DEVELOPING INSTRUCTIONAL MODULE ON HUMAN IMMUNE SYSTEM FOR GRADE XI SENIOR HIGH SCHOOL AND EVALUATING ITS EFFECT ON STUDENT LEARNING ACHIEVEMENT.

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DEVELOPING INSTRUCTIONAL MODULE ON HUMAN

IMMUNE SYSTEM FOR GRADE XI SENIOR HIGH

SCHOOL AND EVALUATING ITS EFFECT ON

STUDENT LEARNING ACHIEVEMENT

By:

Debora H. Hasibuan NIM 408141046 Biology Bilingual Education

SKRIPSI

Submitted to Fulfill Requirement for Getting Sarjana Pendidikan (S.Pd)

BIOLOGY DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCES

STATE UNIVERSITY OF MEDAN

MEDAN

2012

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PREFACE

Praise and thanks to Almighty God, Jesus Christ, who granted countless blessing so that writer is able to finish this research.

Skripsi with title “Developing Instructional Module on Human Immune

System for Grade XI Senior High School and Evaluating Its Effect on Student

Learning Achievement” is proposed to get Sarjana Pendidikan Biologi Faculty of

Mathematics and Sciences State University of Medan.

In this moment, writer would like to convey grateful thanks to Prof. Dr. Herbert Sipahutar, M.Si., M.Sc., as skripsi advisor who gave a lot of advice and suggestion during writing research proposal till finishing this skripsi. Great thanks to Syarifuddin, M.Sc., PhD, Dra. Meida Nugrahalia, M.Sc., Dr. Fauziyah Harahap, M.Si., and Drs. Tri Harsono, M.Si (take over the task of Dr. Fauziyah during her pilgrimage to Mecca) as examiner lecturers who gave advice and suggestion during writing research proposal till finishing this skripsi. Special thanks to Dr. rer. nat. Binari Manurung, M.Si., as academic advisor who gave powerful spirit during my study.

Grateful thanks to Wahidin, S.Pd. as advisor teacher, Drs. Alben Sianturi as headmaster, all teachers and all students in SMA Negeri 1 Sidikalang who give helpfully hand during doing the research.

Thanks to my best mama and my lovely brothers, both Josua and Jonatan for all support which encourage and reinforce me in every difficult situation, God show us powerful love in our life. Also to my great papa in heaven, I present this for you, thanks for lessons that I had got in every memory that have been passed.

Special thanks to inangtua, uda , nanguda, tulang, nantulang, novi, harefa bungsu, eka, desi, sahala, roni, roy, hoga and all of my lovely big family of Hasibuan and Simanungkalit for every support and advice in finishing my final task.

Last but not the least, special thanks to all my beloved friends in Biology Bilingual 2008 for all support and spirit during our study especially Siti, Uci, Winny, Kristina, Tari, Keasy, Meti, Ayesha, Asruri, Novi, Dewi, Raja, Oni,

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Lastria, Maya, Heny, Silvia, Sukma, Rahmad, Hasmi, Baby, Yeni, Dina, Wenny, Maria, Desri, Sari, and Kije.

Writer has tried as much as possible in the completion of skripsi, but it is realized there are many weaknesses in terms of content and grammar. For that, writer welcomes any suggestions and constructive criticism from readers to make it better. May the contents of this skripsi would be useful to enrich the treasury of education.

Medan, November 2012 Writer,

Debora H. Hasibuan 408141046

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DEVELOPING INSTRUCTIONAL MODULE ON HUMAN IMMUNE SYSTEM FOR GRADE XI SENIOR HIGH

SCHOOL AND EVALUATING ITS EFFECT ON STUDENT LEARNING ACHIEVEMENT

Debora H. Hasibuan (408141046)

