THE EFFECT OF COOPERATIVE LEARNING MODEL OF GROUP INVESTIGATION (GI) TYPE USING ANIMATION IN INCREASING PHYSICS LEARNING OUTCOMES OF STUDENTS MAN 3 MEDAN A.Y.2014/2015.
THE EFFECT OF COOPERATIVE LEARNING MODEL OF
GROUP INVESTIGATION (GI)TYPEUSING ANIMATION
ININCREASING PHYSICS LEARNING OUTCOMES
OF STUDENTS MAN 3 MEDAN A.Y.2014/2015
By:
Nurul Wahida
IDN 4113121047
Physics Education Study Program
THESIS
Submitted to Acquire Eligible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
iv
PREFACE
The researcher say the praise and gratitude to God almighty, for all the
grace and blessing that provide health and wisdom to the researcher that this study
can be completed properly in accordance with the planned time.
This thesis which is titled “The Effect of Cooperative Learning Model
through GI Type Using Animation Media in Increasing the Physics Learning
Outcome of Student MAN 3 Medan” is arrange to acquire the scholar degree of
Physics Education, Faculty of Mathematics and Nature Science State University
of Medan.
In this occasion, the researcher would like to Mr. Drs. Jonny H.
Panggabean, M.Si as the thesis supervisor who has guide and give suggestion to
the researcher from beginning until complete this research. Thanks a lot to
Prof.Dr. Mara Bangun Harahap, M.S, Prof. Dr. Nurdin Bukit, M.Si, and Mrs. Rita
Juliani, S.Si, M.Si who give critics and suggestion to the researcher from the
planning of research until the finish of thesis writing. Thanks a lot also to Mr. Drs.
Pintor Simamora, M.Si as academic supervisor who has give suggestion, guide
writer while study in State University of Medan. Thanks to Mr. Purwanto, S.Si,
M.Pd and Mr. Drs. Rappel Situmorang, M.Si as the content validator in this
research. Appreciation were also presented to the Headmaster of MAN 3Medan,
Mr. Muhammad Asrul, S.Ag, M.Pd, thanks to Mrs. Jauharah Cut Ali and Mrs.
Imaniah Manik, S.Pd as the physics teacher, also to the entire staff in MAN 3
Medan who also helped the researcher to the researcher.
The researcher would like to say thanks especially to my beloved parents
Drs. M.Gade, M.Si and Jauharah Cut Ali, S.Pd, M.Si for all pray, love, support
sincerely for the researcher and also for all of the sisters and brothers that always
support the researcher, Neily Maulida Ulfa, Zhuhriana Putri, Zahratul Faizah, and
Azzam Fawwaz. Thanks to all the researcher friends in Physics Bilingual 2011,
especially for Zehan Yuliana Sitorus and also Nancy Alretny that always support
each other in this research. Thanks to mentoring sister, Wika Tia Putri, Rahayu
Mardasari, Siti Auditia Dongoran and Nurjannah Sitanggang that gave the support
v
and pray for this thesis from the beginning until finish. Also thanks to all of the
students of Class XI IPA 3 and XI IPA 4 of MAN 3 Medan Academic Year
2014/2015 for help the researcher to do research.
The researcher has endeavored to as much as possible in completing this
thesis, but the researcher is conscious there are many drawbacks in term of both
content and grammar, then the researcher always welcome to any suggestions and
contructive critism from the readers for this thesis perfectly. The researcher hope
the content of this thesis would be useful in enriching the repertoire of knowledge.
Medan,
June 2015
Researcher
Nurul Wahida
iii
THE EFFECT O F COOP ERATIVE LEARNING MODEL O F
GROUP INVESTIGATION (GI) TYPE USING ANIMATION
IN INCREASING PHYSICS LEARNING OUTCOMES
OF STUDENTS MAN 3 MEDAN A.Y.2014/2015
Nurul Wahida (NIM 4113121047)
ABSTRACT
The purpose of this research is to know the effect of Cooperative Learning
Model through GI type using animation media in increasing the physics learning
outcome of student MAN 3 Medan in the material fluid dynamic class XI
Academic Year 2014/2015, to know the physics learning outcomes of student
which was taught using conventional learning in the material Fluid Dynamic and
to know the significant effect in physics learning outcomes of the
students that was taught using Cooperative learning model through GI
type using animation media in Dynamic Fluid material.
The type of research is quasi experimental research. The population were
all the student of class XI MAN 3 Medan Academic Year 2014/2015, consist of 5
class. Two class is selected random cluster sampling as sample. One class as
experimental class was treatment by Cooperative Learning Model through GI type
using animation media and another class as control class was treatment by
conventional learning. Instrument that used as learning result test, namely
objective test as the amount is twenty items that contains of five options and
already valid.
The result of quantitative analysis of pretest mean in experimental class is
40.33 and in control class is 41.70 and the posttest mean in experimental class is
higher than in control clas. Data of result of research is taken from normally
distribution and homogeneous. To test the hypothesis, used the t test with the
significant level � = 0.05 and it was obtained the t count is 5.70 and ttable is 2.00 so
that tcount > ttable that means Ha is accepted and Ho is rejected thus the are
significant difference between the physics learning outcomes of student in
experimental class and in the control class. Because of the difference it means
there are significant effect of Cooperative Learning Model through GI type using
animation media in increasing the physics learning outcome of student MAN 3
Medan class XI Academic Year 2014/2015 in higher learning outcomes than
conventional learning.
vi
TABLE OF CONTENTS
Page
Legalization sheet
i
Biography
ii
Abstract
iii
Preface
iv
Table of Contents
vi
List of Figures
ix
List of Tables
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1
1.1. Background
1
1.2. Identification of Problem
4
1.3. Limitation of Problem
4
1.4. Formulation of Problem
5
1.5. Objectives of Research
5
1.6. Benefits of Research
6
CHAPTER II LITERATURE REVIEW
7
2.1.
