THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING (CTL) WITH MULTIMEDIA BASED ON COMPUTER TO IMPROVE COMMUNICATIVE AND INCREASE STUDENTS ACHIEVEMENT IN HYDROCARBON TOPIC.
THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNI NG (CTL ) WITH MULT IME DIA B ASED ON
COMPUTER TO IMPROVE COMMUNICATIVE AND INCREASE STUDENT’S ACHIEVEMENT IN
H Y D R O C A R B O N T O PI C
B y :
Ervi Luthfi Sheila Wanni Lubis Reg. Number : 4103332003 Chemistry Education Study Program
THESIS
Submitted to Fullfill the Requirement for Getting the Degree of Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY of MATHEMATICS and NATURAL SCIENCES STATE UNIVERSITY of MEDAN
MEDAN 2014
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ACKNOWLEDGEMENT
The greatest praise and thankfulness to the almighty God, Allah SWT for his gracious and blessing who always provide health, spirit, strenght and everything to the writer in finishing this thesis welll and accordance to the planning time. and prophet Muhammad SAW.
This thesis with title “ The Implementation of Contextual Teaching and Learning with Multimedia Based on Computer to Grow Communicative and Increase Student Achievement and in Hydrocarbon Topic” has been arranged to obtain of Sarjana Pendidikan in Department of Chemistry,Faculty of Mathematic and Natural Science, State University of Medan.
In this opportunity, I would like to express the great appreciation to Prof.Dr. Ramlan Silaban, M.Si nad also (the late) Prof. Dr. Suharta, M.Si, as my thesis supervisor that gives so many guidance and suggestion to prepare this thesis and Prof. Drs. Manihar Situmorang, M.Sc., Ph.D., Dr. Ajat Sudrajat, M.Si., and Drs. Jamalum Purba,M.Si as the thesis examiners for their advices,suggestion, guidance, comment and correction for completing this thesis.
and Also to Eddyanto Ph.D as the writer’s academic supervisor. And also to Prof. Dr. Ramlan Silaban, M,Si, Dr. Retno Dwi Suyanti M.Si and Drs Jamalum Purba, M.Si as validator of research instrument.
I also says thanks to Prof. Drs. Motlan, M.Sc., Ph.D., as the dean faculty of
Mathematic and Natural Science, State University of Medan, then Prof. Dr. Herbert Sipahutar, M.S., and Prof. Dr.rer.nat. Binari Manurung, M.Si as
head of Bilingual Program. And also to Dr. Iis Siti Jahro, M.Si as the secretary of Bilingual Program.
I gratitude also thanks to principal of SMAN 1 Sunggal, Drs. Ramli Siregar, principal of MAS PAB, M.Si. Drs. H.M. Fauzi, MA, principal of SMAN 16, Dra Hj.Sri Irawati, M.Pd. Then also to teachers, Dra. T. Br Ginting M.Si,
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R Pardede S. Pd, M.Si and Elvi Syafrini M.pd who has given their helping, motivation and support to finish this research.
The deepest and special gratitude, appreciation and love to my beloved parents, Drs Marwan Lubis and Dra Mega Erni Siregar for their endless love, support, prays, motivation and careness and also to my beloved brothers, Doli Maulana Gama Samudra Lubis that most stubborn in our home and Dimas Fadhillah M. Akbar Lubis that most “unyu unyu” because always wasting our food in our home but they give me the meaning of true family. And this thesis dedicated to my Opung Rambe (the late) that always wants be the first go to my Graduation day.
And special thanks also goes to my best friend, Nurul (ndut,that crazy of food), Shanty (santo, my most dilligent friend), Ika (tonenk, my rival for handsome korean idol/actor), fredika (mbak fred, my friend that most stubborn) and Nia (nia rahmania, my kindness friend) that accompany me during in university, always with me trough in happy time and sad time during be a student and that give me surprise in my birthday that never forgeted. Also would like say thanks for all my classmate in Bilingual Chemistry ’10 Ilmi (offer of PHP), Rudi (the stranger’s friend in class), Cici ( the older one in class), Andre (best couple in class), Debby (the most kreak in class), Dewi, Ferry, Mora, Lina (Funniest’friend), Indra (the best labil komting), Rayhan (religious girl), Nike (that always share korean drama to me) , Nitta, Yogi (the smartest boy in class), Yasir (the best boy in class) and Rabiah, that make me feel what is true classmate and there no more crazy than hanging out with all of you guys.
