THE EFFECTIVENESS OF INTERACTIVE LEARNING MODULE WITH MACROMEDIA FLASH IN PROBLEM BASED LEARNING TO INCREASE STUDENTS ACHIEVEMENT AND FOSTER STUDENTS CREATIVITY IN TEACHING OF COLLOIDAL SYSTEM.
THE EFFECTIVENESS OF INTERACTIVE LEARNING MODULE WITH
MACROMEDIA FLASH IN PROBLEM BASED LEARNING TO
INCREASE STUDENT’S ACHIEVEMENT AND FOSTER
STUDENT’S CREATIVITY IN TEACHING OF
COLLOIDAL SYSTEM
By:
Ilmi Fadhilah Rizki
Reg. Number 4103332017
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
Ilmi Fadhilah Rizki was born in Medan on December 8th 1992. I growth in an
awesome family, with my beloved mother, the best mother in this world Yusse Trisna
Kurniati, S. Pd, my grandfather H.Hosein Jasra Sikumbang, and my grandmother Hj.
Yusnilam Yusuf. I entered Kindergarden in TK Swasta Hang-Tuah Belawan in 1996,
and then entered primary school in SD Swasta Hang-Tuah I Belawan in 1998,
continued elementary school in SMP Negeri 39 Medan. Then, I continued my study
in Senior High School in SMA Negeri 3 Medan. I start my college day in 2010, in
Chemistry Department, State University of Medan. And I am so proud to be the part
of Bilingual and International Class especially part of Bilingual Chemistry Education
2010 and I graduated on July, 15th 2014.
ACKNOWLEDGEMENT
Thanks to Almighty ALLAH SWT who always blessed me to complete my
thesis and always give me mercy so that this thesis research could be done on time.
This Thesis Had Title “The Effectiveness of Interactive Learning Module with
Macromedia Flash in Problem Based Learning to Increase Student’s Achievement
and Foster Student’s Creativity in Teaching of Colloidal System”. This thesis was
aim to fulfill the requirement for Degree of Chemistry Education, at Chemistry
Department of Faculty of Mathematics and Natural Science (FMIPA), State
University of Medan (Unimed).
I would like to said my gratitude to Prof. Drs. Motlan, M.Sc, Ph.D., as the
Dean of FMIPA Unimed, Prof. Dr.rer,nat Binari Manurung, M.Si., 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, I especially would like to said special gratitude to
Prof. Dr. Ramlan Silaban, M.Si., as Thesis Supervisor for his guidance because he
always give a tons of advice and suggestion in my thesis and also thanks to Prof. Drs.
Manihar Situmorang, M.Sc., Ph.D., as Academic Supervisor for his support and
advice when learning in college. The great thanks also go to alm. Prof. Dr. Suharta,
M.Si., Drs. Wesly Hutabarat, M.Sc., Dr. Retno Dwi Suyanti, M.Si., and Drs.
Jamalum Purba, M.Si as Thesis Examiner Lecturer. In all daily activities of them, I
was lucky because they always guide and give me lot of great and brilliant
suggestion.
I also said thanks to Drs. H. Ahmad Siregar as Headmaster of SMA Negeri 1
Medan, Drs. Sahlan Daulay, M.Pd as Headmaster of SMA Negeri 3 Medan, and Drs.
Sutrisno as Headmaster of SMA Swasta Dharmawangsa Medan. I also said thanks to
all the teachers who helped writer, giving suggestion and advice in the research Dra.
Sernita Sianturi, M.Si, Drs. Simon Manurung, M.Si, and Rosna, S.Pd.
The special gratitude to my beloved family, for all love, pray, support and
sacrifice for me, for my mother, the best mother in this world Yusse Trisna Kurniati,
S. Pd, my grandfather H.Hosein Jasra Sikumbang, and my grandmother Hj. Yusnilam
Yusuf. For my uncles who always call to support me, Ir. Andwihardy, Drs.
Firmansyah Hosen, and Ir. Muswir Wiratama, M.T and for all my big family.
Special thanks to Mr. David B. Sianipar, M.T who made my macromediaflash
for this research. Greatest thanks to all my friends in CESP 2010, great to have you,
great to know you, thank for this great awesome friendship. Thanks to Shofiyah,
Anggi, and Rudi for being my best ever, for the laugh, anger, sad, advice, love, smile,
and all, don’t let this over. Thanks for Kak Ika and Fredika, my motivation, who
always support me in my hopeless condition, best place to share for this research.
Thanks to these girls Amel and Sheila, who always support and for being my
gossiping place since senior high school. Thanks to my brother M. Iqbal Arif, S.E for
the place to share, wise words, motivation, and support. Thanks to Fery for our “we
know each other”, for your “crazy” suggestion, helping me so much and Windy my
best and cutest sister ever, thanks for your support, motivation and all life lessons.
Thanks to Sheila, Tari, and Ari (Shofiyah’s boarding house friend) for allowing me to
stay overnight when doing my thesis, for always support me. And also thanks to Indra
for your act, words, thinking,, so I can get a lesson “Mistakes is not a worst thing in
your life, sometimes it teach you to be more mature, to be a wise person”. And thanks
for all people, whose name can’t be mentioned, who always support me. I love you
all.
Medan, July 15th 2014
Writer,
Ilmi Fadhilah Rizki
ID. 4103332017
THE EFFECTIVENESS OF INTERACTIVE LEARNING MODULE WITH
MACROMEDIA FLASH IN PROBLEM BASED LEARNING TO
INCREASE STUDENT’S ACHIEVEMENT AND FOSTER
STUDENT’S CREATIVITY IN TEACHING OF
COLLOIDAL SYSTEM
Ilmi Fadhilah Rizki (Reg. Number 4103331017)
ABSTRACT
The effectiveness of Interactive Learning Module with Macromedia Flash in
the teaching of Colloidal System was the treatment that applied in this research. This
research was conducted in three different schools; those are SMA Negeri 1 Medan,
SMA Negeri 3 Medan and SMA Swasta Dharwangsa Medan by using the interactive
learning module in experimental class and using Direct Instruction with regular
chemistry textbook in control class. The effectivity of Interactive Learning Module to
increase Senior High School student’s achievement that was found based on their
ability to answer the test that consist of pretest as preliminary test and posttest as test
after treatment. And also to foster student’s creativity that was found by assessment
by descriptor by observe each students in every meeting from the creativity indicator
questionnaire. The result of this research showed that in experiment class, that taught
using interactive learning module have the percentage of gain is 74% and in control
class that taught using direct instruction using regular chemistry textbook have the
percentage of gain is 59%. The effectivity of interactive learning module with
macromedia flash by using Problem Based Learning (PBL) is 12.16%. The average
percentage of student’s creativity in experiment class is 89.42% and in control class is
85.17%. It means that the Interactive Learning Module with Macromedia Flash was
effective to increase student’s achievement and foster student’s creativity. From the
result of this research, this media especially Interactive Learning Module is suitable
applied in teaching and learning process in chemistry lesson, especially in topic
Colloidal System because it can improve student’s achievement and foster student’s
creativity.
