THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON THE STUDENTS ACHIEVEMENT IN TEMPERATURE TOPIC AT VII GRADE IN SMP N 1 TEBING TINGGI ACADEMIC YEAR 2013/2014.
THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON
THE STUDENT’S ACHIEVEMENT IN TEMPERATURE TOPIC
AT VII GRADE IN SMPN 1 TEBING TINGGI
ACADEMIC YEAR 2013/2014
By:
Fitriah Andriani Rambe
Reg. Number 4103322011
Bilingual Physics Education Program
THESIS
Submitted to Acquires EligibleSarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2014
i
ii
BIOGRAPHY
Fitriah Andriani Rambe was born in Manado on March, 19th 1993. Father
named Abdul Roni Rambe and mother named Nurhayati Sitorus, and she is the
first of 3 children. In 1998, the authors entered Primary School at SD Negeri
165719 Tebing Tinggi and graduated in 2004. In 2004, the authors continue her
education in SMP Negeri 1 Tebing Tinggi and graduated in 2007. In 2007, the
authors continue her education in SMA Negeri 4 Tebing Tinggi and graduated in
2010. In 2010, the authors accepted in Physical Education Studies Program in
Departement of Physics, Faculty of Mathematics and Science in State University
of Medan and graduated on June, 26th 2014.
iv
PREFACE
Alhamdulillah, praise and thanks to Allah SWT who has give guidance,
health and wisdom to the author that this study can be completed properly in
accordance with the planned time. Shalawat and Salam to Rasulullah Muhammad
SAW, hopefully His Syafaat will abundant.
Thesis entitled "The Effect of Guided Discovery Learning Model on the
Student’s Achievement in Temperature Topic at VII Grade in SMP N 1 Tebing
Tinggi Academic Year 2013/2014", prepared to obtain a Bachelor's degree
Physical Education, Faculty of Mathematics and Natural Science in State
University of Medan.
On this occasion the authors like to thank Mr Dr. Ridwan Abd. Sani, M.Si
as Thesis Advisor who has provided guidance and suggestions to the author since
the beginning of the study until the completion of this thesis writing. Thanks also
to Mr. Prof. Drs. Motlan Sirait, M.Sc., Ph.D, Mrs. Dr. Derlina, M.Si, Mr. Drs.
Eidi Sihombing, M.S, who have provided input and suggestions from the research
plan to complete the preparation of this thesis. Thanks also presented to Drs.
Sehat Simatupang, M. Si as the Academic Supervisor and also the entire Lecturer
and Staff in Physics Department FMIPA UNIMED who have helped the
author. Appreciation were also presented to Headmaster, Juniater Pane, S.Pd,
Rosmiati, S.Pd, and all teachers in SMP N 1 Tebing Tinggi who have helped
during this research.
Gracefully to my dear father Abdul Roni Rambe and dear mother
Nurhayati Sitorus that grow me up and always pray for me. And also thanks to my
brother Faizal Aprianto Rambe, Ferdi Ardiansyah Rambe. I’m also say thanks to
all family who have prayed and gave me encouragement and funding to complete
the study in Unimed. Especially thanks to all my friend in Bilingual Physics Class
2010, Christine M. Siregar, Evi K. Simanjuntak, Feggi Yuandini, Indra N.
Siahaan, James W. Simanungkalit, Jeneva Samosir, Jovan F. D. Sitinjak, Kartika,
Nur Azizah Pulungan, Riando Sidauruk, Rindy W. Putri, Rikcy Almeda Siregar,
v
Rofi Anggriani, Uli Dofa Sirait, who have helped, prayed and gave supported to
author. I also would like to thank to my sisters Dia Anisyah and Siti Nurhaida
who have helped and gave suppported during my research.
The author realized that this thesis is out of perfect caused by knowledge
and grammar. That’s why, the author do hope constructivism’s advice and
suggestion in order to make this thesis is useful for all of us.
Medan, June 2014
Author,
Fitriah Andriani Rambe
iii
THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON
THE STUDENT’S ACHIEVEMENT IN TEMPERATURE TOPIC
AT VII GRADE IN SMP N 1 TEBING TINGGI
ACADEMIC YEAR 2013/2014
Fitriah Andriani Rambe (Reg. Number : 4103322011)
ABSTRACT
The objective of this research is to know the effect of using Guided
Discovery learning model on the students’ achievement especially in temperature
topic at VII Grade SMP N 1 Tebing Tinggi.
