THE INFLUENCE OF APPLIED THE CONTEXTUAL TEACHING LEARNING (CTL) APPROACH LABORATORY EXPERIMENT TO INCREASE STUDENT�.
THE INFLUENCE OF APPLIED THE CONTEXTUAL TEACHING
LEARNING (CTL) APPROACH LABORATORY EXPERIMENT
TO INCREASE STUDENT’S ACHIEVEMENT ON TOPIC
SALT HYDROLYSIS IN SENIOR HIGH SCHOOL
By :
Mona Sihite
Reg. Number : 409 332 013
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for the Degree of
Sarjana Pendidikan
JURUSAN KIMIA
FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM
UNIVERSITAS NEGERI MEDAN
MEDAN
2014
iv
ACKNOWLEDGEMENT
Praise thank fullness is given to The Only One Savior, Jesus Christ who
always help me, and have given health, strength, spirit, knowledge, and material to
finish this thesis.
Title of this thesis is “The Effect of Applied the Contextual Teaching
Learning (CTL) approach Laboratory Experiment to Increase Student’s
Achievement on Topic Salt Hydrolysis“ that arranged to obtain the degree of
Sarjana Pendidikan in Chemistry Department, Faculty of Mathematics and Natural
Science, State University of Medan (UNIMED).
In this opportunity, I would to express his gratitude to Dr. Retno Dwi Suyanti,
M.Si. as my thesis supervisor who has provided guidance, advices, motivation, and
suggestion during the process of completing this thesis. I also give thanks to Prof. Dr.
Albinus Silalahi., Dr. Iis Siti Jahro, M.Si., Drs. Marham Sitorus, M.Si., as an
evaluator committee who has provided suggestion from the plan until the completion
of this thesis. The gratitude also goes to Prof. Drs. Motlan Sirait, M.Sc, Ph.D., the
dean of Mathematics and Natural Science Faculty, State University of Medan, and
Prof. Dr. rer. Nat. Binari Manurung, M.Si., as a Coordinator Bilingual Programme,
their advices and other necessary administrative.
I also give thanks to Prof. Dr. Suharta, M.Si, as the Academic Supervisor who
always guide researcher during the lecturer, great thanks to Prof. Dr. Ramlan Silaban,
M.Si. as the validator of instrument test in this research, and the entire along with Mr
and Mrs. Staff and Lecturer in chemistry department FMIPA UNIMED who helped
the author. The author also presented to School Principle of SMA N 3 Medan, Drs.
Sahlan Daulay, M.Pd that give permition and Drs. Simon M.Pd., and Rini S.Pd as the
chemistry teacher in SMA N 3 Medan. Special gratitude and appreciation to the my
lovely father Raflan Sihite and my lovely mother Heppy Jeny Hasibuan and also to
my dearest sisters ( Lamsihar Sihite, SKep., and Meida Sihite) for their love supports,
pray, motivation and caring that they give. My Brother (Bontor Sihite) and Dra. N.
Rumapea M.Si., thank you for the careness and given me support until the completion
v
of this thesis. The authors also express thank to all my friends in Bilingual Chemistry
Educatioo’09 especially Mastiur, Sanny, Hilda, Alin, Dimas, for giving motivation,
spirit, and pray. Thank also to my big family, Resti, Vivi, Weni, Natal, Harlen, Tasya,
Floren, for support and pray, and special thanks to someone that owns my heart,
thanks for the love, careness, pray, and motivation. I also would like to say thank you
to all whose names cannot be mentioned one by one for their support and friendship
through my academic years.
The author tried for maximal effort in the completion of this thesis. Authors
hope the critique and suggestions from readers for completeness the thesis perfectly.
Finally, the writer hopes this thesis can be useful to enrich the reader in science
education and for further improvement of this thesis.
Medan,
The Writer,
Mona Sihite
January 2014
iii
THE INFLUENCE OF APPLIED THE CONTEXTUAL TEACHING
LEARNING (CTL) APPROACH LABORATORY EXPERIMENT TO
INCREASE STUDENT’S ACHIEVEMENT ON TOPIC SALT HYDROLYSIS
Mona Sihite (409332013)
ABSTRACT
This thesis explains about the influence of applied the contextual teaching
learning (CTL) approach laboratory experiment to increase student’s achievement on
topic of salt hydrolysis. The aimed of this research is determined the student’s
achievement on topic salt hydrolysis is learned by contextual teaching learning
approach laboratory experiment.
The population of this research is all of students in SMA Negeri 3 Medan
grade XI Science. The samples are 2 class from students in SMA Negeri 3 Medan by
purposive random sampling methods. The experimental class is learned by contextual
teaching learning approach laboratory experiment and control class is learned by
conventional method. The instruments are using multiple choice tests to see the
student’s achievement. The instrument of research is standardized by expert
validators and empiric validity. Data is analysis by Microsoft Excel for Windows
2007. The result of test is standardized and there is obtained 25 valid items with
reliability 0,604.
The influence of applied contextual teaching learning (CTL) approach
laboratory experiment to increase student’s achievement is obtained from student’s
ability to answer the questions before teaching treatment (pretest) and after teaching
treatment (posttest) and the data are used to know normalized gain. The research
result showed that the data are normal distribution and sample are homogeneous.
Experimental class is learned by contextual teaching learning approach laboratory
experiment in high category, the average value of gain is (0,825 ± 0,101) and control
class which learned by conventional method can increase student’s achievement in
medium category, the average value of gain is (0,603 ± 0,122).