Theoretical Framework
7
2.1.1.
Learning Definition
7
2.1.2. Learning Outcomes
7
2.1.3.
7
Definition of Learning Model
2.1.4. Cooperative Learning Model
8
2.1.4.1 Characteristic of Cooperative Learning
9
2.1.4.2. Objective of Cooperative Learning
9
2.1.4.3. Syntax for Cooperative Learning
10
2.1.4.4. Theoretical and Empirical Support Cooperative Learning
10
2.1.4.5. Cooperative Learning type Group Investigation (GI)
11
2.1.4.6. Advantages and Disadvantage of Cooperative Learning type GI
13
vii
2.1.5. Conventional Learning
14
2.1.6. Media of Learning
15
2.1.6.1. Animation Media
16
2.1.6.2. Functions of Animation
16
2.2. Literature of Subject Matter
16
2.2.1 Dynamic Fluid (Hydrodynamic)
16
2.2.1.2. Streamline and Equation of Continuity
16
2.2.1.3. Bernoulli’s Equation
18
2.2.1.4. The Applications of Bernoulli’s Principle
20
2.3. Preceding Research
27
2.4. Conceptual Framework
29
2.5. Research Hypothesis
30
CHAPTER III RESEARCH METHODOLOGY
31
3.1 Place and Time of Research
31
3.2. Population and Sample of Research
31
3.2.1 Population of Research
31
3.2.2 Sample of Research
31
3.3. Design and Variable of Research
31
3.3.1. Design of Research
31
3.3.2. Variables of Research
32
3.4. Instrument of Research
32
3.4.1. Instrument for cognitive
32
3.4.2. Content Validity
33
3.5. Techniques of Data Collecting (Procedure of Research)
34
3.6. Techniques of Data Analysis
36
3.6.1.Determine Mean
36
3.6.2. Determine Deviation Standard
36
3.6.3. Data Conditional Test
36
3.6.3.1.Normality test
36
3.6.3.2.Homogeneity Test
37
viii
3.6.4. Hypothesis Test
38
CHAPTER VI RESEARCH RESULT AND DISCUSSION
40
4.1. Result of Research
40
4.1.1 Description of Data Research
40
4.1.1.1. Data Research Sample Pretest and Postest
40
4.1.2. Data Conditional Test
44
4.1.2.1. Normality Test
44
4.1.2.2. Homogeneity Test
45
4.1.3. Hypothesis Test of Research
45
4.2. Discussion
46
CHAPTER V CONCLUSSION AND SUGGESTIONS
49
5.1. Conclussion
49
5.2. Suggestion
49
REFFERENCE
51
x
LIST OF TABLES
Page
Table 2.1. Comparison of Teacher-Centered and Student-Centered
8
Table 2.2. Syntax of Cooperative Learning Model
10
Table 2.3 A particle in laminar flow follows a streamline
17
Table 2.4.Preceding Relevant Research
28
Table. 3.1. Design of Research of Two Group
32
Table 3.2. Specification of Instrument Test
33
Table 4.1. Data of Pretest in Experimental and Control Class
40
Table 4.2. Summary of the Calculation of t-test
42
Table 4.3 Posttest Data of Experimental and Control Class
42
Table 4.4 Value of Worksheet of Students
44
Tabel 4.5. Normality Test of the Posttest data Experimental Class and
Control Class
44
Tabel 4.6. Summary result of homogeneity test data
45
Tabel 4.6. Summary of the Calculation of t-test
45
xi
LIST OF APPENDIX
Page
Appendix 1 Lesson Plan I
53
Appendix 2 Lesson Plan II
60
Appendix 3 Lesson Plan III
67
Appendix 4 Students Worksheet I
76
Appendix 5 Students Worksheet II
81
Appendix 6 Students Worksheet III
85
Appendix 7 Specification Table of Instrument
89
Appendix 8 Instrument Assessment
99
Appendix 9 Instrument of Content Validation by Validator
104
Appendix 10 Pretest and Posttest Data
107
Appendix 11 Calculation of Data
109
Appendix 12 Normality Test of Data
115
Appendix 13 Homogeneity Test of data
117
Appendix 14 Difference Test (t-test)
119
Appendix 15 Value of Critical Liliefors Test
121
Appendix 16 Table Range Under Normal Curve 0 ke Z
122
Appendix 17 Table of Persentil Value for F Distribution
123
Appendix 18 Table of Persentil Value for t Distribution
125
Appendix 19 Documentation of Research
126
xi
LIST OF APPENDIX
Page
Appendix 1 Lesson Plan I
53
Appendix 2 Lesson Plan II
60
Appendix 3 Lesson Plan III
67
Appendix 4 Students Worksheet I
76
Appendix 5 Students Worksheet II
81
Appendix 6 Students Worksheet III
85
Appendix 7 Specification Table of Instrument
89
Appendix 8 Instrument Assessment
99
Appendix 9 Instrument of Content Validation by Validator
104
Appendix 10 Pretest and Posttest Data
107
Appendix 11 Calculation of Data
109
Appendix 12 Normality Test of Data
115
Appendix 13 Homogeneity Test of data
117
Appendix 14 Difference Test (t-test)
119
Appendix 15 Value of Critical Liliefors Test
121
Appendix 16 Table Range Under Normal Curve 0 ke Z
122
Appendix 17 Table of Persentil Value for F Distribution
123
Appendix 18 Table of Persentil Value for t Distribution
125
Appendix 19 Documentation of Research
126
1
CHAPTER I
INTRODUCTION
1.1. Background
In achieving learning outcomes that expected, it is necessarily to consider
factors that affect the learning process. One of them is the strategy of teachers in
choosing a model of learning, so that the appropriate teaching and learning
strategies will provide a satisfactory student learning outcomes. As expressed by
Ramadhan, (2008), "Physics lesson taught with the aim to prepare students to be
able to apply the concepts of physics in daily life by practicing, doing the
observations, doing the experiments, discussing, and drawing the conclusions
from the activities". So that the students discover, prove, realize and apply the
concept in daily life. Thus it doesn’t emphasize the physics lesson result only,
but the process to get the results preferred.