CONTENTS LIST
Page
Legalization Paper
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Contents List
vi
Figures List
ix
Tables List
x
Appendix List
xii
CHAPTER I INTRODUCTION
1
1.1. Background
1
1.2. Problem Identification
4
1.3 Problem Statement
4
1.4 Problem Limitation
5
1.5 Research objectives
5
1.6 Research Benefits
6
1.7 Operational Definition
6
CHAPTER II LITERATURE REVIEW
7
2.1. Basic Principle of Learning
7
2.2. Learning Media
9
2.3. Learning Module
11
2.4. Problem Based Learning
13
2.5. Creativity
14
2.6. Colloidal System
16
2.6.1 The types of colloid
17
2.6.2 The properties of colloid
19
2.6.3 Liofil colloids and Liofob colloids
22
2.6.4 Water Treatment
23
2.6.5 Manufacture of Colloidal System
24
2.7. Conceptual Framework
26
2.8 Hypothesis
27
CHAPTER III RESEARCH METHODS
28
3.1. Overview of the Research
28
3.2. Research Location and Research Objects
28
3.3. Population and Sample
29
3.4 Research Variables
29
3.5 Research Design
30
3.6. Research Instrument
35
3.6.1 Validity Test
36
3.6.2 The Reliability
36
3.6.3 The Difficulty Level
37
3.6.4 Different Index
37
3.7 Data analysis techniques
38
3.7.1 Descriptive analysis
39
3.7.2 Inferential Analysis
40
3.7.2.1. Normality Test
40
3.7.2.2 Homogeneity Test
41
3.7.2.3 Normalized gain
41
3.7.2.4 Hypothesis Testing
41
3.7.3 Correlation Analysis Statistic
42
CHAPTER IV RESULT AND DISCUSSION
44
4.1 Survey of High School Chemistry Text Book
44
4.2 Analysis of High School Chemistry Text Book
44
4.3 The Development of Interactive Learning Module
54
4.4 Analysis of Instrument
56
4.4.1 Validity Test
56
4.4.2 Reliability Test
57
4.4.3 Difficulty level
57
4.4.4 Distinguish Index
57
4.5 Observation of Student’s Creativity
58
4.6 Data Analysis
58
4.6.1 Normality Test
60
4.6.2 Homogeneity Test
62
4.6.3 Hypothesis Test
63
4.6.3.1 The First Hypothesis Test
63
4.6.3.2 The Second Hypothesis Test
65
4.6.3.3 The Third Hypothesis Test
66
4.6.4 Percentage of Improved Learning Outcomes (Normalized Gain)
68
4.7 Discussion
68
CHAPTER IV CONCLUSION AND SUGGESTION
73
5.1 Conclusion
73
5.2 Suggestion
74
REFERENCES
75
TABLES LIST
Page
Table 2.1
Comparison properties of Solutions, Colloids, and
Suspensions
16
Table 2.2
Comparison of Colloidal Systems
18
Table 3.1
Research Treatment (Two classes, Pretest, and Post test)
31
Table 3.2
Instrument Specification
35
Table 4.1
The Result of Analysis of Book Code A on Topic
Colloidal System
Table 4.2
The Result of Analysis of Book Code B on Topic
Colloidal System
Table 4.3
49
The Result of Analysis of Book Code D on Topic
Colloidal System
Table 4.5
47
The Result of Analysis of Book Code C on Topic
Colloidal System
Table 4.4
45
51
The Average Score of Content, Extension, Depth, Design,
and Language of Chemistry Textbook that has been
analyzed
Table 4.6
53
The Result of Questionnaire Interactive Learning Module
Standardization by Chemistry Lecturer, Teachers, and
Students
Table 4.7
Average, Standard Deviation, Minimum and Maximum
Score of Pretest Data
Table 4.8
Table 4.9
54
59
Average, Standard Deviation, Minimum and Maximum
Score of Posttest Data
59
Average, Standard Deviation, Minimum and Maximum
59
Score of Gain Data
Table 4.10
Average, Standard Deviation, Minimum and Maximum
Score of Student’s Creativity Data
60
Table 4.11
Result of Normality Test (Using SPSS-15)
60
Table 4.12
Result of Normality Test (Using Chi-Square)
61
Table 4.13
Result of Homogeneity Test (Using SPSS-15)
62
Table 4.14
Result of Normality Test (Comparing with Ftable)
62
Table 4.15
Result of First Hypothesis Test
64
Table 4.16
T-test Based on Student’s Gain in Experiment and
Control Class
64
Table 4.17
Result of Second Hypothesis Test
65
Table 4.18
T-test Based on Student’s Gain in Experiment and
Control Class
66
Table 4.19
Result of Third Hypothesis Test (Regression Linearity)
67
Table 4.20
Result of Third Hypothesis Test (Correlation Test using
Table 4.21
SPSS-15)
67
Table category of gain in experimental and control class
68
APPENDIX LIST
Page
Appendix 1
Syllabus
77
Appendix 2
Lesson Plan (Control Class)
88
Appendix 3
Lesson Plan (Experimental Class)
101
Appendix 4
Instrument Test
117
Appendix 5
Table of Instrument Specification
126
Appendix 6
The Observation Sheet of Student’s Creativity Character
127
Appendix 7
Analysis of Suitability the Chemistry Textbook Materials
For Senior High School with 2013 Curriculum Content
Standard on Colloidal System by Expert Team
Appendix 8
Appendix 9
129
Questionnaire for Trial the Effectiveness of Interactive
Learning Module on Colloidal System
132
Calculation of Validity Instrument
133
Appendix 10 Calculation of Reliability Test
139
Appendix 11 Calculation of Difficulty Level
141
Appendix 12 Calculation of Distinguish Index
144
Appendix 13 Instrument Test (Valid)
148
Appendix 14 Table Result of Student’s Creativity in SMA Swasta
Dharwangsa Medan and SMA Negeri 3 Medan
154
Appendix 15 Result Data for Student in Experimental Class with Using
Interactive Learning Module and Problem Based Learning
(PBL) in 2 Senior High Schools
179
Appendix 16 Result Data for Student in Control Class with Using
Interactive Learning Module and Problem Based Learning
(PBL) in 2 Senior High Schools
183
Appendix 17 Result Data of Students in Experimental and Control
Class for 2 Senior High School (SMA
DHARMAWANGSA and SMAN 3 MEDAN)
187
Appendix 18 Result Data of Student’s Creativity in Experimental and
Control Class for 2 Senior High School
195
Appendix 19 Calculation of Normality Test
203
Appendix 20 Calculation Of Homogeneity Test
216
Appendix 21 Calculation of Hypothesis Testing I
222
Appendix 22 Calculation of Hypothesis Testing II
225
Appendix 23 Calculation of Hypothesis Testing III
228
Appendix 24 The Calculation of Correlation Test Hypothesis III
234
Appendix 25 Percentage Of Improved Learning Outcomes
(Normalized Gain)
237
Appendix 26 Result of Chemistry Textbook Analyzed by Expert
Team
245
Appendix 27 Result of Assessment The Interactive Learning
Module
246
Appendix 28 Interactive Learning Module
247
Appendix 29 Research Documentation
248
Appendix 30 Table of F Distribution
249
Appendix 31 Table of Chi-Square, t-Distribution and r Product
Moment
252
CHAPTER I
INTRODUCTION
1.1 Background
