THE DEVELOPMENT OF INNOVATIVE LEARNING MODULE ON THE TEACHING OF ACID AND BASE SOLUTION BASED ON CURRICULUM 2013.
iii
The Development of Innovative Learning Module on the Teaching of Acid
and Base Based On Curriculum 2013
Cici Purnama Sari (4103332013)
Abstract
The objective of this research is to know the effectiveness of innovative
learning module and it can increase student’s achievement on the teaching of Acid
and Base Solution. This research is a type of Research and Development (R & D),
the research that is used to produce instructional design, and test the effectiveness
of the product. Population in this research consisted of all students in North
Sumatera. Samples are students Grade XI in MAN 1 Medan, MAN 2 Model
Medan, and SMAN 1 Perbaungan. The samples are selected by pretest to divide
class into two, namely experiment class that used innovative learning module and
another class namely control class that used their textbook in learning process and
then every class grouped based on their achievement in pretest to categorized the
relative high achievement and low achievement. The instrument that used is
evaluation test and a set of standard questionnaire. The product in this research is
innovative chemistry learning module that had been standardized by lectures,
teachers, and students. The average of questionnaire is 3.52, so it is valid. The
data result are distributed normally and homogeny and can increase students
achievement that seen in increasing value of posttest-1 in experiment class in high
group (77.500 ± 6.960) and low group (75.167 ± 5.212) and in control class in
high group (74.000 ± 7.037) and low group (70.000 ± 8.015) that is higher than
pretest value. The effectiveness of innovative chemistry learning module can seen
in posttest-2 in experiment class in high group (81.167 ± 6.490) and low group
(77.167 ± 6.816) and in control class in high group (74.500 ± 6.510) and low
group (72.000 ± 7.173). The average increase of student’s achievement percentage
of high group which is given chemistry module is 35.095% while in low group is
61.025%.
Keyword: innovative learning module, acid and base, student’s achievement,
effectivity
iv
ACKNOWLEDGEMENT
Thanks to the Almighty God, Allah SWT who has blessed the writer to
complete this thesis. This thesis is aimed to fulfill the requirement for degree of
Sarjana Pendidikan at the Chemistry Department of Faculty of Mathematics and
Natural Science (FMIPA) in State University of Medan (UNIMED).
In completing this thesis the writer has received a lot of assistance. The
writer especially would like to express my special gratitude to my beloved
extraordinary parents, Suharjito and Juliati for their moral and financial support,
patience, pray, and everything during in college and the completion of this thesis.
The writer’s gratitude also goes to my thesis supervisor, Prof. Drs.
Manihar Situmorang, M.Sc., Ph.D., for his valuable time spent in giving
encouragement, guidance, and suggestion until this thesis is completed. And also
thanks to Dra. Ani Sutiani, M.Si., as my academic supervisor. The great thanks to
Prof. Ramlan Silaban M.Si., Dr. Marham Sitorus, M.Si., and Dr. Zainuddin
Muchtar, M.Si., as my examiner lecturers who gave comment, suggestion, and
guidance for completing this thesis.
The gratitude thanks to Prof. Drs. Motlan, M.Sc., Ph.D., as the dean
Faculty of Mathematics and Natural Sciences, State University of Medan, then
Dr.rer.nat.Binari Manurung, M.Si., as the head of Bilingual Program and Dr.Iis
Siti Jahro,M.Si., as secretary of Bilingual Program. And also thanks to
Syamsuddin, S.E., as bilingual staff for helping in administrative assistance and
kindness.
The writer’s gratitude also goes to H. Ali Masran Daulay, S.Pd., MA., the
principal of MAN 1 Medan, Dr. H. Burhanuddin, M.Pd., the principal of MAN 2
Model Medan, and Drs. Suhairi M.Pd., the principal of SMA Negeri 1
Perbaungan, and also all teachers, Mardiani S.Pd, Suyati, S.Pd, and Rusdi
Tanjung, S.Pd., who helped, gave motivation, and support me to finish the
research.
v
My special thanks to Fauzi Kharisma Putra (Genteer) for his support and
patience, and everything. The gratitude also goes to Khairul Munir and Firial
Lusiana for their support and prays during the completion of this thesis.
The gratitude is also directed to my beloved sisters, Winda Astuti and
Windi Dianti. And thanks to my nephew, M. Alwi Wildavsky.
And thanks to my entire classmate in Bilingual Chemistry Education 2010
for support and make me laugh. And thanks to Serab (Mak Biah / Rabiah
(Bilchem)), Kojek (Liza (Bilbio)), Amuk (Anggi(Bilmath)), Selamin (Kosel / Sela
(Bilmath)), Kurni (Rani (Bilbio)), Cimin (Rici (Bilphys)), Kofer (Feri (Bilchem)),
Kojon (Jolandak / Jovan (Bilphys)), and Yuledai (Uli (Bilmath)) for make me
laugh, funny time, “jahil” time, and all our madness.
Finally, the writer hopes this thesis would be useful for everyone who like
to explore more about the learning media and method that suitable to learn acid
and base notably and chemistry generally.