Based on the experience of teaching at SMA Negeri 1 Perbaungan when
implementing PPL (teaching training) it appears that in physics learning in class
XII-Science, students tend to be passive to the teaching provided by teachers, it
make the student have low interest in studying physics.
From the results of observation done to the mark of student’s MAN 3
Medan, it show that the general test results achieved by students in physics as an
indicator of cognitive competence achievement is quite disappointing the teacher.
The physics average mark obtained by the students didn’t reach the Complete
Minimal Criteria (CMC) as known as KKM.
Based on the results of interviewing the teachers of physics at MAN 3
Medan, Jauharah Cut Ali, S.Pd, M.Si, she revealed that the difficulty in learning is
difficult to motivate and encourage the students’ interest to do the exercises of
physics. Then, the students are less motivated and less active in asking questions
and issuing their arguments during the process of learning physics. The students
aren’t motivated to learn in groups, they felt it was difficult to solve the problems
of physics, and students more often memorizing mathematical formulas of physics
than trying to understand the concepts and principles of physics. There are many
2
students argue that the physics is not attractive and it is the most difficult . These
factors influence student learning outcomes become low.
The conditions that occur in the classroom that researcher obtained when
observing one of the classes, the learning process is still teacher center (teacheroriented) that teachers act as a major subject in the teaching learning material by
conventional and lecturing method, and the students just receive what’s given by
the teacher. This is why the learning outcomes are not in line of expectations,
since students only get theoretical knowledge and act passively, while teachers are
active in providing information.
One of part that plays an important role in the resolution of this problem
is the teacher. The teacher as a facilitator role in providing services to facilitate
students in learning activities. It is very urgent for teachers to understand the
characteristics of the subject matter, learners or students, and learning
methodologies in the learning process, especially about the selection of a modern
learning models (Trianto, 2010)
One of alternative that can be developed by teachers to improve students’
physics learning outcome is using teacher’s approaching in choosing the way of
learning that able to give motivation to increase the students interest of physics to
be more active and creative in learning. The teacher must continue to be able to
direct a more precise, efficient and effective way of teaching.
For that aim, it is necessary to use a model of learning in hopes of student
learning outcomes can be improved, especially in the teaching of dynamic fluid,.
There is a possibility of less precise application of learning models as a factor in
the lack of the ability of students to solve problems of dynamic fluid. If the
learning model is not appropriate, then it will have a negative impact on learning
outcomes. So that it is necessary to use a suitable model of learning in hopes of
student learning outcomes can be improved, especially in solving problems of
dynamic fluid, and one of the many valuable learning model is effective in
improving student learning outcomes is a model of Cooperative Learning.
Cooperative Learning Model is a model of learning is done in groups to
achieve shared learning, where students are actively communicating it in the form
3
of group and discussed jointly with another group. Research conducted in
Solihatin (2007: 13), found that “Applying the model of cooperative learning, it
develops students' attitudes and behavior towards democratic atmosphere in the
classroom". In addition, the use of small groups of students to encourage students
more excited and motivated to learn science.
Solihatin’s Research (2007: 13), found that "the use of cooperative
learning models are very encouraging 20% increase in student achievement and
can enhance students' ability to learn independently".
The results of the above research shows that cooperative learning models
have a very high effectiveness for the acquisition of student learning outcomes, in
terms of its influence on the mastery of the subject matter as well as training and
developing of attitudes and social skills that are beneficial to students in his
community life.
Sanjaya (2006) said that the cooperative learning model can be used by
teachers when:
a. She stressed the importance of a collective effort on the side of
individual effort in learning
b. If the teacher requires all students (not just smart students only) to get
success in learning.
c. If teachers want instilling that students can learn from other friends, and
learn from other people's assistance.
d.If the teacher wants to develop communication skills as part of the
curriculum content
e. If the teacher wants to increase motivation of students and increase their
level of participation
f. If the teacher requires the development of students' ability to solve
problems and find solutions solving.
The success of learning according to the model of learning is not just
determined by the ability of the individual as a whole, but rather the acquisition of
learning it will get better when done together in small learning groups are
structured properly. Through learning from peer friends and under teacher
supervising, then the process of acceptance and understanding of the students will
be more easily and quickly to the material being studied.
4
The rapidly development of information and technology now, able to apply
as media that support in creating the helping device in learning process. Using of
software that developed with interactive animation program that is visualized can
make the students able to understand the real physics concept (Ramadhan, 2008)
The combination of Cooperative Learning Type GI that use the game
tournament with animation media will make physics learning more attractive and
it can take students’ interest and become love physics as science so that they learn
physics enthusiastic and enjoy it as funny learning and at last it increase their
achievement and physics learning outcomes than use conventional learning.
