THE EFFECTIVENESS OF INTERACTIVE LEARNING MODULE TO IMPROVE SHS STUDENTS LEARNING OUTCOMES ON THE TEACHING OF REDOX.
THE EFFECTIVENESS OF INTERACTIVE LEARNING MODULE TO
IMPROVE SHS STUDENT’S LEARNING OUTCOMES ON THE
TEACHING OF REDOX
By:
Masitho Purnama Sari
Reg. Number 409332025
Bilingual Chemistry Education Study Program
THESIS
Submitted to fulfill the requirement for getting the Degree of
Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2013
iii
THE EFFECTIVENESS OF INTERACTIVE LEARNING MODULE TO
IMPROVE SHS STUDENT’S LEARNING OUTCOMES ON THE
TEACHING OF REDOX
Masitho Purnama Sari (Reg. Number 409332025)
ABSTRACT
The effectiveness of Interactive Learning Module on the teaching of
Redox is explained here. This research conducted into three schools, those are
SMAN 3 Medan, SMA Swasta Al-Ulum Medan and SMA Swasta Sutomo 2
Medan by using of media Interactive Learning Module in experimental class and
Chemistry Text Book in control class.
The effectivity of Interactive Learning Module to improve Senior High
School student’s learning outcomes had found out from the ability of students
answered the test before and after teaching and learning process. The result of this
research showed that in SMAN 3 Medan and SMA Swasta Al Ulum Medan, the
teaching and learning process with used Interactive Learning Module could
improved SHS student’s learning outcomes. In SMAN 3 Medan, the effectiveness
of Interactive Learning Module of experiment class (50,92%) better than control
class (36,94%). In SMA Swasta Al-Ulum Medan, the effectiveness of Interactive
Learning Module of experiment class (44,5%) better than control class (36,90%).
However in SMA Swasta Sutomo 2 Medan, the effectiveness of Interactive
Learning Module of experiment class (34,52%) smaller than control class
(39,76%). It means that Interactive Learning Module was effective to improve
student’s learning outcomes.
From the result of this research, this media of Interactive Learning
Module suitable to applied in the teaching and learning process of chemistry
subject especially in topic Redox because it can improve the SHS student’s
learning outcomes.
iv
ACKNOWLEDGEMENT
Thanks to Almighty Allah SWT who has blessed the writer to complete
her thesis and also he always give the writer mercy so that this research could be
done on time.
This Thesis had titled "The Effectiveness Of Interactive Learning
Module To Improve SHS Student’s Learning Outcomes On The Teaching Of
Redox". This thesis was aim to fulfill the requirement for Degree of Chemistry
Education, at Chemistry Department of Faculty of Mathematic and Natural
Science (FMIPA), State University of Medan (UNIMED).
Prior the writer would like to said thanks to Prof. Drs. Motlan, M.Sc, Ph.
D, as the Dean of FMIPA UNIMED, Prof. Herbert Sipahutar, M. Sc, as the
Coordinator of Bilingual Program in FMIPA UNIMED, Dr. Iis Siti Jahro, M. Si,
as Secretary of Bilingual Program in FMIPA UNIMED, and also Drs. Jamalum
Purba, M. Si, as Head of Chemistry Department.
In this Thesis arrangement writer especially would like to express special
gratitude to: Prof. Dr. Ramlan Silaban, M.Si, as Thesis Supervisor for his
guidance because he always give me brilliant suggestion in my Thesis. The writer
also said thanks to academic advisor, Drs. Marudut Sinaga, M. Si, who supported
the writer when learning in the collage. The great thanks also goes to Prof. Drs.
Manihar Situmorang, M.Sc, Ph.D, Drs. Marham Sitorus, M.Si, and Drs.
Eddyanto, Ph.D as Thesis Examiner Lecturer. In all daily activities of them, I was
lucky because they always guide and give me great suggestion. Also for Dr. Retno
Dwi Suyanti, M. Si, as validator of the Interactive Learning Module and Content
Validation.
