IMPLEMENTATION OF INQUIRY LEARNING MODEL BY USING VIDEO DEMONSTRATION TO INCREASE STUDENT�.
IMPLEMENTATION OF INQUIRY LEARNING MODEL BY USING VIDEO
DEMONSTRATION TO INCREASE STUDENT’S ACHIEVEMENT IN BUFFER
SOLUTION TOPIC
By:
Halimah Tusakdiah
408631002
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Getting Degree of
Sarjana Pendidikan
CHEMISTRY DEPARTEMENT
FACULTY OF MATEMATHICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
2013
i
iii
IMPLEMENTATION OF INQUIRY LEARNING MODEL BY USING
VIDEO DEMONSTRATION TO INCREASE STUDENT’S
ACHIEVEMENT IN BUFFER SOLUTION TOPIC
Halimah Tusakdiah (408631002)
ABSTRACT
Implementation of inquiry learning model by using video demonstration to increase
student’s achievement in buffer solution topic was studied. The study is aimed to know the
propriety level of video demonstration, and to know the effect of usage of video
demonstration to increase students’ achievement. The populations in this study are
all students in RSBI SMA Negeri 1 Berastagi grade XI Science in Karo. The
sample of this study is two classes which is categorized as one experiment 1 class
(XI IPA-3) consist of 32 studentsand the other one as experiment 2 class (XI IPA
5) consist of 32 students. The research is experiment research using multiple
choice tests to see the student’s achievement as the instrument probably
standardized. The first time, pre-test will be given to experimental class 1 and
experimental class 2. Then, give the treatment In experimental class 1 was used
inquiry model with using video demonstration and in experimental class 2 was
used inquiry model without video demonstration. The last, giving the post-test for
each of class. Based on the result in experimental class 1 was obtained the average
of pre-test score 23.28 and post-test 85.31. In Experiment class 2 was obtained the
average of pre-test score 28.91 and post-test 810.47. Data must be normal and
homogeny. The hypothesis test by using sig (2-tailed) from SPSS 17.0. Criterion
of hypothesis is received Ha if sig < 0.05. From the result is obtained all the sig is
0.0165< 0.05. Hypothesis alternative (Ha) is received and Hypothesis null (Ho) is
rejected. It concluded that student’s achievement with inquiry learning model by
using video demonstration is higher than inquiry learning model without video
demonstration. Increasing the student’s achievement was calculated by using
normalized gain and the percentages gain in experimental class 1 is 81% and
percentage gain in experimental class 2 is 73%.
vi
LIST OF CONTENTS
Page
Legalization sheet
i
Biography
ii
Abstract
iii
Acknowledgment
iv
List of Contents
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1.
Background
1
1.2.
Problem Identification
4
1.3.
Problem Limitation
4
1.4.
Problem Statements
4
1.5.
Research Objectives
4
1.6.
Research Benefits
5
CHAPTER II LITERATURE STUDY
2.1.
Definition of Learning
6
2.2.
Learning Principles
7
2.3.
Learning Outcomes
8
2.4.
Factors that influence the process and learning outcomes
9
2.5.
Definition of Inquiry
9
2.5.1. Step by step learning inquiry
11
2.5.2. Advantage and weakness of learning inquiry
12
vii
2.6.
Media
14
2.6.1. Selection of appropriate media
15
2.7.
15
Essence of Computer
2.7.1. Audio media to learning
16
2.7.2. The types of audio media
18
2.7.3. Video
20
2.7.4. Advantages and weakness of video learning media
21
2.8.
23
Overview of Buffer Solution
2.8.1. The Definition of Buffer Solution
23
2.8.2. How does buffer solution maintain pH value
24
2.8.3. How does buffer solution work in human body?
25
2.8.4. Calculation pH of Buffer solution
25
2.8.5. Make Buffer solution
26
2.8.6. Determine the pH of buffer solution
26
2.9.
Implementation Inquiry and Media in buffer solution
27
2.10.
Conceptual Framework
28
2.11.
Hypothesis
29
CHAPTER IIIRESEARCH METHODS
3.1.
Location and Time Research
31
3.2.
Population and Sample
31
3.3.
Research Variables
31
3.4.
Research Design
31
3.5.
Research Procedures
32
3.6.
Research Instruments
34
3.6.1. Validity Test
34
3.6.2. Reliability Test
35
3.6.3. Discrimination Index
35
3.6.4. Difficult Index
36
3.7.