Based on the background above, the researcher are interested in doing
research with the title, The Effect of Cooperative Learning Model through Group
Investigation (GI) Type Using Animation Media in Increasing Physics Learning
Outcomes of Students MAN 3 Medan.
1.2. Identification of Problem
Based on the background above, we can identify the problems that are
relevant to this research are:
1. The learning process still dominated by the teacher (teacher center)
2. The students are less active in asking questions and arguing the argument
during the physics learning process in the classroom
3. Students argue that the physics is not attractive and it is the most difficult
lesson.
4. The physics average mark obtained by the students didn’t reach the
Complete Minimal Criteria (CMC) it means the students learning outcome
is low.
1.3. Limitation of Problem
Because the extent of the problem and lack of expertise, time and cost,
the researcher needs to make the boundary problem in this study. As the limitation
of this study is:
5
1. Effect of physics students' learning outcomes seen in the presence of a
significant effect of
learning cooperative learning model through
GI Type using animation media.
2. The physics learning outcomes of student are the cognitive scores that
represent the conceptual knowledge obtained from the research instrument
test with the topic is the dynamic fluid and for psychomotor is the inquiry
skills
3. This research will be conduct to students of class XI MAN 3 Medan in
Even Semester Academic Year 2014/2015
1.4. Formulation of Problem
To clarify the research problem, the boundary problem in this research are:
1.
How the physics learning outcomes of the student which was taught using
Cooperative learning model through GI type using animation media in
material Fluid Dynamic?
2.
How the physics learning outcomes of student which was taught using
conventional learning in the material Fluid Dynamic?
3.
Is there the significant effect of Cooperative learning model through GI
type using animation media in Increasing Physics Learning Outcomes of
Students MAN 3 Medan?
1.5. Objectives of Research
The objective of this study are as follows:
1. To know the physics learning outcomes of the student which was taught
using Cooperative learning model through GI type using animation media
in material Fluid Dynamic.
2. To know the physics learning outcomes of student which was taught using
conventional learning in the material Fluid Dynamic
3. To know the significant effect in physics learning outcomes of the
students that was taught using Cooperative learning model through GI
type using animation media in Dynamic Fluid material.
6
1.6. Benefits of Research
The expected benefits of this research are:
1. For the students
Instilling the ability to cooperate in resolving the problem, create a
pleasant atmosphere in the learning of physics and encourage the students’
interest to learn the physics so that increase student physics learning
outcomes.
2. For the teacher
As the reference to choose the learning model that suitable to the subject
matter.
3. For University Students
As a matter of information for students who are conducting research using
cooperative learning model of learning in improving the quality of the
learning process in education world.
4. For Researcher
This study became a valuable experience to improve the implementation
and knowledge of learning about physics by the Cooperative learning
model through GI type using animation media in the classroom.
49
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1
Conclusion
Based on the the results of analysis, statistical testing, and discussion, it
can
be
conclude
that
the
learning
in
Dynamic
Fluid
material
in
increasing the physics learning outcomes of students MAN 3 Medan A.Y.
2014/2015 are :
1.
The average mark of the students Physics learning outcomes that were
learned by the Cooperative Learning of GI Type using animation is higher
than the average mark of the students Physics learning outcomes that were
learned by the conventional learning.
2.
There are significant difference between the students Physics learning
outcomes that were learned by the Cooperative Learning of GI Type using
animation is higher than the average mark of the students Physics learning
outcomes that were learned by the conventional learning.
3.
There are significant effect between the students Physics learning
outcomes that were learned by the Cooperative Learning of GI Type using
animation is higher than the average mark of the students Physics learning
outcomes that were learned by the conventional learning.
5.2
Suggestions
Based on the research result and discussion before, researcher give
suggestion as follows:
1.
To the next researcher who want to do the research about cooperative
learning of GI type suggested to be more directly or guide the students to
be more active while work in group by ask to every student in group about
what student already do in group so the students will be motivated to be
active in solving the group students worksheet and investigation.
2.
To the next researcher suggested before start teaching learning process,
firstly should be explained to the student how the implementation of
50
cooperative learning of GI type using animation, so when teaching and
learning process the students already know what will they do.
3.
To the next researcher who will do the research about cooperative learning
of GI type using animation suggested to use time effectively as possible.
51
REFFERENCES
Arends, R.I. (2012), Learning How to Learn, 9th edition, Mc Graw-Hill, United
State
David W. Johnson, Learning Together and Alone: Cooperative, Competitive, and
Individualistic Learning, ( New Jersey, A Paramount Communication
Company: 2003),
Gillies,
R. (2014). Cooperative Learning: Developments in Research.
International Journal of Educational Psychology, 3(2), 125-140.
Haliday, Resnick, Walker., (2008) Fundamental of Physics. 7th Edition. pdf ,
http://www.fisica.net/ebooks/Halliday-Resnick
Walker_Fundamentals_of_Physics_7Th_Ed_-_Solutions.pdf.
Hewitt. P.G., (2011) Conceptual Phyics. 9th Edition. pdf
http://www.amazon.com/ConceptualPhysics-9th-PaulHewitt/dp/0321052021. Accesed Desember 2014
Hosseini, S.M, (2014), Competitive Team-Based Learning versus Group
Investigation with Reference to the Language Proficiency of Iranian EFL
Intermediate Students, International Journal of Instruction, Vol.7, No.1
Huda. M., (2012), Cooperative Learning Metode, Teknik, Struktur dan Model
Penerapan, Pustaka Pelajar, Yogyakarta.
