THE IMPLEMENTATION OF INDEX CARD MATCH MODEL USING VARIOUS MEDIA TO IMPROVE STUDENTS QUESTIONING- ANSWERING ABILITY AND LEARNING OUTCOMES OF ECOSYSTEM IN CLASS X SMA NEGERI 1 BERASTAGI (ACADEMIC YEAR 2011/ 2012).
THE IMPLEMENTATION OF INDEX CARD MATCH MODEL USING
VARIOUS MEDIA TO IMPROVE STUDENTS’ QUESTIONINGANSWERING ABILITY AND LEARNING OUTCOMES OF
ECOSYSTEM IN CLASS X SMA NEGERI 1 BERASTAGI
(ACADEMIC YEAR 2011/2012)
By:
Kristina Sitanggang
408641006
Biology Bilingual Education
SKRIPSI
Submitted to the State University of Medan as Fulfillment as
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
2012
PDF created with pdfFactory Pro trial version www.pdffactory.com
iv
ACKNOWLEDGEMENT
First of all, the writer would like to praise God for His Love and grace that
Has given health and wisdom to the author so this thesis can be completed
properly in accordance with planned time.
This thesis is aimed at fulfilling a requirement to get the degree of Sarjana
Pendidikan at Biology department, faculty Mathematics and natural science, State
University of Medan. During the process of writing the thesis, the writer realized
that she had many problems. Meanwhile, she has been given some suggestions,
comments, academic guidance, and moral support from her advisor and others
that she would like to express her sincere thanks.
She would like to express her great gratitude to Dr. Hj. Ely Djulia, M.Pd
as her advisor for her generous assistance, guidance, advices and valuable time to
read and discuss the thesis until it is completed. The author also would like thank
profusely to Dr. rer. nat. Binari Manurung, M.Si., Syarifuddin, M.Sc, Ph.D., Dra.
Martina Napitupulu, M.Sc, as the lecturer team of examiners for their suggestion
and constructive criticisms for the revision of this thesis and Prof. Dr Herbert
Sipahutar, M.S, M.Sc as her academic supervisor who has guided the author
during academic program.
The greatest thanks and everlasting gratitude are fully addressed to her
beloved parents Drs. P. Sitanggang, SE and H. Siahaan for their everlasting love,
hopeful prayers in her life, and the entire moral and the financial support that have
enabled her to finish her study. Her special thanks and admiration are also due to
her beloved sisters and brother, Widya, Theresia, Erika, Okta and her special
friend Yaredi for their love, Prayer and motivation.
Special thanks are extended to Alberto Colia as the headmaster of SMA
Negeri 1 Berastagi, Mikhawati Tarigan as Biology teacher of grade 10 and
Students of Class X-2 who received the presence of the author during research in
this class
Last but not the least, many friends and professional colleagous namely ;
Biology Bilingual Class 2008, THE ARCHER Group ( Aisah, Winny, Sri Lestari,
v
and Uci), SYEVO Group of UKMKP MIPA (Bang Rambo, Meti, Keasy, and
Tari), Debora, Siti Sumari, Raja Novi, Lisda Tumanggor, Nike Anatasia and those
whose names can not be mentioned yet, who have inspired and encouraged her,
during writing of this thesis.
The writer has tried to finish this thesis as good as possible, but she is
aware there are still many weakness both of content and grammar of this thesis.
Hpefully,this thesis would be useful to the reader.
Medan, October 2012
Author,
Kristina Sitanggang
NIM 408641006
iii
The Implementation of Index Card Match Model Using Various Media to
Improve Students’ Questioning- Answering Ability and Learning Outcomes
of Ecosystem in Class X SMA Negeri 1 Berastagi
(Academic Year 2011/ 2012)
Kristina Sitanggang (408641006)
ABSTRACT
This classroom action research aims to improve student’s questioninganswering ability and learning outcomes through the implementation of index
card match model using various media on ecosystem topic in class X-2 SMA
Negeri 1 Berastagi. It was conducted in four cycles consists of planning,
implementation, observation and reflection steps. The sample is 30 students and is
sampled purposively. Data were collected by using student’s questioninganswering sheets, achievement tests, and observation sheets. Then, the data were
analysed both quantitatively and qualitatively to show the improvement in each
cycle. The result described the student’s questioning-answering ability and was
categorized into HOCS (Higher order of cognitive skill) (86.67 %). The classical
completeness of student learning outcomes achieved in cycle-IV as (86.66 % ).
Student’s learning outcomes based on students ability to answer higher cognitive
questions show improvement, there were (72.22 %) students are able to answer
questions in analyzing, evaluating, and creating. Thus, the activity of student is
categorized as fair (3.33%), active (30 %) and very active (66.67 % ) also describe
the improvement in cycle-IV. It means that student’s questioning-answering
ability and learning outcomes were improved by implementing the index card
match model using various media on Ecosystem topic in class X SMA Negeri 1
Berastagi academic year 2011/2012
Keyword : Index card match model using various media, student’s questioninganswering ability, Learning outcomes.