The research method is quasi experiment. The populations are all the VII
grade students in semester II that consist of 9 classes SMP N 1 Tebing Tinggi.
The samples of this research conduct two classes and consist of 70 students, 34
students from experiment class and 36 students from control class and define by
random cluster sampling.
The results that obtained: pre test mean value of experiment class is 42.06
and control class is 40.3. And then post test mean value of experiment class is 70
and control class is 65.28. Normality of the test result from both samples are
normal and homogenous. In the testing of hypothesis for average similar ability,
the criteria is: H0 is accepted if -ttable < tcount < ttable and H0 is rejected if tcount has
another score, where ttable obtained from list of t distribution. From the calculation
of t-test for concept mastery using α = 0.05, obtained tcount = 0.507, where ttable =
1.99. It means, experiment class and control class have same ability. And for post
test, the criteria is : Ha is accepted if tcount > ttable and Ha is rejected if tcount has
another score. From the calculation of t-test for α = 0.05, obtained tcount = 1.73,
where ttable = 1.67. So, there is effect of Guided Discovery Learning Model on the
Student’s Achievement in Temperature Topic at VII Grade in SMP N 1 Tebing
Tinggi Academic Year 2013/2014.
Based on observation that done by observers with using observation sheet
of student activity, conclude that activity of students in experiment class more
active than control class.
Key word: Guided Discovery, student’s achievement
LIST OF CONTENT
Page
Ratification Sheet
i
Biography
ii
Abstract
iii
Preface
iv
List of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1
Background
1
1.2
Problem Identification
3
1.3
Problem Limitation
3
1.4
Problem Formulation
3
1.5
Research Objective
3
1.6
Research Benefits
4
CHAPTER II LITERATURE REVIEW
2.1
Definition of Learning
5
2.2
Learning Purposes
6
2.3
Learning Activities
7
2.4
Learning Achievement
8
2.4.1 Cognitive Domain
2.5
Definition of Science
8
9
2.5.1 Importance of Science Teaching
10
2.5.2 Approaches to Science Teaching
11
2.5.3 Process of Science
12
2.6
Direct Instructional Model
12
2.6.1 Definition of Direct Instructional Model
12
2.6.2 Syntax of Direct Instructional Model
13
2.6.3 Steps of Learning and Teaching in Direct Instructional Model
14
2.7
Discovery Learning Model
14
2.7.1 Constructivism Theory
14
2.7.2 The Understanding of Discovery Learning Model
15
2.7.3 Aims of Discovery Learning Model
16
2.7.4 Syntax of Discovery Learning Model
16
2.7.5 The Advantages and Disadvantages of
Discovery Learning Model
2.8
Teaching Material
18
19
2.8.1 Temperature
19
2.8.2 Temperature Measurement
20
2.9
Conceptual Framework
2.10 Research Hypothesis
20
21
CHAPTER III RESEARCH METHOD
3.1
Research Location and Research Time
22
3.2
Population and Sample of the Research
22
3.2.1 Population of Research
22
3.2.2 Sample of Research
22
3.3
Research Variable
22
3.3.1 Independent Variable
22
3.3.2 Dependent Variable
22
3.4
Type and Research Design
23
3.4.1 Type of Research
23
3.4.2 Design of Research
23
3.5
Research Procedure
23
3.6
Research Instrument
24
3.6.1 Learning Achievement
24
3.6.2 Instrument of Student Learning Activity
26
3.6.3 Content Validity
29
3.6.4 Validity Test
29
3.7
Data Analysis Techniques
29
3.7.1 Determine Average Value
29
3.7.2 Determine the Standard Deviation
30
3.7.3 Homogeneity Test
30
3.7.4 Normality Test
31
3.7.5 Average Similar Ability
31
3.7.6 Hypothesis Test
33
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1 Research Result
35
4.1.1 Pre Test Score of Student in Experiment and Control Class
35
4.1.2 Data Analysis of Pre Test
37
4.1.2.1 Normality Test of Pre-Test Data in Experiment Class
37
4.1.2.2 Homogeneity test of Pre Test
37
4.1.2.3 Average Similar Ability Test
38
4.1.3 Post Test Score of Student in Experiment and Control Class
38
4.1.4 Data Analysis of Post Test
40
4.1.4.1 Normality Test of Post Test Data in Control Class
40
4.1.4.2 Homogeneity test of Post Test
40
4.1.4.3 Hypothesis Test
41
4.2 The Effect of Problem in Experiment and Control Class
41
4.3 Observation
42
4.4 Discussion
44
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion
46
5.2 Suggestion
46
REFERENCES
47
LIST OF FIGURE
Figure 2.1 Thermometer
19
Figure 3.1 Overview of Research Planning
24
Figure 4.1 Column Diagram Pre test score data in Experiment and
Control Class
36
Figure 4.2 Column Diagram Post test score data in Experiment and
Control Class
39