Learning is an interaction process between students with teachers and
learning sources in a learning environment. Learning is the support that is given
by teachers so that process of knowledge acquisition, mastery of character and
ability, and also the formation of attitudes and beliefs on the students can be
happened. In other words, learning is a process to help students to learn well. The
learning process experienced throughout the life of human and can apply
anywhere and anytime.
Learning has a similar meaning with teaching, although both of them have a
different connotation. In the education context, teachers teach so that students can
learn and master the lesson content to achieve something specified objective
(cognitive), can also influence attitude changing (affective aspect), and skills
(psychomotor aspects) of students, but this teaching process gives an impression,
it is just the only one side job, that is teacher’s job. While in learning process
implies the interaction between teachers and students.
Quality of learning depends on students’ motivation and teacher’s creativity.
Students who have high motivation are supported by teachers who are able to
facilitate the motivation to carry on the successful achievement of learning targets.
Learning targets can be measured through attitudes and abilities changing of
students through the learning process. Good instructional design, supported by
good facilities, coupled with teacher creativity will make students more easily to
reach the target of learning.
Learning media is a means of delivering a learning message to do with the
direct learning model that is the way the teacher acts as a transmitter of
information and in this case the teacher should use a variety of appropriate media.
Learning media is teaching and learning aids. All thing that can be used to
stimulate thoughts, feelings, concerns and the ability or skills of learners in order
to facilitate the process of learning.
Based on preliminary survey conducted in SMA Negeri 3 Medan in 2013 it
was found that the main problems frequently happen to the students is their
perceptions that think that chemistry is the hard materials. The big reasons of
students’ difficulties when studying chemistry is students still find difficulties to
understand the textbook that used in teaching and learning process and sometimes
the teachers cannot explain the materials very well. Other reasons of students’
difficulties are the teachers rarely to make some experiment in laboratory and
making some interactive media, and because of that the students feel bored
because they just know chemistry is a calculated material. Actually chemistry is
interested materials because chemistry can be finding directly in our daily life
phenomenon. Because of the reason, more than 75% of students agree that in
learning chemistry required learning support facilities such as modules that not
only contain words but also some picture and animation to make chemistry more
interested.
One effort that can be done to solve the problem as described above is adding
some learning media, which is using interactive learning module. According to
Nasution, (2005) The objective of learning module are, (1) to open the students’
challenge to study based on their acceleration, (2) to open the students’ challenge
to study on their learning styles, (3) to give the choice from a number of topic in a
subject matter, (4) to give the opportunity so that students are able to know their
weaknesses and revise it by remedial module, remedial test, or varicosity in
teaching style. There are some advantages of learning with the module according
to Mulyasa, (2003), as compared with other teaching materials are: (1) Focus on
individual abilities of students, because in fact they have the ability to work
independently and take more responsibility for their actions. (2) The control of the
learning outcomes through the use of competency standards within each module
that must be achieved by learners. (3) The relevance of the curriculum indicated
by the destination and way of achieving, so that learners can find the link between
learning and results to be obtained.
Interactive learning module contains some interactive learning, it means that
the students can be involve in the learning not only focus in the teacher. So, the
interactive learning module using macromedia flash to show animation and using
problem-based learning model to make students creative and have critical thinking
to solve some chemistry problem. Problem-based learning is characterized by
students working in pairs or small groups to investigate puzzling, real life
problem. In problem-based learning, students will give some problem that come
from real-life or from the environment phenomenon, and then they analyze them,
and discuss it in groups in class. This is very interactive learning, so that students
can change their perceptions about chemistry is a bored lesson, a lesson just can
calculate something.
It has been proved by Masitho Purnama Sari in her Research entitled The
Effectiveness of Interactive Learning Module to Improve SHS Student’s Learning
Outcomes on The Teaching of Redox. The results of her research in SMA Negeri
3 Medan are students who use learning modules is 50.92% higher than students
without use learning modules which amounted to 36.94% and it is also in SMA
Swasta Al-Ulum Medan are students who use learning module is 44.5% higher
than students without use learning modules which amounted to 36.90%. It is also
proved by Dameita Sumbayak in her research entitled The Development of
Chemistry Learning Module To Increase Student’s Achievement on The Teaching
and Learning of Oxidation and Reduction Reaction. The result of her research on
the experimental class (used learning module) is 52.48% higher than the control
class (without used learning module) is 51.12%. It is shown for students who
learn chemistry without use module is higher than students who learn chemistry
without use module. It can see in the result of research, the average of students
learning outcomes with using module higher than the average of students learning
outcomes without using module.