The statistic analysis shows significant difference t count > t table (1,939 >
1,667). So, it shows can conclude that student’s achievement which learned by
contextual teaching learning approach laboratory experiment is higher than
conventional method. In addition, the cognitive aspect which improved by the
implementation of contextual teaching learning approach laboratory experiment is
C1, C2, C3, and C4. The must level of cognitive aspect improved are C2
(comprehension), C3 (application), and C4 (analysis): C1 is 0,71 (high category), C2
is 0,82 (high category), C3 is 0,90 (high category), and C4 is 0,79 (high category).
ix
LIST OF TABLE
Page
Table 2.1 Differences CTL withConventionalLearning
17
Table 2.2 The Property of Salt Made from Weak Acid and Weak Base
Depends on the Values of pH, Ka, Kb, [H+], and [OH-]
22
Table 3.1 The design of the research
28
Table 3.2 Category Difficulty Level of Test Items
32
Table 4.1 Difficult Index
38
Table 4.2 Different Index
39
Table 4.3 The Analysis Data of Student’s Achievement from Pre-test
41
Table 4.4 The Analysis Data of Student’s Achievement from Posttest
41
Table 4.5 Average Value of Normalized Gain
44
Table 4.6 Percentage of Student’s Achievement
45
Table 4.7 The Result of Hypothesis Test
46
Table 4.8 Average Gain the Level of Cognitive Aspect in Experiment Class
47
Table 4.9 Average Gain the Level of Cognitive Aspect in the Control Class
47
Table 4.10 Compare of Average Gain of Cognitive Aspect in the Experiment
Class and Control Class
48
x
LIST OF FIGURE
Page
Figure 3.1 Flow Chart Overview of Research
29
Figure 4.1 Average gain from the level of cognitive aspect in
experiment class
47
Figure 4.2 Average gain from the level of cognitive aspect in control class
48
Figure 4.3 Comparison average gain in experiment class and control class
49
CHAPTER I
INTRODUCTION
1.1
Research Background
Learning is an activity in order to acquire knowledge, skills, and positive
values by utilizing a variety of sources for learning. Activity of student’s in the
learning process not only to listening and writing. Learning involves two parties
namely the students as learner and teacher as facilitator. The most important
activity in learning is a learning process. The learning process has several features
the following: (1) learning to realize its nature, in this case the students feels that
he is learning, arise in him the motivation to have a knowledge of the expected.
(2) results obtained with the process of learning; in this case knowledge is not
acquired spontaneously and instantly, but gradually (Slameto, 2010).
Learning chemistry is closely associated with experiments suitable with
the characteristic of chemistry as an experimental science. There are 2 important
things that must be noticed in studying the chemistry that is chemistry as a result
of the finding of experts such as principles, laws, theories, and the chemistry as
process that is scientific work such as laboratory experiment method. One effort
to improve student’s achievement is to use laboratory experiment method. By
laboratory experiments method, activities students will be more focused attention
on the learning process and not on other things as well students have the
opportunity to develop the ability to observe all things that are involve in the
process and can take the expected conclusions (Nurasiyah, 2010).
For those of usare active in education, especially learning in the
classroom, a lot of questions unanswered to this day. These questions revolve
around the issues of learning and the questions are quite reasonable, because the
facts on the ground indicate that the phenomenon was quite apprehensive. First,
most students in the school can not make the connection between what they learn
and how this knowledge will be applied. Second, students have difficulty
understanding the concept of academic (such as math concepts) when they were
taught with traditional methods, but they are very necessary to understand the
concepts as they relate to the world of work in which they will live. Third,
1
2
students have been expected to blindly alone those relationships, outside the
classroom activities.
The empirical evidence can be strengthened by some research results that
show problems in class lessons: First, most students are more interested and their
achievements in mathematics, science, and language in creased dramatically when
helped to make connections between new information and knowledge/experience
they have. Second, most students learn efficiently when they are allowed to work
cooperatively with students in a group.
Unit Level Curriculum, that KTSP signaling in implementation strategy
use with emphasis on student performance (contextual teaching and learning). So
in this, the function and role of the teacher as a mediator only more students to
formulate their own proactive about phenomena related to the focus of studyis
contextually not textually.
According to contextual learning theory, that learning only occurs when
students process new information or knowledge so that information or knowled
get or understand them up three interms of reference (memory, experience and
responsiveness of their own). Contextual learning is not a new concept. The
application of contextual learning in American class rooms was first proposed by
John Dewey. In 1916, Dewey proposed a curriculum and teaching methodologies
associated with students' interests and experiences.
Development of the understanding gained during the conduct literature
review it became clear that CTL is a combination of many "good practice" and
several education reform approaches that are meant to enhance the relevance and
use of functional education for all students. Contextual teaching is teaching that
allows student’s kindergarten through high school to streng then, expand, and
apply their knowledge and academic skills in a variety of challenges in school and
outside of school in order to solvereal-world problems or issues that are simulated
(University of Washington, 2001).
In improve the quality of learning in school, among other done with an
approach to contextual teaching and learning (CTL) (http://dahliahmad.
blogspot.com/2009/01/peran-pembelajaran-vtl-dalam.html).
Blancchard
(in
Trianto, 2008) asserted: Contextual Teaching Learning (CTL) is a concept helps
3
teachers connect of teaching materials with the real-world situations and
motivates students to make connections between knowledge and its application to
their lives as family members, citizens, and works. In others words CTL is
learning that occurs in close relationship with actual experience. Learning process
took place naturally in the form of student’s activities and has their own work, not
a transfer of knowledge from teacher to students (Trianto, 2008).