The writer said thanks Drs. Sahlan Daulay, M. Pd, as Head Master of
SMAN 3 Medan, Sofyan Siregar, S. Ag, as Head Master of SMA Swasta AlUlum Medan, and Hendra S.T., M. Pd, as Head Master of SMA Swasta Sutomo 2
Medan. Also said thanks to all the teachers who help me in the research Demse
Pardosi, S. Pd, M. Si, Martini S. Si and Abdul Rain Ginting, S. Si.
v
The special gratitude to my parents Kasim Ama. Pd, and Asmarawati,
my brother Fahrul Rozi and my sister Linda Hariana S. Pd, also to my sweet
young brother and sister M. Alfarizi and Nur Annisa Al-Jannah for their spirit and
financial support, always patience and pray during my study.
Special thanks to all my friends in Class Bilingual Chemistry Education
2009, for my best friends (Fitri, Ika, Yeni, Lia, Irna, Rahmi, Dayat, Siro, and
Laila) also for sisters Lia, Dila, brother Bibi who have given me spirit to finish my
study.The writer also would like to said thanks to all whose name can’t be
mentioned one by one for their support and friendship in my life.
Medan, July 17th 2013
The Writer,
Masitho Purnama Sari
ID. 409332025
vi
LIST OF CONTENT
Page
Legalization Paper
i
Biography
ii
Abstract
iii
Acknowledgment
iv
List of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1 Background
1
1.2 Problem Identification
4
1.3 Problem Statement
4
1.4 Problem Limitation
4
1.5 Research Objectives
5
1.6 Research Benefits
5
1.7 Operational Defenition
5
CHAPTER II LITERATURE REVIEW
2.1 Module As An Instructional Material
6
2.2 Module As An Learning Media
6
2.3 Learning Module
7
2.3.1 Elements of Learning Module
7
2.3.2 Characteristic Learning Module
9
2.3.3 Structure Learning Module
9
2.3.4 The Advantages of Learning Module
10
2.4 KTSP
11
vii
2.5 Oxidation Reduction Reaction
12
2.5.1 Development of Oxidation and Reduction Concept
12
2.5.2 Basic Rules For Assigning Oxidation States
14
2.5.3 Changes of Oxidation States in Redox Reaction
16
2.5.4 Autoredox Reaction (Disproportionate Reaction)
17
2.5.5 Naming Compounds
18
2.5.6 Application of Redox Concept
20
2.6 Conceptual Framework
21
2.7 Hypothesis
21
2.7.1 Verbal Hypothesis
21
2.7.2 Statistic Hypothesis
22
CHAPTER III RESEARCH METHODOLOGY
3.1 Place and Time of Research
23
3.2 Population and Sample of Research
23
3.3 Research Variables
23
3.4 Research Design
24
3.5 Research Instrument
26
3.5.1 Validity Test
27
3.5.2 The Reability Test
27
3.5.3 The Difficulty Level
28
3.5.4 Different Index
28
3.6 Data Analysis Techniques
29
3.6.1 Analysis of High School Chemistry Text Book
29
3.6.2 Normality Test
30
3.6.3 Homogenity Test
31
3.7 Hypothesis Testing
31
3.8 Percentage of Improved Learning Outcomes
32
viii
CHAPTER IV RESULT AND DISCUSSION
4.1 Survey of High School Chemistry Text Book
33
4.2 Analysis of High School Chemistry Text Book
33
4.3 The Development of Interactive Learning Module
44
4.4 Validation of Instrument Test
46
4.4.1 Validity Test
46
4.4.2 Reability Test
47
4.4.3 Difficulty Level
47
4.4.4 Different Index
47
4.5 Data Analysis
47
4.5.1 Normality Test
48
4.5.2 Homogenity Test
48
4.6 Hypothesis Testing
48
4.7 Percentage of Improved Learning Outcomes
49
4.8 The Cognitive Domain Developed By Using
49
Standard Interactive Learning Module
4.9 Discussion
50
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion
52
5.2 Suggestion
53
REFERENCE
54
ix
LIST OF FIGURE
Page
Figure 3.1 Scheme of Research Design
25
x
LIST OF TABLE
Page
Table 2.1 The Examples of Naming Binary Compounds
19
Table 2.2 The Examples of Naming Polyatomic Compounds
20
Table 2.3 The Examples of Naming Acid Compounds
20
Table 3.1 Research Design (Two Groups, Pretest and Pos Test)
24
Table 3.2 Instrument Specification
26
Table 4.1 The Result of Analysis of Book Code A On Topic
34
Redox Reaction
Table 4. 2 The Result of Analysis of Book Code B On Topic
36
Redox Reaction
Table 4.3 The Result of Analysis of Book Code C On Topic
38
Redox Reaction
Table 4.4 The Result of Analysis of Book Code D On Topic
40
Redox Reaction
Table 4.5 The Result of Analysis of Book Code EA On Topic
42
Redox Reaction
Table 4.6 The average of content, extension, depth, design and
43
language of chemistry text book that analyzed by expert team
Table 4.7 The Result of Questionnaire Interactive Learning Module
45
Standardization by Chemistry Lecturer and Teachers
Table 4.8 Result of Percentage of Improved Student’s Learning
Outcomes
49
52
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
From the data analysis, researcher could conclude:
1. The teacher’s perception about chemistry text book for grade X especially
in topic redox was good. But in some criteria (content, extension, depth,
design and language) there are weakness. So, researcher had a revision and
maked interactive learning module which is aim to improved student’s
learning outcomes.
