THE DIFFERENCE BETWEEN VIRTUAL LABORATORY MEDIA AND REAL LABORATORY TO INCREASE STUDENTS ACHIEVEMENT IN SENIOR HIGH SCHOOL ON LEARNING ACID-BASE TITRATION.
THE DIFFERENCE BETWEEN VIRTUAL LABORATORY MEDIA
AND REAL LABORATORY TO INCREASE STUDENT’S
ACHIEVEMENT IN SENIOR HIGH SCHOOL
ON LEARNINGACID-BASETITRATION
By:
Yasir Arafat Hutapea
Reg. Number 4103332029
Bilingual Chemistry Education Study Program
A THESIS
Submitted in Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
CHEMISTRYDEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
iii
THE DIFFERENCE BETWEEN VIRTUAL LABORATORY MEDIA AND
REAL LABORATORY TO INCREASE STUDENT’S ACHIEVEMENT
IN SENIOR HIGH SCHOOL ON LEARNING
ACID-BASE TITRATION
Yasir Arafat Hutapea (4103332029)
ABSTRACT
The thesis entitle the difference between virtual laboratory media and real
laboratory to increase student’s achievement in senior high school on learning
acid-base titration. This research aimed to know if there is significant different
between the using of virtual laboratory media and real laboratory due to the
increasing of student’s achievement. The virtual laboratory media used was built
by Macromedia Flash Pro 8. The population of research is senior high school
students year XI and due to the limitation, SMAN 1 Percut Sei Tuan students year
XI was choosen as sample. The samples were two classes which are selected
randomly. The experiment class was treated with virtual laboratory media while
the control class was treated by real laboratory. The research instruments used are
questions (instrument test) for pre test and postest and character observation sheet.
These instrument have been validated by the expert validator. For instrument test,
it was analyzed by using SPSS 17 for the validity and realibility and using
Microsoft Excell for its difficulty level and discrimination index. From 30 items
of instrument test, finally gotten 20 items valid and reliable to be used.
As this research aimed to know the difference of student’s achievement
using virtual laboratory and real laboratory, the researcher done analyzing process
based on the result of pre test and post test. The average of pre test in control class
is 25.94 while in experiment class is 24.53. After done learning process, the
average of post test in control class is 63.13 while in experiment class is 63.13.
Normality and homogeneity test were done in order to make the data can be
statistically analyzed. Then, using independent sample t test (two-tailed), gotten
the result as 0.00 below the significant level of 0.05, means there is significant
different in student’s achievement. Affective aspect was analyzed to the students
treated by virtual laboratory media. The characters observed were responsibilty
and activeness, from two times class conducted, the students overall got the
development of responsibility as 32.29% and activeness as 30.73%.
iv
ACKNOWLEDGEMENT
The first and foremost, the greatest thanks to the Almighty God Allah
SWT for his grace and merciful in helping the writer to finish the thesis
completely.
The thesis entitled The Difference Between Vitual Laboratory Media and
Real Laboratory to Increase Student’s Achievement in Seior High School on
Learning Acid-Base Titration, was completely arranged as the requirement to get
the Degree of Sarjana Pendidikan in Faculty of Mathematics and Natural Science
in State University of Medan.
In this opportunity, I would like to give my gratitude to Prof. Dr. Albinus
Silalahi, M.S as my thesis supervisor that give me so many suggestions and
advices to arrange and finish this thesis. My gratitude also to the late Prof. Dr.
Suharta, M.Si, Dr. Iis Siti Jahro, M.Si, Dr. Mahmud, M.Sc, Drs. Rahmat Nauli,
M.Si as my examiner and to Dr. Zainuddin Muchtar M.Si as my academic
supervisor. Also my gratitude to Prof. Dr. Ramlan Silaban, M.Si as the validator
for character observation sheet, to Dr. Retno Dwi Suyanti, M.Si as the validator of
research media and to Drs. Ani Sutiani, M.Si as the validator for research
instrument. For all their comment, correction and suggestion in order to make this
thesis completely arranged.
Then, I would like to thank to Prof. Drs. Motlan, M.Sc, Ph.D as the Dean
of Faculty of Mathematic and Natural Science, to Prof. Dr. rer. nat Binari
Manurung, M.Si as the Coordinator of Bilingual Program, to Dr. Iis Siti Jahro as
the Secretary of Bilingual Program, to Drs. Jamalum Purba, M.Si as the Head of
Chemistry Department, to Drs. Ani Sutiani, M.Si as the Head of Chemistry
Education Program, and the all staff of chemistry department such as sister Vidya,
brother Eriadi and brother Nizam. And also to Sir Syamsudin or usually called as
“Pak Sam” as Bilingual staff. My thankful also to Muliadi, S.Pd, M.Si as the
Headmaster of SMAN 1 Percut Sei Tuan, to Widiya Ningsih, S.Pd, M.Si as the
Chemistry Teacher who guided me during the research conducting and also as the
student’s character observer and to Hj. Hidayati Hanum, S.Pd as the Headmaster
v
of SMAN 5 Binjai where the writer done the instrument validation process. And
those all for the administrative requirement in the research.
My special gratitude to my beloved parents, Saufi Hutapea, S.Pd.I and
Ramayanti Hasibuan, to my beloved brothers, M. Yazid Rif’ad Hutapea and M.