And special thanks for my friend in rest house jln M. Yakub no 130, Shofiyah (that always grepe2 me in our room), Tari (the sensual girl if she dancing) and Ari (most crazy if she disturb abang malaysia in font of our kos) and Melisa (the best style sleep time and sensasional) that give me support and discussion to finishing this thesis. Also to my thesis team, Fenny and Anggi that always together meet our thesis supervisor and to solve problem of this thesis .
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And the last for Jannah (most wises friend in kos gang jambu) and Nadiroh (the smooth girl in old kos) for their kindness in early years in university and accompany me from PAMB until now. And say thanks to my friends in PPLT SMAN 2 Kisaran Shelly, Kiki, Kartika, Uli, Sartika, Rofi, Tri, Dian, Elfan and Eska that accompany in during become real teacher and give me unforgettable moment. .
Finally, I say thanks to all my video in laptop (music video, film and drama), music video of India, Super Junior (especially Kyuhyun), EXO (especially Kriss and Luhan), Infinite (especially Hoya and Woo Young) and another korean Boyband that make my brain refresh after watching them and accompany me in doing my thesis until early morning.
The writer hope this thesis would be useful for everyone who like to explore more about about learning method and learning media that suitable to learn hidrocarbon and another subject in chemistry.
Medan, Juli 2014
Writer
Ervi Luthfi Sheila Wanni Lubis
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CONTENT
Page
LEGALIZATION PAPER i
BIOGRAPHY ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
CONTENT vii
LIST OF TABLE xi
LIST OF PICTURE xii
LIST OF APPENDIX xiii
CHAPTER I . INTRODUCTION
1.1 Research Background 1
1.2 Problem Identification 4
1.3 Scope of Research 4
1.4 Problem Statement 5
1.5 Research Objective 5
1.6 Research Benefit 6
1.7 Operational Defenition 6
CHAPTER II. LITERATURE REVIEW
2.1 Learning and Learning Outcomes 8
2.1.2 Learning outcomes 10
2.2 Character Education 11
2.2.1 Communicative 12
2.3 Contextual Teaching and Learning 15
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2.4 Direct Instruction 17
2.5 Media and Multimedia 19
2.5.1 Classification of Media 20
2.5.2 Multimedia 20
2.5.2.1 Privileged Multimedia 21
2.6 Hydrocarbon 21
2.6.1 Uniquess of Atom Carbon 22
2.6.2 Grouping Hydrocarbon 23
2.6.2.1 Alkanes 24
2.6.2.2 Alkenes 26
2.6.2.3 Alkynes 28
2.6.3 Isomer 29
2.6.4 Reaction of Hydrocarbon 31
2.6.5 Uses of Hydrocarbon 32
2.7 Previous Research 34
2.8 Conceptual Framework 35
2.9 Hypothesis 36
CHAPTER III. METHODOLOGY RESEARCH 37
3.1 Research Location and Research Object 37
3.2 Population and Sample 37
3.3 Research Variable 38
3.4 Research Design 39
3.5 Research Procedure 40
3.6 Research Instrument 44
3.6.1 Validity test 44
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3.6.3 Difficulty Index 46
3.6.4 Discrimination Index 47
3.6.5 Distructror Index 47
3.7 Data Collection and Analysis 48
3.7.1 Normality Test 49
3.7.2 Homogenity Test 50
3.7.3 Normalized Gain 50
3.7.4 Effectiveness of student’s achivement 50
3.8 Hypothesis Testing 50
CHAPTER IV. RESULT AND DISCUSSION 50 4.1 Description of CTL in Hydrocarbon Topic 51
4.2 Analysis of Instrument Data 52
4.2.1 Validation 53
4.2.2 Realibility 54
4.2.3 Difficulty Index 54
4.2.4 Discrimination Index 54
4.2.5 Distructor Index 54
4.3 Result Data of Research 56
4.3.1 Student’s character (communicative) 56 4.3.2 Result of Experiment Class 57
4.3.3 Result of Control Class 57
4.3.4 Result Data of Gain 58
4.4 Analysis Test of Data 58
4.4.1 Normality Test 58
4.4.1.1. Student’s Character 59 4.4.1.2 Student’s Achievement 59
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4.4.2 Homogenity Test 59
4.4.2.1 Student’s Character 60
4.4.2.2 Student’sAchievement 60
4.4.3 Hypothesis Test 60
4.4.3.1 Hypothesis Test 1 61
4.4.3.2 Hypothesis Test 2 61
4.4.4 Increasing Student’s Achievement 62 4.4.5 Effectiveness of Student’s Achievement 63
4.5. Discussion 63
CHAPTER V . CONCLUSION AND SUGGESTION 66
5.1 Conclusion 66
5.2 Suggestion 67
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LIST OF TABLE
Table 3.1 Population of Research 37
Table 3.2 Sample of Resesarch 38
Table 3.3 Design of Research 39