Medan,
Juni 2014
Writer,
Cici Purnama Sari
vi
CONTENTS
Legalization Paper
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Contents
vi
Figure List
vii
Table List
ix
CHAPTER I INTRODUCTION
1.1. Background
1.2. Problem Identification
1.3. Problem Formulation
1.4. Problem Limitation
1.5. Research Objectives
1.6. Research Benefits
1
1
3
4
4
5
5
CHAPTER II LITERATURE STUDY
2.1. Learning Material
2.1.1. Types of Learning Material
2.1.2. Role of Learning Material
2.1.3. Chemistry Module as Teaching Media
2.1.4. Innovative Module
2.1.5. Purpose Teaching Module
2.1.6. The Advantages of Module
2.2. Curriculum
2.2.1. Development of Chemistry Curriculum
2.2.2. Curriculum 2013 of Chemistry
2.2.3. The Wisdom of Implementation of Curriculum 2013
2.2.4. The Characteristics of Curriculum 2013
2.3. Acid and Base Solution
2.3.1. Properties of Acid and Base
2.3.2. Indicators Acid and Base
2.3.3. The Degree of Acidity (pH)
2.4. Conceptual Framework
2.5. Hypothesis
7
7
7
9
10
11
11
12
12
13
15
23
24
25
27
28
30
31
31
vii
CHAPTER III RESEARCH METODOLOGY
3.1. Place and Time Research
3.2. Population and Sample
3.3. Research Variable and Instrument
3.4. Research Procedure
3.5. Data Collection Techniques
3.6. Data Analysis Techniques
3.6.1. Normality Test
3.6.2. Homogeneity Test
3.6.3. Hypothesis Test
3.6.4. Effectiveness Percentage
32
32
32
33
34
39
40
41
41
41
42
CHAPTER IV RESULT AND DISCUSSION
4.1. Survey of Chemistry Textbook in Senior high School
4.2. Analysis of Chemistry Textbook
4.3. The Development of Innovative Chemistry Learning Module
4.4. Standardization of Innovative Chemistry Learning Module
4.5. Development of Instrumentation
4.6. Inferential Analysis
4.6.1. Normality Test
4.6.2. Homogeneity Test
4.7. Effectivity of Innovative Learning Module on the Teaching
of Acid and Base
4.7.1. Before Teaching Treatment
4.7. 2. After Teaching Treatment
4.8. The Percentage of Student’s Achievement
4.9. The Percentage of Effectivity
4.10. Discussion
43
43
43
49
54
56
56
56
57
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion
5.2. Suggestion
65
65
66
References
67
58
58
59
62
63
63
viii
FIGURE LIST
Figure 2.1. Red and Blue Litmus
28
Figure 2.2. Blue and red litmus changes when put in a solution of
acid and base
29
Figure 3.1. Flow chart of research procedure of development of
learning material on the teaching of acid and base solution
based on curriculum 2013
Figure 4.1. The comparison of feasibility for books that analyzed
34
49
ix
TABLE LIST
Table 2.1. Role of Instructional Materials for Teacher and Students
10
Table 2.2. The core competence and basic competence of
chemistry in curriculum 2013
18
Table 2.3. The Changing paradigm or mindset on curriculum 2013
24
Table 2.4. Litmus paper changes in the state of acids and bases
29
Table 2.5. Some acid-base indicator solution
29
Table 3.1. The design of the research of developed learning
module to increase student’s achievement
29
Table 3.2. Analysis of suitability the chemistry learning textbooks
or module for Senior High School with Curriculum 2013
on teaching of acid and base solution
35
Table 3.3. Questionnaire for Standardizing the Innovative Learning
Module of Chemistry on the Topic Acid and Base
37
Table 4.1 The Result of Standard Analysis of Book Code A, B, C, D
Contents on the Topic of Acid and Base
44
Table 4.2 The suggested sub-chapter for innovative learning module
of acid and base
45
Table 4.3 Average Percentage of Feasibility of Content, Feasibility
of Extension, Feasibility of Depth, Feasibility of Design
and Feasibility of Language for Books that Analyzed
46
Table 4.4 Type of Innovation in chemistry learning module on
the topic of acid and base
51
Table 4.5. The Result of Questionnaire Checklist of Module
Standardization by Chemistry Lecturers, Teachers
and Students
55
Table 4.6. The average and standard deviation of students’
achievement in pretest
58
Table 4.7. The average and standard deviation of students’
achievement in posttest-1
60
x
Table 4.8. The average and standard deviation of students’
achievement in posttest-2
61
Table 4.9. The Average of the effectivity percentage in student’s
Achievement
62
APPENDIX LIST
Appendix 1. Innovative Learning Module
74
Appendix 2. Syllabus
75
Appendix 3. Lesson Plan
80
Appendix 4. Specification Table of Student’s Achievement Test
107
Appendix 5. Instrument Test
109
Appendix 6. Key Answer
115
Appendix 7.Table of Instrument Specification
116
Appendix 8. Questionnaire for Trial Chemistry Module on the
Topic of Acid and Base
125
Appendix 9.Calculation of Validity Test
126
Appendix 10. Validity Test
127
Appendix 11. Calculation of Reliability Test
128
Appendix 12. Reliability Test
129
Appendix 13. Calculation of Difficulty Level Test
130
Appendix 14. Difficulty Level Test
131
Appendix 15. Calculation of Different Index Test
132
Appendix 16. Different Index Test
133
Appendix 17. Table of Class Grouping Based on High and
Low Group in Each School
134
Appendix 18. Calculation of Normality Test
140
Appendix 19. Calculation of Homogeneity Test
145
Appendix 20. Calculation of Hypothesis Test
148
Appendix 21. The Result of Questionnaire by Lecturer in
State University of Medan for Trial the Effectiveness
on Innovative Chemistry Learning Module
155
Appendix 22. The Result of Questionnaire by Teacher in
Senior High Schoolfor Trial the Effectiveness
on Innovative Chemistry Learning Module
156
Appendix 23. The Result of Questionnaire by Students in
Senior High School for Trial the Effectiveness
on Innovative Chemistry Learning Module
157
Appendix 24. The Result of Questionnaire by Lecturer,Teacher,
and Students for Trial the Effectivenesson
Innovative Chemistry Learning Module
158
Appendix 25. The Result of Standard Analysis of Textbooks
159
Appendix 26. The Percentage Activity of Acid and Base of
Innovative Learning Module
163
1
CHAPTER I
INTRODUCTION
1.1.
