THE IMPLEMENTATION OF INQUIRY STRATEGY BASED ON COLLABORATIVE TOWARDS THE STUDENTS ACHIEVEMENT IN TEACHING BUFFER SOLUTION.

THE IMPLEMENTATION OF INQUIRY STRATEGY BASED ON C O L L A B O R A T I V E T O W A R D S T H E S T U D E N T S

ACHIEVEMENT IN TEACHING BUFFER SOLUTION

By :

Nurul Wahidah Nasution Reg. Number 4103332007

Bilingual Chemistry Education Program

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 2014

BIOGRAPHY

Nurul Wahidah Nasution was born on June 27th, 1992. Father’s name is Drs.Irwan Safii M.Pd and mother’s name is Nur Isnani. The writer does not have any brother and sisters. In 1996the witer went to Taman Kanak-Kanak Al-Quran (TKA) Taman Pendidikan Al-Quran(TPA) Hidayatush Shibyaan. After in 1997 the writer went to Swasta Elementary school in SD Swasta PAB 27 then moved to SD NEGERI 064013 on 2003 and gradute on 2004. Then, the writer went to State Junior High School in 2004 at SMP Negeri 16 Medan, then after graduate she went to SMA Negeri 16 Medan in 2007 and graduate on 2010 . On 2010 the writer passed the examination to State University Medan and went to Bilingual Chemistry Education Program. During the time of college, the writer follow the national and international seminar and active role in collage activities.

ACKNOWLEDGEMENT

The greatest thankful to the almighty Allah SWT for His gracious, merciful and blessing that have given the writer healthy and wisdom, to my Prophet Muhammad SAW as my life guidance and motivator until she can complete this thesis well accordingly to the planning time.

The thesis with the tittle “ The Implementation of Inquiry Strategy based on Collaborative Towards the Students Achievement in Teaching Buffer Solution“ is arranged to prerequisite to get Sarjana Pendidikan Kimia in Faculty of Mathematics and Science State University of Medan.

In this chance, I would like to express my gratitude to my thesis supervisor Dr. Retno Dwi Suyanti, M.Si that gives me so many guidance and suggestion to prepare this thesis. I say also my gratitude to Prof. Drs. Motlan, M.Sc, Ph.D as Dean of Faculty of Mathematics and Natural Sciences, to Dra. Ani Sutiani, M.Si as validator for research instrument, to Prof. Dr. Ramlam Silaban, M.Si, Dr. Simson Tarigan,M.Pd, and Drs. Jamalum Purba,M.Si as my examiners for their advices, suggestions, comments, guidance and correction to complete this thesis.

I also say thanks to Prof. Dr. rer. nat. Binari Manurung, M.Si as Coordinator of Bilingual Program, Drs. Jamalum Purba,M.Si as the Head of Chemistry Department, all the lecturers and staffs of Chemistry Department, for Drs. Rahmat Nauli, M.Si as my academic advisor. The special thanks also given to all of lecturer and faculty staffs, Dra.Hj.Sri Irwati. M.Pd as the Headmaster of SMA Negeri 16 Medan, Dra. Hirwati M.Si as chemistry teacher in SMA Negeri 16 Medan and all teachers who help the writer in doing this research.

My special Sincere gratitude and beloved to my lovely father Drs. Irwan Safii M.Pd (my Greatest Man and motivator), my lovely mama in the heaven Almh. Nur Isnani (who had given me 17 years time to be together with so much greatest moments, gave me so much power to be strong girl, and gave me so much motivation to face all terms of condition and situation in Allah way sincerely), my

lovely mom Hj.Yenih Mulyati (who cares me so much and loves me much), my lovely grandma Nurbaiti, my lovely opung Siti Laniah, my sisters Intan and kak Dini and all my big families member also for my special beloved jealousy boy Mohamed Rinas Abdul Razack for their support, love , pray, attention, and motivation.