Table 3.4 Categorized of Content Validity 45 Table 4.1 Description of CTL in Hydrocarbon 52 Table 4.2 Summary of Analysis of Instrument Test 55 Table 4.3 Student’s Character (communicative) 56 Table 4.4 Result of Experiment Class 57 Table 4.5 Result of Control Class 57
Table 4.6 Result Data of Gain 58
Table 4.7 Normality Data of Student’s Character. 59 Table 4.8 Normality Test of Student’s Character 59 Table 4.9 Homogenity Test of Student’s Character 60 Table 4.10 Homogenity Test of Student’s Achievement 60 Table 4.11 Hypothesis Test of Student’s Achievement 61 Table 4.12 Hypothesis Test of Student’s Character 62
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LIST OF FIGURE
Figure 2.1 Dale’s cone of Experiment 19 Figure 2.2 Classification of Hydrocarbon 22
Figure 2.3 Molecule of Alkanes 24
Figure 2.4 Molecule of Alkenes 27
Figure 3.1 Overview of Research on student’s Achievement 42 Figure 3.2 Overview of Research on student’s Character 43
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LIST OF APPENDIX
Appendix 1 Silabus 70
Appendix 2 Lesson Plan Experiment class 76 Appendix 3 Lesson Plan Control Class 86
Appendix 4 Test Categories 95
Appendix 5 Observation Sheet 107
Appendix 6 Media for Research 117
Appendix 7 Instrument Test Hasil Belajar 128
Appendix 8 Key Answer 133
Appendix 9 Validity Test 134
Appendix 10 Reability Test 138
Appendix 11 Difficulty Test 139
Appendix 12 Discrimination Index 141
Appendix 13 Distructor Index 143
Appendix 14 Data of Student’s Achievement 145
Appendix 15 Observation of Student’s Character 151
Appendix 16 Normality Test 171
Appendix 17 Homogenity Test 179
Appendix 18 Hypothesis Test 181
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CHAPTER I
INTRODUCTION
1.1 Research Background
Based on Undang Undang of Republic of Indonesia, number 20 in 2003 about National Education System, Learning is a process of interaction with teacher and student and learning resources in a learning environment. And in Undang Undang about education system defined that National education serves to develop skills and form the character and civilization of dignity in the context of the intellectual life of the nation, aimed at developing students' potentials in order to become a man of faith and fear of God Almighty, noble, healthy, knowledgeable, skilled, creative, independent , and become citizens of a democratic and accountable. Therefore, the national education should function optimally as a key vehicle in nation-building and character. Because if citizen of Indonesia has good character, future of Indonesia will be more good.character is related strenght to character moral, so if student has good character they will be good moral. Character education in applying in school for improvement character of student.
Curriculum 2013 focused on the goal to encourage learners or students, better able to make observations, ask questions, reasoning, and communicating (present) what they earn after receiving the subject matter. The curriculum has also objects more emphasis on natural phenomena, social, cultural and arts. National education serves to develop and form the character and civilization of dignity in the context of the intellectual life of the nation (Republic law number 20 of 2003 on National Education System). Based on the functions and objectives of the national education curriculum development must be rooted in the national culture, national life today, and the life of the nation in the foreseeable future. From above explanation, educational system goals and curriculum 2013 education character is need applying in education. Character education for student is basic
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for improvement character, improvement moral for build good citizenship. Character and moral is related.
Chemistry is a difficult subject. That is the asumption of chemistry, that is two factor that influence to difficulty chemistry on school. First factor is assume of student that chemistry is difficult, second factor is strategy learning using of teacher is not suitable or make student difficult for understanding the subject matter. Learning strategy involve about model, method and media. Some school have difficult for preparing media learning and make teacher difficult for doing variation in learning. Exactly its make student’s interest and help student for studying about chemistry.