Nurul Yafi Hutapea and all my Hutapea and Hasibuan Family Members for their
pray and motivation given to me during the writing process of this thesis. Thanks
to my Solid partners, Biah, Debby, and Yogi, for being more than a best friend in
helping me through my daily activity inside and outside campus. To my
badminton partners; Andre, Indra, Rudi and Yogi for spending your time as our
refreshing moment. To my best girls; Fenny, Lina and Melisa for time, joke, laugh
and moment we shared and also for my all lovely members of Chemistry
Education Study Program 2010, for what we had through together during the four
years. For my brothers and sisters in HMI; Dedi, Mora, Yola, Sulis, Nurul Ilmi,
Safwan, Tiara, Fai and many more, thanks for your support. For my friends in
Field Experience Program in SMAN 2 Kisaran, because this field experience had
inspired me to arrange the background of this research. And the last, thanks to
Ilmi Fadhilah, for introducing Pak David B. Sianipar, M.T in helping me for the
making of Virtual Laboratory Media, built by Macromedia Flash 8.
I have already done this thesis with my best, but still needed the
suggestion from the reader in order to make it better. I hope this thesis can be
useful and giving contribution to the reader and especially in education.
Medan, August
2014
Writer
Yasir Arafat Hutapea
vi
LIST OF CONTENTS
Page
AGREEMENT SHEET
i
BIOGRAPHY
ii
ABSTRACT
iii
ACKNOWLEDGEMENT
iv
LIST OF CONTENTS
vi
LIST OF FIGURES
ix
LIST OF TABLES
x
LIST OF FORMULAS
xi
LIST OF APPENDIXES
xii
CHAPTER I INTRODUCTION
1
1.1 Background
1
1.2 Scopes of The Research
5
1.3 Problem Formulation
5
1.4 Problem Limitation
5
1.5 Research Objectives
6
1.6 Research Benefits
6
CHAPTER II LITERATURE REVIEW
7
2.1 Essence of Learning
7
2.1.1 Essence of Learning Chemistry
7
2.1.2 Chemistry Learning Outcomes
8
2.2 Learning Media
9
2.3 Laboratory
12
2.3.1 The Real Laboratory
12
2.3.2 Virtual Laboratory
12
2.4 Acid-Base Titration
13
2.4.1 The Definition of Titration
13
vii
2.4.2 Determining the Molarity of an Acid or a Base Solution
14
2.4.3 Types of Titration
15
2.5 Hypothesis
17
CHAPTER III RESEARCH METHODS
18
3.1 Research Location and Research Objects
18
3.2 Population and Sample
18
3.3 Research Design
18
3.4 ResearchVariable
19
3.5 Research Procedure
20
3.5.1 Arranging The Research Instrument
21
3.5.1.1 Validity Test
22
3.5.1.2 Reliability Test
22
3.5.1.3 Difficulty Level Test
23
3.5.1.4 Discrimination Index Test
24
3.5.2 Teaching Treatment
24
3.5.3 Data Collection and Analysis
25
3.5.3.1 Normality Test
25
3.5.3.2 Homogenity Test
25
3.5.3.3 Normalized Gain
25
3.5.3.4 Hypothesis Test
26
CHAPTER IV RESULT AND DISCUSSION
27
4.1 Research Result Overview
27
4.2 Instrument Analysis
27
4.2.1 Validity Test
27
4.2.2 Reliability Test
28
4.2.3 Difficulty Level Test
28
4.2.4 Discrimination Index Test
28
4.3 Research Result
29
4.4 Research Data Result
29
4.4.1 Student’s Achievement
29
viii
4.4.1.1 Before Learning Treatment
30
4.4.1.2 After Learning Treatment
30
4.4.2 Normalized Gain
31
4.4.3 Student’s Character
31
4.5 Research Data Result Analysis
32
4.5.1 Question Answered Analysis
32
4.5.1.1 Question Answered Analysis in Pre Test
32
4.5.1.2 Question Answered Analysis in Post Test
33
4.5.2 Normality Test
35
4.5.3 Homogeneity Test
35
4.5.4 Hypothesis Test
36
4.6 Discussion
37
CHAPTER V CONCLUSION AND SUGGESTION
40
5.1 Conclusion
40
5.2 Suggestion
40
REFERENCES
41
APPENDIXES
43
x
LIST OF TABLES
Page
Table 3.1 The research design
19
Table 3.2 Lattice of Instrument Test (Acid-Base Titration)
22
Table 4.1 The class division and the number of sample
29
Table 4.2 The result of pre test
30
Table 4.3 The result of post test
30
Table 4.4 The result of gain
31
Table 4.5 The description of student’s character result
32
Table 4.6 Question answered analysis in pre test
32
Table 4.7 Question answered analysis in post test
33
Table 4.8 The description of normality test
35
Table 4.9 The description of homogeneity test
36
Table 4.10 The data of hypothesis test
36
xi
LIST OF FORMULAS
Page
Formula 3.1
Validity Test
22
Formula 3.2
Reliability Test
23
Formula 3.3
Difficulty Level
23
Formula 3.4
Discrimination Index
24
Formula 3.5
Normalized Gain
26
ix
LIST OF FIGURES
Page
Figure 2.1 Titration to determine the concentration of a solution of acid/base 14
Figure 2.2 The curve of titration between strong acid – strong base
15
Figure 2.3 The curve of titration between strong acid – weak base
16
Figure 2.4 The curve of titration between weak acid – strong base
16
Figure 2.5 The curve of titration between weak acid – weak base
17
Figure 3.1 The overview of research planning to senior high school students
20
xii
LIST OF APPENDIXES
Page
Appendix 1. Syllabus
43
Appendix 2. Lesson Plan
47
Appendix 3. Spesification table of student’s achievement
60
Appendix 4. Instrument Test
73
Appendix 5. Key Answers
81
Appendix 6. Pre test / Post test
82
Appendix 7. Key Answers
88
Appendix 8. Acid-Base Titration Experiment Worksheet
89
Appendix 9. Observation Sheet of Student’s Character
90
Appendix 10. Difficulty Level Test of Instrument
94
Appendix 11. Discrimination Index Test of Instrument
96
Appendix 12. Validity Test of Instrument
99
Appendix 13. Reliability Test of Instrument
100
Appendix 14. Pre test and Post test Result
101
Appendix 15. Gain Result
103
Appendix 16. Homogeneity Test
105
Appendix 17. Normality Test
106
Appendix 18. Hypothesis Test
110
Appendix 19. Students Character
111
Appendix 20. Research Documentation
115
Appendix 21. Virtual Laboratory Media