Interactive learning module in problem-based learning designed learning
actively, because in the learning process, students no longer act as passive learners
who just listen and record teacher when teaching, but they are active learners. In
the interactive learning module in problem-based learning, teacher act as
managers, advisors, councilors, facilitators, and the drivers of student learning
activities. Teachers will give basic problem that found in daily life related with
chemistry topic, and then students will analyze that by using experimentally in a
small group discussion. Not only experimentally activity in interactive learning
module also has multi-media concepts, that is macromedia flash. It will make an
animation, so the students will become interest and understand deeply about the
chemistry topics. Looking at the problem of learning as above, researcher
interested in conducting research that’s title “The Effectiveness of Interactive
Learning Module with Macromedia Flash in Problem Based Learning to
Increase Student’s Achievement and Foster Student’s Creativity in Teaching
of Colloidal System
1.2 Problem Identification
Based on the backgrounds that have been raised from the issues, the
problem can be identified are:
1. The ability of students to understand and apply chemical concepts
is still low, because they think that chemistry is not interested
based on the textbook that they used
2. There are still the chemistry book that is not suitable with
curriculum nowadays as learning media
3. Teachers always have difficulties to prepare interactive media in
teaching and learning process
4. The textbook used in senior high school still not using the facilities
such as, laboratory, computer, internet to the maximum using for
chemistry learning
1.3. Problem Statement
Based on the background above, the problem statement of this research
are:
1. How is the teacher’s perception on colloidal system as the subject
matter on the textbooks composed based on KTSP curriculum that
is being used?
2. How is the respond of lecturer, teacher, and students on the
interactive learning module composed based on 2013 curriculum
in colloidal system as the subject matter?
3. Are the student’s achievement between using interactive learning
module is higher than student’s achievement with textbook
regularly publisher?
4. How does the effectiveness of interactive learning modules on the
teaching of colloidal system to foster student’s creativity?
5. How much the correlation of creativity towards student’s
achievement on the teaching of colloidal system?
1.4 Problem Limitation
This research was limited to the problem on the arranging and applying the
interactive learning module with macromedia flash animation in problem-based
learning on the teaching of colloidal system by comparing the class which using
the interactive learning module with the class without using interactive learning
module in XI grade 2nd semester.
1.5 Research objectives
The purposes of this research are:
1. To obtain teacher's perception on colloidal system as the subject
matter on the textbooks based on KTSP curriculum that is being
used
2. To obtain the interactive learning module based on 2013
curriculum that is suitable for students to their competence in topic
colloidal system
3. To know the student’s achievement that using interactive learning
module is higher than student’s achievement with textbook
regularly publisher.
4. To know the effectiveness of interactive learning modules to foster
student creativity on the teaching of colloidal system
5. To know the contribution of creativity towards student’s
achievement on the teaching of colloidal system.
1.6. Research Benefits
The benefits of this research are:
1. As input material for chemistry teachers to use this interactive
learning module as learning media that will be used in teaching of
the learning material especially colloidal system
2. As a comparison or input for researcher who want to investigate
the effectiveness of this interactive learning module in student’s
achievement and student’s creativity that is related with this
research objectives
1.7. Operational Definition
1. SHS is refers to Senior High School
2. Learning Module is one of the teaching materials are packed full
and systematic, in it contains a set of learning experiences planned
and designed to help students master the specific learning
objectives
3. Learning outcomes is the ability of students after the teaching and
learning process, include in student’s achievement as cognitive
aspect and student’s character as affective aspect
4. Interactive Learning Module means module which is used
computer programme not only Mc. Power Point to show the slide
but also macromedia flash to show the animation and it is followed
by CD interactive which had contains some explanation about the
topic, picture, video, and animation related to the topic
73
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
From the data analysis, researcher could conclude:
1. The teacher’s perception on colloidal system as the subject matter on the
textbooks composed based on KTSP curriculum for grade XI in 2nd semester
was good. But in some criteria (content, extension, depth, design, and
language) in chemistry textbooks are need to be revised. The extension and
depth of subject matter should be explain deeply, the design of chemistry
textbook should be interested with figure and need some animation, and the
language of chemistry textbook should be interactive so it can foster student’s
creativity. So researcher had a revision and made the interactive learning
module which is aim to increase student’s achievement and foster student’s
creativity.
2. The respond of lecturer, teachers, and students on the interactive learning
module that has been composed by researcher based on 20131 curriculums in
colloidal system as the subject matter was very good. It can be seen that the
score that they give in the questionnaire for interactive learning module was
very good. The interactive learning module also has been validated by expert
team and didn’t need to revise
3. Student’s achievement that is taught by using Interactive Learning Module
with macromedia flash in Problem Based Learning has significant higher than
students that is taught by using Direct Instruction on the topic Colloidal
System. The student’s achievement taught with interactive learning module is
higher than student’s achievement without using interactive learning module.
74
4. The interactive learning module can foster student’s creativity because the
average of percentage in all meeting of student that taught with interactive
learning module with macromedia flash in Problem Based Learning is
significant higher that student’s that taught with Direct Instruction without
interactive learning module. And the student’s creativity has significant higher
in both of the treatment
5. The student’s creativity and student’s achievement is directly proportional and
has positive correlation in student’s that is taught using interactive learning
module with macromedia flash in Problem Based Learning. The higher
achievement that the student’s get, it is also influence of the student’s
creativity, so the percentage of the creativity is higher also.
5.2 Suggestion
From the result of research, there are some suggestion in order to increase
student’s achievement and foster student’s creativity, those are:
1. For chemistry teacher, it is so important to use standard interactive
learning module with macromedia flash in Problem Based Learning
because it can increase student’s achievement and student’s creativity.