Figure 4.3 Diagram of Average Score in Experiment and Control
Class for Each Category
42
Figure 4.4 Average Score of Student Activity
44
vi
LIST OF APPENDIX
Appendix 1
Lesson Plan 1
49
Appendix 2
Lesson Plan 2
68
Appendix 3
Lesson Plan 3
85
Appendix 4
Student Worksheet 1
102
Appendix 5
Student Worksheet 2
103
Appendix 6
Student Worksheet 3
104
Appendix 7
Lattice of Instrument
105
Appendix 8
Learning Achievement Test
111
Appendix 9
Guidelines for Scoring Observation of Learning
Activity in Experiment Class
115
Appendix 10 Guidelines for Scoring Observation of Learning
Activity in Control Class
117
Appendix 11 Observation of Student Activity in Experiment Class
119
Appendix 12 Observation of Student Activity in Control Class
128
Appendix 13 Data of Pre Test and Post Test in Experiment Class
137
Appendix 14 Data of Pre Test and Post Test in Control Class
138
Appendix 15 Mean and Deviation Standard Calculation
139
Appendix 16 Normality Test
141
Appendix 17 Homogeneity Test
144
Appendix 18 Average Similar Ability Test
147
Appendix 19 Hypothesis Test
150
Appendix 20 Research Documentation
153
Appendix 21 List of Critical Value for Liliefors
156
Appendix 22 List of Percentile Value for Distribution t
157
Appendix 23 List of Area under Normal Curve 0 to z
158
Appendix 24 F Distribution Values
159
1
CHAPTER I
INTRODUCTION
1.1 Background
Gagne in Sridevi (2008) state that science is what the scientist does. It is a
process by which we increase and refine our understanding and of the universe
through continuous observation, experiment, application and verification.
Sciences is the body of knowledge, a way of thinking, a way of investigation, and
a way of experimentation in the pursuit of exploring the nature (Sridevi, 2008:5).
Just like the branches of a tree, a branch of science is made up of many smaller
branches. Physics is smaller branches of science.
According to Gagne (Rao, 2008:21) in science learning process needs to do
what scientist do. Scientists do observe, and classify and measure, and infer, and
make hypotheses and perform experiments. All those skills can be acquired
through a process of inquiry learning (discovery), lab activities or experiments so
that students get hands-on experience and discover the process themselves.
Generally, learning physics in schools are still using conventional learning
methods because this method is easy to implement and quickly seen. In the
learning process that is likely to be teacher centered domination master teacher in
the classroom. Teacher writes on the blackboard, and then, goes on solving the
problems related to it. The students prepare for the exam by memorizing these
concepts and formulas, and by solving the related problems. But, meanwhile,
some of the students can not comprehend the concept, some others are not
interested in the subject as they think that it is not useful to them, and the others
are like spectators while few students come to the blackboard and solve the
problems. Most of the students do not participate actively and can not
comprehend the concept. Teacher only expects them to write, memorize and solve
problems. Students become not active, don’t have creative and critical thinking,
2
and easy to forget what they already learned. So, the student’s achievement in
physics subject still low.
To improve student’s achievement in physics subject, teachers can perform a
variety of ways, for example by using a model of effective teaching and learning
in accordance with the objectives set in the curriculum. Constructivism associates
learning to the building of one’s own knowledge, is much more appropriate to
today’s situation, in that it views learning in the perspective of the learner. The
teacher is considered as a cognitive guide while the learner is empowered to
construct his own meaning, not just memorize the right answer. Constructivism is
not a new concept. It is learning or meaning making theory. It suggests that
individuals create their own understanding, based upon the interaction of what
they already know and believe and the phenomena or ideas which they come into
contact (Sridevi, 2008:9). One model of learning based on constructivist views is
Discovery Learning Model.
The aim of the Discovery Learning was as a powerful instructional approach
that guides and motivates learners to explore information and concepts, embrace
new knowledge, and apply new behaviors back on the job. Using this
methodology, organizations can educate their employees quickly and with higher
levels of retention than traditional training methods.