117
Appendix 22. Letter of Confirmation to be Thesis Supervisor
119
Appendix 23. Letter of Approval for Conducting Research from
FMIPA Unimed
120
Appendix 24. Letter of Approval for Conducting Research from Dinas
Pendidikan, Pemuda, dan Olahraga Kabupaten Deli Serdang
121
Appendix 25. Letter of Confirmation for Having Conducted Research from
SMAN 1Percut Sei Tuan
122
xiii
Appendix 26. Letter of Confirmation for Having Conducted Research
Instrument Validation from SMAN 5 Binjai
123
Appendix 27. Letter of Recommendation for Student’s Character
Observation
Appendix 28. Letter of Recommendation for Content Validity
124
125
CHAPTER I
INTRODUCTION
1.1 Background
The process of learning is often be the one case in school. From the
teaching and learning process will be obtain a result. To obtain optimal learning
results, influenced by the teaching and learning components, such as: how to
organize the material, the strategy adopted, the media used and others (Silberman,
2007). Learning is the most basic activities in the overall education process in
schools. Educational objectives achieved or not depends a lot on how the learning
process experienced by students as a protege (Slameto, 2003).
Based on the above opinion is clear that learning activities are psychic and
physical activity of students in the learning process through the guidance of the
teacher. At the time of an active student, by itself it is also active soul, and vice
versa. A teacher can only be present and provide learning materials, students are
processing and digesting itself in accordance with the will, skills, talents, and
background.
As accepted throughout the world the idea of using student centred
constructivist based instructional methods is widely accepted, since teacher
centred, traditional instructional methods has given insufficient opportunities for
student to construct their own learning. Eliciting students’ individual capabilities,
intelligence and creative thinking can only be achieved through student centered
instructional methods.
Although constructivism is a learning theory that describes the process of
knowledge construction, it is the application of what are often referred to as
‘constructivist practices’in the classroom and elsewhere that provides support
for the active knowledge-construction process. Since, most of the contents of
science lessons are abstract topics, to make students to understand such
topics it is necessary to use constructivist based student centered instructional
methods.
1
The concept of ‘‘learning by doing’’ is certainly not new; however,
allowing the student to learn by doing within the classroom context is a departure
from traditional methods. In this context, laboratories are important components
of education to make students to gain experience. Especially when thinking that
chemistry is totally an applied branch of science, the importance of laboratory
applications in instruction is clearly understood. In the chemistry laboratory
students become active in their learning by seeing, observing and doing. Such
kinds of application cause not only a better but also a permanent learning. Many
researchers in science education admitted that laboratory studies increase
students’ interest and abilities for the science subjects (Bryant and Edmunt, 1987).
The chemistry has its own characteristics. The difficulties in studying
chemistry related with its characteristic, they are: 1) a number of chemistry is
abstract, 2) chemistry was simplification from the fact, 3) chemistry are
succesived and developed quickly, 4) chemistry is not only consisted of numeric
problem but also the explanation of its facts, laws, terms and ect. 5) many material
have to be studied (Situmorang, 2010). So, we need an appropriate method and
media due to those characteristics.
Acid-base titration is one of chemistry subject matter served in senior high
school. This matter must be discussed in class XI. The materials are widely
consisted of things that are needed to be understood not just by reading the book
or simply asking the teacher. This matter is full of abstract thing, because we
discuss about very small particles and their interaction to another. Therefore, to
make the teaching of acid-base titration more interesting and be easily understood,
some experimental method must be applied. In other word, laboratory method is
quiet good for this matter.
Although laboratory application in students’ learning has a very important
place in science education, in use, it has some limits and problems, especially in
developing countries. From 29 Senior High Schools surrounded in Medan,
showed that 65.5% of Senior High School have the laboratory but have not
properly used it, because laboratory activity has not been implemented in
accorance with the expected quality and quantity (Jahro, 2009).
2
Spesifically, the main problems of this laboratory method conducted in our
region can be summarized as the author faced the teaching and learning process
during my field experience in SMAN 2 Kisaran for August until November 2013
as follows: 1) In conducting experiments and arranging with equipment, the
laboratory activities are quite expensive, 2) For planning and application, it is
much time consuming, 3) Checking students’ performance during the activities
can be difficult in over-crowded classes and 4) The Lack of laboratory or
equipment, or insufficient lab conditions which limits the teacher to perform a
simple lab activity.