Joyce, B., (2003) Models of Teaching, Fifth Edition, Prentice-Hall of India, New
Delhi
Joyce, B., Showers, B., (2002), Student Achievement Through Staff Development.
3rd Edition. Association for Supervision and Curriculum Development
Alexandria, VA USA
Krathwolh, D.R., A Revision of Bloom's Taxonomy: An Overview
http://www.unco.edu/cetl/sir/stating_outcome/documents/Krathwohl.pdf
Sanjaya, W., (2008), Pembelajaran Berorientasi Standar Proses Pendidikan.
Kencana, Jakarta.
52
Schiering, M.S., Bogner, D., & Holmberg, J.B., (2011), Teaching and Learning : a
model for academic and social cognition, Rowman & Littlefield Education
United States of America.
Slavin. E.R., (2005) , Cooperative Learning, Nusa Media, Bandung
Şimşek,U., (2013), The Effects Of Cooperative Learning Methods On
Students’ Academic Achievements In Social Psychology Lessons.
International Journal on New Trends in Education and Their
Implications. Vol. 4 p5-7
Debora,.B., (2013), The Effect of Cooperative Learning Type TGT Using
Concept Maps Towards Students’ Learning Outcomes On Fluid Dynamics
Topic Grade XI SMA Negeri 5 Binjai. A.Y. 2012/2013, Thesis, FMIPA,
Universitas Negeri Medan, Medan
GROUP INVESTIGATION (GI)TYPEUSING ANIMATION
ININCREASING PHYSICS LEARNING OUTCOMES
OF STUDENTS MAN 3 MEDAN A.Y.2014/2015
By:
Nurul Wahida
IDN 4113121047
Physics Education Study Program
THESIS
Submitted to Acquire Eligible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
iv
PREFACE
The researcher say the praise and gratitude to God almighty, for all the
grace and blessing that provide health and wisdom to the researcher that this study
can be completed properly in accordance with the planned time.
This thesis which is titled “The Effect of Cooperative Learning Model
through GI Type Using Animation Media in Increasing the Physics Learning
Outcome of Student MAN 3 Medan” is arrange to acquire the scholar degree of
Physics Education, Faculty of Mathematics and Nature Science State University
of Medan.
In this occasion, the researcher would like to Mr. Drs. Jonny H.
Panggabean, M.Si as the thesis supervisor who has guide and give suggestion to
the researcher from beginning until complete this research. Thanks a lot to
Prof.Dr. Mara Bangun Harahap, M.S, Prof. Dr. Nurdin Bukit, M.Si, and Mrs. Rita
Juliani, S.Si, M.Si who give critics and suggestion to the researcher from the
planning of research until the finish of thesis writing. Thanks a lot also to Mr. Drs.
Pintor Simamora, M.Si as academic supervisor who has give suggestion, guide
writer while study in State University of Medan. Thanks to Mr. Purwanto, S.Si,
M.Pd and Mr. Drs. Rappel Situmorang, M.Si as the content validator in this
research. Appreciation were also presented to the Headmaster of MAN 3Medan,
Mr. Muhammad Asrul, S.Ag, M.Pd, thanks to Mrs. Jauharah Cut Ali and Mrs.
Imaniah Manik, S.Pd as the physics teacher, also to the entire staff in MAN 3
Medan who also helped the researcher to the researcher.
The researcher would like to say thanks especially to my beloved parents
Drs. M.Gade, M.Si and Jauharah Cut Ali, S.Pd, M.Si for all pray, love, support
sincerely for the researcher and also for all of the sisters and brothers that always
support the researcher, Neily Maulida Ulfa, Zhuhriana Putri, Zahratul Faizah, and
Azzam Fawwaz. Thanks to all the researcher friends in Physics Bilingual 2011,
especially for Zehan Yuliana Sitorus and also Nancy Alretny that always support
each other in this research. Thanks to mentoring sister, Wika Tia Putri, Rahayu
Mardasari, Siti Auditia Dongoran and Nurjannah Sitanggang that gave the support
v
and pray for this thesis from the beginning until finish. Also thanks to all of the
students of Class XI IPA 3 and XI IPA 4 of MAN 3 Medan Academic Year
2014/2015 for help the researcher to do research.
The researcher has endeavored to as much as possible in completing this
thesis, but the researcher is conscious there are many drawbacks in term of both
content and grammar, then the researcher always welcome to any suggestions and
contructive critism from the readers for this thesis perfectly. The researcher hope
the content of this thesis would be useful in enriching the repertoire of knowledge.
Medan,
June 2015
Researcher
Nurul Wahida
iii
THE EFFECT O F COOP ERATIVE LEARNING MODEL O F
GROUP INVESTIGATION (GI) TYPE USING ANIMATION
IN INCREASING PHYSICS LEARNING OUTCOMES
OF STUDENTS MAN 3 MEDAN A.Y.2014/2015
Nurul Wahida (NIM 4113121047)
ABSTRACT
The purpose of this research is to know the effect of Cooperative Learning
Model through GI type using animation media in increasing the physics learning
outcome of student MAN 3 Medan in the material fluid dynamic class XI
Academic Year 2014/2015, to know the physics learning outcomes of student
which was taught using conventional learning in the material Fluid Dynamic and
to know the significant effect in physics learning outcomes of the
students that was taught using Cooperative learning model through GI
type using animation media in Dynamic Fluid material.
The type of research is quasi experimental research. The population were
all the student of class XI MAN 3 Medan Academic Year 2014/2015, consist of 5
class. Two class is selected random cluster sampling as sample. One class as
experimental class was treatment by Cooperative Learning Model through GI type
using animation media and another class as control class was treatment by
conventional learning. Instrument that used as learning result test, namely
objective test as the amount is twenty items that contains of five options and
already valid.