I also say my special thanks to my beloved bestiests Sheldudung (Ervi Luthfi Sheila Wanni Lubis), Nia (Sri rahmania), Shantyel ( Santhy Ardelina V.Br Pinem), kak Ika tonenk (Ika Ulansari) and mba fre (Fredika M.S Gultom) , for my beloved Creack Girls, Elfot ( Elfa Karmila) , Urin (Rien Wulandari), Ichot ( Aisyah Puji Lestari) and Tyottyol ( Nurul Sintya Debi) , also for my beloved friends in Chemistry Education Bilingual Programme Class 2010 (Bilchemdu’10), my PPL bestiest in Kisaran “ Yasir, Nia, Shela, Kiki, Tika, Kartika, Uli, Rofi, Shelly, Dian, Elfan and Eska” and all people who support and help the writer, also for their helping, kindness, togertherness, attention and pray that could not be explained one by one in this thesis.

This thesis had completed maximally, but he writer still hope suggestion and critics from the reader for the prefection this thesis. I hope this thesis can be useful and gie many contributions for the readers’ knowledge especially about the subject matter which is researched in this thesis.

Medan, June 2014

THE IMPLEMENTATION OF INQUIRY STRATEGY BASED ON COLLABORATIVE TOWARDS THE STUDENTS ACHIEVEMENT

IN TEACHING BUFFER SOLUTION Nurul Wahidah Nasution (ID 4103332007)

ABSTRACT

This research has the purpose to know the students’ achievement in teaching buffer solution by implementing the inquiry strategy based on collaborative. Beside that this research also has the purpose to know the students’ cognitive aspects imrpovement in learning buffer solution with inquiry strategy based on collaborative compare with conventional method. The population of this research are all high school students year XI in SMA Negeri 16 Medan, which is the population in that school has 4 classes of XI grade year at academic year 2013/2014. The samples are choosen randomly. The samples are choosen two classes, first class as experimental class that implemented the inquiry strategy based on collaborative while the other class as control classs that implemented by direct instructional with the chemistry topic is buffer solution. This research instrument is achievement test which standarized by expert validators and empiric validity. The data is analyzed by KR-20 product moment. The result of the test is standardized and there is obtained 20 valid items with the reliabilty is 0.836. The research result showed that the data are normal distrbution and the samples are homogeneous. Experimental classs which is taught by inquiry strategy basd on collaborative can increased the students achievement in the average of the gain is 0.6856 ± 0.0818 and in control class which is taught by direct instructional is 0.465 ± 0.0918. the statistic data shown the significance different with the tcount ( 10.74) > ttable( 1.688). The hypothesis conclude that students’ achievement which is impelemented the inquiry startegy based on collaborative is higher significantly than direct instructional. In addition the cognitive aspect which is improved by implementing the inquiry strategy based on collaborative is C1, C2 and C3. Where the aerage of the normalized gain of the cognitive aspect in C1 ( Knowledge ) is 0.73 , C2 ( Comprehension) is 0.76 and in C3 ( Application) is 0.72, all of the cognitive aspects included as high category.