Based on the experience of Researchers at the Integrated Field Experience
Program (PPLT) in SMP Negeri 1 Tebing Tinggi, low yields physics student
learning because teachers present material with conventional methods, speeches,
and giving tasks. This causes students are less actively and less their achievement
because not directly involved in the learning process so that students irresponsive,
this all will certainly have an impact on value of students and will cause a
minimum completeness criteria (KKM) of SMP N 1 Tebing Tinggi not be reached
or is below standard students that is 75.
Based on the description above, researchers interested in conducting research
entitled " The Effect of Guided Discovery Learning Model on the Student’s
Achievement in Temperature Topic at VII Grade in SMP N 1 Tebing Tinggi
Academic Year 2013/2014."
3
1.2 Problems Identification
Based on the background above, the problems identification of this
research are as follows:
1. Students’ achievement in physics subject are still relatively low
2. Students are less actively in the physics learning activities
3. Lack of interaction among students in physics learning activities
4. Lack of media learning utilization
5. Learning model still not variety in physics learning activities
1.3 Problems Limitation
In order to keep this research become more focused and directed, the
researcher limit the problems as the following
1. Learning model used is Guided Discovery Learning Model on the
experimental class and Direct Instruction on the control class.
2. Conducted to determine the influence of the Guided Discovery Learning
Model on students’ achievement in physics subject.
1.4 Problem Formulation
The problem formulation of this research :
Is there any effect of using Guided Discovery Learning model on the
students’ achievement in Temperature topic at VII grade in SMP N 1
Tebing Tinggi?
1.5 Research Objective
The research objective is as follows:
To know the effect effect of using Guided Discovery Learning model on
the students’ achievement in Temperature topic at VII grade in SMP N 1
Tebing Tinggi.
4
1.6 Research Benefits
The benefits of this research are:
1. For School
: Can give a good contribution in order to improve the
learning process and improve the quality of schools by
increasing student achievement and teacher
professionalism.
2. For teacher
: As a consideration in selecting learning model in learning
physics.
3. For students
: Students are more motivated to learn physics, so that the
educational goals can be achieved.
46
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the result of research and data collection, can be concluded that:
Student’s achievement in experiment class was greater than student’s
achievement in control class. So, Guided Discovery Learning Model has
effect on student’s achievement in Temperature topic at VII grade in SMP
Negeri 1 Tebing Tinggi.
5.2 Suggestion
According to the data of student’s achievement and the experience of author
when applying the Guided Discovery Learning Model in class, so the author gives
suggestion as below:
1. For the next researcher who wants to do research using Guided Discovery
Learning Model, its better the teacher give motivate to the student to
develop their confidence for present their discuss result, because some of
student do not want to present it.
2. For the next researcher who wants to do research using Guided Discovery
Learning Model expected to allocate the time for each step because
Guided Discovery Learning Model require much time especially when
student collecting data, processing data, and present their discuss result.
3. For the teacher can use the Guided Discovery Learning Model to increase
student’s achievement.
47
REFERENCE
Akanmu, M. A., (2013), Guided-discovery Learning Strategy and Senior School
Students Performance in Mathematics in Ejigbo, Nigeria. Journal of
Education and Practice Vol.4, No.12, 2013
Balım, A., G. (2009). The Effects of Discovery Learning on Students’ Success and
Inquiry Learning Skills. Egitim Arastirmalari-Eurasian Journal of
Educational Research, 35, 1-20.
Cahyo, Agus N., (2013), Teori-Teori Belajar Mengajar, Diva Press, Jogjakarta.
Cobb, T., (1999), Applying Constructivism: A Test for the Learner as Scientist,
Educational Technology Research and Development.
Cohen, M. T., (2008). The Effect of Direct Instruction versus Discovery Learning
on the Understanding of Science Lessons by Second Grade Students.
NERA Conference Proceedings.
Djamarah, S. Bahri, (2002), Strategi Belajar Mengajar, PT Rineka Cipta, Jakarta.
Fakultas Matematika dan Ilmu Pengetahuan Alam Univertias Negeri Medan,
(2012), Pedoman Penulisan Proposal dan Skripsi Mahasiswa Program
Studi Pendidikan, FMIPA Unimed, Medan.
Kementerian Pendidikan dan Kebudayaan, (2013), Ilmu Pengetahuan Alam,
Kementerian Pendidikan dan Kebudayaan, Jakarta.