I
TABLE OF CONTENTS
CHAPTER I INTRODUCTION
1.1 Background
1.2 Identification of Problem
1.3 Scope of Problem
1.4 Research question
1.5 Objective
1.6 Significance
1.7 Operational definition
1
2
4
4
4
5
5
CHAPTER II LITERATURE REVIEW
2.1 Theoretical framework
2.1.1 Critical thinking learning theory
2.1.2 Learning Outcomes
2.2 The meaning of media
2.2.1 Usefulness of Media
2.3 Questioning and answering ability
2.4 Index Card Match Model
2.4.1 Advantages of index card match model
2.4.2 Disadvantages of index card match model
2.5 Ecosystem
2.5.1 The definition of ecosystem
2.5.2 The hierarchy of life
2.5.3 The relation of inter component ecosystem
2.5.4 Ecosystem types
2.5.5 The independence of producent,consument and decomposer
6
6
7
9
9
10
15
17
17
17
17
18
19
20
23
CHAPTER III RESEARCH METHODOLODY
3.1 Location and Time Research
3.2 Subject of research
3.3 Type and design of research
3.3.1 Type of research
3.3.2 Research design
3.4 Procedure
Cycle -I
Cycle- II
Cycle-III
Cycle-IV
3.5 Research variable
3.6 Instrument of research
3.6.1 Student’s questioning-answering sheet (Index card)
26
26
26
26
26
27
27
28
29
30
32
32
32
I
3.6.2 Observation sheet
3.6.3 Ecosystem achievement test
1. Validity test
2. Reliability test
3. Difficulty index
4. Discrimination index
3.7 Data analysis techniques
3.7.1 Analysis of student’s questioning-answering sheet (index card)
3.7.2 Student’s activity level
3.7.3 Student’s mastery level
3.7.4 Student’s learning completeness
3.7.5 Student’s learning outcomes based on student ability to
answer the question at the particular cognitive level
32
32
34
34
35
35
36
36
37
37
38
39
CHAPTER IV RESULT AND DISCUSSION
4.1.
4.2.
The Result of Instrument Test
4.1.1. Validity Test
4.1.2. Reliability Test
4.1.3. Difficulty Index
4.1.4. Discrimination Index
Description the Result of Research
4.2.1 Student’s questioning-answering ability on Index Card
4.2.2.Student’s activity
4.2.3 Student’s learning outcomes
4.2.3.1 Student’s mastery level
4.2.3.2 The completeness of student learning outcomes
4.2.3.3 Student’s learning outcomes based on student ability
to answer the question at the particular cognitive level
4.3.
4.4
4.5
4.6
4.7
Cycle I
Cycle II
Cycle III
Cycle IV
Discussion
40
40
40
40
40
40
41
43
46
47
48
49
50
54
58
62
65
CHAPTER V CONCLUSION AND RECOMMENDATIONS
5.1.
5.2.
Conclusion
Suggestion
References
71
71
72
x
TABLE LIST
Table 2.1: The Bloom taxonomy to asses level of question
12
Table 2.2: The Index card match implementation
16
Table 3.1: Grating question based on Bloom Taxonomy
32
Table 3.2: The Ecosystem test content
34
Table 3.3: The Categorize of student mastery level
38
Table 4.1: The Percentage of student’s questioning-answering ability
42
based on Bloom taxonomy from cycle I- cycle IV
Table 4.2: The Percentage of learning activity cycle I – cycle IV
44
Table 4.3: The Average of student’s learning outcomes from cycle I
47
to cycle IV
Table 4.4: The Percentage of student’s mastery level in cycle I- cycle IV
48
Table 4.5: The Percentage of student’s learning outcome completeness
49
from Cycle I to cycle IV
Table 4.6: The Percentage of student’s learning outcome based on
50
students’ ability to answer the question at the particular cognitive
level
xi
ix
FIGURE LIST
Figure 2.1: The Taxonomy of Educational Objectives
8
Figure 2.2: The example of Index Card
15
Figure 2.3: Ecosystem
18
Figure 2.4: Tundra
20
Figure 2.5: Taiga
21
Figure 2.6: Desert
21
Figure 2.7: Meadow
21
Figure 2.8: Savana
22
Figure 2.9: Tropical rain forest
22
Figure 2.10: Deciduous forest
23
Figure 2.11: Food chain
23
Figure 2.12: Food web
24
Figure 3.1: Design of ICM model implementation
31
Figure 4.1: Diagram of student’s questioning-answering ability in ICM
43
model on the ecosystem topic (cycle I- cycle IV)
Figure 4.2: Diagram of student’s activity of index card match
45
model implementation on ecosystem topic
Figure 4.3: The comparison of student’s activity from cycle-I to cycle-IV 46
Figure 4.4: Diagram of student’s learning outcomes of index card match
47
Figure 4.5: Diagram of Student Learning Outcome based on students
51
Ability to answer the question at the particular cognitive level
from cycle-I to cycle-IV
I
APPENDIX LIST
Appendix 1:
Syllabi
74
Appendix 2:
Lesson plan
75
Appendix 3:
Comprehension test on ecosystem topic in class X on
102
SMAN 1 Berastagi (cycle –I)
Appendix 4:
Comprehension test on ecosystem topic in class X on
106
SMAN 1 Berastagi (cycle –II)
Appendix 5:
Comprehension test on ecosystem topic in class X on
111
SMAN 1 Berastagi (cycle –III)
Appendix 6:
Comprehension test on ecosystem topic in class X on
115
SMAN 1 Berastagi (cycle –IV)
Appendix 7:
Key answer
120
Appendix 8:
Table validity and realibility
122
Appendix 9:
Calculation of validity instrument achievement test
123
Appendix 10: Calculation of realibility instrument achievement test
125
Appendix 11: Table of discrimination index
126
Appendix 12: Calculation of discrimination index
127
Appendix 13: Table of difficulty index
130