As mentioned above, in the real situation, sometimes due to the limitation
of equipment, limited time allocated for the topic or insufficient laboratory
conditions, force teachers to perform laboratory activities in crowded groups, or
sometimes a demonstrational activity can be performed. This application is
opposed to the basic constructivist philosophy at laboratory method which accepts
that knowledge can be gained through personal experience and observation. When
taking these limitations into consideration looking for appropriate alternatives is
inevitable. Among these alternatives, the use of educational technologies, more
specifically use of computer in supporting the laboratory methods can be a logical
one.
Many researchers and educational practitioners believe that Virtual reality
(VR) technology has provided new insights to support education. Today’s
educational technology practices should indeed be couched in the constructivist
paradigm. This plays out in terms of developing systems that are situated in the
real world as much as possible and are as experiential as possible. VR’s capability
to facilitate constructivist-learning activities is one of its key advantages.
Therefore, as an experiential learning tool, virtual reality is an enactive
knowledge-creation environment. (Tuyzuz, 2010)
Interactive learning environment by using animations and simulations for
abstract topic, where students become active in their learning, provide
opportunities for students to construct and understand difficult concepts more
easily In this research, appropriate simulations and applications based on
3
simulations generally increase learning speed by allowing students to express their
real reactions easily. Better designed simulations provide students opportunities to
express their cognitive style and to choose from the computer screen. Such
opportunities allow students to develop their own hypothesis about the topic and
develop their own problem solving methods.
Therefore, use of VR in labs, in other word, use of virtual laboratory or
simulation programs, overcomes some of the problems faced in traditional
laboratory applications and make positive contributions in reaching the objectives
of an educational system. It is not always possible to see the results of students’
studies in a real laboratory application, especially in inadequate laboratory
conditions. Use of simulation programs can overcome that mistakes occur as a
result of such laboratory conditions or misuse of the laboratory.
One of the most promising computer applications in science instruction is
the use of simulations for teaching material, which cannot be taught by
conventional laboratory experimentation (Mintz, 1993). But can a simulation be
as effective as a conventional laboratory or replace it? More than two decades
several studies have been performed about whether the computer simulation
experiments or traditional laboratory experiments are effective on the students’
achievement about science subjects. The answer would be that it depends on the
concept or the situation.
For example, the comparison of achievement among students instructed
using hands-on Chemistry labs versus those instructed using virtual Chemistry
labs (eLabs). They found out that there were no significant differences in
achievement gain scores for the traditional versus the online students. They
commented on that the findings obtained from their study demonstrated that
students who completed the traditional, hands-on labs performed as well as
students who completed the virtual labs (Kerr et al, 2004). In our country, this
Virtual Laboratory has been tested for Senior High School especially in Medan.
The student achievement taught by using computer-based learnig media (Virtual
Lab) is significantly higher than conventional method on solubility and solubility
product (Oktavia, 2013).
4
Based on the reasons mentioned above, the author tries to apply this
Virtual Laboratory in research, entitle:
The Difference Between Virtual Laboratory Media and Real Laboratory to
Increase Student’s Achievement in Senior High School on Learning AcidBase Titration
1.2. Scope of The Research
In order to make it easier to understand the problem and to simplify the
implementation of the research, it is necessary to make a scope of study, they are:
1. The subject matter is Acid-Base Titration
2. The media that is used is virtual laboratory
3. The program that is used to support the media is macromedia flash
1.3. Problem Formulation
Based on the background described above, then the problem can be
formulated as follows:
1. Is there a significant difference of student’s achievement on learning the
acid-base titration using of virtual laboratory and real laboratory ?
2. Is there an improvement of students character of responsibility and
activeness on learning acid-base titration by using virtual laboratory
media ?
1.4. Problem Limitation
This research focuses on the difference virtual laboratory media and real
laboratory to increase student’s achievement on learning acid-base titration and
observing the improvement of students character of responsibility and activeness
taught by virtual laboratory media. The research was conducted in Class XI of
Senior High School in Medan, and the topic that was taught by this media is acidbase titration.
5
1.5. Research Objective
The research is done by the purpose to know:
1. There is a significant difference in student’s achievement of learning the
acid-base titration between the using of virtual laboratory and real
laboratory.
2. There is an improvement of students character of responsibility and
activeness on learning acid-base titration by using virtual laboratory
media.
1.6. Research Benefits
This study is expected to provide benefits, especially for chemistry
teachers and also for the other researcher about how to improve learning through
computer-based learning (virtual lab) in student achievement on the learnig of
acid-base titration. The expected benefits of this research are spesifically
described as follows:
1. For Chemistry teacher, computer-based learning (virtual lab) as a learning
media and as an effort which can improve student’s achievement and
students character of responsibility and activeness
2. For other researchers, it can be a modal to make a further research related
to the study.