Background
The development of innovative learning module is very important as it is
known that innovative teaching and learning is able to motivate students to learn
effectively that may improve student’s achievement in chemistry. Especially in
fulfill high quality of learning material that used by students in Senior High
School or Madrasah Aliyah that available with curriculum 2013 in North
Sumatera (Situmorang, 2010).
The book is one component in the process of teaching and learning
activities. Textbooks are one source of knowledge for students in the school who
was really a process of teaching and learning support. Therefore, a good textbook
and quality in addition to being a source of knowledge that can support the
success of student learning can also guide and direct the learning process in the
classroom towards quality learning process as well. The process of teaching and
learning activities of teachers and students will not be separated from the book,
although the teacher can explain the material clearly and in full, but the book
holds a very important role in teaching and learning in education.
Education is one of the foundations that determines the toughness and
progress of a nation. Educational paths can be obtained through formal education
and non-formal education channels. Schools as institutions of formal education
required to perform a good learning process and optimally so as to print the
nation's youth are intelligent, skilled, and high moral character. The learning
process helps students to develop its intellectual potential, so the main goal of
learning is the work done so that each student can grow intellectually (Drost,
1999:3-4).
One branch of the subject is considered difficult by students of
chemistry. Effendy (2006: 1) defines chemistry as: "Chemistry is a branch of
science the which deals with the properties of matter, structure of matter, changes
in matter, the laws and principles describing these changes, and the concept and
2
theories that interpret them". During this time, the tendency of the learning
process chemistry just focused on the student's ability to memorize, but in reality
they do not understand in depth the substance of the material, how to connect
between what is learned in real life and how to leverage the knowledge to support
life. Chemistry subjects become very important position in the society as a
chemical always be around us in everyday life. Chemistry is the study of the
subject matter and the changes that occur in it. But as long as there are still many
students who have difficulty in understanding and following the chemistry
lesson. It is not independent of the material being studied in chemistry are more
abstract. So that teachers find it difficult to teach chemistry in the learning
material in the classroom. Therefore, it is necessary that proper teaching materials
and effective so that students gain a clear picture and details related to the material
being studied. Teaching materials is one of the components in the learning system
that plays an important role in helping students to achieve the indicators specified
in the standard of competence and basic competences. Teaching materials should
be designed so interesting to make the students as learners will be more eager to
read it.
Development of essential teaching materials made by educators that
learning is more effective, efficient, and does not deviate from the competencies
to be achieved. One of the teaching materials that can be used to help the learning
process is a module. The module is a book written with the aim that students can
learn independently without or with the guidance of the teacher, so that the
module contains most of the basic components of teaching materials that have
been mentioned previously (Abdul Majid, 2006:176). Made by Russell (2009:
230), the system will make the learning module learning more efficient, effective,
and relevant. Excellence and excess module has a module is self instruction that
allows students to learn independently using the module and the teacher is no
longer the only source of learning for students. Development of teaching materials
shaped module will allow students to understand the learning materials.
Government efforts in education are to enhance the Education Unit Level
Curriculum (KTSP) to Curriculum 2013 in a more effective learning and
3
emphasis on character education. This curriculum requires teachers to be more
patient, attentive and understanding, as well as having the creativity and
dedication to growing confidence of learners. With the implementation of
Curriculum 2013, the learning process began to be improved by using a variety of
approaches that put more emphasis on learner competence, which includes
knowledge, skills, and activities of learners in thinking and acting. The
implementation of this learning demand that students should no longer only
regarded as an object of study, but should be given an active role in the learning
process so that students act as agents active learners while teachers act as
facilitators and mediators creative changes must be followed by a teacher who is
responsible for organizing learning in school.
Curriculum 2013 need to be implemented starting in 2013 and therefore
the teaching and learning process, and therefore the study is processed on the
development of chemistry module to meet the requirement to achieve their
competence.
Based on the above problem, steps need to be taken researchers is to create
teaching materials chemistry. Chemistry teaching material is shaped modules
compiled by researchers in order to help provide clearer information and
systematically to students and may ultimately serve as a source of
learning. Researchers will develop a chemistry module of SMA / MA class XI
with the subject matter of acids and bases. Subject matter is chosen because it is a
lot of material related to everyday life. So that students are able to apply and
associate knowledge with everyday life. So it is necessary to conduct research
entitled "The Development of Innovative Learning Module on the Teaching of
Acid and Base Solution Based on Curriculum 2013".
1.2.