Appendix 14: Calculation of difficult index
131
Appendix 15: Analysis sheet of student’s questioning-answering on index 133
card in cycle-I
Appendix 16: Analysis sheet of student’s questioning-answering on index 137
card in cycle-II
Appendix 17: Analysis sheet of student’s questioning-answering on index 141
card in cycle-III
Appendix 18: Analysis sheet of student’s questioning-answering on index 145
card in cycle-IV
Appendix 19: Observation sheet of implementation ICM in ecosystem topic 149
card in cycle-IV
Appendix 20: Student’s activity in cycle-I
151
Appendix 21: Student’s activity in cycle-II
152
I
Appendix 22: Student’s activity in cycle-III
153
Appendix 23: Student’s activity in cycle-IV
154
Appendix 24: Pre-test score
155
Appendix 25: Post-test score in cycle-I
156
Appendix 26: Post-test score in cycle-II
157
Appendix 27: Post-test score in cycle-III
158
Appendix 28: Post-test score in cycle-IV
159
Appendix 29: Student’s learning outcomes based on cognitive level in
160
Cycle-I
Appendix 30: Student’s learning outcomes based on cognitive level in
161
Cycle-II
Appendix 31: Student’s learning outcomes based on cognitive level in
162
Cycle-III
Appendix 32: Student’s learning outcomes based on cognitive level in
Cycle-IV
163
1
CHAPTER I
INTRODUCTION
I.1. The Background of the Study
Biology is a branch of science which focus on living things. The
characteristic of biology learning is the using logical and rational thinking,
organized and discipline nature. Biology emerged from human curiosity in daily
problems. Numerous questions such as what, how, why and who are the questions
that always appear because human has sense and ability to learn (Prawirohartono:
4).
Based on Dewey learning theory, critical thinking is defined as the
intellectually disciplined process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and evaluating information gathered by
observation, experience, reflection, reasoning, or communication, as a guide to
belief and action. Student think things through for himself, raise question and find
relevant information by himself. Critical thinking attaches huge importance to
giving reasons and to evaluating reasons as well as possible. It is contrasting with
the kind of thinking in which student just receive ideas and information from
someone else, that is call a “passive process” ( Fisher, 2001).
Questions play an important role in the processes of teaching and learning
because children’s achievement and their level of engagement depend on the
types of questions. The national and international literature has mainly focused on
the importance of questioning as a teaching technique and as a strategy in
promoting interactive classrooms, teachers are not necessarily taught the essential
knowledge and skills to conduct effective questioning episodes which facilitate
higher-order thinking.
Haynes and Bailey (2003) in Lisa (2008 :95) emphasized the importance
of asking the right questions to stimulate students' critical thinking skills. Other
researchers Brown and Kelley (1986) in Lisa (2008: 95) also focused on
integrating questioning techniques into class discussions to support an educational
environment where students can demonstrate and practice critical thinking skills.
2
Based on practical teaching experiences in SMA Negeri 1 Berastagi, it was
found problems in carry out the learning process, especially the lack participation
of students for asking-answering activities in the classroom. Some students who
have high cognitive levels and activity that dominate the learning, while other
students just be silent and passive. Students ability for asking- answering and
critical thinking are very necessary to be improved.
This problems have confirmed by interviewing biology teacher in grade
ten . Based on the data student learning outcome of ecosystem topic in academic
year 2010/2011 still low 65, which is more than 50 % students have score under
KKM, while the minimum score is 75.
In learning process, teacher try to give knowledge and information as she
can and learners actively collect or accept it. The process of teaching and learning
is much dominated by memorizing activities. Teacher use power point media, but
most of students still passive because learning activity is teacher-centered and
media used by teacher is not enough to build cognitive domain of student.
Implementation of index card match models using various media in the
learning process is to generate student questioning ability and stimulate student
activity in learning, assist the effectiveness of the learning process, directing the
attention of students to concentrate on the content, facilitate the achievement of
the goal to understand and recall information provided. Learning becomes more
attractive, bringing a new variation for students learning experiences so that
students are not bored and not being passive, and can overcome the limitations
of the senses, space and time with presents an overview of the object being
studied in the classroom.