2. The interactive learning module which made by researcher was validation
to the expert and it was good. The developed of interactive learning
module was done based on standard competence and basic competence of
the syllabus in Curriculum of Education Unit Level (KTSP).
3. The interactive learning module could developed student’s learning
outcomes in SMAN 3 Medan, SMA Swasta Al Ulum Medan and SMA
Swasta Sutomo 2 Medan.
4. The interactive learning module was effective to improve student’s
learning outcomes in SMAN 3 Medan, SMA Swasta Al-Ulum Medan and
SMA Swasta Sutomo 2 Medan.
5. From post test data in 3 school (SMAN 3 Medan, SMA Swasta Al-Ulum
Medan and SMA Swasta Sutomo 2 Medan), researcher found that the
students able to answered question until C4 level. It means that the
instrument test were given to the students could developed the cognitive
area of students until C4 level.
53
5.2 Suggestion
From the result of research, there are some suggestion in order to
improved student’s learning outcomes, those are:
1. It’s so important to the chemistry teacher to use the standard interactive
learning module on the teaching of redox because it can improve student’s
learning outcomes.
2. Researcher suggest to the target school to use standard interactive learning
module in teaching and lerning process of chemistry because it can
improved student’s learning oucomes.
3.
Researcher hope to the next researcher to develop the
interactive learning module to maximize the effectiveness of module.
54
REFERENCES
Anonim, (2011), Pembelajaran Dengan Modul,
http://tepenr06.wordpress.com/2011/12/01/pembelajaran-dengan-modul/
accessed on August 14th 2012.
Elnovreny, J., (2012), The development Of Learning Module On The Teaching Of
Hydrocarbon For RSBI and SBI Students, Skripsi, FMIPA, UNIMED,
Medan.
Haani, U., (2010), Pengaruh Problem Based Learning Untuk Meningkatkan
Penalaran dan Kemampuan Berpikir Kritis Siswa SMA Pada Konsep
Struktur Atom, Skripsi, FMIPA, UNIMED, Medan.
Hanafi, U. R., (2008), Implementasi Modul Reaksi Oksidasi Reduksi Berbasis
Learning Cycle Pada Siswa Kelas X SMA Negeri 9 Malang, Skripsi,
Universitas Negeri Malang, Malang.
Hardila, V., (2012), The Influence of Critical Thinking Developments in Learning
Salt Hydrolysis Concept Through Chemistry Modules to Increase
Student’s Achievement Grade XI, Skripsi, FMIPA, UNIMED, Medan.
Johari, J. M. C., and Rachmawaty, M., (2009), Chemistry For Senior High School
Grade X, Jakarta, Penerbit Erlangga.
Prastowo, A., (2011), Panduan Kreatif Membuat Bahan Ajar Inovatif, Jogjakarta,
Penerbit Diva Press.
Purba, M., (2006), Kimia Untuk SMA Kelas X Semester 2, Jakarta, Penerbit
Erlangga.