36
Data Collection and Analysis
3.7.1. Normality Test
37
viii
3.7.2. Conducting test Homogenates
38
3.7.3
38
Hypothesis Test
3.7.4. Normalized Gain
38
3.9.
39
Research Time Table
CHAPTER IVRESULT AND DISSCUSION
4.1.
Research Instrument Analysis
40
4.1.1. Validity Test
40
4.1.2. Reliability Test
40
4.1.3. Difficulty Level
41
4.1.4. Discriminating Power Index
41
4.2.
Research Result
41
4.3.
Analyze of Research Result
41
4.3.1. Normality Test
42
4.3.2. Homogeneity Test
43
4.3.3. Gain (measure of Student’s understanding)
43
4.6.
Hypothesis Test
44
4.7.
Discussion
44
CHAPTER V CONCLUSION AND SUGGESTION
5.1.
Conclusion
46
5.2.
Suggestion
46
REFERENCES
47
x
LIST OF TABLES
Pages
Table 2.1.
The implementation inquiry and media on buffer solution
Based on indicator
27
Table 3.1.
Research Design
32
Table 3.2.
Research time table
39
Table 4.1.
Data of Pre-Test and Post-Test
41
Table 4.2.
Normality Test of Pre-Test
42
Table 4.3.
Normality Test of Post-Test
42
Table 4.4.
Homogeneity Test for Data Pre-Test
43
Table 4.5.
Homogeneity Test for Data Post-Test
43
Table 4.6.
Post-Test Data for Hypothesis Test
44
ix
LIST OF FIGURES
Pages
Figure 3.1 Research Procedures
32
xi
LIST OF APPENDIX
Page
Appendix 1
Syllabus
51
Appendix 2
Lesson Plan Experiment Class (1)
52
Appendix 3
Lesson Plan Experiment Class (2)
68
Appendix 4
Script Video Interactive Learning
84
Appendix 5
Instrument Test
88
Appendix 6
Key Answer
94
Appendix 7
Lattice of Instrument
95
Appendix 8
Instrument Valid
97
Appendix 9
Key Answer on Instrument Test after Validated
101
Appendix 10 Table of Instrument Test Specification after Validated
102
Appendix 11 Validity Calculation
104
Appendix 12 Validity of Instrument Test
106
Appendix 13 Reliability Calculation
107
Appendix 14 Reliability of Instrument Test
108
Appendix 15 Calculation Difficulty
109
Appendix 16 Table Difficulty Level
111
Appendix 17 Calculation Item Discriminating
112
Appendix 18 Discriminating Power Index
114
Appendix 19 Data of Tabulation Students
115
Appendix 20 Calculation Normality Test
116
Appendix 21 Calculation of Homogeneity Test
118
Appendix 22 Calculation of Normalized Gain
122
Appendix 23 Hypothesis Testing
125
Appendix 24 Value of r Product Moment
126
Appendix 25 Value of Chi-Square
127
Appendix 26 Table Value of Distribution-t (Table-t)
128
Appendix 27 Table Value Percentile for Distribution-F
129
Appendix 28 Research Documentation
132
1
CHAPTER I
INTRODUCTION
1.1.
Background
Education is a process of improve student that to be able adapt as well as
possible toward their environment, so there will be change in their behavior that
make useful to this process, so the target of that change can be reach as expected.
(Hamalik, 2009). In the teaching and learning process not all of the student have a
same skill to understand of each of the matters. The ability of student is various,
there is quick, medium and low. In general teaching, teacher still use conventional
teaching and sometimes this method is not suitable for all situation, so student get
bore and think difficult about the topic actually chemistry.
International school is a school that meets all National Education
Standards and enriched curriculum OECD member countries and / or other
countries that have excellence in education. So that the curriculum used in the SBI
and RSBI is enriched by the curriculum and the curriculum developed countries,
but the SBC is more dominant. Education Unit Level Curriculum (SBC) 2006
provides an opportunity for teachers to choose ways of delivering the material that
best suits the characteristics of the material. Buffer Solution Based on the
characteristics of matter that is abstract, conceptual, sequential, and contains
elements of algorithmic, then one strategy that can be used in presenting the
material is brain-based learning. (Ni’mah, anis. )
Many students think chemistry is the one of the most difficult subject to
study at all level of schooling. Learning chemistry places many demands on
students and teachers that can seem insurmountable. Instructors display
mathematical formulas, chemical symbols, and scientific measurements
simultaneously to describe phenomena that are not readily apparent to students.