6
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
After conducted the research and done some analyzing process of research
data result, the researcher concluded:
1. The students achievement who were taught by virtual laboratory had
significant different with the students achievement who were taught by
real laboratory on the learning of acid-base titration
2. The students character of responsibility and activeness who were taught by
virtual laboratory media had improve
5.2 Suggestion
Considering to the result of the research, the researcher suggests:
1. For chemistry teacher, it is suggested to use virtual laboratory as a learning
media on the learning of acid-base titration
2. For chemistry teacher, this virtual laboratory media is good to be used also
in improving the students character in reponsibilty and activeness on the
learning of acid-base titration
40
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42
AND REAL LABORATORY TO INCREASE STUDENT’S
ACHIEVEMENT IN SENIOR HIGH SCHOOL
ON LEARNINGACID-BASETITRATION
By:
Yasir Arafat Hutapea
Reg. Number 4103332029
Bilingual Chemistry Education Study Program
A THESIS
Submitted in Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
CHEMISTRYDEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
iii
THE DIFFERENCE BETWEEN VIRTUAL LABORATORY MEDIA AND
REAL LABORATORY TO INCREASE STUDENT’S ACHIEVEMENT
IN SENIOR HIGH SCHOOL ON LEARNING
ACID-BASE TITRATION
Yasir Arafat Hutapea (4103332029)
ABSTRACT
The thesis entitle the difference between virtual laboratory media and real
laboratory to increase student’s achievement in senior high school on learning
acid-base titration. This research aimed to know if there is significant different
between the using of virtual laboratory media and real laboratory due to the
increasing of student’s achievement. The virtual laboratory media used was built
by Macromedia Flash Pro 8. The population of research is senior high school
students year XI and due to the limitation, SMAN 1 Percut Sei Tuan students year
XI was choosen as sample. The samples were two classes which are selected
randomly. The experiment class was treated with virtual laboratory media while
the control class was treated by real laboratory. The research instruments used are
questions (instrument test) for pre test and postest and character observation sheet.
These instrument have been validated by the expert validator. For instrument test,
it was analyzed by using SPSS 17 for the validity and realibility and using
Microsoft Excell for its difficulty level and discrimination index. From 30 items
of instrument test, finally gotten 20 items valid and reliable to be used.
As this research aimed to know the difference of student’s achievement
using virtual laboratory and real laboratory, the researcher done analyzing process
based on the result of pre test and post test. The average of pre test in control class
is 25.94 while in experiment class is 24.53. After done learning process, the
average of post test in control class is 63.13 while in experiment class is 63.13.
Normality and homogeneity test were done in order to make the data can be
statistically analyzed. Then, using independent sample t test (two-tailed), gotten
the result as 0.00 below the significant level of 0.05, means there is significant
different in student’s achievement. Affective aspect was analyzed to the students
treated by virtual laboratory media. The characters observed were responsibilty
and activeness, from two times class conducted, the students overall got the
development of responsibility as 32.29% and activeness as 30.73%.
iv
ACKNOWLEDGEMENT
The first and foremost, the greatest thanks to the Almighty God Allah
SWT for his grace and merciful in helping the writer to finish the thesis
completely.
The thesis entitled The Difference Between Vitual Laboratory Media and
Real Laboratory to Increase Student’s Achievement in Seior High School on
Learning Acid-Base Titration, was completely arranged as the requirement to get
the Degree of Sarjana Pendidikan in Faculty of Mathematics and Natural Science
in State University of Medan.
In this opportunity, I would like to give my gratitude to Prof. Dr. Albinus
Silalahi, M.S as my thesis supervisor that give me so many suggestions and
advices to arrange and finish this thesis. My gratitude also to the late Prof. Dr.
Suharta, M.Si, Dr. Iis Siti Jahro, M.Si, Dr. Mahmud, M.Sc, Drs. Rahmat Nauli,
M.Si as my examiner and to Dr. Zainuddin Muchtar M.Si as my academic
supervisor. Also my gratitude to Prof. Dr. Ramlan Silaban, M.Si as the validator
for character observation sheet, to Dr. Retno Dwi Suyanti, M.Si as the validator of
research media and to Drs. Ani Sutiani, M.Si as the validator for research
instrument. For all their comment, correction and suggestion in order to make this
thesis completely arranged.
Then, I would like to thank to Prof. Drs. Motlan, M.Sc, Ph.D as the Dean
of Faculty of Mathematic and Natural Science, to Prof. Dr. rer. nat Binari
Manurung, M.Si as the Coordinator of Bilingual Program, to Dr. Iis Siti Jahro as
the Secretary of Bilingual Program, to Drs. Jamalum Purba, M.Si as the Head of
Chemistry Department, to Drs. Ani Sutiani, M.Si as the Head of Chemistry
Education Program, and the all staff of chemistry department such as sister Vidya,
brother Eriadi and brother Nizam. And also to Sir Syamsudin or usually called as
“Pak Sam” as Bilingual staff. My thankful also to Muliadi, S.Pd, M.Si as the
Headmaster of SMAN 1 Percut Sei Tuan, to Widiya Ningsih, S.Pd, M.Si as the
Chemistry Teacher who guided me during the research conducting and also as the
student’s character observer and to Hj. Hidayati Hanum, S.Pd as the Headmaster
v
of SMAN 5 Binjai where the writer done the instrument validation process. And
those all for the administrative requirement in the research.
My special gratitude to my beloved parents, Saufi Hutapea, S.Pd.I and
Ramayanti Hasibuan, to my beloved brothers, M. Yazid Rif’ad Hutapea and M.