Oloyede, O. I., (2010), Comparative Effect of the guided Discovery and Concept
Mapping Teaching Strategies on Students’ Chemistry Achievement.
Humanity and Social Sciences Journal
Rao, D. Bhaskara, (2008), Science Process Skills of School Students, Discovery
Publishing House, New Delhi.
Sanjaya, W., (2006), Strategi Pembelajaran Berorientasi Standar Proses
Pendidikan, Kencana Prenada Media Group, Jakarta.
Sardiman, A.M., (2010), Interaksi dan Motivasi Belajar Mengajar, Raja Grafindo
Persada, Jakarta.
Spiegel, M.R., (1961), Theory and Problems of Statistics, Schaum Publishing Co.,
New York.
48
Sridevi, K.V., (2008), Constructivism in Science Education, Discovery Publishing
House, New Delhi.
Sudijono, A., (2009), Pengantar Evaluasi Pendikan, Rajawali Pers, Jakarta.
Sudjana, (2005), Metoda Statistika, Tarsito, Bandung.
Sudjana, (2009), Penilaian Hasil Proses Belajar Mengajar, Remaja Rosdakarya,
Bandung.
Trianto, (2011), Mendesain Model Pembelajaran Inovatif-Progesif, Prenada
Media, Jakarta.
Udo,
M. E., (2010). Effect of Guided-Discovery, Student- Centered
Demonstration and the Expository Instructional Strategies on Students’
Performance in Chemistry. An International Multi-Disciplinary Journal,
Ethiopia Vol. 4 (4), Serial No. 16, October, 2010
THE STUDENT’S ACHIEVEMENT IN TEMPERATURE TOPIC
AT VII GRADE IN SMPN 1 TEBING TINGGI
ACADEMIC YEAR 2013/2014
By:
Fitriah Andriani Rambe
Reg. Number 4103322011
Bilingual Physics Education Program
THESIS
Submitted to Acquires EligibleSarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2014
i
ii
BIOGRAPHY
Fitriah Andriani Rambe was born in Manado on March, 19th 1993. Father
named Abdul Roni Rambe and mother named Nurhayati Sitorus, and she is the
first of 3 children. In 1998, the authors entered Primary School at SD Negeri
165719 Tebing Tinggi and graduated in 2004. In 2004, the authors continue her
education in SMP Negeri 1 Tebing Tinggi and graduated in 2007. In 2007, the
authors continue her education in SMA Negeri 4 Tebing Tinggi and graduated in
2010. In 2010, the authors accepted in Physical Education Studies Program in
Departement of Physics, Faculty of Mathematics and Science in State University
of Medan and graduated on June, 26th 2014.
iv
PREFACE
Alhamdulillah, praise and thanks to Allah SWT who has give guidance,
health and wisdom to the author that this study can be completed properly in
accordance with the planned time. Shalawat and Salam to Rasulullah Muhammad
SAW, hopefully His Syafaat will abundant.
Thesis entitled "The Effect of Guided Discovery Learning Model on the
Student’s Achievement in Temperature Topic at VII Grade in SMP N 1 Tebing
Tinggi Academic Year 2013/2014", prepared to obtain a Bachelor's degree
Physical Education, Faculty of Mathematics and Natural Science in State
University of Medan.
On this occasion the authors like to thank Mr Dr. Ridwan Abd. Sani, M.Si
as Thesis Advisor who has provided guidance and suggestions to the author since
the beginning of the study until the completion of this thesis writing. Thanks also
to Mr. Prof. Drs. Motlan Sirait, M.Sc., Ph.D, Mrs. Dr. Derlina, M.Si, Mr. Drs.
Eidi Sihombing, M.S, who have provided input and suggestions from the research
plan to complete the preparation of this thesis. Thanks also presented to Drs.
Sehat Simatupang, M. Si as the Academic Supervisor and also the entire Lecturer
and Staff in Physics Department FMIPA UNIMED who have helped the
author. Appreciation were also presented to Headmaster, Juniater Pane, S.Pd,
Rosmiati, S.Pd, and all teachers in SMP N 1 Tebing Tinggi who have helped
during this research.
Gracefully to my dear father Abdul Roni Rambe and dear mother
Nurhayati Sitorus that grow me up and always pray for me. And also thanks to my
brother Faizal Aprianto Rambe, Ferdi Ardiansyah Rambe. I’m also say thanks to
all family who have prayed and gave me encouragement and funding to complete
the study in Unimed. Especially thanks to all my friend in Bilingual Physics Class
2010, Christine M. Siregar, Evi K. Simanjuntak, Feggi Yuandini, Indra N.