Moreover, the concepts of chemistry are often seen as abstractions confined to the
chemistry classroom and not applicable outside of school (Stieff and Wilensky,
2003).
2
The students lack comprehension about chemistry’s lesson because some
factors. Those are teacher, students, method and available facilities do not support
the teaching-learning process. Students’ achievement will be increase if teacher
uses a suitable teaching approach that will make students understand the lesson
better. (Jumira, 2008). Based on the child's developmental level, cognitive
processes involve a change of thought and intelligence of individuals. When you
were being a little teenager, do you think the skills are as good as it is today? Can
you solve issues are difficult and abstract reasoning logically about complex
topics? Adolescence has many phases that affect the learning activities. One phase
that must be understood is through a phase of pre-adolescent phase in which the
adolescent operational i.e. not understand and appreciate the things that are
abstract. Students will find it difficult to think of an abstract problem and have a
high degree of difficulty. (Santrock, John W. 2004).
In the process of learning many factors that come into play. Broadly
speaking, the factors that influence the learning process are grouped into two:
Internal factors and External factors. Internal factor is the factor that originates
from within the student as a physiological factor that includes the hearing, sight,
and the physiological condition of the student seta psychological factors which
include the need for learning, the intelligence of children, motivation, attention,
thinking, memory and forgetting. And the external factor is the factor that comes
from outside us such students, such as the learning environment factors include
the natural environment, physical and social systems as well as factors that
include the presentation of curriculum, learning materials and methods of
presentation. (Mappa and Basleman, 1994).
The low recovery of student learning outcomes in the materials buffer
solution is the use of appropriate teaching methods that have not been interesting
or boring, and not students, so the effect on student learning outcomes. This is
because the buffer solution of the material is often taught using the lecture
method, so the activity of students are less involved. Would benefit from
improvements in the teaching materials, among others, with the buffer solution
3
using one method of teaching that can enhance the activity so that students are
expected student learning outcomes will also increase.(Sari, Eka Purnama. 2009)
Teaching and learning process must begin in an atmosphere of fun and not
monotonous teacher-centered because it is basically the chemical is one of the
subjects aimed at changing the mindset of cognitive, behavioral attitudes and
develop students' analytical power in solving problems. Thus, students in the
learning process should be more active and get a fun learning experience and
students will be more motivated to learn. Motivation is clearly going to affect
student learning outcomes.
With the facts above, it is necessary to take an action to increase the
student activity which will affect student learning outcomes. One way to do to
solve this problem is to apply the model of inquiry learning with video media in
the learning materials Buffer Solution.
Designing inquiry learning university students develops problem-solving
skills, logical reasoning as well as reflective thinking. It involves working as a
member of a team, questioning, being creative, and shaping the skills for
continued intellectual development. It is argued that inquiry-based group-work is
one of the most important learning experiences because it enables the exploration
of theoretical ideas and conceptual change. This paper presents results about the
use of students’ questions to shape these processes. In fact, student-generatedquestions can be used as efficient guides in the preparation, focus, diagnosis,
development, implementation and evaluation of group-work.
Learning model with inquiry learning model by using video demonstration
is precisely to overcome the factors that affect learning so students will be more
interested in the lessons that will be presented. Based on the problems above, the
writer is interested to conduct a mini research titled “Implementation of Inquiry
Learning Model by Using Video Demonstration to Increase Students’
Achievement in Buffer Solution.”
4
1.2.
Problem Identification
Based on the background of this research, the problem statements in this
research are as follows:
1. The chemistry subject for students is difficult to understand.
2. Students become more passive and can’t develop their thinking way by
using traditional learning method.
3. Inquiry Learning Model still rare to use in chemistry teaching and learning
process.
1.3.
Problem Limitation
In order to keep our research become more focused and directed, we limit
our problems as the following:
1. This study was focused on the arrangement of inquiry learning model by
using video demonstration.
2. This study was limited to the unit of Buffer Solution topic.
3. This study was limited to XI grade students in RSBI SMA Negeri 1
Berastagi.
4. This study was limited to 64 students in two classes.
1.4.