Nurul Yafi Hutapea and all my Hutapea and Hasibuan Family Members for their
pray and motivation given to me during the writing process of this thesis. Thanks
to my Solid partners, Biah, Debby, and Yogi, for being more than a best friend in
helping me through my daily activity inside and outside campus. To my
badminton partners; Andre, Indra, Rudi and Yogi for spending your time as our
refreshing moment. To my best girls; Fenny, Lina and Melisa for time, joke, laugh
and moment we shared and also for my all lovely members of Chemistry
Education Study Program 2010, for what we had through together during the four
years. For my brothers and sisters in HMI; Dedi, Mora, Yola, Sulis, Nurul Ilmi,
Safwan, Tiara, Fai and many more, thanks for your support. For my friends in
Field Experience Program in SMAN 2 Kisaran, because this field experience had
inspired me to arrange the background of this research. And the last, thanks to
Ilmi Fadhilah, for introducing Pak David B. Sianipar, M.T in helping me for the
making of Virtual Laboratory Media, built by Macromedia Flash 8.
I have already done this thesis with my best, but still needed the
suggestion from the reader in order to make it better. I hope this thesis can be
useful and giving contribution to the reader and especially in education.
Medan, August
2014
Writer
Yasir Arafat Hutapea
vi
LIST OF CONTENTS
Page
AGREEMENT SHEET
i
BIOGRAPHY
ii
ABSTRACT
iii
ACKNOWLEDGEMENT
iv
LIST OF CONTENTS
vi
LIST OF FIGURES
ix
LIST OF TABLES
x
LIST OF FORMULAS
xi
LIST OF APPENDIXES
xii
CHAPTER I INTRODUCTION
1
1.1 Background
1
1.2 Scopes of The Research
5
1.3 Problem Formulation
5
1.4 Problem Limitation
5
1.5 Research Objectives
6
1.6 Research Benefits
6
CHAPTER II LITERATURE REVIEW
7
2.1 Essence of Learning
7
2.1.1 Essence of Learning Chemistry
7
2.1.2 Chemistry Learning Outcomes
8
2.2 Learning Media
9
2.3 Laboratory
12
2.3.1 The Real Laboratory
12
2.3.2 Virtual Laboratory
12
2.4 Acid-Base Titration
13
2.4.1 The Definition of Titration
13
vii
2.4.2 Determining the Molarity of an Acid or a Base Solution
14
2.4.3 Types of Titration
15
2.5 Hypothesis
17
CHAPTER III RESEARCH METHODS
18
3.1 Research Location and Research Objects
18
3.2 Population and Sample
18
3.3 Research Design
18
3.4 ResearchVariable
19
3.5 Research Procedure
20
3.5.1 Arranging The Research Instrument
21
3.5.1.1 Validity Test
22
3.5.1.2 Reliability Test
22
3.5.1.3 Difficulty Level Test
23
3.5.1.4 Discrimination Index Test
24
3.5.2 Teaching Treatment
24
3.5.3 Data Collection and Analysis
25
3.5.3.1 Normality Test
25
3.5.3.2 Homogenity Test
25
3.5.3.3 Normalized Gain
25
3.5.3.4 Hypothesis Test
26
CHAPTER IV RESULT AND DISCUSSION
27
4.1 Research Result Overview
27
4.2 Instrument Analysis
27
4.2.1 Validity Test
27
4.2.2 Reliability Test
28
4.2.3 Difficulty Level Test
28
4.2.4 Discrimination Index Test
28
4.3 Research Result
29
4.4 Research Data Result
29
4.4.1 Student’s Achievement
29
viii
4.4.1.1 Before Learning Treatment
30
4.4.1.2 After Learning Treatment
30
4.4.2 Normalized Gain
31
4.4.3 Student’s Character
31
4.5 Research Data Result Analysis
32
4.5.1 Question Answered Analysis
32
4.5.1.1 Question Answered Analysis in Pre Test
32
4.5.1.2 Question Answered Analysis in Post Test
33
4.5.2 Normality Test
35
4.5.3 Homogeneity Test
35
4.5.4 Hypothesis Test
36
4.6 Discussion
37
CHAPTER V CONCLUSION AND SUGGESTION
40
5.1 Conclusion
40
5.2 Suggestion
40
REFERENCES
41
APPENDIXES
43
x
LIST OF TABLES
Page
Table 3.1 The research design
19
Table 3.2 Lattice of Instrument Test (Acid-Base Titration)
22
Table 4.1 The class division and the number of sample
29
Table 4.2 The result of pre test
30
Table 4.3 The result of post test
30
Table 4.4 The result of gain
31
Table 4.5 The description of student’s character result
32
Table 4.6 Question answered analysis in pre test
32
Table 4.7 Question answered analysis in post test
33
Table 4.8 The description of normality test
35
Table 4.9 The description of homogeneity test
36
Table 4.10 The data of hypothesis test
36
xi
LIST OF FORMULAS
Page
Formula 3.1
Validity Test
22
Formula 3.2
Reliability Test
23
Formula 3.3
Difficulty Level
23
Formula 3.4
Discrimination Index
24
Formula 3.5
Normalized Gain
26
ix
LIST OF FIGURES
Page
Figure 2.1 Titration to determine the concentration of a solution of acid/base 14
Figure 2.2 The curve of titration between strong acid – strong base
15
Figure 2.3 The curve of titration between strong acid – weak base
16
Figure 2.4 The curve of titration between weak acid – strong base
16
Figure 2.5 The curve of titration between weak acid – weak base
17
Figure 3.1 The overview of research planning to senior high school students
20
xii
LIST OF APPENDIXES
Page
Appendix 1. Syllabus
43
Appendix 2. Lesson Plan
47
Appendix 3. Spesification table of student’s achievement
60
Appendix 4. Instrument Test
73
Appendix 5. Key Answers
81
Appendix 6. Pre test / Post test
82
Appendix 7. Key Answers
88
Appendix 8. Acid-Base Titration Experiment Worksheet
89
Appendix 9. Observation Sheet of Student’s Character
90
Appendix 10. Difficulty Level Test of Instrument
94
Appendix 11. Discrimination Index Test of Instrument
96
Appendix 12. Validity Test of Instrument
99
Appendix 13. Reliability Test of Instrument
100
Appendix 14. Pre test and Post test Result
101
Appendix 15. Gain Result
103
Appendix 16. Homogeneity Test
105
Appendix 17. Normality Test
106
Appendix 18. Hypothesis Test
110
Appendix 19. Students Character
111
Appendix 20. Research Documentation
115
Appendix 21. Virtual Laboratory Media