Based on the result of research that done by Zulfadhilah (2013) through
Contextual Teaching Learning (CTL) approach in using media based on computer
on colloid in class XI IPA SMAN 1 BatangKuis have the influences of increasing
student’s chemistry learning outcomes is 48,13%. In addition, research has been
conducted
by
Nina
Astuti(2012)
concludedin
her
research
that
also
usedContextual Teaching Learning (CTL) models in colligative properties of
solution in class XII odd semester Academic Year 2012/2013 have the influences
of increasing student’s chemistry learning outcomes in class experiment is
average 73,33 ± 8,71 and average gain of learning autcomes is 0,708 with
effectivity 10,88% (SMA N 1 Binjai), 73,42 ± 8,72 and average gain learning
autcomes 0,675 with effectivity 9,78% (SMA N 5 Binjai), and 75,64 ± 8,27 71
and average gain of learning autcomes is 0,711 with effectivity 9,28% (SMA N 6
Binjai) and result of research that done by SantiUtari (2010) through Contextual
Teaching Learning (CTL) in SMP N 15 Medan about topic acid, base, and salt
have the influences of increasing student,s chemistry learning autcomes pretest
average 26,032 ± 9,229 and posttest average 83,258 ± 10,254 in class experiment
and class control is pretest average 21,645 ± 11,509 and posttest 68,129 ± 10,544
so based on average difference pretest and posttest is 23,109% and effectivity gain
is 30,348%.
Laboratory experiment is an effort in process of teaching using laboratory
equipment. Laboratory experiment give study experienced directly, so that higher
meaningful rising. There are chances that students able to do observation,
collecting data, make hyphothesis or making prediction based on collecting data
till making conclusion. By experiment method in face all problems, so they aren’t
easy to believe that is not truth yet certain. Using laboratory experiment in process
of chemistry teaching, very effective because the students is confronted with real
4
situation, so they will give their attention and inters in materials that taught
(Situmorang, 2010). In the research that conducted by Hasibuan (2009), she got
the increasing of students achievement until 16,40% by applying laboratory
experiments method in learning of elements, compound and the mixture at junior
high school.
Subject matter of abstract and concrete chemistry requires direct
observation by the students towards the object and the material being discussed.
Therefore, by using practical teaching methods are very effective delivery of
teaching materials for students will be confronted with real situation. Practical
methods of implementation in the laboratory is expected students will have the
ability to think scientifically, is able to find scientific facts, identify, think
critically and be able to accept criticism from fellow students owned a difference.
Students are asked to experience for her/his, seek the truth and draw conclusions
from what has been taught (Simanjuntak, 2010).
Students are often difficult to understand the subject matter of abstract
chemical or chemical material which microscopic. This difficulty will bring
adverse implications for students understanding of chemical concept, because
basically the facts that abstract or a microscopic is explanation for the facts and
concept concrete, (Guru IT, 2009). Generally, teacher only emphasize the learning
by using conventional method, are used in communicate the learning matter so
that there is no interaction in learning (Yamin, 2004).
Chemistry is the study about the change of matter accompanied by energy
change. Chemistry is the science to look for the answer of question what, why,
and how the condition of nature involves the composition, structure, properties,
changing, dynamic and energy of substances. Chemistry is an experimental
science, can not be learned only by reading, writing or listening it. Chemical
sciences not only learn to master a body of knowledge of facts, concepts,
principles, but also is a process of discovery and mastery of the procedures or the
scientific method. Therefore, in teaching chemistry there are two important issues
that must be considered, namely the chemical as a product of the scientists in the
form of facts, concepts, principles, laws, and theories of chemistry as a process of
scientific work.
5
The chemistry topics of salt hydrolysis is categorized as a difficult subject
to be taught to the students as the contents of the subject are difficult to
understand. Salt hydrolysis is one of the subject matter in the even semester of
Grade XI Sciences. From that learning activity so teacher has to combine the
theory and practice when teaching of salt hydrolysis. So to make it easier for
students to learn the salt hydrolysis, the author argues that CTL models with
laboratory practicum method to be used to teaching salt hydrolysis.
From description above then the researcher interested in conducting
research about practical method by the title: “The Influence of Applied the
Contextual Teaching Learning (CTL) approach Laboratory Experiment to
Increase Student’s Achievement on Topic Salt Hydrolysis“.
1.2
Problem Identification
Based on the background above, problem identifications of this research
as follow:
1. The low of students learning result in chemistry lessons
2. Students had difficulty in studying chemistry
3. Students are rarely taught to solve the problem and to make connections
between knowledge and its application to their lives.
4. In teaching and learning process not grow the enthusiasm from students,
especially to do experiment for use nature material.
1.3
Scope of Research
Based on the identification on the problem above, this study is limited
only to see student’s achievement in chemistry on topic of Salt Hydrolysis which
taught in XI grade senior high school in even semester at academic year
2012/2013 in state SMA Negeri 3 Medan is taught by using Contextual Teaching
Learning (CTL) approach laboratory experiment method.
6
1.4
Problem Formulation
1. Whether is student’s achievement that taught with contextual teaching
learning (CTL) approach laboratory experiment is higher than
conventional method on topic of salt hydrolysis?
2. What cognitive aspect of the student’s achievement that taught with
contextual teaching learning (CTL) approach laboratory experiment on
topic of salt hydrolysis?