LIST OF CONTENT

Page

Legalization Sheet i

Biography ii

Abstract iii

Ackowledgement iv

List of Content vi

List of Figure ix

List of Table x

List of Appendix xi

CHAPTER I INTRODUCTION

1.1. Research Background 1

1.2. Identification of Problem 3

1.3. Research Scope 3

1.4. Problem Limitation 3

1.4. Problem Statements 4

1.5. Research Objectives 4

1.6. Research Benefit 4

1.7. Operational Definition 5

CHAPTER II LITERATURE REVIEW

2.1. Teaching Learning Phylosophy 6

2.1.1. Teaching Learning 6

2.1.2. Direct Instruction 7

2.1.3. Learning Community 10

2.1.4. Conventional Method 16

2.1.5. Inquiry Learning Strategy 17

2.1.6. Buffer Solution 25

2.2. Conceptual Framework 34

CHAPTER III RESEARCH METHODOLOGY

3.1. Overie of Research 37

3.2. Research Location and Research Objects 37

3.3. Research Population and Sample 37

3.4. Research Variables 38

3.5. Research Instrument for Collecting Data 38

3.6. The Procedure of Research 41

3.6.1. The Implementation of Research Design 41

3.7. Research Instrument 44

3.7.1. Validity Test 44

3.7.2. The Reliability 45

3.7.3. Difficulty Level 46

3.7.4. Different Index 47

3.8. Technique for Collecting Data 47

3.9. Technique of Data Analysis 47

3.9.1. Normality Test 48

3.9.2. Homogeneity Test 49

3.8.3. Normalized Gain 49

3.8.4. Hypothesis Testing 50

3.8.5.Hypothesis Criteria 50

CHAPTER IV RESULT AND DISCUSSION

4.1. Research Result 51

4.2. Data Analysis of Research Instrument 51

4.2.1. Validity of Item Test 52

4.2.2 Difficulty Index 52

4.2.3. Different Index 52

4.2.4. Reliability Index 52

4.3. Achievement of Research Result 53

4.3.1. Data Analysis of Achievement Test before Teaching Treatment 53 4.3.2. Data Analysis of Student’s Achievement after Teaching Treatment 54

4.3.3. Normalized Gain Research Data 55

4.4. Homogeneity Data 56

4.4.2. Homogeneity Data of Postest 56

4.4.3. Homogeneity Data of Normalized Gain 57

4.5. Normality Data 57

4.6. Hypothesis 58

4.6.1. Hypothesis Testing 58

4.6.2. Hypothesis Criteria 59

4.5. Cognitive Aspect Improvement 59

4.6. Discussion 61

CHAPTER V CONCLUSION AND SUGGESTION

5.1.Conclusion 68

5.2. Suggestion 68

LIST OF TABLE

Page Table 3.1. Test Categorize of Achievement Test 38

Table. 3.2. Table of Observation Sheet of Collaborative 39

Table 3.3. Research Treatment 41

Table 4.1. The Analysis of Students Achievement from Pretest Data 54

Table 4.2. The Analysis of Students Achievement from Postest Data 54

Table 4.3. Average Value of Normalized gain 55

Table 4.4. Percentage of Students Achievement 56

Table 4.5. Result of Normality Test 57

Table 4.6. Result of Hypothesis Testing 59

Table 4.7. Average Gain of Level Cognitive Aspects in Exprimental class 60 Table 4.8. Average Gain of Level Cognitive Aspects in Exprimental clas 61 Table 4.9. Comparison of Average Gain of Level Cognitive 62

LIST OF FIGURE

Page

Figure 3.1. Research Reseach Design 43

Figure 4.1. Average Gain From Level Cognitive Aspect in Experimental Class 60 Figure 4.1. Average Gain From Level Cognitive Aspect in Control Class 61

Figure 4.1. Comparison of Average Gain 62

LIST OF APPENDIX

Page

Appendix 1 Syllabus of Chemistry Subject 71

Appendix 2 Lesson plan (Experimental Class) 77

Appendix 3 Lesson Plan (Control Class) 102

Appendix 4 Instrument Validity by Validator 115

Appendix 5 Cognitive Assessment Sheet 125

Appendix 6 Key Word 131

Appendix 7 Categorize of Instrument Test 132

Appendix 8 Data of Students 133

Appendix 9 Validity Test 137

Appendix 10 Difficulty Index of Instrument 140

Appendix 11 Different Index of Instrument 143

Appendix 12 Reliability Test 146

Appendix 13 Normalized Gain 149

Appendix 14 Homogeneity Test 150

Appendix 15 Homogeneity test of gain data 155

Appendix 16 Normality Test Of Gain Data 158

Appendix 17 Normality Test 160

Appendix 18 Hypothesis Testing 162

Appendix 19 Cognitive Aspect Improvement 164

Appendix 20 Average Gain of Cognitive Aspect 166

Appendix 21 Result Data 169

Appendix 22 Value of Chi Squere 171

Appendix 24 The list of Value in t-Distribution 176

Appendix 25 Value of F Distribution 178

CHAPTER I INTRODUCTION 1.1Background

As we know, education is one of important sector in the building of our country, it can be as an investation for a human in long term. Beside that, education is also one of the effort to develop all potency that have by all students through learning processing. That’s why the learning process should be able to make the students potency for future of the students,due to the knowledge can be implemented as long as the student’s life.