117
Appendix 22. Letter of Confirmation to be Thesis Supervisor
119
Appendix 23. Letter of Approval for Conducting Research from
FMIPA Unimed
120
Appendix 24. Letter of Approval for Conducting Research from Dinas
Pendidikan, Pemuda, dan Olahraga Kabupaten Deli Serdang
121
Appendix 25. Letter of Confirmation for Having Conducted Research from
SMAN 1Percut Sei Tuan
122
xiii
Appendix 26. Letter of Confirmation for Having Conducted Research
Instrument Validation from SMAN 5 Binjai
123
Appendix 27. Letter of Recommendation for Student’s Character
Observation
Appendix 28. Letter of Recommendation for Content Validity
124
125
CHAPTER I
INTRODUCTION
1.1 Background
The process of learning is often be the one case in school. From the
teaching and learning process will be obtain a result. To obtain optimal learning
results, influenced by the teaching and learning components, such as: how to
organize the material, the strategy adopted, the media used and others (Silberman,
2007). Learning is the most basic activities in the overall education process in
schools. Educational objectives achieved or not depends a lot on how the learning
process experienced by students as a protege (Slameto, 2003).
Based on the above opinion is clear that learning activities are psychic and
physical activity of students in the learning process through the guidance of the
teacher. At the time of an active student, by itself it is also active soul, and vice
versa. A teacher can only be present and provide learning materials, students are
processing and digesting itself in accordance with the will, skills, talents, and
background.
As accepted throughout the world the idea of using student centred
constructivist based instructional methods is widely accepted, since teacher
centred, traditional instructional methods has given insufficient opportunities for
student to construct their own learning. Eliciting students’ individual capabilities,
intelligence and creative thinking can only be achieved through student centered
instructional methods.
Although constructivism is a learning theory that describes the process of
knowledge construction, it is the application of what are often referred to as
‘constructivist practices’in the classroom and elsewhere that provides support
for the active knowledge-construction process. Since, most of the contents of
science lessons are abstract topics, to make students to understand such
topics it is necessary to use constructivist based student centered instructional
methods.
1
The concept of ‘‘learning by doing’’ is certainly not new; however,
allowing the student to learn by doing within the classroom context is a departure
from traditional methods. In this context, laboratories are important components
of education to make students to gain experience. Especially when thinking that
chemistry is totally an applied branch of science, the importance of laboratory
applications in instruction is clearly understood. In the chemistry laboratory
students become active in their learning by seeing, observing and doing. Such
kinds of application cause not only a better but also a permanent learning. Many
researchers in science education admitted that laboratory studies increase
students’ interest and abilities for the science subjects (Bryant and Edmunt, 1987).
The chemistry has its own characteristics. The difficulties in studying
chemistry related with its characteristic, they are: 1) a number of chemistry is
abstract, 2) chemistry was simplification from the fact, 3) chemistry are
succesived and developed quickly, 4) chemistry is not only consisted of numeric
problem but also the explanation of its facts, laws, terms and ect. 5) many material
have to be studied (Situmorang, 2010). So, we need an appropriate method and
media due to those characteristics.
Acid-base titration is one of chemistry subject matter served in senior high
school. This matter must be discussed in class XI. The materials are widely
consisted of things that are needed to be understood not just by reading the book
or simply asking the teacher. This matter is full of abstract thing, because we
discuss about very small particles and their interaction to another. Therefore, to
make the teaching of acid-base titration more interesting and be easily understood,
some experimental method must be applied. In other word, laboratory method is
quiet good for this matter.
Although laboratory application in students’ learning has a very important
place in science education, in use, it has some limits and problems, especially in
developing countries. From 29 Senior High Schools surrounded in Medan,
showed that 65.5% of Senior High School have the laboratory but have not
properly used it, because laboratory activity has not been implemented in
accorance with the expected quality and quantity (Jahro, 2009).
2
Spesifically, the main problems of this laboratory method conducted in our
region can be summarized as the author faced the teaching and learning process
during my field experience in SMAN 2 Kisaran for August until November 2013
as follows: 1) In conducting experiments and arranging with equipment, the
laboratory activities are quite expensive, 2) For planning and application, it is
much time consuming, 3) Checking students’ performance during the activities
can be difficult in over-crowded classes and 4) The Lack of laboratory or
equipment, or insufficient lab conditions which limits the teacher to perform a
simple lab activity.