Problem Identification:
Based on the above research, the problem can be identified as follows:
1. Innovation development of teaching materials is indispensable as an effort
to improve the quality of education
4
2. Students' understanding of chemistry concepts is low because the chemical
is considered an abstract lesson
3. Efforts to increase student interest and learning outcomes cannot be
separated from the active role of students and teachers
4. Chemistry students' learning achievement can be viewed from a variety of
cognitive, affective, and psychomotor
5. Chemistry teaching materials based curriculum in 2013 is indispensable to
support the development of curriculum 2013
1.3.
Problem Formulation:
The problem formulation of this research is:
1. How to develop chemistry innovative learning module of acid and
base solution to meet student’s competence based on chemistry
curriculum 2013?
2. How the design of innovative learning module through integration of
laboratory activity, outside activity, and learning media into chemistry
material of acid and base solution?
3. How to standardize chemistry innovative module to obtain standard
and innovative module on the teaching of acid and base solution?
4. How effective in the developed innovative module to improve
students achievement on the teaching of acid and base solution?
5. Are the students interested on using standard innovative module to
meet the requirement on student’s competence in curriculum 2013?
1.4.
Problem Limitation
Based on the number of outstanding textbooks and used in some high
schools vary widely in the scope of the research is limited special class XI High
School second semester. Therefore, research is limited to:
1. Analyzing responses chemistry teachers and students of class XI second
half of the textbooks used.
5
2. Compiling a module chemistry teaching materials in improving student
achievement and facilitate students in learning.
3. The trials of teaching materials chemistry second semester of grade XI to
see the responses of teachers and students towards a solution of acid and
base solution.
1.5.
Research Objectives:
In accordance with the problem formulation of the research, then the
research objectives are:
1. To develop chemistry innovative learning module of acid and base
solution to meet student’s competence based on chemistry curriculum
2013.
2. To design of innovative learning module through integration of laboratory
activity, outside activity, and learning media into chemistry material of
acid and base solution.
3. To standardize chemistry innovative module to obtain standard and
innovative module on the teaching of acid and base solution.
4. To know find out how the innovative module can improve students’
achievement on the teaching of acid and base solution.
5. To know the effectively in the developed innovative module to improve
students’ achievement on the teaching of acid and base solution.
1.6.
Research Benefits
The results of this study are expected to be useful to:
1. Student
a) Increased activity of students in the study of the teaching materials.
b) Increased student learning outcomes on acid-base material.
c) The growth of student motivation in the learning process.
2. Teacher
a) Can be obtained by a device that is capable of learning involve
students actively and creatively making.
6
b) Can add creativity to enhance the learning system.
3. For schools
a) Contribute to the school in order to improve a place of learning,
especially for research and other school in general.
b) Improving the quality of student learning outcomes is more
meaningful in learning chemistry.
656
6
CHAPTER V
CONCLUSION AND SUGGESTION
5.1.
Conclusion
After conducted research and analyze the data have gotten some
conclusion, they are:
1. Standard chemistry module has been developed in order to be used as learning
media on the teaching of Acid and Base for bilingual teaching. The contents of
module consist of standard competence and basic competence based on
Curriculum 2013.
2. The design of innovative learning module through integration of laboratory
activity, outside activity, illustration, learning media, link web, and evaluation
test into chemistry material of acid and base solution. The design will be easy
and interesting to read by student.
3. The developing of innovative chemistry learning module was designed by
analyze fourth chemistry textbook that standardize by lecturers, teachers, and
students get good opinion. It can seen by module judgment had gotten the
average of all components the average of overall judgment is 3.52.
4. The innovative learning module can increase student’s achievement by seeing
the average of high group in experiment class is 77.500 ± 6.960 while in
control class is 74.000 ± 7.037. And the average of low group in experiment
class is 75.167 ± 5.212 while in control class is 70.000 ± 8.015. From the data
can seen that the average in experiment class both of high group and low
group is higher than control class. It means that innovative chemistry learning
module can increase students’ achievement.
5. The innovative learning module is effective to increase students’ achievement
in high group and low group. It can be seen from the result of hypothesis test
for high group (tcount) is 3.855 and low group is 2.799, while ttable is 1.319
(tcount 3.855 > ttable 1.319). It means that innovative chemistry learning module
is effective to increase students’ achievement.
666
6
5.2.
Suggestion
From the results obtained from this research, some suggested had to be
raised in order to the learning process on chemistry is effective to increase
students’ achievement, namely:
1. It’s important to chemistry teacher to use innovative learning module in
teaching and learning process because the module given interest or impression
in teaching and learning process and can increase students’ achievement.
2. It’s suggested to school can provide the supporting infrastructure and
facilitates so that the teaching and learning process can effective and
conducive, especially in laboratory.
3. For the next researcher to develop the module and trial to students its better if
the researcher teach the students directly in order to know the maximal of the
effectiveness of module or make observation piece when observe the students
and teacher when teaching and learning process.
ii
BIOGRAPHY
Cici Purnama Sari was born in Batang Kuis on February, 3rd 1991, Medan.
My beloved parents are Suharjito and Juliati. I grew in an extraordinary family,
especially the first child from three siblings. I entered SD Negeri 107415 Batang
Kuis since 1997-2003. Then continued in SMP Negeri 1 Batang Kuis in 2003 and
graduated in 2006. And continued in SMA Negeri 1 Tanjung Morawa in 2003 and
graduated in 2009. In 2010, I was exam (SNMPTN) and pass in State University
of Medan (UNIMED) and was received in Chemistry Education of Faculty
Mathematics and Natural Science (FMIPA). I have great chance when I was
appreciated to study in Bilingual and International Class. I was graduated on July,
22nd 2014.