Abstract

This was a developmental research that purposed to develop instructional module for human immune system topic in grade XI. Research used 3D model, modification of 4D model by Thiagarajan, Semmel and Semmel (1974), namely: Define, Design, and Develop. Research started by analyzing characteristic of student, task, and concept, and specifying instructional objectives. A criterion – reference test was made based on instructional objectives and was used to measure student learning achievement. First draft of module was validated by content expert and learning design expert, result of validation showed that draft of module had been very good in aspect of material (92%), presentation (83.33%), and readability (95.83%) and had been good in aspect of graphic design (69.44). Second draft was assessed by two Biology teachers, result of assessment by teachers showed that module had been very good in aspect of material (93.75%), presentation (93.75%), readability (89.58%), and graphic design (95.83%). Utilizing third draft of module was simulated in SMA Negeri 1 Sidikalang, by 32 students grade XII who did not get human immune system topic during grade XI. Pretest was conducted before simulating module and posttest after simulation. From the simulation got mean of pretest 37.34±9.068 and posttest 46.41±14.823. Through analyzing using paired t test got tcalculation 3.157 with df 31 where ttable

1.695, then pretest- posttest said to be statistically different on 95% of significance. Enhancement of posttest compared to pretest was 24.29% .After simulation, students assessed the draft and result showed that module have been very good in aspect of material (80.15%), presentation (80.59%), readability (77.60%), and graphic design (86.19%). From the result of developing can be concluded: 1) Developed module have been valid from aspects of material, presentation, readability and graphic design, 2) Module utilizing gave positive effect to student learning achievement.

Keyword: Developmental Research, Instructional Module, Evaluation, Learning Achievement