Rife, W., (1993), Essentials of Chemistry Extendeed Edition, United States of
Amerika, Publisher Saunders Collage Publishing.
Robinson, J. W., and Crittenden W. B., (1972), Learning Module: A Concept For
Extension Educators. Journal of Extension: Winter, 35-44.
Sabri, A., (2010), Strategi Belajar Mengajar dan Microteaching, Ciputat, Penerbit
Quantum Teaching.
Samosir, F. W., (2009), Penerapan Modul Pembelajaran Quantum Teaching
Terhadap Hasil Belajar Kimia Siswa Pada Pokok Bahasan Struktur Atom
Di SMA Negeri 14 Medan, Skripsi, FMIPA, UNIMED, Medan.
55
Sanjaya, W., (2006), Strategi Pembelajaran Berorientasi Standar Proses
Pendidikan, Jakarta, Penerbit Prenada Media Group.
Saragih, N., (2012), The Development of Learning Module For Teaching of
Chemical Kinetics To SMA Students, Skripsi, FMIPA, UNIMED, Medan.
Silitonga, P. M., (2011), Metodologi Penelitian Pendidikan, Universitas Negeri
Medan, Medan.
Situmorang, M., (2010), Penelitian Tindakan Kelas (PTK) Untuk Mata Pelajaran
Kimia (Dengan Suplemen), Universitas Negeri Medan, Medan.
Sofyatiningrum, E., Kuswati, T.M., Ningsih S.R., Ratih, dan Kartini, N., (2007),
Sains Kimia 1 SMA/MA, Jakarta, Penerbit Bumi Aksara.
Suaidinmath, (2010), Teknik Penyusunan Modul,
http://suaidinmath.wordpress.com/2010/05/09/teknik-penyusunan-modul/
accessed on August 14th 2012
Sumbayak, D., (2012), The Development of Chemistry Learning Module To
Increase Student’s Achievement on The Teaching and Learning of
Oxidation and Reduction Reaction, Skripsi, FMIPA, UNIMED, Medan.
Sungkono, (2009), Pengembangan dan Pemanfaatan Bahan Ajar Modul Dalam
Proses Pembelajaran, Majalah Ilmiah Pembelajaran, 5: 49-62.
Surapranata, S., (2004), Analisis Validitas Reliabilitas dan Interpretasi Hasil Tes
Implementasi Kurikulum 2004, Penerbit PT Remaja Rosdakarya, Bandung.
Susilowati, E., (2009), Theory and Application of Chemistry 1. Jakarta, Penerbit
Tiga Serangkai.
Utami, B., Nugroho, A., Mahardiani, L., Yamtinah, S., dan Mulyani, B., (2009),
Kimia Untuk SMA/MA Kelas X, Jakarta, Penerbit Pusat Perbukuan
Departemen Pendidikan Nasional.
ii
BIOGRAPHY
Masitho Purnama Sari was born in Petatal on April 12th 1991. My
beloved parents are Kasim Am. Pd and Asmarawati. I growth in an extraordinary
family, especially the third child from five siblings. I entered SDN 010150 Petatal
in 1997. Then three years in MTs.N Lima Puluh since 2003 and was graduate in
2006. Then I continued my study in SMA Swasta ERIA Medan and was
graduated in 2009. I pass SMA and was received in chemistry department, State
University of Medan. I had great chance when I was appreciated to study in
Bilingual and International class, Faculty of Mathematic and Natural Science,
State University of Medan, and I was graduated on July 17th 2013.
IMPROVE SHS STUDENT’S LEARNING OUTCOMES ON THE
TEACHING OF REDOX
By:
Masitho Purnama Sari
Reg. Number 409332025
Bilingual Chemistry Education Study Program
THESIS
Submitted to fulfill the requirement for getting the Degree of
Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2013
iii
THE EFFECTIVENESS OF INTERACTIVE LEARNING MODULE TO
IMPROVE SHS STUDENT’S LEARNING OUTCOMES ON THE
TEACHING OF REDOX
Masitho Purnama Sari (Reg. Number 409332025)
ABSTRACT
The effectiveness of Interactive Learning Module on the teaching of
Redox is explained here. This research conducted into three schools, those are
SMAN 3 Medan, SMA Swasta Al-Ulum Medan and SMA Swasta Sutomo 2
Medan by using of media Interactive Learning Module in experimental class and
Chemistry Text Book in control class.