In common learning process, the topic just reviewed by student with
narrative summary and abandon their critical thinking. Index Card Match is
classroom review models that expected to develop student’s critical thinking by
improve questioning and solving problem ability in team work. This model
is suitable to be applied in the learning ecosystem because ecosystem is one of
the subject matter of biology that studies about the environment and its
components. Principles in ecosystem topic is very easy to be observed by students
3
and can raise many questions as it directly relates to life.
The relevance research concerning on index card match models conducted
by Emiyanti (2011). The results showed that the Index Card Match Model can
improve student’s motivation , this proves that the motivation to study have
increased fom 40.48% in first cycle to 62.36 % in the second cycle and in the third
cycle to be 80.68%.
Research relevance for index card match also have been done by Farihatul
( 2009) on the application of learning strategy Index Card Match (Looking
for Match) to improve learning outcomes on Photosynthesis topic in class VIII
in SMP AL-1 Surakarta Islamic School year 2008/2009. The result indicate
that application of learning ICM can improve students learning outcomes. The
result is 80% of reach the indicator of completeness.
From the description above, the author is interested in doing research on
The Implementation of Index Card Match Models (ICM) Using Various
Media to Improve Students’ Questioning-Answering Ability and Learning
Outcomes of Ecosystem in Class X SMA Negeri 1 Berastagi (Academic Year
2011/2012)
I.2. Problem Identification
Based on the background of the issues raised above, several issues can be
identified, namely:
1 . Learning process of ecosystem topic is teacher-centered .
2. Model used of ecosystem topic are not appropriate and less variation
3. Students have lack ability to ask question and think critically
4. Students have less courage to raise question and answer in english
5. The score on ecosystem topic in academic year 2010/2011 is still low 65, that
is more than 50% student get score under the minimum score (KKM), while
the score minimum (KKM) is 75.
I.3. Scope of Problem
The scope of problem in this research are:
4
1. This is a classroom action research (CAR) in ecosystem topic
2. Research was conducted in class X-2 SMA Negeri 1 Berastagi, which is still
lacking in questioning ability and learning outcomes
3. This research was conducted to observe student questioning ability and student
learning outcomes using index card match models and various media
I.4. Research Question
Based on the background and limitation issues, research problems are
formulated as follows:
1. Is there any improvement of students’ questioning-answering ability, during the
implementation of index card match model using various media of ecosystem
in class X SMA Negeri 1 Berastagi?
2. Is there any improvement of student learning outcomes, after implementation of
index card match model using various media of ecosystem in class X SMA
Negeri 1 Berastagi?
I.5. Objective
1. To know the improvement of students’ questioning-answering ability during
implementation of index card match model using various media of ecosystem
in class X SMA Negeri 1 Berastagi academic years 2011/2012
2. To know the improvement of student learning outcomes after implementation
of index card match model using various media of ecosystem in class X SMA
Negeri 1 Berastagi academic years 2011/2012
I.6. Significance
This research is expected to provide benefits as follows:
1. Give input to the author and teacher to choose and apply profer,effective and
efficient learning model in improving student questioning ability and student
learning outcomes.
2. Students are expected to have particular capabilities of asking- answering
question using critical thinking in english to create active learning.
5
2.
Provide input and information to the other researcher that perform the same
research topic.
1.7. Operational Definition
1. Index cards match model is used in active and joyful learning to review the
subject matter by finding pairs of index cards which is contain a question or
answer clue on ecosystem topic in class X SMA Negeri 1 Berastagi
2. Questioning ability is a must- have ability for student that will give important
role in the processes of teaching and learning because children’s achievement,
and their level of engagement, depend on the types of questions of ecosystem
topic class X semester II that can be observed using student’s questioninganswering sheet (Index Card)
3.
Various media is anything that can be used to distribute information about
ecosystem from teacher to student so it can stimulate thoughts, feelings,
concerns , interests and students attention in such a way which include power
point, video and concept map.
4. Learning outcomes is the result obtained by students after learning process on
ecosystem topic in Class X SMA Negeri 1 Berastagi that can be observed by
student’s comprehension test and observation sheet.
5. Ecosystem topic is about interaction between organisms and their non livingenvironment in a certain area. The topic include the hierarchy of life,
component of ecosystem, types of ecosystem, energy flow and biogeochemical
cycle at class X semester II that will be reviewed using index card match
model.
ii
CURRICULUM VITAE
Kristina Sitanggang was born in P.Siantar on October 31, 1990. Her
Father name is Drs. P. Sitanggang, SE, and her mother is H. Siahaan. The author
is the first child of five. In 1996, the author started the primary school in the SD
Parulian II Medan and graduated at 2002. The author continued to elementary
school in SMP Advent I Medan and graduated at 2005. She continued her high
school in SMA Advent I Medan and finished it 2008. The author was accepted in
Biology Bilingual Education Program in Faculty Mathematics and Natural
Sciences, State University of Medan in the same year (2008). Studying in the
program, she was the member of UKMKP (Unit Kegiatan Mahasiswa Kristen
Protestan) and involved in Biota (Biologi Pencinta Alam).