Nowadays, in teaching, especially in teaching chemistry topic faces many difficult to get the objective of the teaching. One of the problems is the satiation of student in learning if the teachers just explain in front of class and the students just sit on their own seat with different intellegence of the students one to each other. From the work Field experience (PPLT) in SMA Negeri 2 Kisaran observation, in learning chemistry topic, the students just listen without understanding the topic. Some of them who have high intelligence can understand the topic just by listening and reading their book, but some of the student who didn’t know the topic just keeping silent because of some reason. The reasons are some of them didnt like the subject matter they felt bored to see the teacher just spoke in front of class, while the other reasons are being shy to ask to the teacher due to social reason, it can be they are being afraid if the other friend will know about their ignorance. While, the learning proces of the students in school is not only get the knowledge from the teacher, also through the interaction and learn with other student, so she can develop her thinking ability, expression and keep the social interraction with other, so that as the final result, they can have good academic achievement. (Anonymous, 2013)

Based on the observation in SMA Negeri 2 Tangerang which was done, it can be seen the result of the students learning outcome is higher than 70, which KKM of the school is 27 students 67.5 % shows the good affect from chemistry learning base on inquiry to the students understanding concept. there is the smallest percentage of

understanding the topic is 28 % because in discussion the amount of students who asked the question also who answered the question was still less and limited in students who have high intellegence and have high courage. The students finding information themselves, evaluating and critically analysing the information, Meeting at the Crossroads discussing it with one another, building structured arguments and drawing conclusions about the various topics under discussion. It used a constructivist approach, one of “learning as an active process rather than a result of transmission of knowledge from program to student” .( Ellis Ainslie, 2001) The learning process must be understood as something a learner does by activating already existent cognitive structures or by constructing new cognitive structures that accommodate new input. ( Dooly Melinda, 2008)

Inquiry is a dynamic and emergent process that builds on student’s natural curiosity. Inquiry-based learning is a process where students are involved in their learning, formulate questions, investigate widely and then build new understandings, meanings and knowledge. That knowledge is new to the students and may be used to answer a question, to develop a solution or to support a position or point of view. The knowledge is usually presented to others and may result in some sort of action.(Alberta, 2004). It can be seen from the observation in SMAN 1 Sleman, showed that by giving guided inquiry can increase the scientific knowledge of the students 50% and 70%. It comes before from 12.5 and 50%. So that, the learning process must be viewed as stimulus that can challege the students to do learning process. The role of the teacher is more placed as guidedor the leaning facilitator. Therefore, the students is more doing the learning process by themselves or making group discussion to each other to solve the problem with teachers guide.(sriyono, 1991).

The solution from the problem above is the condition of the student to make the shy and afraid student become active and want to ask and discuss to other student. This can be solved by making collaborative sounds in teaching and learning process with the strategy of teaching as like the reaserch title “ The Implementation of Inquiry Strategy based on Collaborative Towards the Student Achievement in Teaching Buffer solution”

1.2. Identification of Problem

Based on the background above the writer identifies the problems as follows:.

1. In learning process, the students interaction between one to other students are passive and still low social.

2. The students need an active learning method to increase their ability in learning and increase their learning community.