Siahaan, James W. Simanungkalit, Jeneva Samosir, Jovan F. D. Sitinjak, Kartika,
Nur Azizah Pulungan, Riando Sidauruk, Rindy W. Putri, Rikcy Almeda Siregar,
v
Rofi Anggriani, Uli Dofa Sirait, who have helped, prayed and gave supported to
author. I also would like to thank to my sisters Dia Anisyah and Siti Nurhaida
who have helped and gave suppported during my research.
The author realized that this thesis is out of perfect caused by knowledge
and grammar. That’s why, the author do hope constructivism’s advice and
suggestion in order to make this thesis is useful for all of us.
Medan, June 2014
Author,
Fitriah Andriani Rambe
iii
THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON
THE STUDENT’S ACHIEVEMENT IN TEMPERATURE TOPIC
AT VII GRADE IN SMP N 1 TEBING TINGGI
ACADEMIC YEAR 2013/2014
Fitriah Andriani Rambe (Reg. Number : 4103322011)
ABSTRACT
The objective of this research is to know the effect of using Guided
Discovery learning model on the students’ achievement especially in temperature
topic at VII Grade SMP N 1 Tebing Tinggi.
The research method is quasi experiment. The populations are all the VII
grade students in semester II that consist of 9 classes SMP N 1 Tebing Tinggi.
The samples of this research conduct two classes and consist of 70 students, 34
students from experiment class and 36 students from control class and define by
random cluster sampling.
The results that obtained: pre test mean value of experiment class is 42.06
and control class is 40.3. And then post test mean value of experiment class is 70
and control class is 65.28. Normality of the test result from both samples are
normal and homogenous. In the testing of hypothesis for average similar ability,
the criteria is: H0 is accepted if -ttable < tcount < ttable and H0 is rejected if tcount has
another score, where ttable obtained from list of t distribution. From the calculation
of t-test for concept mastery using α = 0.05, obtained tcount = 0.507, where ttable =
1.99. It means, experiment class and control class have same ability. And for post
test, the criteria is : Ha is accepted if tcount > ttable and Ha is rejected if tcount has
another score. From the calculation of t-test for α = 0.05, obtained tcount = 1.73,
where ttable = 1.67. So, there is effect of Guided Discovery Learning Model on the
Student’s Achievement in Temperature Topic at VII Grade in SMP N 1 Tebing
Tinggi Academic Year 2013/2014.
Based on observation that done by observers with using observation sheet
of student activity, conclude that activity of students in experiment class more
active than control class.
Key word: Guided Discovery, student’s achievement
LIST OF CONTENT
Page
Ratification Sheet
i
Biography
ii
Abstract
iii
Preface
iv
List of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1
Background
1
1.2
Problem Identification
3
1.3
Problem Limitation
3
1.4
Problem Formulation
3
1.5
Research Objective
3
1.6
Research Benefits
4
CHAPTER II LITERATURE REVIEW
2.1
Definition of Learning
5
2.2
Learning Purposes
6
2.3
Learning Activities
7
2.4
Learning Achievement
8
2.4.1 Cognitive Domain
2.5
Definition of Science
8
9
2.5.1 Importance of Science Teaching
10
2.5.2 Approaches to Science Teaching
11
2.5.3 Process of Science
12
2.6
Direct Instructional Model
12
2.6.1 Definition of Direct Instructional Model
12
2.6.2 Syntax of Direct Instructional Model
13
2.6.3 Steps of Learning and Teaching in Direct Instructional Model
14
2.7
Discovery Learning Model
14
2.7.1 Constructivism Theory
14
2.7.2 The Understanding of Discovery Learning Model
15
2.7.3 Aims of Discovery Learning Model
16
2.7.4 Syntax of Discovery Learning Model
16
2.7.5 The Advantages and Disadvantages of
Discovery Learning Model
2.8
Teaching Material
18
19
2.8.1 Temperature
19
2.8.2 Temperature Measurement
20
2.9
Conceptual Framework
2.10 Research Hypothesis
20
21
CHAPTER III RESEARCH METHOD
3.1
Research Location and Research Time
22
3.2