1.5
Research Objective
The objectives of this research are:
1. To know the better method CTL on topic of salt hydrolysis to get the best
students achievement.
2. To know whether the student’s achievement that taught with contextual
teaching learning (CTL) approach laboratory experiment is higher
compared to conventional method on tropic of salt hydrolysis.
1.6
Research Significance
The significances of the research are:
1. As an input for the teacher, especially chemistry teacher in teaching
learning process must have learning strategy to getting the learning
models that can increase student achievement in chemistry on topic of salt
hydrolysis.
2. To make the student’s learning be a meaningful by contextual teaching
learning (CTL) in teaching learning process.
3. As a reference for the researcher for the researcher to apply the
appropriate learning model in teaching and learning activities in school,
especially by using the contextual teaching learning (CTL) models.
7
1.7
Operational Definition
1. Contextual Teaching and Learning is a conception of teaching and
learning that helps teachers relate subject matter content to real world
situations, and motivates students to make connections between
knowledge and its applications to their lives as family members, citizens,
and workers and engage in the hard work that learning requires.
Contextual teaching and learning involves, namely:Constructivism,
Inquiry, Questioning, Learning Community, Modeling, Reflections,
Authentic
Assessment,
expected
learning
more
meaningful
for
students(Rusman, 2011).
2. Laboratory in natural science is a place where teacher and student doing
an experiment, observation, and research. Laboratory is place which
support activity in class. Otherwise activity in class is support in
laboratory’s activity. By experiment method students have skill using
science method in face of all problems, so they are not easy to believe
something that is not truth yet certain. Using laboratory experiment in
process of chemistry teaching, very effective because the students is
confronted with real situation, so they will give their attention and inters
in materials that learned. The laboratory experiment will give more
oppurtunities to the student to train themselves that could improve their
intellectual activities in practice, patience, and accuracy (Situmorang,
2011).
CHAPTER V
CONCLUSION AND SUGGESTION
5.1.
Conclusion
Based on the research result in the discussion obtained the conclusion as
below:
1. Student’s achievement that taught with contextual teaching learning (CTL)
approach laboratory experiment is higher than conventional method on topic
of salt hydrolysis. The statement support the data research result of hypothesis
test is t
count
= 1,939 and t
table
= 1,667, then t
count
>t
table
(1,939 > 1,667). The
calculation result shows that Ha is received and Ho is rejected. The average
normalized gain for experiment class is 0,825 ± 0,101 (high category) and
control class is 0,603 ± 0,122 (medium category).
2. The cognitive aspect of the student’s achievement that taught with contextual
teaching learning (CTL) approach laboratory experiment on topic of salt
hydrolysis is C1, C2, C3, and C4. The statement support the data research
result average of normalized gain from the level of cognitive aspect C1 is 0,71
(high category), C2 is 0,82 (high category), C3 is 0,90 (high category), and C4
is 0.79 (high category). Based on the research results can be concluded
cognitive aspect C3 (application) is higher than cognitive aspect C1, C2, and
C4.
5.2.
Suggestion
From the result obtained from this study, some suggestion had to be raised
in order to the learning process on chemistry is effective in increasing of student’s
achievement, they are:
1. It is suggested to chemistry teacher to use contextual teaching learning
approach experiment laboratory model is order to increase student’s
achievement and student’s activity on teaching salt hydrolysis, so that
chemistry be a fun lesson.
52
53
2. It is suggested to other researcher in order to notice the relevant topic so that
research result for the next will be better and the activity of student’s will be
increase.
3. It is expected that there will be done the next research about learning method
it using another learning media that is more effective and with other subject
matter as an effort to increase education quality especially in chemistry
subject.
54
REFERENCES
Arifin, Z., (2009), Evaluasi Pembelajaran, PT Remaja Rosdakarya, Bandung.
Astuti, Nina., (2012), Effektifitas Pembelajaran Contectual Teaching Learning
(CTL) untuk Meningkatkan hasil Belajar Kimia Siswa pada Pelajaran
Sifat Koligative Larutan di SMA Negeri Sekota Binjai, Skripsi, Jurusan
Kimia, Fakultas Matematika Dan Ilmu Pengetahuan Alam, Universitas
Negeri Medan.
Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negri Medan,
(2010), Pedoman Penulisan Proposal dan Skripsi Mahasiswa Program
Studi Pendidikan FMIPA Unimed, UNIMED, Medan.
Hake, R. R. (1999). Interactive Eagagement Methodes In Introduction Mechanics
Courses. Department of Physics, Indiana University, Bloomingtoon.
Tersedia: http://www/physics.indiana.edu/~sdi/IEM-2b.pdf. (accsed on
May, 8th 2013)
Hasibuan, S., (2009), Pengaruh Penerapan Model Pratikum Terhadap hasil
Belajar Kimia Dalam Pokok Bahasan Unsur, Senyawa, dan Campuran
di SMP, Skripsi, FMIP, UNIMEd, Medan.
Jhonson., (2008), Contextual teaching Learning (CTL), Penerbit MLC, Bandung.
Justiana, dkk., (2009). Chemistry for Senior High School. Jakarta: Yudistira.
Nurhadi, dkk., (2003), Pembelajaran Kontekstual (Cooperatif Learning di Ruangruang Kelas), Gramedia Widiasarana, Jakarta.
Purba, Michael, (2002), Kimia untuk SMA Kelas XI, Erlangga, Jakarta.
Rusman, (2011), Model – model Pembelajaran Mengembangkan Profesionalisme
Guru, PT. RajaGrafindo Persada, Jakarta.