3. The method which the teacher use to teaching still contrary with curriculum requirements to achieve the objective like the students active learning

1.3. Research Scope

This learning model that held is to increase the achievement of the students in learning Buffer solution. The achievement can be seen from the effectiveness of the inqury strategy based on collaborative by seeing their value increasing in studying Buffer solution. This research will be held in SMA Negeri 16 Medan that involved the students in second grade and will be taken two classes.

1.4. Prolem Limitation

The problem limitation in this research are : 1. Research will be done in SMA Negeri 16 Medan 2. The subject matter is buffer solution

3. Lack of the student brave to ask question to the teacher or the other student, so the implementation of guided inquiry strategy base on collaborative

4. The inquiry strategy that used is Guided Inquiry Learning type 5. Media is power point and quessionaire

6. Influenced is observed by student’s achievement that be taught with guided inqury strategy based on collaborative in experiment class

1.5. Problem Statement

Based on the problem limitation, problem statement in this research are : 1. Is the student achievement in learning buffer solution with teaching by

inquiry strategy base on collaborative higher than student achievement in learning buffer solution with direct instruction method

2. Is the cognitive aspect will be improved by implementation learning buffer solution with inquiry strategy base on collaborative

1.6.Research Objectives

The reasearch objective is to know the best teaching method on the teaching of buffer solution . Specific objectives of the study were :

1. To know the student achievement in learning buffer solution with inquiry strategy based on collaborative compare with student achievement in learning buffer solution with direct instruction method 2. To know the improvement of students cognitive aspect in learning

buffer solution with inquiry strategy base on collaborative compare with the improvement of students cognitive aspect in learning buffer solution with direct instruction method

3. To know the Collaborative Learning improvement in learning Process

1.7.Research Benefit

The research benefits on this research are :

1. For student, it can increase the student achievement in learning and can increase the students brave to ask and to discuss to ther student, in other word, it can students social interraction to each other . this can

be affect to students achievement in learning especially in buffer solution.

2. This research can increase the experience and the knowledge of the students in learning Buffer solution.

3. For the teacher especially chemistry teacher, this strategy can be implemented in class to increase the learning quality especially in teaching buffer solution.

1.8. Operational Defenition

Collaborative learning is a situation in which two or more people learn or attempt to learn something together. COllaborative learning is based on the model that knowledge can be created within a population where members actively interact by

sharing experiences and take on asymmetry roles

.

(http://en.wikipedia.org/wiki/Collaborative_learning)

Inquiry learning strategies (ILS ) is a series of learning activities that emphasize the process of thinking critically and analysts to search and find their own answer to a problem that is questionable.

Learning is the person process to get some skills, ability, and attitude (Gredler,M.Bell.1991)

Direct instructional model is a learning model that emphasizes the mastery of concepts and / or changes in behavior with emphasis on deductive approach, with the following characteristics: (1) transformation and skills directly; (2) a specific learning goal-oriented; (3) learning materials that have been structured; (4) have a structured learning environment; and (5) structured by the teacher. (Sudrajad,2011)

Guided Inquiry (guided inquiry approach) is a method of learning Inquiry (inquiry) that is guided by the position of the teacher guiding students doing activities by providing initial questions and leads to a discussion (Belgin, 2009)

CHAPTER V

CONCLUSION AND SUGGESTION 5.1. Conclusion

1. the students achievement in the experimental class that is taught by inquiry strategy based on collaborative is higher than the control class that is taught by direct instructional in teaching buffer solution.

2. the cognitive aspects thatas is improved by the implementation of inquiry strategy based on collaborative is C1, C2, and C3. The average of normalized gain from the level of cognitive aspects is C1 ( 0.73 included high category), C2 (0.76 included high category) and C3 (0.72 included high category). 3. The improvement of the collaborative learning in experimental class shown

that sociality of the students is high, in the point of caring others (88%). While the low is in active using media (63%) because of they have discussed and enjoy it with their friends and impress to know from the other students. 5.2. Suggestion

1. For the chemistry teachers should use the inquiry strategy based on collaborative in teahcing buffer solution, because it will be able to increase the students’ achievement and can make the students be active to share and discuss also find the answer of the problem by theirselves, because it can increase their critically thinking.