And also in interactive learning module, the teaching and learning process
will be more interactive and interested so the student’s will be enjoy
studying and understand the subject matter more
2. For other researcher, that will be doing the research can using this research
as reference in increasing student’s achievement and student’s creativity
by using interactive learning module with macromedia flash in Problem
Based Learning, because this treatment is better than Direct Instruction
and this is effectively increasing student’s achievement and foster
student’s creativity
75
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MACROMEDIA FLASH IN PROBLEM BASED LEARNING TO
INCREASE STUDENT’S ACHIEVEMENT AND FOSTER
STUDENT’S CREATIVITY IN TEACHING OF
COLLOIDAL SYSTEM
By:
Ilmi Fadhilah Rizki
Reg. Number 4103332017
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
Ilmi Fadhilah Rizki was born in Medan on December 8th 1992. I growth in an
awesome family, with my beloved mother, the best mother in this world Yusse Trisna
Kurniati, S. Pd, my grandfather H.Hosein Jasra Sikumbang, and my grandmother Hj.
Yusnilam Yusuf. I entered Kindergarden in TK Swasta Hang-Tuah Belawan in 1996,
and then entered primary school in SD Swasta Hang-Tuah I Belawan in 1998,
continued elementary school in SMP Negeri 39 Medan. Then, I continued my study
in Senior High School in SMA Negeri 3 Medan. I start my college day in 2010, in
Chemistry Department, State University of Medan. And I am so proud to be the part
of Bilingual and International Class especially part of Bilingual Chemistry Education
2010 and I graduated on July, 15th 2014.
ACKNOWLEDGEMENT
Thanks to Almighty ALLAH SWT who always blessed me to complete my
thesis and always give me mercy so that this thesis research could be done on time.
This Thesis Had Title “The Effectiveness of Interactive Learning Module with
Macromedia Flash in Problem Based Learning to Increase Student’s Achievement
and Foster Student’s Creativity in Teaching of Colloidal System”. This thesis was
aim to fulfill the requirement for Degree of Chemistry Education, at Chemistry
Department of Faculty of Mathematics and Natural Science (FMIPA), State
University of Medan (Unimed).
I would like to said my gratitude to Prof. Drs. Motlan, M.Sc, Ph.D., as the
Dean of FMIPA Unimed, Prof. Dr.rer,nat Binari Manurung, M.Si., 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, I especially would like to said special gratitude to
Prof. Dr. Ramlan Silaban, M.Si., as Thesis Supervisor for his guidance because he
always give a tons of advice and suggestion in my thesis and also thanks to Prof. Drs.
Manihar Situmorang, M.Sc., Ph.D., as Academic Supervisor for his support and
advice when learning in college. The great thanks also go to alm. Prof. Dr. Suharta,
M.Si., Drs. Wesly Hutabarat, M.Sc., Dr. Retno Dwi Suyanti, M.Si., and Drs.
Jamalum Purba, M.Si as Thesis Examiner Lecturer. In all daily activities of them, I
was lucky because they always guide and give me lot of great and brilliant
suggestion.
I also said thanks to Drs. H. Ahmad Siregar as Headmaster of SMA Negeri 1
Medan, Drs. Sahlan Daulay, M.Pd as Headmaster of SMA Negeri 3 Medan, and Drs.
Sutrisno as Headmaster of SMA Swasta Dharmawangsa Medan. I also said thanks to
all the teachers who helped writer, giving suggestion and advice in the research Dra.
Sernita Sianturi, M.Si, Drs. Simon Manurung, M.Si, and Rosna, S.Pd.
The special gratitude to my beloved family, for all love, pray, support and
sacrifice for me, for my mother, the best mother in this world Yusse Trisna Kurniati,
S. Pd, my grandfather H.Hosein Jasra Sikumbang, and my grandmother Hj. Yusnilam
Yusuf. For my uncles who always call to support me, Ir. Andwihardy, Drs.
Firmansyah Hosen, and Ir. Muswir Wiratama, M.T and for all my big family.
Special thanks to Mr. David B. Sianipar, M.T who made my macromediaflash
for this research. Greatest thanks to all my friends in CESP 2010, great to have you,
great to know you, thank for this great awesome friendship. Thanks to Shofiyah,
Anggi, and Rudi for being my best ever, for the laugh, anger, sad, advice, love, smile,
and all, don’t let this over. Thanks for Kak Ika and Fredika, my motivation, who
always support me in my hopeless condition, best place to share for this research.
Thanks to these girls Amel and Sheila, who always support and for being my
gossiping place since senior high school. Thanks to my brother M. Iqbal Arif, S.E for
the place to share, wise words, motivation, and support. Thanks to Fery for our “we
know each other”, for your “crazy” suggestion, helping me so much and Windy my
best and cutest sister ever, thanks for your support, motivation and all life lessons.
Thanks to Sheila, Tari, and Ari (Shofiyah’s boarding house friend) for allowing me to
stay overnight when doing my thesis, for always support me. And also thanks to Indra
for your act, words, thinking,, so I can get a lesson “Mistakes is not a worst thing in
your life, sometimes it teach you to be more mature, to be a wise person”. And thanks
for all people, whose name can’t be mentioned, who always support me. I love you
all.
Medan, July 15th 2014
Writer,
Ilmi Fadhilah Rizki
ID. 4103332017
THE EFFECTIVENESS OF INTERACTIVE LEARNING MODULE WITH
MACROMEDIA FLASH IN PROBLEM BASED LEARNING TO
INCREASE STUDENT’S ACHIEVEMENT AND FOSTER
STUDENT’S CREATIVITY IN TEACHING OF
COLLOIDAL SYSTEM
Ilmi Fadhilah Rizki (Reg. Number 4103331017)
ABSTRACT
The effectiveness of Interactive Learning Module with Macromedia Flash in
the teaching of Colloidal System was the treatment that applied in this research. This
research was conducted in three different schools; those are SMA Negeri 1 Medan,
SMA Negeri 3 Medan and SMA Swasta Dharwangsa Medan by using the interactive
learning module in experimental class and using Direct Instruction with regular
chemistry textbook in control class. The effectivity of Interactive Learning Module to
increase Senior High School student’s achievement that was found based on their
ability to answer the test that consist of pretest as preliminary test and posttest as test
after treatment. And also to foster student’s creativity that was found by assessment
by descriptor by observe each students in every meeting from the creativity indicator
questionnaire. The result of this research showed that in experiment class, that taught
using interactive learning module have the percentage of gain is 74% and in control
class that taught using direct instruction using regular chemistry textbook have the
percentage of gain is 59%. The effectivity of interactive learning module with
macromedia flash by using Problem Based Learning (PBL) is 12.16%. The average
percentage of student’s creativity in experiment class is 89.42% and in control class is
85.17%. It means that the Interactive Learning Module with Macromedia Flash was
effective to increase student’s achievement and foster student’s creativity. From the
result of this research, this media especially Interactive Learning Module is suitable
applied in teaching and learning process in chemistry lesson, especially in topic
Colloidal System because it can improve student’s achievement and foster student’s
creativity.