Problem Statement
To give the direction of this research, the problem statements in this
research are as follows:
1. Is the implementation inquiry learning model by using video demonstration
to increase student’s achievement significant higher than using Inquiry
Learning Model video demonstration?
1.5.
Research Objectives
The objective of this research is to increase the understanding of students
in Buffer Solution as a topic in chemistry subject.
The specific objectives that will be achieved in this research are the following:
5
1. To increase student achievement in Buffer Solution by arranging the
inquiry learning model by using video demonstration this can be develop
the critical thinking of students.
2. To investigate the effectiveness of inquiry learning model by using video
demonstration to increase the student achievement in Buffer Solution
topic.
3. To get the data from implementation of inquiry learning model by using
video demonstration.
1.6.
Research Benefits
The benefits that will be gotten in this research are the following:
Student:
1. Making the teaching and learning process become more interest and the
entire student involved in the learning process.
2. Inquiry learning model by using video demonstration developed in this
research can develop the basic concept to connect between what students
learn in the science classroom with real life.
Teacher:
1. Inquiry learning model by using video demonstration as a one alternative
model to increase the students’ achievement.
Researcher:
1. Inquiry learning model by using video demonstration as a matter of a
reference to result research.
2. Knowing the effectiveness of developing the inquiry learning model by
using video demonstration to increase the student’s achievement in Buffer
Solution concept.
3. Getting the learning models based on constructivism approach that can be
increase students’ achievement in Buffer Solution.
46
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
From the result of research, it can be calculated that:
The student achievement for the class whas the inquiry learning model by
using video demonstration implemented is significant higher than the class using
Inquiry Learning Model video demonstration in buffer solution topic in XI student
grade SMAN 1 Berastagi. The percentage of average gain (student’s achievement)
in experimental class 1 that was taught by inquiry learning model by using video
demonstration in buffer solution topic is equal to 81% . While for control class,
the average gain (students’ achievement) is 73%.
5.2 Suggestion
1. For chemistry teachers should using video demonstration, because it able
to increase the student’s achievement, make student easier to received the
material, make learning is a meaningful and makes student’s remembrance
more long.
2. The results of this study certainly is not perfect, so expect similar study could
be developed, among others, by conducting similar studies on other
populations or other variables.
3. For school holder, in order to provide another inventory to support teaching
and learning in classroom.
47
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DEMONSTRATION TO INCREASE STUDENT’S ACHIEVEMENT IN BUFFER
SOLUTION TOPIC
By:
Halimah Tusakdiah
408631002
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Getting Degree of
Sarjana Pendidikan
CHEMISTRY DEPARTEMENT
FACULTY OF MATEMATHICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
2013
i
iii
IMPLEMENTATION OF INQUIRY LEARNING MODEL BY USING
VIDEO DEMONSTRATION TO INCREASE STUDENT’S
ACHIEVEMENT IN BUFFER SOLUTION TOPIC
Halimah Tusakdiah (408631002)
ABSTRACT
Implementation of inquiry learning model by using video demonstration to increase
student’s achievement in buffer solution topic was studied. The study is aimed to know the
propriety level of video demonstration, and to know the effect of usage of video
demonstration to increase students’ achievement. The populations in this study are
all students in RSBI SMA Negeri 1 Berastagi grade XI Science in Karo. The
sample of this study is two classes which is categorized as one experiment 1 class
(XI IPA-3) consist of 32 studentsand the other one as experiment 2 class (XI IPA
5) consist of 32 students. The research is experiment research using multiple
choice tests to see the student’s achievement as the instrument probably
standardized. The first time, pre-test will be given to experimental class 1 and
experimental class 2. Then, give the treatment In experimental class 1 was used
inquiry model with using video demonstration and in experimental class 2 was
used inquiry model without video demonstration. The last, giving the post-test for
each of class. Based on the result in experimental class 1 was obtained the average
of pre-test score 23.28 and post-test 85.31. In Experiment class 2 was obtained the
average of pre-test score 28.91 and post-test 810.47. Data must be normal and
homogeny. The hypothesis test by using sig (2-tailed) from SPSS 17.0. Criterion
of hypothesis is received Ha if sig < 0.05. From the result is obtained all the sig is
0.0165< 0.05. Hypothesis alternative (Ha) is received and Hypothesis null (Ho) is
rejected. It concluded that student’s achievement with inquiry learning model by
using video demonstration is higher than inquiry learning model without video
demonstration. Increasing the student’s achievement was calculated by using
normalized gain and the percentages gain in experimental class 1 is 81% and
percentage gain in experimental class 2 is 73%.
vi
LIST OF CONTENTS
Page
Legalization sheet
i
Biography
ii
Abstract
iii
Acknowledgment
iv
List of Contents
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1.