The result of quantitative analysis of pretest mean in experimental class is
40.33 and in control class is 41.70 and the posttest mean in experimental class is
higher than in control clas. Data of result of research is taken from normally
distribution and homogeneous. To test the hypothesis, used the t test with the
significant level � = 0.05 and it was obtained the t count is 5.70 and ttable is 2.00 so
that tcount > ttable that means Ha is accepted and Ho is rejected thus the are
significant difference between the physics learning outcomes of student in
experimental class and in the control class. Because of the difference it means
there are significant effect of Cooperative Learning Model through GI type using
animation media in increasing the physics learning outcome of student MAN 3
Medan class XI Academic Year 2014/2015 in higher learning outcomes than
conventional learning.
vi
TABLE OF CONTENTS
Page
Legalization sheet
i
Biography
ii
Abstract
iii
Preface
iv
Table of Contents
vi
List of Figures
ix
List of Tables
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1
1.1. Background
1
1.2. Identification of Problem
4
1.3. Limitation of Problem
4
1.4. Formulation of Problem
5
1.5. Objectives of Research
5
1.6. Benefits of Research
6
CHAPTER II LITERATURE REVIEW
7
2.1.
Theoretical Framework
7
2.1.1.
Learning Definition
7
2.1.2. Learning Outcomes
7
2.1.3.
7
Definition of Learning Model
2.1.4. Cooperative Learning Model
8
2.1.4.1 Characteristic of Cooperative Learning
9
2.1.4.2. Objective of Cooperative Learning
9
2.1.4.3. Syntax for Cooperative Learning
10
2.1.4.4. Theoretical and Empirical Support Cooperative Learning
10
2.1.4.5. Cooperative Learning type Group Investigation (GI)
11
2.1.4.6. Advantages and Disadvantage of Cooperative Learning type GI
13
vii
2.1.5. Conventional Learning
14
2.1.6. Media of Learning
15
2.1.6.1. Animation Media
16
2.1.6.2. Functions of Animation
16
2.2. Literature of Subject Matter
16
2.2.1 Dynamic Fluid (Hydrodynamic)
16
2.2.1.2. Streamline and Equation of Continuity
16
2.2.1.3. Bernoulli’s Equation
18
2.2.1.4. The Applications of Bernoulli’s Principle
20
2.3. Preceding Research
27
2.4. Conceptual Framework
29
2.5. Research Hypothesis
30
CHAPTER III RESEARCH METHODOLOGY
31
3.1 Place and Time of Research
31
3.2. Population and Sample of Research
31
3.2.1 Population of Research
31
3.2.2 Sample of Research
31
3.3. Design and Variable of Research
31
3.3.1. Design of Research
31
3.3.2. Variables of Research
32
3.4. Instrument of Research
32
3.4.1. Instrument for cognitive
32
3.4.2. Content Validity
33
3.5. Techniques of Data Collecting (Procedure of Research)
34
3.6. Techniques of Data Analysis
36
3.6.1.Determine Mean
36
3.6.2. Determine Deviation Standard
36
3.6.3. Data Conditional Test
36
3.6.3.1.Normality test
36
3.6.3.2.Homogeneity Test
37
viii
3.6.4. Hypothesis Test
38
CHAPTER VI RESEARCH RESULT AND DISCUSSION
40
4.1. Result of Research
40
4.1.1 Description of Data Research
40
4.1.1.1. Data Research Sample Pretest and Postest
40
4.1.2. Data Conditional Test
44
4.1.2.1. Normality Test
44
4.1.2.2. Homogeneity Test
45
4.1.3. Hypothesis Test of Research
45
4.2. Discussion
46
CHAPTER V CONCLUSSION AND SUGGESTIONS
49
5.1. Conclussion
49
5.2. Suggestion
49
REFFERENCE
51
x
LIST OF TABLES
Page
Table 2.1. Comparison of Teacher-Centered and Student-Centered
8
Table 2.2. Syntax of Cooperative Learning Model
10
Table 2.3 A particle in laminar flow follows a streamline
17
Table 2.4.Preceding Relevant Research
28
Table. 3.1. Design of Research of Two Group
32
Table 3.2. Specification of Instrument Test
33
Table 4.1. Data of Pretest in Experimental and Control Class
40
Table 4.2. Summary of the Calculation of t-test
42
Table 4.3 Posttest Data of Experimental and Control Class
42
Table 4.4 Value of Worksheet of Students
44
Tabel 4.5. Normality Test of the Posttest data Experimental Class and
Control Class
44
Tabel 4.6. Summary result of homogeneity test data
45
Tabel 4.6. Summary of the Calculation of t-test
45
xi
LIST OF APPENDIX
Page
Appendix 1 Lesson Plan I
53
Appendix 2 Lesson Plan II
60
Appendix 3 Lesson Plan III
67
Appendix 4 Students Worksheet I
76
Appendix 5 Students Worksheet II
81
Appendix 6 Students Worksheet III
85
Appendix 7 Specification Table of Instrument
89
Appendix 8 Instrument Assessment
99
Appendix 9 Instrument of Content Validation by Validator
104
Appendix 10 Pretest and Posttest Data
107
Appendix 11 Calculation of Data
109
Appendix 12 Normality Test of Data
115
Appendix 13 Homogeneity Test of data
117
Appendix 14 Difference Test (t-test)
119
Appendix 15 Value of Critical Liliefors Test
121
Appendix 16 Table Range Under Normal Curve 0 ke Z
122
Appendix 17 Table of Persentil Value for F Distribution
123
Appendix 18 Table of Persentil Value for t Distribution
125
Appendix 19 Documentation of Research
126
xi
LIST OF APPENDIX
Page
Appendix 1 Lesson Plan I
53
Appendix 2 Lesson Plan II
60
Appendix 3 Lesson Plan III
67
Appendix 4 Students Worksheet I
76
Appendix 5 Students Worksheet II
81
Appendix 6 Students Worksheet III
85
Appendix 7 Specification Table of Instrument
89
Appendix 8 Instrument Assessment
99
Appendix 9 Instrument of Content Validation by Validator
104
Appendix 10 Pretest and Posttest Data
107
Appendix 11 Calculation of Data
109
Appendix 12 Normality Test of Data
115
Appendix 13 Homogeneity Test of data
117
Appendix 14 Difference Test (t-test)
119
Appendix 15 Value of Critical Liliefors Test
121
Appendix 16 Table Range Under Normal Curve 0 ke Z
122