The Development of Innovative Learning Module on the Teaching of Acid
and Base Based On Curriculum 2013
Cici Purnama Sari (4103332013)
Abstract
The objective of this research is to know the effectiveness of innovative
learning module and it can increase student’s achievement on the teaching of Acid
and Base Solution. This research is a type of Research and Development (R & D),
the research that is used to produce instructional design, and test the effectiveness
of the product. Population in this research consisted of all students in North
Sumatera. Samples are students Grade XI in MAN 1 Medan, MAN 2 Model
Medan, and SMAN 1 Perbaungan. The samples are selected by pretest to divide
class into two, namely experiment class that used innovative learning module and
another class namely control class that used their textbook in learning process and
then every class grouped based on their achievement in pretest to categorized the
relative high achievement and low achievement. The instrument that used is
evaluation test and a set of standard questionnaire. The product in this research is
innovative chemistry learning module that had been standardized by lectures,
teachers, and students. The average of questionnaire is 3.52, so it is valid. The
data result are distributed normally and homogeny and can increase students
achievement that seen in increasing value of posttest-1 in experiment class in high
group (77.500 ± 6.960) and low group (75.167 ± 5.212) and in control class in
high group (74.000 ± 7.037) and low group (70.000 ± 8.015) that is higher than
pretest value. The effectiveness of innovative chemistry learning module can seen
in posttest-2 in experiment class in high group (81.167 ± 6.490) and low group
(77.167 ± 6.816) and in control class in high group (74.500 ± 6.510) and low
group (72.000 ± 7.173). The average increase of student’s achievement percentage
of high group which is given chemistry module is 35.095% while in low group is
61.025%.
Keyword: innovative learning module, acid and base, student’s achievement,
effectivity
iv
ACKNOWLEDGEMENT
Thanks to the Almighty God, Allah SWT who has blessed the writer to
complete this thesis. This thesis is aimed to fulfill the requirement for degree of
Sarjana Pendidikan at the Chemistry Department of Faculty of Mathematics and
Natural Science (FMIPA) in State University of Medan (UNIMED).
In completing this thesis the writer has received a lot of assistance. The
writer especially would like to express my special gratitude to my beloved
extraordinary parents, Suharjito and Juliati for their moral and financial support,
patience, pray, and everything during in college and the completion of this thesis.
The writer’s gratitude also goes to my thesis supervisor, Prof. Drs.
Manihar Situmorang, M.Sc., Ph.D., for his valuable time spent in giving
encouragement, guidance, and suggestion until this thesis is completed. And also
thanks to Dra. Ani Sutiani, M.Si., as my academic supervisor. The great thanks to
Prof. Ramlan Silaban M.Si., Dr. Marham Sitorus, M.Si., and Dr. Zainuddin
Muchtar, M.Si., as my examiner lecturers who gave comment, suggestion, and
guidance for completing this thesis.
The gratitude thanks to Prof. Drs. Motlan, M.Sc., Ph.D., as the dean
Faculty of Mathematics and Natural Sciences, State University of Medan, then
Dr.rer.nat.Binari Manurung, M.Si., as the head of Bilingual Program and Dr.Iis
Siti Jahro,M.Si., as secretary of Bilingual Program. And also thanks to
Syamsuddin, S.E., as bilingual staff for helping in administrative assistance and
kindness.
The writer’s gratitude also goes to H. Ali Masran Daulay, S.Pd., MA., the
principal of MAN 1 Medan, Dr. H. Burhanuddin, M.Pd., the principal of MAN 2
Model Medan, and Drs. Suhairi M.Pd., the principal of SMA Negeri 1
Perbaungan, and also all teachers, Mardiani S.Pd, Suyati, S.Pd, and Rusdi
Tanjung, S.Pd., who helped, gave motivation, and support me to finish the
research.
v
My special thanks to Fauzi Kharisma Putra (Genteer) for his support and
patience, and everything. The gratitude also goes to Khairul Munir and Firial
Lusiana for their support and prays during the completion of this thesis.
The gratitude is also directed to my beloved sisters, Winda Astuti and
Windi Dianti. And thanks to my nephew, M. Alwi Wildavsky.
And thanks to my entire classmate in Bilingual Chemistry Education 2010
for support and make me laugh. And thanks to Serab (Mak Biah / Rabiah
(Bilchem)), Kojek (Liza (Bilbio)), Amuk (Anggi(Bilmath)), Selamin (Kosel / Sela
(Bilmath)), Kurni (Rani (Bilbio)), Cimin (Rici (Bilphys)), Kofer (Feri (Bilchem)),
Kojon (Jolandak / Jovan (Bilphys)), and Yuledai (Uli (Bilmath)) for make me
laugh, funny time, “jahil” time, and all our madness.
Finally, the writer hopes this thesis would be useful for everyone who like
to explore more about the learning media and method that suitable to learn acid
and base notably and chemistry generally.