Sanjaya, Wina, (2006), Strategi Pembelajaran Berorientasi Standar Proses
Pendidikan, Kencana Prenada Media Group, Jakarta.
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Silitonga, P. M., (2011), Statistik, FMIPA UNIMED, Medan.
Situmorang, M., (2010), Penelitian Tindakan Kelas (PTK) Untuk Mata Pelajaran
Kimia, Universitas Negri Medan, Medan.\
Slameto, (2010), Belajar dan Faktor-Faktor yang Mempengaruhi, Rineka Cipta,,
Jakarta.
Sudjana, (2005), Metode Statistik, Penerbit Tarsito, Bandung.
Sunardi, (2009), Kimia Bilingual. Bandung: Yrama Widya
Suyanti,R.,(2010), Strategi Pemblajaran Kimia, Graha Ilmu, Yogyakarta.
Tarigan, S., (2010), An Introduction to the Teaching and Learning strategy,
FMIPA UNIMED, Medan.
Trianto,(2009), Mendesain Model Pembelajaran
Inovatif- Progresif, Kecana
Prenada Media Group , Jakarta.
Utari, Santi., (2010), Effektivitas Model Pembelajaran Contextual Teaching
Learning (CTL) pada Pokok Bahasan Asam, Basa, dan Garam di SMP
Negeri 5 Medan , Skripsi, Jurusan Kimia, Fakultas Matematika Dan
Ilmu Pengetahuan Alam, Universitas Negeri Medan
Zulfadhilah, (2013), Penerapan Strategi Pembelajaran Contextual Teaching and
Learning Dibandingkan Numbered Head Together dengan Media
Berbasis Komputer dalam Upaya Meningkatkan Rasa Tanggung Jawab
dan Hasil Belajar Siswa pada Pokok Bahasan Koloid di SMAN 1
Batang Kuis, Skripsi, Jurusan Kimia, Fakultas Matematika Dan Ilmu
Pengetahuan Alam, Universitas Negeri Medan.
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(accessed on January, 18th 2013).
http://www.holah.karoo.net/experimental_method.htm (accessed on January, 18th
2013)
LEARNING (CTL) APPROACH LABORATORY EXPERIMENT
TO INCREASE STUDENT’S ACHIEVEMENT ON TOPIC
SALT HYDROLYSIS IN SENIOR HIGH SCHOOL
By :
Mona Sihite
Reg. Number : 409 332 013
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for the Degree of
Sarjana Pendidikan
JURUSAN KIMIA
FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM
UNIVERSITAS NEGERI MEDAN
MEDAN
2014
iv
ACKNOWLEDGEMENT
Praise thank fullness is given to The Only One Savior, Jesus Christ who
always help me, and have given health, strength, spirit, knowledge, and material to
finish this thesis.
Title of this thesis is “The Effect of Applied the Contextual Teaching
Learning (CTL) approach Laboratory Experiment to Increase Student’s
Achievement on Topic Salt Hydrolysis“ that arranged to obtain the degree of
Sarjana Pendidikan in Chemistry Department, Faculty of Mathematics and Natural
Science, State University of Medan (UNIMED).
In this opportunity, I would to express his gratitude to Dr. Retno Dwi Suyanti,
M.Si. as my thesis supervisor who has provided guidance, advices, motivation, and
suggestion during the process of completing this thesis. I also give thanks to Prof. Dr.
Albinus Silalahi., Dr. Iis Siti Jahro, M.Si., Drs. Marham Sitorus, M.Si., as an
evaluator committee who has provided suggestion from the plan until the completion
of this thesis. The gratitude also goes to Prof. Drs. Motlan Sirait, M.Sc, Ph.D., the
dean of Mathematics and Natural Science Faculty, State University of Medan, and
Prof. Dr. rer. Nat. Binari Manurung, M.Si., as a Coordinator Bilingual Programme,
their advices and other necessary administrative.
I also give thanks to Prof. Dr. Suharta, M.Si, as the Academic Supervisor who
always guide researcher during the lecturer, great thanks to Prof. Dr. Ramlan Silaban,
M.Si. as the validator of instrument test in this research, and the entire along with Mr
and Mrs. Staff and Lecturer in chemistry department FMIPA UNIMED who helped
the author. The author also presented to School Principle of SMA N 3 Medan, Drs.
Sahlan Daulay, M.Pd that give permition and Drs. Simon M.Pd., and Rini S.Pd as the
chemistry teacher in SMA N 3 Medan. Special gratitude and appreciation to the my
lovely father Raflan Sihite and my lovely mother Heppy Jeny Hasibuan and also to
my dearest sisters ( Lamsihar Sihite, SKep., and Meida Sihite) for their love supports,
pray, motivation and caring that they give. My Brother (Bontor Sihite) and Dra. N.
Rumapea M.Si., thank you for the careness and given me support until the completion
v
of this thesis. The authors also express thank to all my friends in Bilingual Chemistry
Educatioo’09 especially Mastiur, Sanny, Hilda, Alin, Dimas, for giving motivation,
spirit, and pray. Thank also to my big family, Resti, Vivi, Weni, Natal, Harlen, Tasya,
Floren, for support and pray, and special thanks to someone that owns my heart,
thanks for the love, careness, pray, and motivation. I also would like to say thank you
to all whose names cannot be mentioned one by one for their support and friendship
through my academic years.
The author tried for maximal effort in the completion of this thesis. Authors
hope the critique and suggestions from readers for completeness the thesis perfectly.