Appendix 17 Table of Persentil Value for F Distribution
123
Appendix 18 Table of Persentil Value for t Distribution
125
Appendix 19 Documentation of Research
126
1
CHAPTER I
INTRODUCTION
1.1. Background
In achieving learning outcomes that expected, it is necessarily to consider
factors that affect the learning process. One of them is the strategy of teachers in
choosing a model of learning, so that the appropriate teaching and learning
strategies will provide a satisfactory student learning outcomes. As expressed by
Ramadhan, (2008), "Physics lesson taught with the aim to prepare students to be
able to apply the concepts of physics in daily life by practicing, doing the
observations, doing the experiments, discussing, and drawing the conclusions
from the activities". So that the students discover, prove, realize and apply the
concept in daily life. Thus it doesn’t emphasize the physics lesson result only,
but the process to get the results preferred.
Based on the experience of teaching at SMA Negeri 1 Perbaungan when
implementing PPL (teaching training) it appears that in physics learning in class
XII-Science, students tend to be passive to the teaching provided by teachers, it
make the student have low interest in studying physics.
From the results of observation done to the mark of student’s MAN 3
Medan, it show that the general test results achieved by students in physics as an
indicator of cognitive competence achievement is quite disappointing the teacher.
The physics average mark obtained by the students didn’t reach the Complete
Minimal Criteria (CMC) as known as KKM.
Based on the results of interviewing the teachers of physics at MAN 3
Medan, Jauharah Cut Ali, S.Pd, M.Si, she revealed that the difficulty in learning is
difficult to motivate and encourage the students’ interest to do the exercises of
physics. Then, the students are less motivated and less active in asking questions
and issuing their arguments during the process of learning physics. The students
aren’t motivated to learn in groups, they felt it was difficult to solve the problems
of physics, and students more often memorizing mathematical formulas of physics
than trying to understand the concepts and principles of physics. There are many
2
students argue that the physics is not attractive and it is the most difficult . These
factors influence student learning outcomes become low.
The conditions that occur in the classroom that researcher obtained when
observing one of the classes, the learning process is still teacher center (teacheroriented) that teachers act as a major subject in the teaching learning material by
conventional and lecturing method, and the students just receive what’s given by
the teacher. This is why the learning outcomes are not in line of expectations,
since students only get theoretical knowledge and act passively, while teachers are
active in providing information.
One of part that plays an important role in the resolution of this problem
is the teacher. The teacher as a facilitator role in providing services to facilitate
students in learning activities. It is very urgent for teachers to understand the
characteristics of the subject matter, learners or students, and learning
methodologies in the learning process, especially about the selection of a modern
learning models (Trianto, 2010)
One of alternative that can be developed by teachers to improve students’
physics learning outcome is using teacher’s approaching in choosing the way of
learning that able to give motivation to increase the students interest of physics to
be more active and creative in learning. The teacher must continue to be able to
direct a more precise, efficient and effective way of teaching.
For that aim, it is necessary to use a model of learning in hopes of student
learning outcomes can be improved, especially in the teaching of dynamic fluid,.
There is a possibility of less precise application of learning models as a factor in
the lack of the ability of students to solve problems of dynamic fluid. If the
learning model is not appropriate, then it will have a negative impact on learning
outcomes. So that it is necessary to use a suitable model of learning in hopes of
student learning outcomes can be improved, especially in solving problems of
dynamic fluid, and one of the many valuable learning model is effective in
improving student learning outcomes is a model of Cooperative Learning.
Cooperative Learning Model is a model of learning is done in groups to
achieve shared learning, where students are actively communicating it in the form
3
of group and discussed jointly with another group. Research conducted in
Solihatin (2007: 13), found that “Applying the model of cooperative learning, it
develops students' attitudes and behavior towards democratic atmosphere in the
classroom". In addition, the use of small groups of students to encourage students
more excited and motivated to learn science.
Solihatin’s Research (2007: 13), found that "the use of cooperative
learning models are very encouraging 20% increase in student achievement and
can enhance students' ability to learn independently".
The results of the above research shows that cooperative learning models
have a very high effectiveness for the acquisition of student learning outcomes, in
terms of its influence on the mastery of the subject matter as well as training and
developing of attitudes and social skills that are beneficial to students in his
community life.