The effectivity of Interactive Learning Module to improve Senior High
School student’s learning outcomes had found out from the ability of students
answered the test before and after teaching and learning process. The result of this
research showed that in SMAN 3 Medan and SMA Swasta Al Ulum Medan, the
teaching and learning process with used Interactive Learning Module could
improved SHS student’s learning outcomes. In SMAN 3 Medan, the effectiveness
of Interactive Learning Module of experiment class (50,92%) better than control
class (36,94%). In SMA Swasta Al-Ulum Medan, the effectiveness of Interactive
Learning Module of experiment class (44,5%) better than control class (36,90%).
However in SMA Swasta Sutomo 2 Medan, the effectiveness of Interactive
Learning Module of experiment class (34,52%) smaller than control class
(39,76%). It means that Interactive Learning Module was effective to improve
student’s learning outcomes.
From the result of this research, this media of Interactive Learning
Module suitable to applied in the teaching and learning process of chemistry
subject especially in topic Redox because it can improve the SHS student’s
learning outcomes.
iv
ACKNOWLEDGEMENT
Thanks to Almighty Allah SWT who has blessed the writer to complete
her thesis and also he always give the writer mercy so that this research could be
done on time.
This Thesis had titled "The Effectiveness Of Interactive Learning
Module To Improve SHS Student’s Learning Outcomes On The Teaching Of
Redox". This thesis was aim to fulfill the requirement for Degree of Chemistry
Education, at Chemistry Department of Faculty of Mathematic and Natural
Science (FMIPA), State University of Medan (UNIMED).
Prior the writer would like to said thanks to Prof. Drs. Motlan, M.Sc, Ph.
D, as the Dean of FMIPA UNIMED, Prof. Herbert Sipahutar, M. Sc, as the
Coordinator of Bilingual Program in FMIPA UNIMED, Dr. Iis Siti Jahro, M. Si,
as Secretary of Bilingual Program in FMIPA UNIMED, and also Drs. Jamalum
Purba, M. Si, as Head of Chemistry Department.
In this Thesis arrangement writer especially would like to express special
gratitude to: Prof. Dr. Ramlan Silaban, M.Si, as Thesis Supervisor for his
guidance because he always give me brilliant suggestion in my Thesis. The writer
also said thanks to academic advisor, Drs. Marudut Sinaga, M. Si, who supported
the writer when learning in the collage. The great thanks also goes to Prof. Drs.
Manihar Situmorang, M.Sc, Ph.D, Drs. Marham Sitorus, M.Si, and Drs.
Eddyanto, Ph.D as Thesis Examiner Lecturer. In all daily activities of them, I was
lucky because they always guide and give me great suggestion. Also for Dr. Retno
Dwi Suyanti, M. Si, as validator of the Interactive Learning Module and Content
Validation.
The writer said thanks Drs. Sahlan Daulay, M. Pd, as Head Master of
SMAN 3 Medan, Sofyan Siregar, S. Ag, as Head Master of SMA Swasta AlUlum Medan, and Hendra S.T., M. Pd, as Head Master of SMA Swasta Sutomo 2
Medan. Also said thanks to all the teachers who help me in the research Demse
Pardosi, S. Pd, M. Si, Martini S. Si and Abdul Rain Ginting, S. Si.
v
The special gratitude to my parents Kasim Ama. Pd, and Asmarawati,
my brother Fahrul Rozi and my sister Linda Hariana S. Pd, also to my sweet
young brother and sister M. Alfarizi and Nur Annisa Al-Jannah for their spirit and
financial support, always patience and pray during my study.
Special thanks to all my friends in Class Bilingual Chemistry Education
2009, for my best friends (Fitri, Ika, Yeni, Lia, Irna, Rahmi, Dayat, Siro, and
Laila) also for sisters Lia, Dila, brother Bibi who have given me spirit to finish my
study.The writer also would like to said thanks to all whose name can’t be
mentioned one by one for their support and friendship in my life.