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TABLE OF CONTENT

Page

Ratification Sheet i

Biography ii

Abstract iii

Preface iv

Table of Content vi

List of Figure viii

List of Table ix

List of Appendix x

CHAPTER I INTRODUCTION

1.1 Background of Study 1

1.2 Problem Identification 2

1.3 Scope of Study 3

1.4 Research Question 3

1.5 Objective of Research and Development 3

1.6 Significance of Study 4

1.7 Operational Definition 4

CHAPTER II REVIEW OF THE LITERATURE

2.1 Theory on Module-Based Learning 5

2.2 Module 6

2.2.1 Definition 6

2.2.2 Components of Module 7

2.3 Purposes of Instructional Module 9

2.4 Construction and Use of Pretest and Posttest in Instructional Module 9

2.5 Implementation of Module 10

2.6 Evaluation in Instructional Module 11

2.7 Purpose and Benefit of Making Module 11

2.8 Model for Developing Module 13

2.9 Overview of Human Immune System 14

2.9.1 Organs that Role in Immune System 15

2.9.2 Mechanism of Body Defense 15

2.9.3 Way for Obtaining Immunity 17

2.9.4 Disorders in Immune System 17

CHAPTER III RESEARCH METHOD

3.1 Place and Time of Research 19

3.2 Population and Sample 19

3.2.1 Population 19

3.2.2 Sample 19

3.3 Research Design 19

3.3.1 Stage Define 20

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vii

3.3.3 Stage Develop 23

3.4 Research Instrument 25

3.4.1 Questionnaire 25

3.4.2 Test 25

3.5 Research Procedure 26

3.6 Data Analysis 27

3.6.1 Questionnaire 27

3.6.2 Pretest and Posttest 28

CHAPTER IV RESULT AND DISCUSSION

4.1 Result of Developing Module 29

4.1.1 Result of Expert Appraisal 29

4.1.2 Result of Teacher Assessing 30

4.1.3 Result of Developmental Testing 31

4.1.3.1 Result of Simulation 32

4.1.3.2 Result of Assessing Module Quality by Student 34

4.1.4 Final Product of Module 34

4.2 Research Finding 36

4.3 Discussion 37

4.3.1 Developing Module for Human Immune System Topic Based on 37

KTSP

4.3.2 Effect of Module Utilizing on Student Learning Achievement 37

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion 39

5.2 Suggestion 40

LITERATURE CITED 41

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LIST OF TABLE

Page

Table 3.1 Blue Print of Question 22

Table 3.2 Four Level of Likert Item 27

Table 4.1 Obtained Suggestions from Content and Design Expert 30

Table 4.2 Result of Pretest and Posttest 31

Table 4.3 Result of Normality Test 32

Table 4.4 Result of Paired Sample t Test 33

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viii

LIST OF FIGURE

Page

Figure 2.1 Basic Concept in Human Immune System 16

Figure 3.1 Flowchart for developing Instructional Module 21

Figure 3.2 Parts of Module 23

Figure 4.1 Result of Validation by Content Expert and Design Expert 29

Figure 4.2 Result of Module Assessing by Biology teachers 30

Figure 4.3 Result of Module Assessing by Student 34

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CHAPTER I

INTRODUCTION

1.1 Background of Study

Physiology is one of high school biology topic which is considered difficult to be learnt. A number of studies showed that students have problem in understanding key topics of physiology such as organ systems (e.g. Bahar, Johnstone and Hansell, 1999) and physiological process of body system (Lazarowitz and Penso, 1992). According to Michael (2007), there are some factors which made physiological topic conceived as difficult, namely, the teaching method, the characteristic of topic that would be learned and the pre-requisite knowledge before learn it. Thus, a better learning strategy is needed to ensure that students can achieve learning objectives of the physiological topic.

One of physiological topic that conceived as difficult is human immune system. Human immune system deeply discussed in grade XI. Basic competence that must be achieved for human immune system topic, namely students are able to explain the mechanism of body defense against antigen and germ disease (Badan Nasional Standar Pendidikan, 2006). This competency demands students to understand the material and explain it with their own words. For understanding and explaining with their own word, they have different pace. Therefore, students must be given chance to choose their own learning mode according to their ability. Early observation was done by researcher in the middle April 2012 on SMA Negeri 1 Sidikalang. Result of interviewing with Biology teacher showed that human immune system, the last topic in even semester grade XI Science, was rarely delivered to student because teacher had explained lymphatic system when delivered circulatory topic in odd semester. In contrary, human immune system is independent topic which has separate discussion from circulatory topic, according to Kurikulum Tingkat Satuan Pendidikan (KTSP). Human immune system is not only discussed about lymphatic system, but also body defense mechanism against antigen and germ disease. Subowo (1999) in his preface said that immunology have important role for maintaining healthy life. Thus, students are highly

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recommended to understand the concept of human immune system as a first step for maintaining healthy life.

There were various learning materials that used as learning source, for

example: textbook, module, and etc. Chiapetta, et. al. (2006) noted that more than

90% of secondary school science teachers rely on textbooks to organize the learning process, deliver the concept, and assign the homework. On the other hand, textbook authors have freedom to develop their own approach for delivering content standard of curricula and so textbook represent considerable diversity. Concern has been expressed that information in textbooks is not always found to be accurate (Clifford, 2002). Hasibuan (2010) found that some textbooks in grade

XI did not completely suitable to content standard of KTSP. Observation on SMA

Negeri 1 Sidikalang showed that textbook often used with conventional lecturing. This demands all students to achieve the learning objective at same time, while every student have different pace in achieving it. Module is a specific type of learning resource. Module is essentially self contained, self-instructional packages, where students can learn according to their own pace based on individual needs and ability (Daries, 1981).

Previous study by Ali et al. (2010) showed that learning by using module

is more effective for biology as compared to traditional teaching method. By using module, students are provided with opportunity to learn at their own pace, according to their ability level and needs.

Learning achievement is about how success the learner can master the materials of the learning object. Learning media is external factor that influence student learning achievement. A good media, in this case module, can support learning process of student and also imply a good learning achievement. For that, a developmental research was made to develop a module for human immune system topic and then evaluation was conducted to know the effect of module utilizing on student achievement.

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1.2 Problem Identification

Based on the background, the problems were: (1) difficulty to learn physiology topic, such as immune system, (2) immune system was rarely deliver because teacher had explained a little part of this topic when delivered circulatory system topic, (3) textbook almost used as the only source of knowledge, on the

contrary it did not completely suitable to Kurikulum Tingkat Satuan Pendidikan

1.3 Scope of Study

The study focused on developing instructional module for human immune system and then continued by evaluating the effect of module utilizing on student learning achievement. Developed instructional module will be used by grade XI senior high school. The module was simulated by early grade XII students who do not get the human immune system topic previously. It is assumed that those students have same understanding with late grade XI students.

1.4 Research Question

The problem in this research: 1) What is the suitable feature of module for implementing KTSP in immune system topic? 2) How the effect of utilizing developed instructional module on student learning achievement for human immune system topic?

1.5 Objective of Research and Development

Research aimed to: 1) develop instructional module on human immune system for grade XI senior high school, 2) evaluate the effect of module utilizing on student learning achievement for human immune system topic.