2. For school holder in order to provide and increase the school facility especially.

CHAPTER I

INTRODUCTION

1.1Background

As we know, education is one of important sector in the building of our country, it can be as an investation for a human in long term. Beside that, education is also one of the effort to develop all potency that have by all students through learning processing. That’s why the learning process should be able to make the students potency for future of the students,due to the knowledge can be implemented as long as the student’s life.

Nowadays, in teaching, especially in teaching chemistry topic faces many difficult to get the objective of the teaching. One of the problems is the satiation of student in learning if the teachers just explain in front of class and the students just sit on their own seat with different intellegence of the students one to each other. From the work Field experience (PPLT) in SMA Negeri 2 Kisaran observation, in learning chemistry topic, the students just listen without understanding the topic. Some of them who have high intelligence can understand the topic just by listening and reading their book, but some of the student who didn’t know the topic just keeping silent because of some reason. The reasons are some of them didnt like the subject matter they felt bored to see the teacher just spoke in front of class, while the other reasons are being shy to ask to the teacher due to social reason, it can be they are being afraid if the other friend will know about their ignorance. While, the learning proces of the students in school is not only get the knowledge from the teacher, also through the interaction and learn with other student, so she can develop her thinking ability, expression and keep the social interraction with other, so that as the final result, they can have good academic achievement. (Anonymous, 2013)

Based on the observation in SMA Negeri 2 Tangerang which was done, it can be seen the result of the students learning outcome is higher than 70, which KKM of the school is 27 students 67.5 % shows the good affect from chemistry learning base on inquiry to the students understanding concept. there is the smallest percentage of

understanding the topic is 28 % because in discussion the amount of students who asked the question also who answered the question was still less and limited in students who have high intellegence and have high courage. The students finding information themselves, evaluating and critically analysing the information, Meeting at the Crossroads discussing it with one another, building structured arguments and drawing conclusions about the various topics under discussion. It used a constructivist approach, one of “learning as an active process rather than a result of transmission of knowledge from program to student” .( Ellis Ainslie, 2001) The learning process must be understood as something a learner does by activating already existent cognitive structures or by constructing new cognitive structures that accommodate new input. ( Dooly Melinda, 2008)

Inquiry is a dynamic and emergent process that builds on student’s natural curiosity. Inquiry-based learning is a process where students are involved in their learning, formulate questions, investigate widely and then build new understandings, meanings and knowledge. That knowledge is new to the students and may be used to answer a question, to develop a solution or to support a position or point of view. The knowledge is usually presented to others and may result in some sort of action.(Alberta, 2004). It can be seen from the observation in SMAN 1 Sleman, showed that by giving guided inquiry can increase the scientific knowledge of the students 50% and 70%. It comes before from 12.5 and 50%. So that, the learning process must be viewed as stimulus that can challege the students to do learning process. The role of the teacher is more placed as guidedor the leaning facilitator. Therefore, the students is more doing the learning process by themselves or making group discussion to each other to solve the problem with teachers guide.(sriyono, 1991).

The solution from the problem above is the condition of the student to make the shy and afraid student become active and want to ask and discuss to other student. This can be solved by making collaborative sounds in teaching and learning process with the strategy of teaching as like the reaserch title “ The Implementation of Inquiry Strategy based on Collaborative Towards the Student Achievement in Teaching Buffer solution”

1.2. Identification of Problem

Based on the background above the writer identifies the problems as follows:.

1. In learning process, the students interaction between one to other students are passive and still low social.

2. The students need an active learning method to increase their ability in learning and increase their learning community.

3. The method which the teacher use to teaching still contrary with curriculum requirements to achieve the objective like the students active learning

1.3. Research Scope

This learning model that held is to increase the achievement of the students in learning Buffer solution. The achievement can be seen from the effectiveness of the inqury strategy based on collaborative by seeing their value increasing in studying Buffer solution. This research will be held in SMA Negeri 16 Medan that involved the students in second grade and will be taken two classes.