Medan,
Juni 2014
Writer,
Cici Purnama Sari
vi
CONTENTS
Legalization Paper
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Contents
vi
Figure List
vii
Table List
ix
CHAPTER I INTRODUCTION
1.1. Background
1.2. Problem Identification
1.3. Problem Formulation
1.4. Problem Limitation
1.5. Research Objectives
1.6. Research Benefits
1
1
3
4
4
5
5
CHAPTER II LITERATURE STUDY
2.1. Learning Material
2.1.1. Types of Learning Material
2.1.2. Role of Learning Material
2.1.3. Chemistry Module as Teaching Media
2.1.4. Innovative Module
2.1.5. Purpose Teaching Module
2.1.6. The Advantages of Module
2.2. Curriculum
2.2.1. Development of Chemistry Curriculum
2.2.2. Curriculum 2013 of Chemistry
2.2.3. The Wisdom of Implementation of Curriculum 2013
2.2.4. The Characteristics of Curriculum 2013
2.3. Acid and Base Solution
2.3.1. Properties of Acid and Base
2.3.2. Indicators Acid and Base
2.3.3. The Degree of Acidity (pH)
2.4. Conceptual Framework
2.5. Hypothesis
7
7
7
9
10
11
11
12
12
13
15
23
24
25
27
28
30
31
31
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CHAPTER III RESEARCH METODOLOGY
3.1. Place and Time Research
3.2. Population and Sample
3.3. Research Variable and Instrument
3.4. Research Procedure
3.5. Data Collection Techniques
3.6. Data Analysis Techniques
3.6.1. Normality Test
3.6.2. Homogeneity Test
3.6.3. Hypothesis Test
3.6.4. Effectiveness Percentage
32
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39
40
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CHAPTER IV RESULT AND DISCUSSION
4.1. Survey of Chemistry Textbook in Senior high School
4.2. Analysis of Chemistry Textbook
4.3. The Development of Innovative Chemistry Learning Module
4.4. Standardization of Innovative Chemistry Learning Module
4.5. Development of Instrumentation
4.6. Inferential Analysis
4.6.1. Normality Test
4.6.2. Homogeneity Test
4.7. Effectivity of Innovative Learning Module on the Teaching
of Acid and Base
4.7.1. Before Teaching Treatment
4.7. 2. After Teaching Treatment
4.8. The Percentage of Student’s Achievement
4.9. The Percentage of Effectivity
4.10. Discussion
43
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CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion
5.2. Suggestion
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References
67
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58
59
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viii
FIGURE LIST
Figure 2.1. Red and Blue Litmus
28
Figure 2.2. Blue and red litmus changes when put in a solution of
acid and base
29
Figure 3.1. Flow chart of research procedure of development of
learning material on the teaching of acid and base solution
based on curriculum 2013
Figure 4.1. The comparison of feasibility for books that analyzed
34
49
ix
TABLE LIST
Table 2.1. Role of Instructional Materials for Teacher and Students
10
Table 2.2. The core competence and basic competence of
chemistry in curriculum 2013
18
Table 2.3. The Changing paradigm or mindset on curriculum 2013
24
Table 2.4. Litmus paper changes in the state of acids and bases
29
Table 2.5. Some acid-base indicator solution
29
Table 3.1. The design of the research of developed learning
module to increase student’s achievement
29
Table 3.2. Analysis of suitability the chemistry learning textbooks
or module for Senior High School with Curriculum 2013
on teaching of acid and base solution
35
Table 3.3. Questionnaire for Standardizing the Innovative Learning
Module of Chemistry on the Topic Acid and Base
37
Table 4.1 The Result of Standard Analysis of Book Code A, B, C, D
Contents on the Topic of Acid and Base
44
Table 4.2 The suggested sub-chapter for innovative learning module
of acid and base
45
Table 4.3 Average Percentage of Feasibility of Content, Feasibility
of Extension, Feasibility of Depth, Feasibility of Design
and Feasibility of Language for Books that Analyzed
46
Table 4.4 Type of Innovation in chemistry learning module on
the topic of acid and base
51
Table 4.5. The Result of Questionnaire Checklist of Module
Standardization by Chemistry Lecturers, Teachers
and Students
55
Table 4.6. The average and standard deviation of students’
achievement in pretest
58
Table 4.7. The average and standard deviation of students’
achievement in posttest-1
60
x
Table 4.8. The average and standard deviation of students’
achievement in posttest-2
61
Table 4.9. The Average of the effectivity percentage in student’s
Achievement
62
APPENDIX LIST
Appendix 1. Innovative Learning Module
74
Appendix 2. Syllabus
75
Appendix 3. Lesson Plan
80
Appendix 4. Specification Table of Student’s Achievement Test
107
Appendix 5. Instrument Test
109
Appendix 6. Key Answer
115
Appendix 7.Table of Instrument Specification
116
Appendix 8. Questionnaire for Trial Chemistry Module on the
Topic of Acid and Base
125
Appendix 9.Calculation of Validity Test
126
Appendix 10. Validity Test
127
Appendix 11. Calculation of Reliability Test
128
Appendix 12. Reliability Test
129
Appendix 13. Calculation of Difficulty Level Test
130
Appendix 14. Difficulty Level Test
131
Appendix 15. Calculation of Different Index Test
132
Appendix 16. Different Index Test
133
Appendix 17. Table of Class Grouping Based on High and
Low Group in Each School
134
Appendix 18. Calculation of Normality Test
140
Appendix 19. Calculation of Homogeneity Test
145
Appendix 20. Calculation of Hypothesis Test
148
Appendix 21. The Result of Questionnaire by Lecturer in
State University of Medan for Trial the Effectiveness
on Innovative Chemistry Learning Module
155
Appendix 22. The Result of Questionnaire by Teacher in
Senior High Schoolfor Trial the Effectiveness
on Innovative Chemistry Learning Module
156
Appendix 23. The Result of Questionnaire by Students in
Senior High School for Trial the Effectiveness
on Innovative Chemistry Learning Module
157
Appendix 24. The Result of Questionnaire by Lecturer,Teacher,
and Students for Trial the Effectivenesson
Innovative Chemistry Learning Module
158
Appendix 25. The Result of Standard Analysis of Textbooks
159
Appendix 26. The Percentage Activity of Acid and Base of
Innovative Learning Module
163
1
CHAPTER I
INTRODUCTION
1.1.