CONTENTS LIST
Page
Legalization Paper
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Contents List
vi
Figures List
ix
Tables List
x
Appendix List
xii
CHAPTER I INTRODUCTION
1
1.1. Background
1
1.2. Problem Identification
4
1.3 Problem Statement
4
1.4 Problem Limitation
5
1.5 Research objectives
5
1.6 Research Benefits
6
1.7 Operational Definition
6
CHAPTER II LITERATURE REVIEW
7
2.1. Basic Principle of Learning
7
2.2. Learning Media
9
2.3. Learning Module
11
2.4. Problem Based Learning
13
2.5. Creativity
14
2.6. Colloidal System
16
2.6.1 The types of colloid
17
2.6.2 The properties of colloid
19
2.6.3 Liofil colloids and Liofob colloids
22
2.6.4 Water Treatment
23
2.6.5 Manufacture of Colloidal System
24
2.7. Conceptual Framework
26
2.8 Hypothesis
27
CHAPTER III RESEARCH METHODS
28
3.1. Overview of the Research
28
3.2. Research Location and Research Objects
28
3.3. Population and Sample
29
3.4 Research Variables
29
3.5 Research Design
30
3.6. Research Instrument
35
3.6.1 Validity Test
36
3.6.2 The Reliability
36
3.6.3 The Difficulty Level
37
3.6.4 Different Index
37
3.7 Data analysis techniques
38
3.7.1 Descriptive analysis
39
3.7.2 Inferential Analysis
40
3.7.2.1. Normality Test
40
3.7.2.2 Homogeneity Test
41
3.7.2.3 Normalized gain
41
3.7.2.4 Hypothesis Testing
41
3.7.3 Correlation Analysis Statistic
42
CHAPTER IV RESULT AND DISCUSSION
44
4.1 Survey of High School Chemistry Text Book
44
4.2 Analysis of High School Chemistry Text Book
44
4.3 The Development of Interactive Learning Module
54
4.4 Analysis of Instrument
56
4.4.1 Validity Test
56
4.4.2 Reliability Test
57
4.4.3 Difficulty level
57
4.4.4 Distinguish Index
57
4.5 Observation of Student’s Creativity
58
4.6 Data Analysis
58
4.6.1 Normality Test
60
4.6.2 Homogeneity Test
62
4.6.3 Hypothesis Test
63
4.6.3.1 The First Hypothesis Test
63
4.6.3.2 The Second Hypothesis Test
65
4.6.3.3 The Third Hypothesis Test
66
4.6.4 Percentage of Improved Learning Outcomes (Normalized Gain)
68
4.7 Discussion
68
CHAPTER IV CONCLUSION AND SUGGESTION
73
5.1 Conclusion
73
5.2 Suggestion
74
REFERENCES
75
TABLES LIST
Page
Table 2.1
Comparison properties of Solutions, Colloids, and
Suspensions
16
Table 2.2
Comparison of Colloidal Systems
18
Table 3.1
Research Treatment (Two classes, Pretest, and Post test)
31
Table 3.2
Instrument Specification
35
Table 4.1
The Result of Analysis of Book Code A on Topic
Colloidal System
Table 4.2
The Result of Analysis of Book Code B on Topic
Colloidal System
Table 4.3
49
The Result of Analysis of Book Code D on Topic
Colloidal System
Table 4.5
47
The Result of Analysis of Book Code C on Topic
Colloidal System
Table 4.4
45
51
The Average Score of Content, Extension, Depth, Design,
and Language of Chemistry Textbook that has been
analyzed
Table 4.6
53
The Result of Questionnaire Interactive Learning Module
Standardization by Chemistry Lecturer, Teachers, and
Students
Table 4.7
Average, Standard Deviation, Minimum and Maximum
Score of Pretest Data
Table 4.8
Table 4.9
54
59
Average, Standard Deviation, Minimum and Maximum
Score of Posttest Data
59
Average, Standard Deviation, Minimum and Maximum
59
Score of Gain Data
Table 4.10
Average, Standard Deviation, Minimum and Maximum
Score of Student’s Creativity Data
60
Table 4.11
Result of Normality Test (Using SPSS-15)
60
Table 4.12
Result of Normality Test (Using Chi-Square)
61
Table 4.13
Result of Homogeneity Test (Using SPSS-15)
62
Table 4.14
Result of Normality Test (Comparing with Ftable)
62
Table 4.15
Result of First Hypothesis Test
64
Table 4.16
T-test Based on Student’s Gain in Experiment and
Control Class
64
Table 4.17
Result of Second Hypothesis Test
65
Table 4.18
T-test Based on Student’s Gain in Experiment and
Control Class
66
Table 4.19
Result of Third Hypothesis Test (Regression Linearity)
67
Table 4.20
Result of Third Hypothesis Test (Correlation Test using
Table 4.21
SPSS-15)
67
Table category of gain in experimental and control class
68
APPENDIX LIST
Page
Appendix 1
Syllabus
77
Appendix 2
Lesson Plan (Control Class)
88
Appendix 3
Lesson Plan (Experimental Class)
101
Appendix 4
Instrument Test
117
Appendix 5
Table of Instrument Specification
126
Appendix 6
The Observation Sheet of Student’s Creativity Character
127
Appendix 7
Analysis of Suitability the Chemistry Textbook Materials
For Senior High School with 2013 Curriculum Content
Standard on Colloidal System by Expert Team
Appendix 8
Appendix 9
129
Questionnaire for Trial the Effectiveness of Interactive
Learning Module on Colloidal System
132
Calculation of Validity Instrument
133
Appendix 10 Calculation of Reliability Test
139
Appendix 11 Calculation of Difficulty Level
141
Appendix 12 Calculation of Distinguish Index
144
Appendix 13 Instrument Test (Valid)
148
Appendix 14 Table Result of Student’s Creativity in SMA Swasta
Dharwangsa Medan and SMA Negeri 3 Medan
154
Appendix 15 Result Data for Student in Experimental Class with Using
Interactive Learning Module and Problem Based Learning
(PBL) in 2 Senior High Schools
179
Appendix 16 Result Data for Student in Control Class with Using
Interactive Learning Module and Problem Based Learning
(PBL) in 2 Senior High Schools
183
Appendix 17 Result Data of Students in Experimental and Control
Class for 2 Senior High School (SMA
DHARMAWANGSA and SMAN 3 MEDAN)
187
Appendix 18 Result Data of Student’s Creativity in Experimental and
Control Class for 2 Senior High School
195
Appendix 19 Calculation of Normality Test
203
Appendix 20 Calculation Of Homogeneity Test
216
Appendix 21 Calculation of Hypothesis Testing I
222
Appendix 22 Calculation of Hypothesis Testing II
225
Appendix 23 Calculation of Hypothesis Testing III
228
Appendix 24 The Calculation of Correlation Test Hypothesis III
234
Appendix 25 Percentage Of Improved Learning Outcomes
(Normalized Gain)
237
Appendix 26 Result of Chemistry Textbook Analyzed by Expert
Team
245
Appendix 27 Result of Assessment The Interactive Learning
Module
246
Appendix 28 Interactive Learning Module
247
Appendix 29 Research Documentation
248
Appendix 30 Table of F Distribution
249
Appendix 31 Table of Chi-Square, t-Distribution and r Product
Moment
252
CHAPTER I
INTRODUCTION
1.1 Background