As mentioned above, in the real situation, sometimes due to the limitation
of equipment, limited time allocated for the topic or insufficient laboratory
conditions, force teachers to perform laboratory activities in crowded groups, or
sometimes a demonstrational activity can be performed. This application is
opposed to the basic constructivist philosophy at laboratory method which accepts
that knowledge can be gained through personal experience and observation. When
taking these limitations into consideration looking for appropriate alternatives is
inevitable. Among these alternatives, the use of educational technologies, more
specifically use of computer in supporting the laboratory methods can be a logical
one.
Many researchers and educational practitioners believe that Virtual reality
(VR) technology has provided new insights to support education. Today’s
educational technology practices should indeed be couched in the constructivist
paradigm. This plays out in terms of developing systems that are situated in the
real world as much as possible and are as experiential as possible. VR’s capability
to facilitate constructivist-learning activities is one of its key advantages.
Therefore, as an experiential learning tool, virtual reality is an enactive
knowledge-creation environment. (Tuyzuz, 2010)
Interactive learning environment by using animations and simulations for
abstract topic, where students become active in their learning, provide
opportunities for students to construct and understand difficult concepts more
easily In this research, appropriate simulations and applications based on
3
simulations generally increase learning speed by allowing students to express their
real reactions easily. Better designed simulations provide students opportunities to
express their cognitive style and to choose from the computer screen. Such
opportunities allow students to develop their own hypothesis about the topic and
develop their own problem solving methods.
Therefore, use of VR in labs, in other word, use of virtual laboratory or
simulation programs, overcomes some of the problems faced in traditional
laboratory applications and make positive contributions in reaching the objectives
of an educational system. It is not always possible to see the results of students’
studies in a real laboratory application, especially in inadequate laboratory
conditions. Use of simulation programs can overcome that mistakes occur as a
result of such laboratory conditions or misuse of the laboratory.
One of the most promising computer applications in science instruction is
the use of simulations for teaching material, which cannot be taught by
conventional laboratory experimentation (Mintz, 1993). But can a simulation be
as effective as a conventional laboratory or replace it? More than two decades
several studies have been performed about whether the computer simulation
experiments or traditional laboratory experiments are effective on the students’
achievement about science subjects. The answer would be that it depends on the
concept or the situation.
For example, the comparison of achievement among students instructed
using hands-on Chemistry labs versus those instructed using virtual Chemistry
labs (eLabs). They found out that there were no significant differences in
achievement gain scores for the traditional versus the online students. They
commented on that the findings obtained from their study demonstrated that
students who completed the traditional, hands-on labs performed as well as
students who completed the virtual labs (Kerr et al, 2004). In our country, this
Virtual Laboratory has been tested for Senior High School especially in Medan.
The student achievement taught by using computer-based learnig media (Virtual
Lab) is significantly higher than conventional method on solubility and solubility
product (Oktavia, 2013).
4
Based on the reasons mentioned above, the author tries to apply this
Virtual Laboratory in research, entitle:
The Difference Between Virtual Laboratory Media and Real Laboratory to
Increase Student’s Achievement in Senior High School on Learning AcidBase Titration
1.2. Scope of The Research
In order to make it easier to understand the problem and to simplify the
implementation of the research, it is necessary to make a scope of study, they are:
1. The subject matter is Acid-Base Titration
2. The media that is used is virtual laboratory
3. The program that is used to support the media is macromedia flash
1.3. Problem Formulation
Based on the background described above, then the problem can be
formulated as follows:
1. Is there a significant difference of student’s achievement on learning the
acid-base titration using of virtual laboratory and real laboratory ?
2. Is there an improvement of students character of responsibility and
activeness on learning acid-base titration by using virtual laboratory
media ?
1.4. Problem Limitation
This research focuses on the difference virtual laboratory media and real
laboratory to increase student’s achievement on learning acid-base titration and
observing the improvement of students character of responsibility and activeness
taught by virtual laboratory media. The research was conducted in Class XI of
Senior High School in Medan, and the topic that was taught by this media is acidbase titration.
5
1.5. Research Objective
The research is done by the purpose to know:
1. There is a significant difference in student’s achievement of learning the
acid-base titration between the using of virtual laboratory and real
laboratory.
2. There is an improvement of students character of responsibility and
activeness on learning acid-base titration by using virtual laboratory
media.
1.6. Research Benefits
This study is expected to provide benefits, especially for chemistry
teachers and also for the other researcher about how to improve learning through
computer-based learning (virtual lab) in student achievement on the learnig of
acid-base titration. The expected benefits of this research are spesifically
described as follows:
1. For Chemistry teacher, computer-based learning (virtual lab) as a learning
media and as an effort which can improve student’s achievement and
students character of responsibility and activeness
2. For other researchers, it can be a modal to make a further research related
to the study.
6
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
After conducted the research and done some analyzing process of research
data result, the researcher concluded:
1. The students achievement who were taught by virtual laboratory had
significant different with the students achievement who were taught by
real laboratory on the learning of acid-base titration
2. The students character of responsibility and activeness who were taught by
virtual laboratory media had improve
5.2 Suggestion
Considering to the result of the research, the researcher suggests:
1. For chemistry teacher, it is suggested to use virtual laboratory as a learning
media on the learning of acid-base titration
2. For chemistry teacher, this virtual laboratory media is good to be used also
in improving the students character in reponsibilty and activeness on the
learning of acid-base titration
40
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