Background
1
1.2.
Problem Identification
4
1.3.
Problem Limitation
4
1.4.
Problem Statements
4
1.5.
Research Objectives
4
1.6.
Research Benefits
5
CHAPTER II LITERATURE STUDY
2.1.
Definition of Learning
6
2.2.
Learning Principles
7
2.3.
Learning Outcomes
8
2.4.
Factors that influence the process and learning outcomes
9
2.5.
Definition of Inquiry
9
2.5.1. Step by step learning inquiry
11
2.5.2. Advantage and weakness of learning inquiry
12
vii
2.6.
Media
14
2.6.1. Selection of appropriate media
15
2.7.
15
Essence of Computer
2.7.1. Audio media to learning
16
2.7.2. The types of audio media
18
2.7.3. Video
20
2.7.4. Advantages and weakness of video learning media
21
2.8.
23
Overview of Buffer Solution
2.8.1. The Definition of Buffer Solution
23
2.8.2. How does buffer solution maintain pH value
24
2.8.3. How does buffer solution work in human body?
25
2.8.4. Calculation pH of Buffer solution
25
2.8.5. Make Buffer solution
26
2.8.6. Determine the pH of buffer solution
26
2.9.
Implementation Inquiry and Media in buffer solution
27
2.10.
Conceptual Framework
28
2.11.
Hypothesis
29
CHAPTER IIIRESEARCH METHODS
3.1.
Location and Time Research
31
3.2.
Population and Sample
31
3.3.
Research Variables
31
3.4.
Research Design
31
3.5.
Research Procedures
32
3.6.
Research Instruments
34
3.6.1. Validity Test
34
3.6.2. Reliability Test
35
3.6.3. Discrimination Index
35
3.6.4. Difficult Index
36
3.7.
36
Data Collection and Analysis
3.7.1. Normality Test
37
viii
3.7.2. Conducting test Homogenates
38
3.7.3
38
Hypothesis Test
3.7.4. Normalized Gain
38
3.9.
39
Research Time Table
CHAPTER IVRESULT AND DISSCUSION
4.1.
Research Instrument Analysis
40
4.1.1. Validity Test
40
4.1.2. Reliability Test
40
4.1.3. Difficulty Level
41
4.1.4. Discriminating Power Index
41
4.2.
Research Result
41
4.3.
Analyze of Research Result
41
4.3.1. Normality Test
42
4.3.2. Homogeneity Test
43
4.3.3. Gain (measure of Student’s understanding)
43
4.6.
Hypothesis Test
44
4.7.
Discussion
44
CHAPTER V CONCLUSION AND SUGGESTION
5.1.
Conclusion
46
5.2.
Suggestion
46
REFERENCES
47
x
LIST OF TABLES
Pages
Table 2.1.
The implementation inquiry and media on buffer solution
Based on indicator
27
Table 3.1.
Research Design
32
Table 3.2.
Research time table
39
Table 4.1.
Data of Pre-Test and Post-Test
41
Table 4.2.
Normality Test of Pre-Test
42
Table 4.3.
Normality Test of Post-Test
42
Table 4.4.
Homogeneity Test for Data Pre-Test
43
Table 4.5.
Homogeneity Test for Data Post-Test
43
Table 4.6.