Learning is an interaction process between students with teachers and
learning sources in a learning environment. Learning is the support that is given
by teachers so that process of knowledge acquisition, mastery of character and
ability, and also the formation of attitudes and beliefs on the students can be
happened. In other words, learning is a process to help students to learn well. The
learning process experienced throughout the life of human and can apply
anywhere and anytime.
Learning has a similar meaning with teaching, although both of them have a
different connotation. In the education context, teachers teach so that students can
learn and master the lesson content to achieve something specified objective
(cognitive), can also influence attitude changing (affective aspect), and skills
(psychomotor aspects) of students, but this teaching process gives an impression,
it is just the only one side job, that is teacher’s job. While in learning process
implies the interaction between teachers and students.
Quality of learning depends on students’ motivation and teacher’s creativity.
Students who have high motivation are supported by teachers who are able to
facilitate the motivation to carry on the successful achievement of learning targets.
Learning targets can be measured through attitudes and abilities changing of
students through the learning process. Good instructional design, supported by
good facilities, coupled with teacher creativity will make students more easily to
reach the target of learning.
Learning media is a means of delivering a learning message to do with the
direct learning model that is the way the teacher acts as a transmitter of
information and in this case the teacher should use a variety of appropriate media.
Learning media is teaching and learning aids. All thing that can be used to
stimulate thoughts, feelings, concerns and the ability or skills of learners in order
to facilitate the process of learning.
Based on preliminary survey conducted in SMA Negeri 3 Medan in 2013 it
was found that the main problems frequently happen to the students is their
perceptions that think that chemistry is the hard materials. The big reasons of
students’ difficulties when studying chemistry is students still find difficulties to
understand the textbook that used in teaching and learning process and sometimes
the teachers cannot explain the materials very well. Other reasons of students’
difficulties are the teachers rarely to make some experiment in laboratory and
making some interactive media, and because of that the students feel bored
because they just know chemistry is a calculated material. Actually chemistry is
interested materials because chemistry can be finding directly in our daily life
phenomenon. Because of the reason, more than 75% of students agree that in
learning chemistry required learning support facilities such as modules that not
only contain words but also some picture and animation to make chemistry more
interested.
One effort that can be done to solve the problem as described above is adding
some learning media, which is using interactive learning module. According to
Nasution, (2005) The objective of learning module are, (1) to open the students’
challenge to study based on their acceleration, (2) to open the students’ challenge
to study on their learning styles, (3) to give the choice from a number of topic in a
subject matter, (4) to give the opportunity so that students are able to know their
weaknesses and revise it by remedial module, remedial test, or varicosity in
teaching style. There are some advantages of learning with the module according
to Mulyasa, (2003), as compared with other teaching materials are: (1) Focus on
individual abilities of students, because in fact they have the ability to work
independently and take more responsibility for their actions. (2) The control of the
learning outcomes through the use of competency standards within each module
that must be achieved by learners. (3) The relevance of the curriculum indicated
by the destination and way of achieving, so that learners can find the link between
learning and results to be obtained.
Interactive learning module contains some interactive learning, it means that
the students can be involve in the learning not only focus in the teacher. So, the
interactive learning module using macromedia flash to show animation and using
problem-based learning model to make students creative and have critical thinking
to solve some chemistry problem. Problem-based learning is characterized by
students working in pairs or small groups to investigate puzzling, real life
problem. In problem-based learning, students will give some problem that come
from real-life or from the environment phenomenon, and then they analyze them,
and discuss it in groups in class. This is very interactive learning, so that students
can change their perceptions about chemistry is a bored lesson, a lesson just can
calculate something.
It has been proved by Masitho Purnama Sari in her Research entitled The
Effectiveness of Interactive Learning Module to Improve SHS Student’s Learning
Outcomes on The Teaching of Redox. The results of her research in SMA Negeri
3 Medan are students who use learning modules is 50.92% higher than students
without use learning modules which amounted to 36.94% and it is also in SMA
Swasta Al-Ulum Medan are students who use learning module is 44.5% higher
than students without use learning modules which amounted to 36.90%. It is also
proved by Dameita Sumbayak in her research entitled The Development of
Chemistry Learning Module To Increase Student’s Achievement on The Teaching
and Learning of Oxidation and Reduction Reaction. The result of her research on
the experimental class (used learning module) is 52.48% higher than the control
class (without used learning module) is 51.12%. It is shown for students who
learn chemistry without use module is higher than students who learn chemistry
without use module. It can see in the result of research, the average of students
learning outcomes with using module higher than the average of students learning
outcomes without using module.