VARIOUS MEDIA TO IMPROVE STUDENTS’ QUESTIONINGANSWERING ABILITY AND LEARNING OUTCOMES OF
ECOSYSTEM IN CLASS X SMA NEGERI 1 BERASTAGI
(ACADEMIC YEAR 2011/2012)
By:
Kristina Sitanggang
408641006
Biology Bilingual Education
SKRIPSI
Submitted to the State University of Medan as Fulfillment as
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
2012
PDF created with pdfFactory Pro trial version www.pdffactory.com
iv
ACKNOWLEDGEMENT
First of all, the writer would like to praise God for His Love and grace that
Has given health and wisdom to the author so this thesis can be completed
properly in accordance with planned time.
This thesis is aimed at fulfilling a requirement to get the degree of Sarjana
Pendidikan at Biology department, faculty Mathematics and natural science, State
University of Medan. During the process of writing the thesis, the writer realized
that she had many problems. Meanwhile, she has been given some suggestions,
comments, academic guidance, and moral support from her advisor and others
that she would like to express her sincere thanks.
She would like to express her great gratitude to Dr. Hj. Ely Djulia, M.Pd
as her advisor for her generous assistance, guidance, advices and valuable time to
read and discuss the thesis until it is completed. The author also would like thank
profusely to Dr. rer. nat. Binari Manurung, M.Si., Syarifuddin, M.Sc, Ph.D., Dra.
Martina Napitupulu, M.Sc, as the lecturer team of examiners for their suggestion
and constructive criticisms for the revision of this thesis and Prof. Dr Herbert
Sipahutar, M.S, M.Sc as her academic supervisor who has guided the author
during academic program.
The greatest thanks and everlasting gratitude are fully addressed to her
beloved parents Drs. P. Sitanggang, SE and H. Siahaan for their everlasting love,
hopeful prayers in her life, and the entire moral and the financial support that have
enabled her to finish her study. Her special thanks and admiration are also due to
her beloved sisters and brother, Widya, Theresia, Erika, Okta and her special
friend Yaredi for their love, Prayer and motivation.
Special thanks are extended to Alberto Colia as the headmaster of SMA
Negeri 1 Berastagi, Mikhawati Tarigan as Biology teacher of grade 10 and
Students of Class X-2 who received the presence of the author during research in
this class
Last but not the least, many friends and professional colleagous namely ;
Biology Bilingual Class 2008, THE ARCHER Group ( Aisah, Winny, Sri Lestari,
v
and Uci), SYEVO Group of UKMKP MIPA (Bang Rambo, Meti, Keasy, and
Tari), Debora, Siti Sumari, Raja Novi, Lisda Tumanggor, Nike Anatasia and those
whose names can not be mentioned yet, who have inspired and encouraged her,
during writing of this thesis.
The writer has tried to finish this thesis as good as possible, but she is
aware there are still many weakness both of content and grammar of this thesis.
Hpefully,this thesis would be useful to the reader.
Medan, October 2012
Author,
Kristina Sitanggang
NIM 408641006
iii
The Implementation of Index Card Match Model Using Various Media to
Improve Students’ Questioning- Answering Ability and Learning Outcomes
of Ecosystem in Class X SMA Negeri 1 Berastagi
(Academic Year 2011/ 2012)
Kristina Sitanggang (408641006)
ABSTRACT
This classroom action research aims to improve student’s questioninganswering ability and learning outcomes through the implementation of index
card match model using various media on ecosystem topic in class X-2 SMA
Negeri 1 Berastagi. It was conducted in four cycles consists of planning,
implementation, observation and reflection steps. The sample is 30 students and is
sampled purposively. Data were collected by using student’s questioninganswering sheets, achievement tests, and observation sheets. Then, the data were
analysed both quantitatively and qualitatively to show the improvement in each
cycle. The result described the student’s questioning-answering ability and was
categorized into HOCS (Higher order of cognitive skill) (86.67 %). The classical
completeness of student learning outcomes achieved in cycle-IV as (86.66 % ).
Student’s learning outcomes based on students ability to answer higher cognitive
questions show improvement, there were (72.22 %) students are able to answer
questions in analyzing, evaluating, and creating. Thus, the activity of student is
categorized as fair (3.33%), active (30 %) and very active (66.67 % ) also describe
the improvement in cycle-IV. It means that student’s questioning-answering
ability and learning outcomes were improved by implementing the index card
match model using various media on Ecosystem topic in class X SMA Negeri 1
Berastagi academic year 2011/2012
Keyword : Index card match model using various media, student’s questioninganswering ability, Learning outcomes.