Finally, the writer hopes this thesis can be useful to enrich the reader in science
education and for further improvement of this thesis.
Medan,
The Writer,
Mona Sihite
January 2014
iii
THE INFLUENCE OF APPLIED THE CONTEXTUAL TEACHING
LEARNING (CTL) APPROACH LABORATORY EXPERIMENT TO
INCREASE STUDENT’S ACHIEVEMENT ON TOPIC SALT HYDROLYSIS
Mona Sihite (409332013)
ABSTRACT
This thesis explains about the influence of applied the contextual teaching
learning (CTL) approach laboratory experiment to increase student’s achievement on
topic of salt hydrolysis. The aimed of this research is determined the student’s
achievement on topic salt hydrolysis is learned by contextual teaching learning
approach laboratory experiment.
The population of this research is all of students in SMA Negeri 3 Medan
grade XI Science. The samples are 2 class from students in SMA Negeri 3 Medan by
purposive random sampling methods. The experimental class is learned by contextual
teaching learning approach laboratory experiment and control class is learned by
conventional method. The instruments are using multiple choice tests to see the
student’s achievement. The instrument of research is standardized by expert
validators and empiric validity. Data is analysis by Microsoft Excel for Windows
2007. The result of test is standardized and there is obtained 25 valid items with
reliability 0,604.
The influence of applied contextual teaching learning (CTL) approach
laboratory experiment to increase student’s achievement is obtained from student’s
ability to answer the questions before teaching treatment (pretest) and after teaching
treatment (posttest) and the data are used to know normalized gain. The research
result showed that the data are normal distribution and sample are homogeneous.
Experimental class is learned by contextual teaching learning approach laboratory
experiment in high category, the average value of gain is (0,825 ± 0,101) and control
class which learned by conventional method can increase student’s achievement in
medium category, the average value of gain is (0,603 ± 0,122).
The statistic analysis shows significant difference t count > t table (1,939 >
1,667). So, it shows can conclude that student’s achievement which learned by
contextual teaching learning approach laboratory experiment is higher than
conventional method. In addition, the cognitive aspect which improved by the
implementation of contextual teaching learning approach laboratory experiment is
C1, C2, C3, and C4. The must level of cognitive aspect improved are C2
(comprehension), C3 (application), and C4 (analysis): C1 is 0,71 (high category), C2
is 0,82 (high category), C3 is 0,90 (high category), and C4 is 0,79 (high category).
ix
LIST OF TABLE
Page
Table 2.1 Differences CTL withConventionalLearning
17
Table 2.2 The Property of Salt Made from Weak Acid and Weak Base
Depends on the Values of pH, Ka, Kb, [H+], and [OH-]
22
Table 3.1 The design of the research
28
Table 3.2 Category Difficulty Level of Test Items
32
Table 4.1 Difficult Index
38
Table 4.2 Different Index
39
Table 4.3 The Analysis Data of Student’s Achievement from Pre-test
41
Table 4.4 The Analysis Data of Student’s Achievement from Posttest
41
Table 4.5 Average Value of Normalized Gain
44
Table 4.6 Percentage of Student’s Achievement
45
Table 4.7 The Result of Hypothesis Test
46
Table 4.8 Average Gain the Level of Cognitive Aspect in Experiment Class
47
Table 4.9 Average Gain the Level of Cognitive Aspect in the Control Class
47
Table 4.10 Compare of Average Gain of Cognitive Aspect in the Experiment
Class and Control Class
48
x
LIST OF FIGURE
Page
Figure 3.1 Flow Chart Overview of Research
29
Figure 4.1 Average gain from the level of cognitive aspect in
experiment class
47
Figure 4.2 Average gain from the level of cognitive aspect in control class
48
Figure 4.3 Comparison average gain in experiment class and control class
49
CHAPTER I
INTRODUCTION
1.1
Research Background
Learning is an activity in order to acquire knowledge, skills, and positive
values by utilizing a variety of sources for learning. Activity of student’s in the
learning process not only to listening and writing. Learning involves two parties
namely the students as learner and teacher as facilitator. The most important
activity in learning is a learning process. The learning process has several features
the following: (1) learning to realize its nature, in this case the students feels that
he is learning, arise in him the motivation to have a knowledge of the expected.
(2) results obtained with the process of learning; in this case knowledge is not
acquired spontaneously and instantly, but gradually (Slameto, 2010).
Learning chemistry is closely associated with experiments suitable with
the characteristic of chemistry as an experimental science. There are 2 important
things that must be noticed in studying the chemistry that is chemistry as a result
of the finding of experts such as principles, laws, theories, and the chemistry as
process that is scientific work such as laboratory experiment method. One effort
to improve student’s achievement is to use laboratory experiment method. By
laboratory experiments method, activities students will be more focused attention
on the learning process and not on other things as well students have the
opportunity to develop the ability to observe all things that are involve in the
process and can take the expected conclusions (Nurasiyah, 2010).
For those of usare active in education, especially learning in the
classroom, a lot of questions unanswered to this day. These questions revolve
around the issues of learning and the questions are quite reasonable, because the
facts on the ground indicate that the phenomenon was quite apprehensive. First,
most students in the school can not make the connection between what they learn
and how this knowledge will be applied. Second, students have difficulty
understanding the concept of academic (such as math concepts) when they were
taught with traditional methods, but they are very necessary to understand the
concepts as they relate to the world of work in which they will live. Third,
1
2
students have been expected to blindly alone those relationships, outside the
classroom activities.