Post-Test Data for Hypothesis Test
44
ix
LIST OF FIGURES
Pages
Figure 3.1 Research Procedures
32
xi
LIST OF APPENDIX
Page
Appendix 1
Syllabus
51
Appendix 2
Lesson Plan Experiment Class (1)
52
Appendix 3
Lesson Plan Experiment Class (2)
68
Appendix 4
Script Video Interactive Learning
84
Appendix 5
Instrument Test
88
Appendix 6
Key Answer
94
Appendix 7
Lattice of Instrument
95
Appendix 8
Instrument Valid
97
Appendix 9
Key Answer on Instrument Test after Validated
101
Appendix 10 Table of Instrument Test Specification after Validated
102
Appendix 11 Validity Calculation
104
Appendix 12 Validity of Instrument Test
106
Appendix 13 Reliability Calculation
107
Appendix 14 Reliability of Instrument Test
108
Appendix 15 Calculation Difficulty
109
Appendix 16 Table Difficulty Level
111
Appendix 17 Calculation Item Discriminating
112
Appendix 18 Discriminating Power Index
114
Appendix 19 Data of Tabulation Students
115
Appendix 20 Calculation Normality Test
116
Appendix 21 Calculation of Homogeneity Test
118
Appendix 22 Calculation of Normalized Gain
122
Appendix 23 Hypothesis Testing
125
Appendix 24 Value of r Product Moment
126
Appendix 25 Value of Chi-Square
127
Appendix 26 Table Value of Distribution-t (Table-t)
128
Appendix 27 Table Value Percentile for Distribution-F
129
Appendix 28 Research Documentation
132
1
CHAPTER I
INTRODUCTION
1.1.
Background
Education is a process of improve student that to be able adapt as well as
possible toward their environment, so there will be change in their behavior that
make useful to this process, so the target of that change can be reach as expected.
(Hamalik, 2009). In the teaching and learning process not all of the student have a
same skill to understand of each of the matters. The ability of student is various,
there is quick, medium and low. In general teaching, teacher still use conventional
teaching and sometimes this method is not suitable for all situation, so student get
bore and think difficult about the topic actually chemistry.
International school is a school that meets all National Education
Standards and enriched curriculum OECD member countries and / or other
countries that have excellence in education. So that the curriculum used in the SBI
and RSBI is enriched by the curriculum and the curriculum developed countries,
but the SBC is more dominant. Education Unit Level Curriculum (SBC) 2006
provides an opportunity for teachers to choose ways of delivering the material that
best suits the characteristics of the material. Buffer Solution Based on the
characteristics of matter that is abstract, conceptual, sequential, and contains
elements of algorithmic, then one strategy that can be used in presenting the
material is brain-based learning. (Ni’mah, anis. )
Many students think chemistry is the one of the most difficult subject to
study at all level of schooling. Learning chemistry places many demands on
students and teachers that can seem insurmountable. Instructors display
mathematical formulas, chemical symbols, and scientific measurements
simultaneously to describe phenomena that are not readily apparent to students.
Moreover, the concepts of chemistry are often seen as abstractions confined to the
chemistry classroom and not applicable outside of school (Stieff and Wilensky,
2003).
2
The students lack comprehension about chemistry’s lesson because some
factors. Those are teacher, students, method and available facilities do not support
the teaching-learning process. Students’ achievement will be increase if teacher
uses a suitable teaching approach that will make students understand the lesson
better. (Jumira, 2008). Based on the child's developmental level, cognitive
processes involve a change of thought and intelligence of individuals. When you
were being a little teenager, do you think the skills are as good as it is today? Can
you solve issues are difficult and abstract reasoning logically about complex
topics? Adolescence has many phases that affect the learning activities. One phase
that must be understood is through a phase of pre-adolescent phase in which the
adolescent operational i.e. not understand and appreciate the things that are
abstract. Students will find it difficult to think of an abstract problem and have a
high degree of difficulty. (Santrock, John W. 2004).
In the process of learning many factors that come into play. Broadly
speaking, the factors that influence the learning process are grouped into two:
Internal factors and External factors. Internal factor is the factor that originates
from within the student as a physiological factor that includes the hearing, sight,
and the physiological condition of the student seta psychological factors which
include the need for learning, the intelligence of children, motivation, attention,
thinking, memory and forgetting. And the external factor is the factor that comes
from outside us such students, such as the learning environment factors include
the natural environment, physical and social systems as well as factors that
include the presentation of curriculum, learning materials and methods of
presentation. (Mappa and Basleman, 1994).
The low recovery of student learning outcomes in the materials buffer
solution is the use of appropriate teaching methods that have not been interesting
or boring, and not students, so the effect on student learning outcomes. This is
because the buffer solution of the material is often taught using the lecture
method, so the activity of students are less involved. Would benefit from
improvements in the teaching materials, among others, with the buffer solution
3
using one method of teaching that can enhance the activity so that students are
expected student learning outcomes will also increase.(Sari, Eka Purnama. 2009)
Teaching and learning process must begin in an atmosphere of fun and not
monotonous teacher-centered because it is basically the chemical is one of the
subjects aimed at changing the mindset of cognitive, behavioral attitudes and
develop students' analytical power in solving problems. Thus, students in the
learning process should be more active and get a fun learning experience and
students will be more motivated to learn. Motivation is clearly going to affect
student learning outcomes.