The impact of less learning media create monoton learning and not interest for student and make student not have motivation for studying chemistry. This problem make writer interest for applying one variation of strategy learning, that is learning model and computer media . Contextual Teaching and Learning (CTL) that help teacher relate the content to be studied and encourage student to make connection between the knowledge possessed by the application in everyday life. CTL model is a type of learning model that better applying to student. Because with this model student will understand nature phenomena related to chemistry subject to help students see meaning in the academic material they are learning by linking academic subjects in the context of their daily lives.
In this type of learning model students will be motivated and want to know why that phenomena’s occurs. this model will make curiosity of student more higher to chemistry matter, will learn about what occurs in around of them. Contextual teaching and learning (CTL) applying chemistry to real thing in around of us. Student will can conduct chemistry to their real life, so it will more understand because not just imagine, not assume that all chemistry is abstract matter.
Now, we are in technologically era. Computer technology or internet is worldwide and commonly in our life. our life cant separated from technology
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especially computer/ laptop or internet. Computer technology can we use for a lot of activitity like make easy to doing a job. If we connect to internet, we can know anything in the world. Can searching about what we want. Student can studying in internet and internet also make people more nearly with social network. Based on the function of computer, computer also can use for make teaching process more easy. Computer-based instructional media that is able to present real subject, as we know Chemistry is abstract matter. We learning about knowledge in around of us that cant we see directly. Chemistry learning science in more little aspect like atom, substance and compound and its cant we see with our eyes .With computer we can presenting that subject with real picture or real video. Student not just imagine what they learning but they can see in media computer what they will learning. And with computer make learning process is more effectively time, slide ppt in computer will make learning process is more interest and make time of learning process is effective than in blackboard/ whiteboard. Searching learning material that support our permoncance in class and present in the class. Teaching process not monoton, because presenting video, slide or another one make student more interest than just listening teacher in front of class.
Hydrocarbon is chemistry topic in even semester taught in X grade. Hydrocarbon is about alkanes, alkenes and alkynes, grouping of hydrocarbon based on aromatic and aliphatic, saturated and unsaturated, isomer and reaction, and uses of hydrocarbon in daily life. Many application of Hydrocarbon in our daily life. With contextual learning conduct chemistry to real life, so student required to memorize and understand many concept because student know directly in real world.
Based on above explain Researcher will do modification appropriate with chemistry subject. In senior high school class XI found standard competence appropriate with contextual teaching learning (CTL) model that is understanding about hydrocarbon . Much student not understanding and not know chemical substance make researcher interest to choose materi about acid base as sub materi which development in CTL model. Because it researcher make this research.
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Chemistry is abstract matter will understand by student will use modern technology that are computer, with computer wee can see materi of chemistry by picture, video or slide which we cant see with our eyes directly. Chemistry as difficult subject matter will understand by student with use learning model (CTL), with CTL student will understand nature phenomena or daily incident connected to knowledge and be democration because they working together in their group for solve problem.
Based on above research, the researcher is interested to conduct research with title “The Implementation of Contextual Teaching and Learning (CTL) with Multimedia Based on Computer to Grow Communicative and Increase Student’s Achievement in Hydrocarbon Topic .”
1.2 Problem Identification
Based on above background, problem identification of this research as follow : 1) Chemistry is difficult subject for student.
2) Hydrocarbon is subject matter which learning about concept and memo rising that bored for student.
3) Learning model and learning media are still less aplication in school 4) Student achievement influence by learning model and learning media 5) So far, learning proces centered on teacher so student’s character not
grow because student just listening.
1.3 Scope of Research
Based on the identification of problem above, this study is limited only see student’s learning outcomes in hydrocarbon chemistry topic. That taught in class X grade senior high school in even semester at academic year 2013/2014 in SMAN 1 Sunggal, SMAN 16 Medan and MAS PAB 1. Learning will doing by Contextual teaching and learning (CTL) with multimedia based on computer.
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1.4 Problem Statement
Using make contextual teaching learning (CTL) model have some problem such as:
1) Is student achievement taught with contextual teaching and learning ( CTL) is better than student achievement taught with direct instruction in hydrocarbon?
2) Is growth character of comunicative in learning with contextual teaching and learning (CTL) is better than learning with direct intruction?
3) How many effectivity of student’s achievement taught by Contextual Teaching and Learning (CTL) compare than student’s achievement taught by Direct Instruction?