I
TABLE OF CONTENTS
CHAPTER I INTRODUCTION
1.1 Background
1.2 Identification of Problem
1.3 Scope of Problem
1.4 Research question
1.5 Objective
1.6 Significance
1.7 Operational definition
1
2
4
4
4
5
5
CHAPTER II LITERATURE REVIEW
2.1 Theoretical framework
2.1.1 Critical thinking learning theory
2.1.2 Learning Outcomes
2.2 The meaning of media
2.2.1 Usefulness of Media
2.3 Questioning and answering ability
2.4 Index Card Match Model
2.4.1 Advantages of index card match model
2.4.2 Disadvantages of index card match model
2.5 Ecosystem
2.5.1 The definition of ecosystem
2.5.2 The hierarchy of life
2.5.3 The relation of inter component ecosystem
2.5.4 Ecosystem types
2.5.5 The independence of producent,consument and decomposer
6
6
7
9
9
10
15
17
17
17
17
18
19
20
23
CHAPTER III RESEARCH METHODOLODY
3.1 Location and Time Research
3.2 Subject of research
3.3 Type and design of research
3.3.1 Type of research
3.3.2 Research design
3.4 Procedure
Cycle -I
Cycle- II
Cycle-III
Cycle-IV
3.5 Research variable
3.6 Instrument of research
3.6.1 Student’s questioning-answering sheet (Index card)
26
26
26
26
26
27
27
28
29
30
32
32
32
I
3.6.2 Observation sheet
3.6.3 Ecosystem achievement test
1. Validity test
2. Reliability test
3. Difficulty index
4. Discrimination index
3.7 Data analysis techniques
3.7.1 Analysis of student’s questioning-answering sheet (index card)
3.7.2 Student’s activity level
3.7.3 Student’s mastery level
3.7.4 Student’s learning completeness
3.7.5 Student’s learning outcomes based on student ability to
answer the question at the particular cognitive level
32
32
34
34
35
35
36
36
37
37
38
39
CHAPTER IV RESULT AND DISCUSSION
4.1.
4.2.
The Result of Instrument Test
4.1.1. Validity Test
4.1.2. Reliability Test
4.1.3. Difficulty Index
4.1.4. Discrimination Index
Description the Result of Research
4.2.1 Student’s questioning-answering ability on Index Card
4.2.2.Student’s activity
4.2.3 Student’s learning outcomes
4.2.3.1 Student’s mastery level
4.2.3.2 The completeness of student learning outcomes
4.2.3.3 Student’s learning outcomes based on student ability
to answer the question at the particular cognitive level
4.3.
4.4
4.5
4.6
4.7
Cycle I
Cycle II
Cycle III
Cycle IV
Discussion
40
40
40
40
40
40
41
43
46
47
48
49
50
54
58
62
65
CHAPTER V CONCLUSION AND RECOMMENDATIONS
5.1.
5.2.
Conclusion
Suggestion
References
71
71
72
x
TABLE LIST
Table 2.1: The Bloom taxonomy to asses level of question
12
Table 2.2: The Index card match implementation
16
Table 3.1: Grating question based on Bloom Taxonomy
32
Table 3.2: The Ecosystem test content
34
Table 3.3: The Categorize of student mastery level
38
Table 4.1: The Percentage of student’s questioning-answering ability
42
based on Bloom taxonomy from cycle I- cycle IV
Table 4.2: The Percentage of learning activity cycle I – cycle IV
44
Table 4.3: The Average of student’s learning outcomes from cycle I
47
to cycle IV
Table 4.4: The Percentage of student’s mastery level in cycle I- cycle IV
48
Table 4.5: The Percentage of student’s learning outcome completeness
49
from Cycle I to cycle IV
Table 4.6: The Percentage of student’s learning outcome based on
50
students’ ability to answer the question at the particular cognitive
level
xi
ix
FIGURE LIST
Figure 2.1: The Taxonomy of Educational Objectives
8
Figure 2.2: The example of Index Card
15
Figure 2.3: Ecosystem
18
Figure 2.4: Tundra
20
Figure 2.5: Taiga
21
Figure 2.6: Desert
21
Figure 2.7: Meadow
21
Figure 2.8: Savana
22
Figure 2.9: Tropical rain forest
22
Figure 2.10: Deciduous forest
23
Figure 2.11: Food chain
23
Figure 2.12: Food web
24
Figure 3.1: Design of ICM model implementation
31
Figure 4.1: Diagram of student’s questioning-answering ability in ICM
43
model on the ecosystem topic (cycle I- cycle IV)
Figure 4.2: Diagram of student’s activity of index card match
45
model implementation on ecosystem topic
Figure 4.3: The comparison of student’s activity from cycle-I to cycle-IV 46
Figure 4.4: Diagram of student’s learning outcomes of index card match
47
Figure 4.5: Diagram of Student Learning Outcome based on students
51
Ability to answer the question at the particular cognitive level
from cycle-I to cycle-IV
I
APPENDIX LIST
Appendix 1:
Syllabi
74
Appendix 2:
Lesson plan
75
Appendix 3:
Comprehension test on ecosystem topic in class X on
102
SMAN 1 Berastagi (cycle –I)
Appendix 4:
Comprehension test on ecosystem topic in class X on
106
SMAN 1 Berastagi (cycle –II)
Appendix 5:
Comprehension test on ecosystem topic in class X on
111
SMAN 1 Berastagi (cycle –III)
Appendix 6:
Comprehension test on ecosystem topic in class X on
115
SMAN 1 Berastagi (cycle –IV)
Appendix 7:
Key answer
120
Appendix 8:
Table validity and realibility
122
Appendix 9:
Calculation of validity instrument achievement test
123
Appendix 10: Calculation of realibility instrument achievement test
125
Appendix 11: Table of discrimination index
126
Appendix 12: Calculation of discrimination index
127
Appendix 13: Table of difficulty index
130