Background
The development of innovative learning module is very important as it is
known that innovative teaching and learning is able to motivate students to learn
effectively that may improve student’s achievement in chemistry. Especially in
fulfill high quality of learning material that used by students in Senior High
School or Madrasah Aliyah that available with curriculum 2013 in North
Sumatera (Situmorang, 2010).
The book is one component in the process of teaching and learning
activities. Textbooks are one source of knowledge for students in the school who
was really a process of teaching and learning support. Therefore, a good textbook
and quality in addition to being a source of knowledge that can support the
success of student learning can also guide and direct the learning process in the
classroom towards quality learning process as well. The process of teaching and
learning activities of teachers and students will not be separated from the book,
although the teacher can explain the material clearly and in full, but the book
holds a very important role in teaching and learning in education.
Education is one of the foundations that determines the toughness and
progress of a nation. Educational paths can be obtained through formal education
and non-formal education channels. Schools as institutions of formal education
required to perform a good learning process and optimally so as to print the
nation's youth are intelligent, skilled, and high moral character. The learning
process helps students to develop its intellectual potential, so the main goal of
learning is the work done so that each student can grow intellectually (Drost,
1999:3-4).
One branch of the subject is considered difficult by students of
chemistry. Effendy (2006: 1) defines chemistry as: "Chemistry is a branch of
science the which deals with the properties of matter, structure of matter, changes
in matter, the laws and principles describing these changes, and the concept and
2
theories that interpret them". During this time, the tendency of the learning
process chemistry just focused on the student's ability to memorize, but in reality
they do not understand in depth the substance of the material, how to connect
between what is learned in real life and how to leverage the knowledge to support
life. Chemistry subjects become very important position in the society as a
chemical always be around us in everyday life. Chemistry is the study of the
subject matter and the changes that occur in it. But as long as there are still many
students who have difficulty in understanding and following the chemistry
lesson. It is not independent of the material being studied in chemistry are more
abstract. So that teachers find it difficult to teach chemistry in the learning
material in the classroom. Therefore, it is necessary that proper teaching materials
and effective so that students gain a clear picture and details related to the material
being studied. Teaching materials is one of the components in the learning system
that plays an important role in helping students to achieve the indicators specified
in the standard of competence and basic competences. Teaching materials should
be designed so interesting to make the students as learners will be more eager to
read it.
Development of essential teaching materials made by educators that
learning is more effective, efficient, and does not deviate from the competencies
to be achieved. One of the teaching materials that can be used to help the learning
process is a module. The module is a book written with the aim that students can
learn independently without or with the guidance of the teacher, so that the
module contains most of the basic components of teaching materials that have
been mentioned previously (Abdul Majid, 2006:176). Made by Russell (2009:
230), the system will make the learning module learning more efficient, effective,
and relevant. Excellence and excess module has a module is self instruction that
allows students to learn independently using the module and the teacher is no
longer the only source of learning for students. Development of teaching materials
shaped module will allow students to understand the learning materials.
Government efforts in education are to enhance the Education Unit Level
Curriculum (KTSP) to Curriculum 2013 in a more effective learning and
3
emphasis on character education. This curriculum requires teachers to be more
patient, attentive and understanding, as well as having the creativity and
dedication to growing confidence of learners. With the implementation of
Curriculum 2013, the learning process began to be improved by using a variety of
approaches that put more emphasis on learner competence, which includes
knowledge, skills, and activities of learners in thinking and acting. The
implementation of this learning demand that students should no longer only
regarded as an object of study, but should be given an active role in the learning
process so that students act as agents active learners while teachers act as
facilitators and mediators creative changes must be followed by a teacher who is
responsible for organizing learning in school.
Curriculum 2013 need to be implemented starting in 2013 and therefore
the teaching and learning process, and therefore the study is processed on the
development of chemistry module to meet the requirement to achieve their
competence.
Based on the above problem, steps need to be taken researchers is to create
teaching materials chemistry. Chemistry teaching material is shaped modules
compiled by researchers in order to help provide clearer information and
systematically to students and may ultimately serve as a source of
learning. Researchers will develop a chemistry module of SMA / MA class XI
with the subject matter of acids and bases. Subject matter is chosen because it is a
lot of material related to everyday life. So that students are able to apply and
associate knowledge with everyday life. So it is necessary to conduct research
entitled "The Development of Innovative Learning Module on the Teaching of
Acid and Base Solution Based on Curriculum 2013".
1.2.