Population and Sample of the Research
22
3.2.1 Population of Research
22
3.2.2 Sample of Research
22
3.3
Research Variable
22
3.3.1 Independent Variable
22
3.3.2 Dependent Variable
22
3.4
Type and Research Design
23
3.4.1 Type of Research
23
3.4.2 Design of Research
23
3.5
Research Procedure
23
3.6
Research Instrument
24
3.6.1 Learning Achievement
24
3.6.2 Instrument of Student Learning Activity
26
3.6.3 Content Validity
29
3.6.4 Validity Test
29
3.7
Data Analysis Techniques
29
3.7.1 Determine Average Value
29
3.7.2 Determine the Standard Deviation
30
3.7.3 Homogeneity Test
30
3.7.4 Normality Test
31
3.7.5 Average Similar Ability
31
3.7.6 Hypothesis Test
33
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1 Research Result
35
4.1.1 Pre Test Score of Student in Experiment and Control Class
35
4.1.2 Data Analysis of Pre Test
37
4.1.2.1 Normality Test of Pre-Test Data in Experiment Class
37
4.1.2.2 Homogeneity test of Pre Test
37
4.1.2.3 Average Similar Ability Test
38
4.1.3 Post Test Score of Student in Experiment and Control Class
38
4.1.4 Data Analysis of Post Test
40
4.1.4.1 Normality Test of Post Test Data in Control Class
40
4.1.4.2 Homogeneity test of Post Test
40
4.1.4.3 Hypothesis Test
41
4.2 The Effect of Problem in Experiment and Control Class
41
4.3 Observation
42
4.4 Discussion
44
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion
46
5.2 Suggestion
46
REFERENCES
47
LIST OF FIGURE
Figure 2.1 Thermometer
19
Figure 3.1 Overview of Research Planning
24
Figure 4.1 Column Diagram Pre test score data in Experiment and
Control Class
36
Figure 4.2 Column Diagram Post test score data in Experiment and
Control Class
39
Figure 4.3 Diagram of Average Score in Experiment and Control
Class for Each Category
42
Figure 4.4 Average Score of Student Activity
44
vi
LIST OF APPENDIX
Appendix 1
Lesson Plan 1
49
Appendix 2
Lesson Plan 2
68
Appendix 3
Lesson Plan 3
85
Appendix 4
Student Worksheet 1
102
Appendix 5
Student Worksheet 2
103
Appendix 6
Student Worksheet 3
104
Appendix 7
Lattice of Instrument
105
Appendix 8
Learning Achievement Test
111
Appendix 9
Guidelines for Scoring Observation of Learning
Activity in Experiment Class
115
Appendix 10 Guidelines for Scoring Observation of Learning
Activity in Control Class
117
Appendix 11 Observation of Student Activity in Experiment Class
119
Appendix 12 Observation of Student Activity in Control Class
128
Appendix 13 Data of Pre Test and Post Test in Experiment Class
137
Appendix 14 Data of Pre Test and Post Test in Control Class
138
Appendix 15 Mean and Deviation Standard Calculation
139
Appendix 16 Normality Test
141
Appendix 17 Homogeneity Test
144
Appendix 18 Average Similar Ability Test
147
Appendix 19 Hypothesis Test
150
Appendix 20 Research Documentation
153
Appendix 21 List of Critical Value for Liliefors
156
Appendix 22 List of Percentile Value for Distribution t
157
Appendix 23 List of Area under Normal Curve 0 to z
158
Appendix 24 F Distribution Values
159
1
CHAPTER I
INTRODUCTION
1.1 Background
Gagne in Sridevi (2008) state that science is what the scientist does. It is a
process by which we increase and refine our understanding and of the universe
through continuous observation, experiment, application and verification.
Sciences is the body of knowledge, a way of thinking, a way of investigation, and
a way of experimentation in the pursuit of exploring the nature (Sridevi, 2008:5).
Just like the branches of a tree, a branch of science is made up of many smaller
branches. Physics is smaller branches of science.
According to Gagne (Rao, 2008:21) in science learning process needs to do
what scientist do. Scientists do observe, and classify and measure, and infer, and
make hypotheses and perform experiments. All those skills can be acquired
through a process of inquiry learning (discovery), lab activities or experiments so
that students get hands-on experience and discover the process themselves.