Interactive learning module in problem-based learning designed learning
actively, because in the learning process, students no longer act as passive learners
who just listen and record teacher when teaching, but they are active learners. In
the interactive learning module in problem-based learning, teacher act as
managers, advisors, councilors, facilitators, and the drivers of student learning
activities. Teachers will give basic problem that found in daily life related with
chemistry topic, and then students will analyze that by using experimentally in a
small group discussion. Not only experimentally activity in interactive learning
module also has multi-media concepts, that is macromedia flash. It will make an
animation, so the students will become interest and understand deeply about the
chemistry topics. Looking at the problem of learning as above, researcher
interested in conducting research that’s title “The Effectiveness of Interactive
Learning Module with Macromedia Flash in Problem Based Learning to
Increase Student’s Achievement and Foster Student’s Creativity in Teaching
of Colloidal System
1.2 Problem Identification
Based on the backgrounds that have been raised from the issues, the
problem can be identified are:
1. The ability of students to understand and apply chemical concepts
is still low, because they think that chemistry is not interested
based on the textbook that they used
2. There are still the chemistry book that is not suitable with
curriculum nowadays as learning media
3. Teachers always have difficulties to prepare interactive media in
teaching and learning process
4. The textbook used in senior high school still not using the facilities
such as, laboratory, computer, internet to the maximum using for
chemistry learning
1.3. Problem Statement
Based on the background above, the problem statement of this research
are:
1. How is the teacher’s perception on colloidal system as the subject
matter on the textbooks composed based on KTSP curriculum that
is being used?
2. How is the respond of lecturer, teacher, and students on the
interactive learning module composed based on 2013 curriculum
in colloidal system as the subject matter?
3. Are the student’s achievement between using interactive learning
module is higher than student’s achievement with textbook
regularly publisher?
4. How does the effectiveness of interactive learning modules on the
teaching of colloidal system to foster student’s creativity?
5. How much the correlation of creativity towards student’s
achievement on the teaching of colloidal system?
1.4 Problem Limitation
This research was limited to the problem on the arranging and applying the
interactive learning module with macromedia flash animation in problem-based
learning on the teaching of colloidal system by comparing the class which using
the interactive learning module with the class without using interactive learning
module in XI grade 2nd semester.
1.5 Research objectives
The purposes of this research are:
1. To obtain teacher's perception on colloidal system as the subject
matter on the textbooks based on KTSP curriculum that is being
used
2. To obtain the interactive learning module based on 2013
curriculum that is suitable for students to their competence in topic
colloidal system
3. To know the student’s achievement that using interactive learning
module is higher than student’s achievement with textbook
regularly publisher.
4. To know the effectiveness of interactive learning modules to foster
student creativity on the teaching of colloidal system
5. To know the contribution of creativity towards student’s
achievement on the teaching of colloidal system.
1.6. Research Benefits
The benefits of this research are:
1. As input material for chemistry teachers to use this interactive
learning module as learning media that will be used in teaching of
the learning material especially colloidal system
2. As a comparison or input for researcher who want to investigate
the effectiveness of this interactive learning module in student’s
achievement and student’s creativity that is related with this
research objectives
1.7. Operational Definition
1. SHS is refers to Senior High School
2. Learning Module is one of the teaching materials are packed full
and systematic, in it contains a set of learning experiences planned
and designed to help students master the specific learning
objectives
3. Learning outcomes is the ability of students after the teaching and
learning process, include in student’s achievement as cognitive
aspect and student’s character as affective aspect
4. Interactive Learning Module means module which is used
computer programme not only Mc. Power Point to show the slide
but also macromedia flash to show the animation and it is followed
by CD interactive which had contains some explanation about the
topic, picture, video, and animation related to the topic
73
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
From the data analysis, researcher could conclude:
1. The teacher’s perception on colloidal system as the subject matter on the
textbooks composed based on KTSP curriculum for grade XI in 2nd semester
was good. But in some criteria (content, extension, depth, design, and
language) in chemistry textbooks are need to be revised. The extension and
depth of subject matter should be explain deeply, the design of chemistry
textbook should be interested with figure and need some animation, and the
language of chemistry textbook should be interactive so it can foster student’s
creativity. So researcher had a revision and made the interactive learning
module which is aim to increase student’s achievement and foster student’s
creativity.
2. The respond of lecturer, teachers, and students on the interactive learning
module that has been composed by researcher based on 20131 curriculums in
colloidal system as the subject matter was very good. It can be seen that the
score that they give in the questionnaire for interactive learning module was
very good. The interactive learning module also has been validated by expert
team and didn’t need to revise
3. Student’s achievement that is taught by using Interactive Learning Module
with macromedia flash in Problem Based Learning has significant higher than
students that is taught by using Direct Instruction on the topic Colloidal
System. The student’s achievement taught with interactive learning module is
higher than student’s achievement without using interactive learning module.
74
4. The interactive learning module can foster student’s creativity because the
average of percentage in all meeting of student that taught with interactive
learning module with macromedia flash in Problem Based Learning is
significant higher that student’s that taught with Direct Instruction without
interactive learning module. And the student’s creativity has significant higher
in both of the treatment
5. The student’s creativity and student’s achievement is directly proportional and
has positive correlation in student’s that is taught using interactive learning
module with macromedia flash in Problem Based Learning. The higher
achievement that the student’s get, it is also influence of the student’s
creativity, so the percentage of the creativity is higher also.
5.2 Suggestion
From the result of research, there are some suggestion in order to increase
student’s achievement and foster student’s creativity, those are:
1. For chemistry teacher, it is so important to use standard interactive
learning module with macromedia flash in Problem Based Learning
because it can increase student’s achievement and student’s creativity.
And also in interactive learning module, the teaching and learning process
will be more interactive and interested so the student’s will be enjoy
studying and understand the subject matter more
2. For other researcher, that will be doing the research can using this research
as reference in increasing student’s achievement and student’s creativity
by using interactive learning module with macromedia flash in Problem
Based Learning, because this treatment is better than Direct Instruction
and this is effectively increasing student’s achievement and foster
student’s creativity
75
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