Sanjaya (2006) said that the cooperative learning model can be used by
teachers when:
a. She stressed the importance of a collective effort on the side of
individual effort in learning
b. If the teacher requires all students (not just smart students only) to get
success in learning.
c. If teachers want instilling that students can learn from other friends, and
learn from other people's assistance.
d.If the teacher wants to develop communication skills as part of the
curriculum content
e. If the teacher wants to increase motivation of students and increase their
level of participation
f. If the teacher requires the development of students' ability to solve
problems and find solutions solving.
The success of learning according to the model of learning is not just
determined by the ability of the individual as a whole, but rather the acquisition of
learning it will get better when done together in small learning groups are
structured properly. Through learning from peer friends and under teacher
supervising, then the process of acceptance and understanding of the students will
be more easily and quickly to the material being studied.
4
The rapidly development of information and technology now, able to apply
as media that support in creating the helping device in learning process. Using of
software that developed with interactive animation program that is visualized can
make the students able to understand the real physics concept (Ramadhan, 2008)
The combination of Cooperative Learning Type GI that use the game
tournament with animation media will make physics learning more attractive and
it can take students’ interest and become love physics as science so that they learn
physics enthusiastic and enjoy it as funny learning and at last it increase their
achievement and physics learning outcomes than use conventional learning.
Based on the background above, the researcher are interested in doing
research with the title, The Effect of Cooperative Learning Model through Group
Investigation (GI) Type Using Animation Media in Increasing Physics Learning
Outcomes of Students MAN 3 Medan.
1.2. Identification of Problem
Based on the background above, we can identify the problems that are
relevant to this research are:
1. The learning process still dominated by the teacher (teacher center)
2. The students are less active in asking questions and arguing the argument
during the physics learning process in the classroom
3. Students argue that the physics is not attractive and it is the most difficult
lesson.
4. The physics average mark obtained by the students didn’t reach the
Complete Minimal Criteria (CMC) it means the students learning outcome
is low.
1.3. Limitation of Problem
Because the extent of the problem and lack of expertise, time and cost,
the researcher needs to make the boundary problem in this study. As the limitation
of this study is:
5
1. Effect of physics students' learning outcomes seen in the presence of a
significant effect of
learning cooperative learning model through
GI Type using animation media.
2. The physics learning outcomes of student are the cognitive scores that
represent the conceptual knowledge obtained from the research instrument
test with the topic is the dynamic fluid and for psychomotor is the inquiry
skills
3. This research will be conduct to students of class XI MAN 3 Medan in
Even Semester Academic Year 2014/2015
1.4. Formulation of Problem
To clarify the research problem, the boundary problem in this research are:
1.
How the physics learning outcomes of the student which was taught using
Cooperative learning model through GI type using animation media in
material Fluid Dynamic?
2.
How the physics learning outcomes of student which was taught using
conventional learning in the material Fluid Dynamic?
3.
Is there the significant effect of Cooperative learning model through GI
type using animation media in Increasing Physics Learning Outcomes of
Students MAN 3 Medan?
1.5. Objectives of Research
The objective of this study are as follows:
1. To know the physics learning outcomes of the student which was taught
using Cooperative learning model through GI type using animation media
in material Fluid Dynamic.
2. To know the physics learning outcomes of student which was taught using
conventional learning in the material Fluid Dynamic
3. To know the significant effect in physics learning outcomes of the
students that was taught using Cooperative learning model through GI
type using animation media in Dynamic Fluid material.
6
1.6. Benefits of Research
The expected benefits of this research are:
1. For the students
Instilling the ability to cooperate in resolving the problem, create a
pleasant atmosphere in the learning of physics and encourage the students’
interest to learn the physics so that increase student physics learning
outcomes.
2. For the teacher
As the reference to choose the learning model that suitable to the subject
matter.
3. For University Students
As a matter of information for students who are conducting research using
cooperative learning model of learning in improving the quality of the
learning process in education world.
4. For Researcher
This study became a valuable experience to improve the implementation
and knowledge of learning about physics by the Cooperative learning
model through GI type using animation media in the classroom.
49
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1
Conclusion
Based on the the results of analysis, statistical testing, and discussion, it
can
be
conclude
that
the
learning
in
Dynamic
Fluid
material
in
increasing the physics learning outcomes of students MAN 3 Medan A.Y.
2014/2015 are :
1.
The average mark of the students Physics learning outcomes that were
learned by the Cooperative Learning of GI Type using animation is higher
than the average mark of the students Physics learning outcomes that were
learned by the conventional learning.
2.
There are significant difference between the students Physics learning
outcomes that were learned by the Cooperative Learning of GI Type using
animation is higher than the average mark of the students Physics learning
outcomes that were learned by the conventional learning.
3.
There are significant effect between the students Physics learning
outcomes that were learned by the Cooperative Learning of GI Type using
animation is higher than the average mark of the students Physics learning
outcomes that were learned by the conventional learning.
5.2
Suggestions
Based on the research result and discussion before, researcher give
suggestion as follows:
1.
To the next researcher who want to do the research about cooperative
learning of GI type suggested to be more directly or guide the students to
be more active while work in group by ask to every student in group about
what student already do in group so the students will be motivated to be
active in solving the group students worksheet and investigation.
2.
To the next researcher suggested before start teaching learning process,
firstly should be explained to the student how the implementation of
50
cooperative learning of GI type using animation, so when teaching and
learning process the students already know what will they do.
3.
To the next researcher who will do the research about cooperative learning
of GI type using animation suggested to use time effectively as possible.
51
REFFERENCES
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David W. Johnson, Learning Together and Alone: Cooperative, Competitive, and
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Topic Grade XI SMA Negeri 5 Binjai. A.Y. 2012/2013, Thesis, FMIPA,
Universitas Negeri Medan, Medan