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1.6 Significance of Study

The study will give beneficial for student and teacher. For student, this instructional module as learning material will give student freedom to learn human immune system individually. For Biology teacher in senior high school, this instructional module will be helpful for solving limited available time for delivering human immune system. Besides that, teacher can use this module as other source of learning, instead of textbook.

1.7 Operational Definition

To facilitate understanding of this study, different terms are herein defined:

Instructional Module. This is a self-contained or self- learning kit designed to make learning easier among students and teacher as well (Salandanan, 2001). In this study, it refers to the developing instructional module on topic immune system.

Evaluation. This refers to the process of determining the student mastering concept achievement.

Learning Achievement. This refers to criterion how success student can master the concept that have been learned. Learning achievement refers to enhancement of

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39 CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on research questions of developing instructional module on human immune system for grade XI senior high school and evaluating its effect on student learning achievement that previously stated, it can be concluded as follows:

1) Module was developed based on module outline which proposed in KTSP.

Special feature of module human immune system for implementing KTSP

was placed in learning material, namely the checkpoint. Learning material discussed about each sub topic in human immune system. At the end of discussion, there were checkpoints which were made in essay question. When student answer every checkpoint well, it is assumed that student have master human immune system topic well. It is because checkpoints were made based on specific learning objectives of human immune system. Specific objectives were developed from indicators, indicators from basic competence. In other word, by answering checkpoints well student can master human immune system and learning competency can be achieved.

2) Module utilizing gave positive effect to student learning achievement. Pretest mean was 37.34 and posttest mean was 46.41. Pretest and posttest were statistically different through analysis using paired t-test, where tcalculation 3.157 with df 31 was bigger than ttable 1.695 on 95% of

significance. Enhancement mean of posttest was 9.063 and it was

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5.2 Suggestion

1) Developed module should be simulated during the learning process of the

topic. Because of time restrictiveness that faced by researcher, module utilizing was simulated in early grade XII. The simulation in early grade XII might have bias result if compared to simulation in late grade XI who supposed to get immune system.

2) Advanced research should be conduct to know the best range time for utilizing module.

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LITERATURE CITED

Ali, Riasat, et al., (2010), Effectiveness of Modular Teaching in Biology at

Secondary Level, Canadian Center of Science and Education, 6:49-54.

Aryulina, Diah et al, (2010), Biology Jilid 2B SMA (Bilingual), Esis, Jakarta

Bahar, M., Johnstone, A. H., and Hansell, M. H., (1999), Revisiting Learning Difficulties in Biology, Journal of Biological Education, 33: 84-87.

Barnes, J., et al, (2000), Modularization of Curriculum at Secondary Level, Kogan Page, London.

Badan Nasional Standar Pendidikan, (2006), Standar Isi: Standar Kompetensi dan

Kompetensi Dasar SMA/MA, Departemen Pendidikan NAsional, Jakarta. Buckler, Bill, (1996), A Learning Model to Achieve Continuous Improvement

and Innovation, Journal of The Learning Organization, 3: 31-39.

Burn, R., (1971), Methods for Individualizing Instruction, Educational

Technology,New York.

Burns, R., (1995), The Adult Learner at Work, Business and Professional

Publishing, Sydney.

Chiappetta et al, (2006), Examination of science textbook analysis research conducted on textbooks published over the past 100 years in the United Stat, Paper presented at the meeting of the National Association for

Research in ScienceTeaching, San Francisco.

Clifford, P., (2002), The pressure-flow hypothesis of phloem transport:

misconceptions in the A-level textbooks, Journal of Biological Education,

36: 110-112.

Corey, et al, (1971), Effects of Personalized Instruction in an Introductory Psychology Course, Paper Presented at the 41st Annual Meeting of the Eastern Psychological Association, New Jersey.

Daries, I., (1981), Instructional Technology and Media, Mc Graw Hill Company,

New York.

Direktorat Pembinaan SMK, (2008), Teknik Penyusunan Modul, Departemen

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Dunn, Lee, (2002), Theories of Learning, Learning and Teaching Briefing Papers

Series, Oxford Centre for Staff and Learning Development.