1.4. Prolem Limitation

The problem limitation in this research are :

1. Research will be done in SMA Negeri 16 Medan

2. The subject matter is buffer solution

3. Lack of the student brave to ask question to the teacher or the other student, so the implementation of guided inquiry strategy base on collaborative

4. The inquiry strategy that used is Guided Inquiry Learning type 5. Media is power point and quessionaire

6. Influenced is observed by student’s achievement that be taught with guided inqury strategy based on collaborative in experiment class

1.5. Problem Statement

Based on the problem limitation, problem statement in this research are : 1. Is the student achievement in learning buffer solution with teaching by

inquiry strategy base on collaborative higher than student achievement in learning buffer solution with direct instruction method

2. Is the cognitive aspect will be improved by implementation learning buffer solution with inquiry strategy base on collaborative

1.6.Research Objectives

The reasearch objective is to know the best teaching method on the teaching of buffer solution . Specific objectives of the study were :

1. To know the student achievement in learning buffer solution with inquiry strategy based on collaborative compare with student achievement in learning buffer solution with direct instruction method 2. To know the improvement of students cognitive aspect in learning

buffer solution with inquiry strategy base on collaborative compare with the improvement of students cognitive aspect in learning buffer solution with direct instruction method

3. To know the Collaborative Learning improvement in learning Process

1.7.Research Benefit

The research benefits on this research are :

1. For student, it can increase the student achievement in learning and can increase the students brave to ask and to discuss to ther student, in other word, it can students social interraction to each other . this can

be affect to students achievement in learning especially in buffer solution.

2. This research can increase the experience and the knowledge of the students in learning Buffer solution.

3. For the teacher especially chemistry teacher, this strategy can be implemented in class to increase the learning quality especially in teaching buffer solution.

1.8. Operational Defenition

Collaborative learning is a situation in which two or more people learn or attempt to learn something together. COllaborative learning is based on the model that knowledge can be created within a population where members actively interact by

sharing experiences and take on asymmetry roles

.

(http://en.wikipedia.org/wiki/Collaborative_learning)

Inquiry learning strategies (ILS ) is a series of learning activities that emphasize the process of thinking critically and analysts to search and find their own answer to a problem that is questionable.

Learning is the person process to get some skills, ability, and attitude (Gredler,M.Bell.1991)

Direct instructional model is a learning model that emphasizes the mastery of concepts and / or changes in behavior with emphasis on deductive approach, with the following characteristics: (1) transformation and skills directly; (2) a specific learning goal-oriented; (3) learning materials that have been structured; (4) have a structured learning environment; and (5) structured by the teacher. (Sudrajad,2011)

Guided Inquiry (guided inquiry approach) is a method of learning Inquiry (inquiry) that is guided by the position of the teacher guiding students doing activities by providing initial questions and leads to a discussion (Belgin, 2009)

CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

1. the students achievement in the experimental class that is taught by inquiry strategy based on collaborative is higher than the control class that is taught by direct instructional in teaching buffer solution.

2. the cognitive aspects thatas is improved by the implementation of inquiry strategy based on collaborative is C1, C2, and C3. The average of normalized gain from the level of cognitive aspects is C1 ( 0.73 included high category), C2 (0.76 included high category) and C3 (0.72 included high category). 3. The improvement of the collaborative learning in experimental class shown

that sociality of the students is high, in the point of caring others (88%). While the low is in active using media (63%) because of they have discussed and enjoy it with their friends and impress to know from the other students. 5.2. Suggestion

1. For the chemistry teachers should use the inquiry strategy based on collaborative in teahcing buffer solution, because it will be able to increase the students’ achievement and can make the students be active to share and discuss also find the answer of the problem by theirselves, because it can increase their critically thinking.

2. For school holder in order to provide and increase the school facility especially.