1.5 Research Objective Objective of this research are :
1) To increase student achievement taught with contextual teaching and learning ( CTL) is better than student achievement taught with direct instruction in hydrocarbon topic
2) To growth characteric of comunicative in learning with contextual teaching and learning (CTL) is better than learning with direct intruction. 3) To know the effectivity of student achievement taught by contextual
teaching and learning (CTL) compare than student’s achievement taught by direct instruction.
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1.6 Benefit of Research The benefit of this research:
1) For student, learning model with model in research hopely can help student understanding about chemistry subject specially in hydrocarbon and with use this media and learning model can increase student achievement in this materi include cognitive, psicomotoric and affective domain.
2) For teacher, the result of this research can give information about the effectiveness of using media and learning model that can use as alternatif learning for help student to increase student achievement.
3) For other reseracher, the result of this research can give contribution to same problem or as refferences in same research with different topic.
1.7. Operational Defenition
1) CTL is a cornerstone philosophy is a philosophy of learning contructivism emphasize that learning is not just memorize, but recontruction or build new knowledge and skills through the facts or propositions which they experience in life. Contextual learning or contextual teaching and learning (CTL) is a concept which helps teachers learn to associate the learning material with real-world situations students and encourage students to make connections between the knowledge possessed by its application in daily life. students' knowledge and skills obtained from the students construct their own knowledge and new skills when he studied.
2) Multimedia technology is one of the new technologies in the world of computers that have excess to make a more complete study media . multimedia contains various media in one making it easier for teachers to present material. students feel involved in the learning process is interactive multimedia technology you indulge. Furht ( High 1996) from
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Atlantic University , Florida defines multimedia ascombination of various media ; texts , graphics , animation , images and video .
3) Character education consists of two words, namely education and character. Education is a lifelong process and the embodiment of self-formation intact in terms of the development of all potential in order to meet all mankind as a commitment individual, social, and as being God (Siswoyo, 2007). From the definition it can be concluded that education Is forming themselves fully conducted by educators to learners. According to the language, the characters are nature or habit, while according to psychologists, the character is a belief systems and habits directing the actions of an individual (Alicia, 2008). According Soemarno, character is the actualization of the potential and internalization of moral values from outside be a part of his personality. of two definition of a character can be interpreted as a reflection of one's actions .
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. CONCLUSION
Based on the above result, can conclude that :
1. Student’s achievement taught by contextual teaching and learning (CTL) is significant better than student achievement taught by Direct Instruction with sig of hypothesis is 0.000, its means Ha is accepted and Ho is rejected
2. Grow of comunicative’s student in learning taught by contextual teaching and learning (CTL) is significant better than learning taught by Direct Instruction with sig of hypothesis is 0.000, its means Ha is accepted and Ho is rejected.
3. The effectivity of student’s achievement taught by contextual teaching and learning (CTL) with multimedia based on computer is 22.53 %
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5.2. SUGGESTION
Based on descussion and conclusion above researcher can suggest :
1) For teacher and teacher’s candidate, the result of this research can give information about method for applying as alternative method of character education in hydrocarbon or another subject in class to increasing
student’s achievement and grow student’s character (especially in
communicative)
2) For students other reseracher, that will be doing research can using this research as comprehend increasing students’s achievement and student’s character especially in hydrocarbon topic. And can variate this method certain withsubject that will learn.
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BIOGRAPHY
Ervi Luthfi Sheila Wanni Lubis was born in Medan, Desember 10th 1991. Father’s
name is Drs. Marwan Lubis and Mother’s name is Dra. Mega Erni Siregar. The
writer is first child of three sibling. In 1997, the writer entered in TK SKB Bt. Angkola and graduated in 1998. In 1998 the writer continued in SD 146934 Padang Nauli Bt, Angkola and graduated in 2004. In 2004 continued in SMP Negeri 1 Bt.Angkola and graduated in 2007. In 2007 entered in SMAN 1 Bt. Angkola and graduated in 2010. In 2010, the writer accepted in Bilingual Chemistry Education Study Program, Faculty of Mathematic and Natural Science, State University of Medan and graduated in 2014. During the academic program, the writer active followed national and International Seminar.
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1.4 Problem Statement
Using make contextual teaching learning (CTL) model have some problem such as:
1) Is student achievement taught with contextual teaching and learning ( CTL) is better than student achievement taught with direct instruction in hydrocarbon?