Goldschmid, B. and Goldschmid, M., L., (1973), Modular Instruction in Higher

Education, A Review of Higher Education, Vol. 2, No. 1

Gronelund, M. E. and Linn, R., L., (1985), Measurement and Evaluation in

Teaching, Macmillan Publishing Company, New York.

Hamdani, (2011), Strategi Belajar Mengajar, CV. Pustaka Setia, Bandung.

Hasibuan, Ivawani, (2010), Analisis Kesesuaian Buku Ajar Biologi SMA Dengan

Standar Isi KTSP, Skripsi, FMIPA, UNIMED, Medan.

Huitt, W., (2009), Humanism and Open Education, Educational Psychology

Interactive, Valdosta, GA: Valdosta State University (Retrieved on March

22th 201 from http://www.edpsycinteractive.org/topics/affect/humed.html)

Lazarowitz, R. and Penso, S., (1992), High School Students' Difficulties in

Leaming Biology Concepts, Journal of Biological Education, 26: 215-223.

Loughran, J. and Amanda, B., (2000), Improving Teacher Education Practice

through Self Study, Routledge flamer 28 West 35th Street, New York.

Mader, Sylvia S., (2004), Understanding Human Anatomy and Physiology, Mc

Graw Hill, New York.

Michael, J., (2007), What makes Physiology hard for Students to Learn? Result of

a Faculty Survey, Journal ofAdvances in Physiology Education, 33:10-16.

Priadi, Arif, (2009), Biology Senior High School Year XI, Yudhistira, Jakarta.

Purwanto, Aristo R., and Suharto, L., (2007), Seri Teknologi Pembelajaran:

Pengembangan Modul, Departemen Pendidikan Nasional, Jakarta.

Race, P., (1994), The Open Learning Handbook, Kogan Page Ltd., London.

Salandanan, Gloria, (2001), Teacher Education Journal, Katha Publishing Co., Quezon City.

Smaldino, S. E., (2011), Teknologi Pembelajaran dan Media Untuk Belajar 9th Edition, Penerbit Kencana, Jakarta.

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Smith, M. K., (2004), 'Carl Rogers and informal education', the encyclopaedia of informal education, (www.infed.org/thinkers/et-rogers.htm. Last update: December 01, 2011).

Subowo, (2009), Immunobiologi Edisi 2, Sagung Seto, Jakarta.

Thiagarajan, S., Semmel, D. S., and Semmel, M., L., (1974), Instructional

Development for Training Teacher of Exceptional Children, Indiana University, Minnesota.

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1.6 Significance of Study

1.7 Operational Definition

To facilitate understanding of this study, different terms are herein defined:

Evaluation. This refers to the process of determining the student mastering concept achievement.

Learning Achievement. This refers to criterion how success student can master the concept that have been learned. Learning achievement refers to enhancement of student mastering concept after leaning using human immune system module.

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1) Module was developed based on module outline which proposed in KTSP. Special feature of module human immune system for implementing KTSP was placed in learning material, namely the checkpoint. Learning material discussed about each sub topic in human immune system. At the end of discussion, there were checkpoints which were made in essay question. When student answer every checkpoint well, it is assumed that student have master human immune system topic well. It is because checkpoints were made based on specific learning objectives of human immune system. Specific objectives were developed from indicators, indicators from basic competence. In other word, by answering checkpoints well student can master human immune system and learning competency can be achieved.

tcalculation 3.157 with df 31 was bigger than ttable 1.695 on 95% of

significance. Enhancement mean of posttest was 9.063 and it was increased about 24.29% from the mean of pretest.

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5.2 Suggestion

1) Developed module should be simulated during the learning process of the topic. Because of time restrictiveness that faced by researcher, module utilizing was simulated in early grade XII. The simulation in early grade XII might have bias result if compared to simulation in late grade XI who supposed to get immune system.

2) Advanced research should be conduct to know the best range time for utilizing module.

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LITERATURE CITED

Ali, Riasat, et al., (2010), Effectiveness of Modular Teaching in Biology at Secondary Level, Canadian Center of Science and Education, 6:49-54. Aryulina, Diah et al, (2010), Biology Jilid 2B SMA (Bilingual), Esis, Jakarta

Bahar, M., Johnstone, A. H., and Hansell, M. H., (1999), Revisiting Learning Difficulties in Biology, Journal of Biological Education, 33: 84-87.