Appendix 14: Calculation of difficult index
131
Appendix 15: Analysis sheet of student’s questioning-answering on index 133
card in cycle-I
Appendix 16: Analysis sheet of student’s questioning-answering on index 137
card in cycle-II
Appendix 17: Analysis sheet of student’s questioning-answering on index 141
card in cycle-III
Appendix 18: Analysis sheet of student’s questioning-answering on index 145
card in cycle-IV
Appendix 19: Observation sheet of implementation ICM in ecosystem topic 149
card in cycle-IV
Appendix 20: Student’s activity in cycle-I
151
Appendix 21: Student’s activity in cycle-II
152
I
Appendix 22: Student’s activity in cycle-III
153
Appendix 23: Student’s activity in cycle-IV
154
Appendix 24: Pre-test score
155
Appendix 25: Post-test score in cycle-I
156
Appendix 26: Post-test score in cycle-II
157
Appendix 27: Post-test score in cycle-III
158
Appendix 28: Post-test score in cycle-IV
159
Appendix 29: Student’s learning outcomes based on cognitive level in
160
Cycle-I
Appendix 30: Student’s learning outcomes based on cognitive level in
161
Cycle-II
Appendix 31: Student’s learning outcomes based on cognitive level in
162
Cycle-III
Appendix 32: Student’s learning outcomes based on cognitive level in
Cycle-IV
163
1
CHAPTER I
INTRODUCTION
I.1. The Background of the Study
Biology is a branch of science which focus on living things. The
characteristic of biology learning is the using logical and rational thinking,
organized and discipline nature. Biology emerged from human curiosity in daily
problems. Numerous questions such as what, how, why and who are the questions
that always appear because human has sense and ability to learn (Prawirohartono:
4).
Based on Dewey learning theory, critical thinking is defined as the
intellectually disciplined process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and evaluating information gathered by
observation, experience, reflection, reasoning, or communication, as a guide to
belief and action. Student think things through for himself, raise question and find
relevant information by himself. Critical thinking attaches huge importance to
giving reasons and to evaluating reasons as well as possible. It is contrasting with
the kind of thinking in which student just receive ideas and information from
someone else, that is call a “passive process” ( Fisher, 2001).
Questions play an important role in the processes of teaching and learning
because children’s achievement and their level of engagement depend on the
types of questions. The national and international literature has mainly focused on
the importance of questioning as a teaching technique and as a strategy in
promoting interactive classrooms, teachers are not necessarily taught the essential
knowledge and skills to conduct effective questioning episodes which facilitate
higher-order thinking.
Haynes and Bailey (2003) in Lisa (2008 :95) emphasized the importance
of asking the right questions to stimulate students' critical thinking skills. Other
researchers Brown and Kelley (1986) in Lisa (2008: 95) also focused on
integrating questioning techniques into class discussions to support an educational
environment where students can demonstrate and practice critical thinking skills.
2
Based on practical teaching experiences in SMA Negeri 1 Berastagi, it was
found problems in carry out the learning process, especially the lack participation
of students for asking-answering activities in the classroom. Some students who
have high cognitive levels and activity that dominate the learning, while other
students just be silent and passive. Students ability for asking- answering and
critical thinking are very necessary to be improved.
This problems have confirmed by interviewing biology teacher in grade
ten . Based on the data student learning outcome of ecosystem topic in academic
year 2010/2011 still low 65, which is more than 50 % students have score under
KKM, while the minimum score is 75.
In learning process, teacher try to give knowledge and information as she
can and learners actively collect or accept it. The process of teaching and learning
is much dominated by memorizing activities. Teacher use power point media, but
most of students still passive because learning activity is teacher-centered and
media used by teacher is not enough to build cognitive domain of student.
Implementation of index card match models using various media in the
learning process is to generate student questioning ability and stimulate student
activity in learning, assist the effectiveness of the learning process, directing the
attention of students to concentrate on the content, facilitate the achievement of
the goal to understand and recall information provided. Learning becomes more
attractive, bringing a new variation for students learning experiences so that
students are not bored and not being passive, and can overcome the limitations
of the senses, space and time with presents an overview of the object being
studied in the classroom.