2) Is growth character of comunicative in learning with contextual teaching and learning (CTL) is better than learning with direct intruction?
3) How many effectivity of student’s achievement taught by Contextual Teaching and Learning (CTL) compare than student’s achievement taught by Direct Instruction?
1.5 Research Objective Objective of this research are :
1) To increase student achievement taught with contextual teaching and learning ( CTL) is better than student achievement taught with direct instruction in hydrocarbon topic
2) To growth characteric of comunicative in learning with contextual teaching and learning (CTL) is better than learning with direct intruction. 3) To know the effectivity of student achievement taught by contextual
teaching and learning (CTL) compare than student’s achievement taught by direct instruction.
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1.6 Benefit of Research The benefit of this research:
1) For student, learning model with model in research hopely can help student understanding about chemistry subject specially in hydrocarbon and with use this media and learning model can increase student achievement in this materi include cognitive, psicomotoric and affective domain.
2) For teacher, the result of this research can give information about the effectiveness of using media and learning model that can use as alternatif learning for help student to increase student achievement.
3) For other reseracher, the result of this research can give contribution to same problem or as refferences in same research with different topic.
1.7. Operational Defenition
1) CTL is a cornerstone philosophy is a philosophy of learning contructivism emphasize that learning is not just memorize, but recontruction or build new knowledge and skills through the facts or propositions which they experience in life. Contextual learning or contextual teaching and learning (CTL) is a concept which helps teachers learn to associate the learning material with real-world situations students and encourage students to make connections between the knowledge possessed by its application in daily life. students' knowledge and skills obtained from the students construct their own knowledge and new skills when he studied.
2) Multimedia technology is one of the new technologies in the world of computers that have excess to make a more complete study media . multimedia contains various media in one making it easier for teachers to present material. students feel involved in the learning process is interactive multimedia technology you indulge. Furht ( High 1996) from
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Atlantic University , Florida defines multimedia ascombination of various media ; texts , graphics , animation , images and video .
3) Character education consists of two words, namely education and character. Education is a lifelong process and the embodiment of self-formation intact in terms of the development of all potential in order to meet all mankind as a commitment individual, social, and as being God (Siswoyo, 2007). From the definition it can be concluded that education Is forming themselves fully conducted by educators to learners. According to the language, the characters are nature or habit, while according to psychologists, the character is a belief systems and habits directing the actions of an individual (Alicia, 2008). According Soemarno, character is the actualization of the potential and internalization of moral values from outside be a part of his personality. of two definition of a character can be interpreted as a reflection of one's actions .
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. CONCLUSION
Based on the above result, can conclude that :
1. Student’s achievement taught by contextual teaching and learning (CTL) is significant better than student achievement taught by Direct Instruction with sig of hypothesis is 0.000, its means Ha is accepted and Ho is rejected
2. Grow of comunicative’s student in learning taught by contextual teaching and learning (CTL) is significant better than learning taught by Direct Instruction with sig of hypothesis is 0.000, its means Ha is accepted and Ho is rejected.
3. The effectivity of student’s achievement taught by contextual teaching and learning (CTL) with multimedia based on computer is 22.53 % compare than student’s achievement taught by direct instruction.
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5.2. SUGGESTION
Based on descussion and conclusion above researcher can suggest :
1) For teacher and teacher’s candidate, the result of this research can give information about method for applying as alternative method of character education in hydrocarbon or another subject in class to increasing student’s achievement and grow student’s character (especially in communicative)
2) For students other reseracher, that will be doing research can using this research as comprehend increasing students’s achievement and student’s character especially in hydrocarbon topic. And can variate this method certain withsubject that will learn.
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BIOGRAPHY
Ervi Luthfi Sheila Wanni Lubis was born in Medan, Desember 10th 1991. Father’s name is Drs. Marwan Lubis and Mother’s name is Dra. Mega Erni Siregar. The writer is first child of three sibling. In 1997, the writer entered in TK SKB Bt. Angkola and graduated in 1998. In 1998 the writer continued in SD 146934 Padang Nauli Bt, Angkola and graduated in 2004. In 2004 continued in SMP Negeri 1 Bt.Angkola and graduated in 2007. In 2007 entered in SMAN 1 Bt. Angkola and graduated in 2010. In 2010, the writer accepted in Bilingual Chemistry Education Study Program, Faculty of Mathematic and Natural Science, State University of Medan and graduated in 2014. During the academic program, the writer active followed national and International Seminar.