The empirical evidence can be strengthened by some research results that
show problems in class lessons: First, most students are more interested and their
achievements in mathematics, science, and language in creased dramatically when
helped to make connections between new information and knowledge/experience
they have. Second, most students learn efficiently when they are allowed to work
cooperatively with students in a group.
Unit Level Curriculum, that KTSP signaling in implementation strategy
use with emphasis on student performance (contextual teaching and learning). So
in this, the function and role of the teacher as a mediator only more students to
formulate their own proactive about phenomena related to the focus of studyis
contextually not textually.
According to contextual learning theory, that learning only occurs when
students process new information or knowledge so that information or knowled
get or understand them up three interms of reference (memory, experience and
responsiveness of their own). Contextual learning is not a new concept. The
application of contextual learning in American class rooms was first proposed by
John Dewey. In 1916, Dewey proposed a curriculum and teaching methodologies
associated with students' interests and experiences.
Development of the understanding gained during the conduct literature
review it became clear that CTL is a combination of many "good practice" and
several education reform approaches that are meant to enhance the relevance and
use of functional education for all students. Contextual teaching is teaching that
allows student’s kindergarten through high school to streng then, expand, and
apply their knowledge and academic skills in a variety of challenges in school and
outside of school in order to solvereal-world problems or issues that are simulated
(University of Washington, 2001).
In improve the quality of learning in school, among other done with an
approach to contextual teaching and learning (CTL) (http://dahliahmad.
blogspot.com/2009/01/peran-pembelajaran-vtl-dalam.html).
Blancchard
(in
Trianto, 2008) asserted: Contextual Teaching Learning (CTL) is a concept helps
3
teachers connect of teaching materials with the real-world situations and
motivates students to make connections between knowledge and its application to
their lives as family members, citizens, and works. In others words CTL is
learning that occurs in close relationship with actual experience. Learning process
took place naturally in the form of student’s activities and has their own work, not
a transfer of knowledge from teacher to students (Trianto, 2008).
Based on the result of research that done by Zulfadhilah (2013) through
Contextual Teaching Learning (CTL) approach in using media based on computer
on colloid in class XI IPA SMAN 1 BatangKuis have the influences of increasing
student’s chemistry learning outcomes is 48,13%. In addition, research has been
conducted
by
Nina
Astuti(2012)
concludedin
her
research
that
also
usedContextual Teaching Learning (CTL) models in colligative properties of
solution in class XII odd semester Academic Year 2012/2013 have the influences
of increasing student’s chemistry learning outcomes in class experiment is
average 73,33 ± 8,71 and average gain of learning autcomes is 0,708 with
effectivity 10,88% (SMA N 1 Binjai), 73,42 ± 8,72 and average gain learning
autcomes 0,675 with effectivity 9,78% (SMA N 5 Binjai), and 75,64 ± 8,27 71
and average gain of learning autcomes is 0,711 with effectivity 9,28% (SMA N 6
Binjai) and result of research that done by SantiUtari (2010) through Contextual
Teaching Learning (CTL) in SMP N 15 Medan about topic acid, base, and salt
have the influences of increasing student,s chemistry learning autcomes pretest
average 26,032 ± 9,229 and posttest average 83,258 ± 10,254 in class experiment
and class control is pretest average 21,645 ± 11,509 and posttest 68,129 ± 10,544
so based on average difference pretest and posttest is 23,109% and effectivity gain
is 30,348%.
Laboratory experiment is an effort in process of teaching using laboratory
equipment. Laboratory experiment give study experienced directly, so that higher
meaningful rising. There are chances that students able to do observation,
collecting data, make hyphothesis or making prediction based on collecting data
till making conclusion. By experiment method in face all problems, so they aren’t
easy to believe that is not truth yet certain. Using laboratory experiment in process
of chemistry teaching, very effective because the students is confronted with real
4
situation, so they will give their attention and inters in materials that taught
(Situmorang, 2010). In the research that conducted by Hasibuan (2009), she got
the increasing of students achievement until 16,40% by applying laboratory
experiments method in learning of elements, compound and the mixture at junior
high school.
Subject matter of abstract and concrete chemistry requires direct
observation by the students towards the object and the material being discussed.
Therefore, by using practical teaching methods are very effective delivery of
teaching materials for students will be confronted with real situation. Practical
methods of implementation in the laboratory is expected students will have the
ability to think scientifically, is able to find scientific facts, identify, think
critically and be able to accept criticism from fellow students owned a difference.
Students are asked to experience for her/his, seek the truth and draw conclusions
from what has been taught (Simanjuntak, 2010).
Students are often difficult to understand the subject matter of abstract
chemical or chemical material which microscopic. This difficulty will bring
adverse implications for students understanding of chemical concept, because
basically the facts that abstract or a microscopic is explanation for the facts and
concept concrete, (Guru IT, 2009). Generally, teacher only emphasize the learning
by using conventional method, are used in communicate the learning matter so
that there is no interaction in learning (Yamin, 2004).
Chemistry is the study about the change of matter accompanied by energy
change. Chemistry is the science to look for the answer of question what, why,
and how the condition of nature involves the composition, structure, properties,
changing, dynamic and energy of substances. Chemistry is an experimental
science, can not be learned only by reading, writing or listening it. Chemical
sciences not only learn to master a body of knowledge of facts, concepts,
principles, but also is a process of discovery and mastery of the procedures or the
scientific method. Therefore, in teaching chemistry there are two important issues
that must be considered, namely the chemical as a product of the scientists in the
form of facts, concepts, principles, laws, and theories of chemistry as a process of
scientific work.