In common learning process, the topic just reviewed by student with
narrative summary and abandon their critical thinking. Index Card Match is
classroom review models that expected to develop student’s critical thinking by
improve questioning and solving problem ability in team work. This model
is suitable to be applied in the learning ecosystem because ecosystem is one of
the subject matter of biology that studies about the environment and its
components. Principles in ecosystem topic is very easy to be observed by students
3
and can raise many questions as it directly relates to life.
The relevance research concerning on index card match models conducted
by Emiyanti (2011). The results showed that the Index Card Match Model can
improve student’s motivation , this proves that the motivation to study have
increased fom 40.48% in first cycle to 62.36 % in the second cycle and in the third
cycle to be 80.68%.
Research relevance for index card match also have been done by Farihatul
( 2009) on the application of learning strategy Index Card Match (Looking
for Match) to improve learning outcomes on Photosynthesis topic in class VIII
in SMP AL-1 Surakarta Islamic School year 2008/2009. The result indicate
that application of learning ICM can improve students learning outcomes. The
result is 80% of reach the indicator of completeness.
From the description above, the author is interested in doing research on
The Implementation of Index Card Match Models (ICM) Using Various
Media to Improve Students’ Questioning-Answering Ability and Learning
Outcomes of Ecosystem in Class X SMA Negeri 1 Berastagi (Academic Year
2011/2012)
I.2. Problem Identification
Based on the background of the issues raised above, several issues can be
identified, namely:
1 . Learning process of ecosystem topic is teacher-centered .
2. Model used of ecosystem topic are not appropriate and less variation
3. Students have lack ability to ask question and think critically
4. Students have less courage to raise question and answer in english
5. The score on ecosystem topic in academic year 2010/2011 is still low 65, that
is more than 50% student get score under the minimum score (KKM), while
the score minimum (KKM) is 75.
I.3. Scope of Problem
The scope of problem in this research are:
4
1. This is a classroom action research (CAR) in ecosystem topic
2. Research was conducted in class X-2 SMA Negeri 1 Berastagi, which is still
lacking in questioning ability and learning outcomes
3. This research was conducted to observe student questioning ability and student
learning outcomes using index card match models and various media
I.4. Research Question
Based on the background and limitation issues, research problems are
formulated as follows:
1. Is there any improvement of students’ questioning-answering ability, during the
implementation of index card match model using various media of ecosystem
in class X SMA Negeri 1 Berastagi?
2. Is there any improvement of student learning outcomes, after implementation of
index card match model using various media of ecosystem in class X SMA
Negeri 1 Berastagi?
I.5. Objective
1. To know the improvement of students’ questioning-answering ability during
implementation of index card match model using various media of ecosystem
in class X SMA Negeri 1 Berastagi academic years 2011/2012
2. To know the improvement of student learning outcomes after implementation
of index card match model using various media of ecosystem in class X SMA
Negeri 1 Berastagi academic years 2011/2012
I.6. Significance
This research is expected to provide benefits as follows:
1. Give input to the author and teacher to choose and apply profer,effective and
efficient learning model in improving student questioning ability and student
learning outcomes.
2. Students are expected to have particular capabilities of asking- answering
question using critical thinking in english to create active learning.
5
2.
Provide input and information to the other researcher that perform the same
research topic.
1.7. Operational Definition
1. Index cards match model is used in active and joyful learning to review the
subject matter by finding pairs of index cards which is contain a question or
answer clue on ecosystem topic in class X SMA Negeri 1 Berastagi
2. Questioning ability is a must- have ability for student that will give important
role in the processes of teaching and learning because children’s achievement,
and their level of engagement, depend on the types of questions of ecosystem
topic class X semester II that can be observed using student’s questioninganswering sheet (Index Card)
3.
Various media is anything that can be used to distribute information about
ecosystem from teacher to student so it can stimulate thoughts, feelings,
concerns , interests and students attention in such a way which include power
point, video and concept map.
4. Learning outcomes is the result obtained by students after learning process on
ecosystem topic in Class X SMA Negeri 1 Berastagi that can be observed by
student’s comprehension test and observation sheet.
5. Ecosystem topic is about interaction between organisms and their non livingenvironment in a certain area. The topic include the hierarchy of life,
component of ecosystem, types of ecosystem, energy flow and biogeochemical
cycle at class X semester II that will be reviewed using index card match
model.
ii
CURRICULUM VITAE
Kristina Sitanggang was born in P.Siantar on October 31, 1990. Her
Father name is Drs. P. Sitanggang, SE, and her mother is H. Siahaan. The author
is the first child of five. In 1996, the author started the primary school in the SD
Parulian II Medan and graduated at 2002. The author continued to elementary
school in SMP Advent I Medan and graduated at 2005. She continued her high
school in SMA Advent I Medan and finished it 2008. The author was accepted in
Biology Bilingual Education Program in Faculty Mathematics and Natural
Sciences, State University of Medan in the same year (2008). Studying in the
program, she was the member of UKMKP (Unit Kegiatan Mahasiswa Kristen
Protestan) and involved in Biota (Biologi Pencinta Alam).