Problem Identification:
Based on the above research, the problem can be identified as follows:
1. Innovation development of teaching materials is indispensable as an effort
to improve the quality of education
4
2. Students' understanding of chemistry concepts is low because the chemical
is considered an abstract lesson
3. Efforts to increase student interest and learning outcomes cannot be
separated from the active role of students and teachers
4. Chemistry students' learning achievement can be viewed from a variety of
cognitive, affective, and psychomotor
5. Chemistry teaching materials based curriculum in 2013 is indispensable to
support the development of curriculum 2013
1.3.
Problem Formulation:
The problem formulation of this research is:
1. How to develop chemistry innovative learning module of acid and
base solution to meet student’s competence based on chemistry
curriculum 2013?
2. How the design of innovative learning module through integration of
laboratory activity, outside activity, and learning media into chemistry
material of acid and base solution?
3. How to standardize chemistry innovative module to obtain standard
and innovative module on the teaching of acid and base solution?
4. How effective in the developed innovative module to improve
students achievement on the teaching of acid and base solution?
5. Are the students interested on using standard innovative module to
meet the requirement on student’s competence in curriculum 2013?
1.4.
Problem Limitation
Based on the number of outstanding textbooks and used in some high
schools vary widely in the scope of the research is limited special class XI High
School second semester. Therefore, research is limited to:
1. Analyzing responses chemistry teachers and students of class XI second
half of the textbooks used.
5
2. Compiling a module chemistry teaching materials in improving student
achievement and facilitate students in learning.
3. The trials of teaching materials chemistry second semester of grade XI to
see the responses of teachers and students towards a solution of acid and
base solution.
1.5.
Research Objectives:
In accordance with the problem formulation of the research, then the
research objectives are:
1. To develop chemistry innovative learning module of acid and base
solution to meet student’s competence based on chemistry curriculum
2013.
2. To design of innovative learning module through integration of laboratory
activity, outside activity, and learning media into chemistry material of
acid and base solution.
3. To standardize chemistry innovative module to obtain standard and
innovative module on the teaching of acid and base solution.
4. To know find out how the innovative module can improve students’
achievement on the teaching of acid and base solution.
5. To know the effectively in the developed innovative module to improve
students’ achievement on the teaching of acid and base solution.
1.6.
Research Benefits
The results of this study are expected to be useful to:
1. Student
a) Increased activity of students in the study of the teaching materials.
b) Increased student learning outcomes on acid-base material.
c) The growth of student motivation in the learning process.
2. Teacher
a) Can be obtained by a device that is capable of learning involve
students actively and creatively making.
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b) Can add creativity to enhance the learning system.
3. For schools
a) Contribute to the school in order to improve a place of learning,
especially for research and other school in general.
b) Improving the quality of student learning outcomes is more
meaningful in learning chemistry.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1.
Conclusion
After conducted research and analyze the data have gotten some
conclusion, they are:
1. Standard chemistry module has been developed in order to be used as learning
media on the teaching of Acid and Base for bilingual teaching. The contents of
module consist of standard competence and basic competence based on
Curriculum 2013.
2. The design of innovative learning module through integration of laboratory
activity, outside activity, illustration, learning media, link web, and evaluation
test into chemistry material of acid and base solution. The design will be easy
and interesting to read by student.
3. The developing of innovative chemistry learning module was designed by
analyze fourth chemistry textbook that standardize by lecturers, teachers, and
students get good opinion. It can seen by module judgment had gotten the
average of all components the average of overall judgment is 3.52.
4. The innovative learning module can increase student’s achievement by seeing
the average of high group in experiment class is 77.500 ± 6.960 while in
control class is 74.000 ± 7.037. And the average of low group in experiment
class is 75.167 ± 5.212 while in control class is 70.000 ± 8.015. From the data
can seen that the average in experiment class both of high group and low
group is higher than control class. It means that innovative chemistry learning
module can increase students’ achievement.
5. The innovative learning module is effective to increase students’ achievement
in high group and low group. It can be seen from the result of hypothesis test
for high group (tcount) is 3.855 and low group is 2.799, while ttable is 1.319
(tcount 3.855 > ttable 1.319). It means that innovative chemistry learning module
is effective to increase students’ achievement.
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5.2.
Suggestion
From the results obtained from this research, some suggested had to be
raised in order to the learning process on chemistry is effective to increase
students’ achievement, namely:
1. It’s important to chemistry teacher to use innovative learning module in
teaching and learning process because the module given interest or impression
in teaching and learning process and can increase students’ achievement.
2. It’s suggested to school can provide the supporting infrastructure and
facilitates so that the teaching and learning process can effective and
conducive, especially in laboratory.
3. For the next researcher to develop the module and trial to students its better if
the researcher teach the students directly in order to know the maximal of the
effectiveness of module or make observation piece when observe the students
and teacher when teaching and learning process.
ii
BIOGRAPHY
Cici Purnama Sari was born in Batang Kuis on February, 3rd 1991, Medan.
My beloved parents are Suharjito and Juliati. I grew in an extraordinary family,
especially the first child from three siblings. I entered SD Negeri 107415 Batang
Kuis since 1997-2003. Then continued in SMP Negeri 1 Batang Kuis in 2003 and
graduated in 2006. And continued in SMA Negeri 1 Tanjung Morawa in 2003 and
graduated in 2009. In 2010, I was exam (SNMPTN) and pass in State University
of Medan (UNIMED) and was received in Chemistry Education of Faculty
Mathematics and Natural Science (FMIPA). I have great chance when I was
appreciated to study in Bilingual and International Class. I was graduated on July,
22nd 2014.