5
The chemistry topics of salt hydrolysis is categorized as a difficult subject
to be taught to the students as the contents of the subject are difficult to
understand. Salt hydrolysis is one of the subject matter in the even semester of
Grade XI Sciences. From that learning activity so teacher has to combine the
theory and practice when teaching of salt hydrolysis. So to make it easier for
students to learn the salt hydrolysis, the author argues that CTL models with
laboratory practicum method to be used to teaching salt hydrolysis.
From description above then the researcher interested in conducting
research about practical method by the title: “The Influence of Applied the
Contextual Teaching Learning (CTL) approach Laboratory Experiment to
Increase Student’s Achievement on Topic Salt Hydrolysis“.
1.2
Problem Identification
Based on the background above, problem identifications of this research
as follow:
1. The low of students learning result in chemistry lessons
2. Students had difficulty in studying chemistry
3. Students are rarely taught to solve the problem and to make connections
between knowledge and its application to their lives.
4. In teaching and learning process not grow the enthusiasm from students,
especially to do experiment for use nature material.
1.3
Scope of Research
Based on the identification on the problem above, this study is limited
only to see student’s achievement in chemistry on topic of Salt Hydrolysis which
taught in XI grade senior high school in even semester at academic year
2012/2013 in state SMA Negeri 3 Medan is taught by using Contextual Teaching
Learning (CTL) approach laboratory experiment method.
6
1.4
Problem Formulation
1. Whether is student’s achievement that taught with contextual teaching
learning (CTL) approach laboratory experiment is higher than
conventional method on topic of salt hydrolysis?
2. What cognitive aspect of the student’s achievement that taught with
contextual teaching learning (CTL) approach laboratory experiment on
topic of salt hydrolysis?
1.5
Research Objective
The objectives of this research are:
1. To know the better method CTL on topic of salt hydrolysis to get the best
students achievement.
2. To know whether the student’s achievement that taught with contextual
teaching learning (CTL) approach laboratory experiment is higher
compared to conventional method on tropic of salt hydrolysis.
1.6
Research Significance
The significances of the research are:
1. As an input for the teacher, especially chemistry teacher in teaching
learning process must have learning strategy to getting the learning
models that can increase student achievement in chemistry on topic of salt
hydrolysis.
2. To make the student’s learning be a meaningful by contextual teaching
learning (CTL) in teaching learning process.
3. As a reference for the researcher for the researcher to apply the
appropriate learning model in teaching and learning activities in school,
especially by using the contextual teaching learning (CTL) models.
7
1.7
Operational Definition
1. Contextual Teaching and Learning is a conception of teaching and
learning that helps teachers relate subject matter content to real world
situations, and motivates students to make connections between
knowledge and its applications to their lives as family members, citizens,
and workers and engage in the hard work that learning requires.
Contextual teaching and learning involves, namely:Constructivism,
Inquiry, Questioning, Learning Community, Modeling, Reflections,
Authentic
Assessment,
expected
learning
more
meaningful
for
students(Rusman, 2011).
2. Laboratory in natural science is a place where teacher and student doing
an experiment, observation, and research. Laboratory is place which
support activity in class. Otherwise activity in class is support in
laboratory’s activity. By experiment method students have skill using
science method in face of all problems, so they are not easy to believe
something that is not truth yet certain. Using laboratory experiment in
process of chemistry teaching, very effective because the students is
confronted with real situation, so they will give their attention and inters
in materials that learned. The laboratory experiment will give more
oppurtunities to the student to train themselves that could improve their
intellectual activities in practice, patience, and accuracy (Situmorang,
2011).
CHAPTER V
CONCLUSION AND SUGGESTION
5.1.
Conclusion
Based on the research result in the discussion obtained the conclusion as
below:
1. Student’s achievement that taught with contextual teaching learning (CTL)
approach laboratory experiment is higher than conventional method on topic
of salt hydrolysis. The statement support the data research result of hypothesis
test is t
count
= 1,939 and t
table
= 1,667, then t
count
>t
table
(1,939 > 1,667). The
calculation result shows that Ha is received and Ho is rejected. The average
normalized gain for experiment class is 0,825 ± 0,101 (high category) and
control class is 0,603 ± 0,122 (medium category).
2. The cognitive aspect of the student’s achievement that taught with contextual
teaching learning (CTL) approach laboratory experiment on topic of salt
hydrolysis is C1, C2, C3, and C4. The statement support the data research
result average of normalized gain from the level of cognitive aspect C1 is 0,71
(high category), C2 is 0,82 (high category), C3 is 0,90 (high category), and C4
is 0.79 (high category). Based on the research results can be concluded
cognitive aspect C3 (application) is higher than cognitive aspect C1, C2, and
C4.
5.2.
Suggestion
From the result obtained from this study, some suggestion had to be raised
in order to the learning process on chemistry is effective in increasing of student’s
achievement, they are:
1. It is suggested to chemistry teacher to use contextual teaching learning
approach experiment laboratory model is order to increase student’s
achievement and student’s activity on teaching salt hydrolysis, so that
chemistry be a fun lesson.
52
53
2. It is suggested to other researcher in order to notice the relevant topic so that
research result for the next will be better and the activity of student’s will be
increase.
3. It is expected that there will be done the next research about learning method
it using another learning media that is more effective and with other subject
matter as an effort to increase education quality especially in chemistry
subject.
54
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