With the facts above, it is necessary to take an action to increase the
student activity which will affect student learning outcomes. One way to do to
solve this problem is to apply the model of inquiry learning with video media in
the learning materials Buffer Solution.
Designing inquiry learning university students develops problem-solving
skills, logical reasoning as well as reflective thinking. It involves working as a
member of a team, questioning, being creative, and shaping the skills for
continued intellectual development. It is argued that inquiry-based group-work is
one of the most important learning experiences because it enables the exploration
of theoretical ideas and conceptual change. This paper presents results about the
use of students’ questions to shape these processes. In fact, student-generatedquestions can be used as efficient guides in the preparation, focus, diagnosis,
development, implementation and evaluation of group-work.
Learning model with inquiry learning model by using video demonstration
is precisely to overcome the factors that affect learning so students will be more
interested in the lessons that will be presented. Based on the problems above, the
writer is interested to conduct a mini research titled “Implementation of Inquiry
Learning Model by Using Video Demonstration to Increase Students’
Achievement in Buffer Solution.”
4
1.2.
Problem Identification
Based on the background of this research, the problem statements in this
research are as follows:
1. The chemistry subject for students is difficult to understand.
2. Students become more passive and can’t develop their thinking way by
using traditional learning method.
3. Inquiry Learning Model still rare to use in chemistry teaching and learning
process.
1.3.
Problem Limitation
In order to keep our research become more focused and directed, we limit
our problems as the following:
1. This study was focused on the arrangement of inquiry learning model by
using video demonstration.
2. This study was limited to the unit of Buffer Solution topic.
3. This study was limited to XI grade students in RSBI SMA Negeri 1
Berastagi.
4. This study was limited to 64 students in two classes.
1.4.
Problem Statement
To give the direction of this research, the problem statements in this
research are as follows:
1. Is the implementation inquiry learning model by using video demonstration
to increase student’s achievement significant higher than using Inquiry
Learning Model video demonstration?
1.5.
Research Objectives
The objective of this research is to increase the understanding of students
in Buffer Solution as a topic in chemistry subject.
The specific objectives that will be achieved in this research are the following:
5
1. To increase student achievement in Buffer Solution by arranging the
inquiry learning model by using video demonstration this can be develop
the critical thinking of students.
2. To investigate the effectiveness of inquiry learning model by using video
demonstration to increase the student achievement in Buffer Solution
topic.
3. To get the data from implementation of inquiry learning model by using
video demonstration.
1.6.
Research Benefits
The benefits that will be gotten in this research are the following:
Student:
1. Making the teaching and learning process become more interest and the
entire student involved in the learning process.
2. Inquiry learning model by using video demonstration developed in this
research can develop the basic concept to connect between what students
learn in the science classroom with real life.
Teacher:
1. Inquiry learning model by using video demonstration as a one alternative
model to increase the students’ achievement.
Researcher:
1. Inquiry learning model by using video demonstration as a matter of a
reference to result research.
2. Knowing the effectiveness of developing the inquiry learning model by
using video demonstration to increase the student’s achievement in Buffer
Solution concept.
3. Getting the learning models based on constructivism approach that can be
increase students’ achievement in Buffer Solution.
46
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
From the result of research, it can be calculated that:
The student achievement for the class whas the inquiry learning model by
using video demonstration implemented is significant higher than the class using
Inquiry Learning Model video demonstration in buffer solution topic in XI student
grade SMAN 1 Berastagi. The percentage of average gain (student’s achievement)
in experimental class 1 that was taught by inquiry learning model by using video
demonstration in buffer solution topic is equal to 81% . While for control class,
the average gain (students’ achievement) is 73%.
5.2 Suggestion
1. For chemistry teachers should using video demonstration, because it able
to increase the student’s achievement, make student easier to received the
material, make learning is a meaningful and makes student’s remembrance
more long.
2. The results of this study certainly is not perfect, so expect similar study could
be developed, among others, by conducting similar studies on other
populations or other variables.
3. For school holder, in order to provide another inventory to support teaching
and learning in classroom.
47
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