Medan, July 17th 2013
The Writer,
Masitho Purnama Sari
ID. 409332025
vi
LIST OF CONTENT
Page
Legalization Paper
i
Biography
ii
Abstract
iii
Acknowledgment
iv
List of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1 Background
1
1.2 Problem Identification
4
1.3 Problem Statement
4
1.4 Problem Limitation
4
1.5 Research Objectives
5
1.6 Research Benefits
5
1.7 Operational Defenition
5
CHAPTER II LITERATURE REVIEW
2.1 Module As An Instructional Material
6
2.2 Module As An Learning Media
6
2.3 Learning Module
7
2.3.1 Elements of Learning Module
7
2.3.2 Characteristic Learning Module
9
2.3.3 Structure Learning Module
9
2.3.4 The Advantages of Learning Module
10
2.4 KTSP
11
vii
2.5 Oxidation Reduction Reaction
12
2.5.1 Development of Oxidation and Reduction Concept
12
2.5.2 Basic Rules For Assigning Oxidation States
14
2.5.3 Changes of Oxidation States in Redox Reaction
16
2.5.4 Autoredox Reaction (Disproportionate Reaction)
17
2.5.5 Naming Compounds
18
2.5.6 Application of Redox Concept
20
2.6 Conceptual Framework
21
2.7 Hypothesis
21
2.7.1 Verbal Hypothesis
21
2.7.2 Statistic Hypothesis
22
CHAPTER III RESEARCH METHODOLOGY
3.1 Place and Time of Research
23
3.2 Population and Sample of Research
23
3.3 Research Variables
23
3.4 Research Design
24
3.5 Research Instrument
26
3.5.1 Validity Test
27
3.5.2 The Reability Test
27
3.5.3 The Difficulty Level
28
3.5.4 Different Index
28
3.6 Data Analysis Techniques
29
3.6.1 Analysis of High School Chemistry Text Book
29
3.6.2 Normality Test
30
3.6.3 Homogenity Test
31
3.7 Hypothesis Testing
31
3.8 Percentage of Improved Learning Outcomes
32
viii
CHAPTER IV RESULT AND DISCUSSION
4.1 Survey of High School Chemistry Text Book
33
4.2 Analysis of High School Chemistry Text Book
33
4.3 The Development of Interactive Learning Module
44
4.4 Validation of Instrument Test
46
4.4.1 Validity Test
46
4.4.2 Reability Test
47
4.4.3 Difficulty Level
47
4.4.4 Different Index
47
4.5 Data Analysis
47
4.5.1 Normality Test
48
4.5.2 Homogenity Test
48
4.6 Hypothesis Testing
48
4.7 Percentage of Improved Learning Outcomes
49
4.8 The Cognitive Domain Developed By Using
49
Standard Interactive Learning Module
4.9 Discussion
50
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion
52
5.2 Suggestion
53
REFERENCE
54
ix
LIST OF FIGURE
Page
Figure 3.1 Scheme of Research Design
25
x
LIST OF TABLE
Page
Table 2.1 The Examples of Naming Binary Compounds
19
Table 2.2 The Examples of Naming Polyatomic Compounds
20
Table 2.3 The Examples of Naming Acid Compounds
20
Table 3.1 Research Design (Two Groups, Pretest and Pos Test)
24
Table 3.2 Instrument Specification
26
Table 4.1 The Result of Analysis of Book Code A On Topic
34
Redox Reaction
Table 4. 2 The Result of Analysis of Book Code B On Topic
36
Redox Reaction
Table 4.3 The Result of Analysis of Book Code C On Topic
38
Redox Reaction
Table 4.4 The Result of Analysis of Book Code D On Topic
40
Redox Reaction
Table 4.5 The Result of Analysis of Book Code EA On Topic
42
Redox Reaction
Table 4.6 The average of content, extension, depth, design and
43
language of chemistry text book that analyzed by expert team
Table 4.7 The Result of Questionnaire Interactive Learning Module
45
Standardization by Chemistry Lecturer and Teachers
Table 4.8 Result of Percentage of Improved Student’s Learning
Outcomes
49
52
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
From the data analysis, researcher could conclude:
1. The teacher’s perception about chemistry text book for grade X especially
in topic redox was good. But in some criteria (content, extension, depth,
design and language) there are weakness. So, researcher had a revision and
maked interactive learning module which is aim to improved student’s
learning outcomes.