Generally, learning physics in schools are still using conventional learning
methods because this method is easy to implement and quickly seen. In the
learning process that is likely to be teacher centered domination master teacher in
the classroom. Teacher writes on the blackboard, and then, goes on solving the
problems related to it. The students prepare for the exam by memorizing these
concepts and formulas, and by solving the related problems. But, meanwhile,
some of the students can not comprehend the concept, some others are not
interested in the subject as they think that it is not useful to them, and the others
are like spectators while few students come to the blackboard and solve the
problems. Most of the students do not participate actively and can not
comprehend the concept. Teacher only expects them to write, memorize and solve
problems. Students become not active, don’t have creative and critical thinking,
2
and easy to forget what they already learned. So, the student’s achievement in
physics subject still low.
To improve student’s achievement in physics subject, teachers can perform a
variety of ways, for example by using a model of effective teaching and learning
in accordance with the objectives set in the curriculum. Constructivism associates
learning to the building of one’s own knowledge, is much more appropriate to
today’s situation, in that it views learning in the perspective of the learner. The
teacher is considered as a cognitive guide while the learner is empowered to
construct his own meaning, not just memorize the right answer. Constructivism is
not a new concept. It is learning or meaning making theory. It suggests that
individuals create their own understanding, based upon the interaction of what
they already know and believe and the phenomena or ideas which they come into
contact (Sridevi, 2008:9). One model of learning based on constructivist views is
Discovery Learning Model.
The aim of the Discovery Learning was as a powerful instructional approach
that guides and motivates learners to explore information and concepts, embrace
new knowledge, and apply new behaviors back on the job. Using this
methodology, organizations can educate their employees quickly and with higher
levels of retention than traditional training methods.
Based on the experience of Researchers at the Integrated Field Experience
Program (PPLT) in SMP Negeri 1 Tebing Tinggi, low yields physics student
learning because teachers present material with conventional methods, speeches,
and giving tasks. This causes students are less actively and less their achievement
because not directly involved in the learning process so that students irresponsive,
this all will certainly have an impact on value of students and will cause a
minimum completeness criteria (KKM) of SMP N 1 Tebing Tinggi not be reached
or is below standard students that is 75.
Based on the description above, researchers interested in conducting research
entitled " The Effect of Guided Discovery Learning Model on the Student’s
Achievement in Temperature Topic at VII Grade in SMP N 1 Tebing Tinggi
Academic Year 2013/2014."
3
1.2 Problems Identification
Based on the background above, the problems identification of this
research are as follows:
1. Students’ achievement in physics subject are still relatively low
2. Students are less actively in the physics learning activities
3. Lack of interaction among students in physics learning activities
4. Lack of media learning utilization
5. Learning model still not variety in physics learning activities
1.3 Problems Limitation
In order to keep this research become more focused and directed, the
researcher limit the problems as the following
1. Learning model used is Guided Discovery Learning Model on the
experimental class and Direct Instruction on the control class.
2. Conducted to determine the influence of the Guided Discovery Learning
Model on students’ achievement in physics subject.
1.4 Problem Formulation
The problem formulation of this research :
Is there any effect of using Guided Discovery Learning model on the
students’ achievement in Temperature topic at VII grade in SMP N 1
Tebing Tinggi?
1.5 Research Objective
The research objective is as follows:
To know the effect effect of using Guided Discovery Learning model on
the students’ achievement in Temperature topic at VII grade in SMP N 1
Tebing Tinggi.
4
1.6 Research Benefits
The benefits of this research are:
1. For School
: Can give a good contribution in order to improve the
learning process and improve the quality of schools by
increasing student achievement and teacher
professionalism.
2. For teacher
: As a consideration in selecting learning model in learning
physics.
3. For students
: Students are more motivated to learn physics, so that the
educational goals can be achieved.
46
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the result of research and data collection, can be concluded that:
Student’s achievement in experiment class was greater than student’s
achievement in control class. So, Guided Discovery Learning Model has
effect on student’s achievement in Temperature topic at VII grade in SMP
Negeri 1 Tebing Tinggi.
5.2 Suggestion
According to the data of student’s achievement and the experience of author
when applying the Guided Discovery Learning Model in class, so the author gives
suggestion as below:
1. For the next researcher who wants to do research using Guided Discovery
Learning Model, its better the teacher give motivate to the student to
develop their confidence for present their discuss result, because some of
student do not want to present it.
2. For the next researcher who wants to do research using Guided Discovery
Learning Model expected to allocate the time for each step because
Guided Discovery Learning Model require much time especially when
student collecting data, processing data, and present their discuss result.
3. For the teacher can use the Guided Discovery Learning Model to increase
student’s achievement.
47
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