNIMED FMIPA laboratory.
1.6.
Benefit of Problem
The expected benefits of this research are:
1. As information for teachers about experiment as an alternative learning to improve student’s
achievement in chemistry.
2. As information for students that experimental chemistry doesn’t always have to use
expensive chemicals, but can use materials that found surround them.
3. Produce an innovative learning model that can enhance students learning activities, student’s
achievement, skills, creativity, independence, democratic attitudes and responsible behavior
optimally.
4. For education, as an input to improve the learning process and improve the quality of
education in schools.
1.7.
Operational Definition
PAS
PAS is a term in Indonesian language can called as Praktikum Alternatif Sederhana.
Where, PAS is an alternative method that had been famous for teacher in senior high school that
can be used as replacement of usual experimental method, where in this method conducted by
using tools and materials that are easily obtained in the surrounding of students. In other hand,
the tools and materials also cheap or no costly, safety (not dangerous) so that not only can
conduct in laboratory, but also can conduct in the class or in the field. Therefore, this case can
decreasing the assume of students that experiment not only always use chemical danger material,
but also can change with the material in our environment, so that this case can decreasing the
negative effect of chemistry material itself.
6
Student’s Process Skill
Student’s process skill is a work process of students in processing an information to
found a new fact or concept so that grow their ability in physical, social and way to thinking that
can develop their attitudes moral value.
Student’s Achievement
Student’s achievement is an influence of teaching and learning activities like a level of
mastery learning for students to the material that gained by effort, both individually or group, it
can be seen in the form of changes in knowledge, attitudes, and skills that can be observed in the
increase in better with the previous.
CHAPTER V
CONCLUSION AND SUGGESTION
1.1.
Conclusion
1. Student’s achievement who have learning with experimental method using PAS higher than
student who have learning with conventional method.
2. PAS guidance is feasible to used as experimental guidance on the teaching of redox reaction
with average score is 95.83.
3. The result of testing PAS guidance in laboratory UNIMED was give similar result with the
theory.
4. Percentage skill of student by using experiment with PAS get average score is 87.12 with
category is high.
5. Student’s perception to PAS guidance get average score is 86.25 with category is understand.
5.2.
Suggestion
1. For chemistry teachers should using experimental method on the teaching of redox reaction
because experimental method able to increase the student’s process skill and achievement, so
that will make learning meaningful and make student’s remembrance more long.
2. For school holder in order to provide and increase the facility of school, especially apparatus
and material for chemistry laboratory.
55
56
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Silitonga, P.M., (2011), Metode Penelitian Pendidikan, FMIPA, UNIMED,
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Cipta, Jakarta
Sugiyono, (2010), Statistika Untuk Penelitian, Alfabeta, Bandung
Susilawati, (2008), Hubungan Pelaksanaan Praktikum Kimia Terhadap Persepsi
Siswa Pada Materi Kimia di SMA Se-kota Binjai, Skripsi Jurusan Kimia,
FMIPA, UNIMED, Medan
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BIOGRAPHY
Irna Ariani Pulungan was born in Medan on 07th April 1991. Father’s name is Irwan
Pulungan and Mother’s name is Naimah nasution and the second children from four brotherhood.
In 1997 the writer entered to elementary school at SDN 067240 Medan and graduated in 2003.
In 2003 the writer continued the study to junior high school at SMPN 29 Medan and graduated in
2006. In 2006 the writer continued to senior high school at MAN 2 Model Medan and graduated
in 2009. In 2009 the writer accepted in Chemistry Department, programmed of study in Bilingual
Chemistry Education, Faculty of Mathematics and Natural Science, State University of Medan.
The writer finished the lecture for getting sarjana pendidikan and graduate in 2013.