2. The interactive learning module which made by researcher was validation
to the expert and it was good. The developed of interactive learning
module was done based on standard competence and basic competence of
the syllabus in Curriculum of Education Unit Level (KTSP).
3. The interactive learning module could developed student’s learning
outcomes in SMAN 3 Medan, SMA Swasta Al Ulum Medan and SMA
Swasta Sutomo 2 Medan.
4. The interactive learning module was effective to improve student’s
learning outcomes in SMAN 3 Medan, SMA Swasta Al-Ulum Medan and
SMA Swasta Sutomo 2 Medan.
5. From post test data in 3 school (SMAN 3 Medan, SMA Swasta Al-Ulum
Medan and SMA Swasta Sutomo 2 Medan), researcher found that the
students able to answered question until C4 level. It means that the
instrument test were given to the students could developed the cognitive
area of students until C4 level.
53
5.2 Suggestion
From the result of research, there are some suggestion in order to
improved student’s learning outcomes, those are:
1. It’s so important to the chemistry teacher to use the standard interactive
learning module on the teaching of redox because it can improve student’s
learning outcomes.
2. Researcher suggest to the target school to use standard interactive learning
module in teaching and lerning process of chemistry because it can
improved student’s learning oucomes.
3.
Researcher hope to the next researcher to develop the
interactive learning module to maximize the effectiveness of module.
54
REFERENCES
Anonim, (2011), Pembelajaran Dengan Modul,
http://tepenr06.wordpress.com/2011/12/01/pembelajaran-dengan-modul/
accessed on August 14th 2012.
Elnovreny, J., (2012), The development Of Learning Module On The Teaching Of
Hydrocarbon For RSBI and SBI Students, Skripsi, FMIPA, UNIMED,
Medan.
Haani, U., (2010), Pengaruh Problem Based Learning Untuk Meningkatkan
Penalaran dan Kemampuan Berpikir Kritis Siswa SMA Pada Konsep
Struktur Atom, Skripsi, FMIPA, UNIMED, Medan.
Hanafi, U. R., (2008), Implementasi Modul Reaksi Oksidasi Reduksi Berbasis
Learning Cycle Pada Siswa Kelas X SMA Negeri 9 Malang, Skripsi,
Universitas Negeri Malang, Malang.
Hardila, V., (2012), The Influence of Critical Thinking Developments in Learning
Salt Hydrolysis Concept Through Chemistry Modules to Increase
Student’s Achievement Grade XI, Skripsi, FMIPA, UNIMED, Medan.
Johari, J. M. C., and Rachmawaty, M., (2009), Chemistry For Senior High School
Grade X, Jakarta, Penerbit Erlangga.
Prastowo, A., (2011), Panduan Kreatif Membuat Bahan Ajar Inovatif, Jogjakarta,
Penerbit Diva Press.
Purba, M., (2006), Kimia Untuk SMA Kelas X Semester 2, Jakarta, Penerbit
Erlangga.
Rife, W., (1993), Essentials of Chemistry Extendeed Edition, United States of
Amerika, Publisher Saunders Collage Publishing.
Robinson, J. W., and Crittenden W. B., (1972), Learning Module: A Concept For
Extension Educators. Journal of Extension: Winter, 35-44.
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BIOGRAPHY
Masitho Purnama Sari was born in Petatal on April 12th 1991. My
beloved parents are Kasim Am. Pd and Asmarawati. I growth in an extraordinary
family, especially the third child from five siblings. I entered SDN 010150 Petatal
in 1997. Then three years in MTs.N Lima Puluh since 2003 and was graduate in
2006. Then I continued my study in SMA Swasta ERIA Medan and was
graduated in 2009. I pass SMA and was received in chemistry department, State
University of Medan. I had great chance when I was appreciated to study in
Bilingual and International class, Faculty of Mathematic and Natural Science,
State University of Medan, and I was graduated on July 17th 2013.