Barnes, J., et al, (2000), Modularization of Curriculum at Secondary Level, Kogan Page, London.

Badan Nasional Standar Pendidikan, (2006), Standar Isi: Standar Kompetensi dan

Kompetensi Dasar SMA/MA, Departemen Pendidikan NAsional, Jakarta.

Buckler, Bill, (1996), A Learning Model to Achieve Continuous Improvement and Innovation, Journal of The Learning Organization, 3: 31-39.

Burn, R., (1971), Methods for Individualizing Instruction, Educational Technology,New York.

Burns, R., (1995), The Adult Learner at Work, Business and Professional Publishing, Sydney.

Clifford, P., (2002), The pressure-flow hypothesis of phloem transport: misconceptions in the A-level textbooks, Journal of Biological Education, 36: 110-112.

Corey, et al, (1971), Effects of Personalized Instruction in an Introductory Psychology Course, Paper Presented at the 41st Annual Meeting of the

Eastern Psychological Association, New Jersey.

Daries, I., (1981), Instructional Technology and Media, Mc Graw Hill Company, New York.

Direktorat Pembinaan SMK, (2008), Teknik Penyusunan Modul, Departemen Pendidikan Nasional, Jakarta.

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Dunn, Lee, (2002), Theories of Learning, Learning and Teaching Briefing Papers Series, Oxford Centre for Staff and Learning Development.

Goldschmid, B. and Goldschmid, M., L., (1973), Modular Instruction in Higher Education, A Review of Higher Education, Vol. 2, No. 1

Gronelund, M. E. and Linn, R., L., (1985), Measurement and Evaluation in

Teaching, Macmillan Publishing Company, New York.

Hamdani, (2011), Strategi Belajar Mengajar, CV. Pustaka Setia, Bandung.

Hasibuan, Ivawani, (2010), Analisis Kesesuaian Buku Ajar Biologi SMA Dengan

Standar Isi KTSP, Skripsi, FMIPA, UNIMED, Medan.

Huitt, W., (2009), Humanism and Open Education, Educational Psychology

Interactive, Valdosta, GA: Valdosta State University (Retrieved on March

22th 201 from http://www.edpsycinteractive.org/topics/affect/humed.html) Lazarowitz, R. and Penso, S., (1992), High School Students' Difficulties in

Leaming Biology Concepts, Journal of Biological Education, 26: 215-223. Loughran, J. and Amanda, B., (2000), Improving Teacher Education Practice

through Self Study, Routledge flamer 28 West 35th Street, New York.

Mader, Sylvia S., (2004), Understanding Human Anatomy and Physiology, Mc Graw Hill, New York.

Michael, J., (2007), What makes Physiology hard for Students to Learn? Result of a Faculty Survey, Journal ofAdvances in Physiology Education, 33:10-16. Priadi, Arif, (2009), Biology Senior High School Year XI, Yudhistira, Jakarta. Purwanto, Aristo R., and Suharto, L., (2007), Seri Teknologi Pembelajaran:

Pengembangan Modul, Departemen Pendidikan Nasional, Jakarta.

Race, P., (1994), The Open Learning Handbook, Kogan Page Ltd., London. Salandanan, Gloria, (2001), Teacher Education Journal, Katha Publishing Co.,

Quezon City.

Smaldino, S. E., (2011), Teknologi Pembelajaran dan Media Untuk Belajar 9th Edition, Penerbit Kencana, Jakarta.

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Smith, M. K., (2004), 'Carl Rogers and informal education', the encyclopaedia of

informal education, (www.infed.org/thinkers/et-rogers.htm. Last update:

December 01, 2011).

Subowo, (2009), Immunobiologi Edisi 2, Sagung Seto, Jakarta.

Thiagarajan, S., Semmel, D. S., and Semmel, M., L., (1974), Instructional

Development for Training Teacher of Exceptional Children, Indiana

DEVELOPING INSTRUCTIONAL MODULE ON HUMAN IMMUNE SYSTEM FOR GRADE XI SENIOR HIGH SCHOOL AND EVALUATING ITS EFFECT ON STUDENT LEARNING ACHIEVEMENT.