THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE GROUP INVESTIGATION TO STUDENT`S LEARNING OUTCOMES ON LINEAR MOTION TOPIC IN 10TH GRADE SMA SANTO THOMAS 3 MEDAN A.Y. 2014/2015.

THE EFFECTIVENESS OF GUIDED INQUIRY LEARNING MODEL
WITH MACROMEDIA FLASH TO INCREASE STUDENT’S
ACHIEVEMENT ON THE TEACHING COLLOIDAL
SYSTEM IN SENIOR HIGH SCHOOL

By:

Yolanda Octa Putri Bangun
Reg.Number 4113131081
Bilingual Chemistry Education Program

A THESIS

Submitted to Fulfill the Requirement for Getting the Degree of
Sarjana Pendidikan

CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015


iv

ACKNOWLEDGEMENT
First of all I would like to devote my greatest thanks to the Almighty God,
Jesus Christ who always give blessing and provide health, wisdom, strength,
knowledge and material for writer in composing this thesis accordance with the
planned time.
The title of thesis is “The Effectiveness of Guided Inquiry Learning Model
with Macromedia Flash to Increase Student’s Achievement on the Teaching
Colloidal System in Senior High School” 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, the writer would like to express the thanks and great
appreciation to Prof. Dr. Albinus Silalahi, M.S as my thesis supervisor for his
valuable time spent in giving guidance, advices, motivation, and suggestion
during completing this thesis and also thanks to Dr. Zainuddin Muchtar, M.Si., as
Academic Supervisor for his support and advice when learning in college. The
writer also thanks to Prof. Dr. Retno Dwi Suyanti, M.Si., Drs. Bajoka Nainggolan,
M.S., and Agus Kembaren, S.Si, M.Si., as examiner for this thesis that giving me

advices, suggestion, guidance, and constructive comments for this thesis’s
completeness.
The writer also says thanks to Prof. Drs. Motlan Sirait, M.Sc, Ph.D., as the
Dean of Mathematics and Natural Science Faculty, State University of Medan,
Prof. Dr.rer.nat. Binari Manurung, M.Si., as the Coordinator of Bilingual
Program, Dr. Iis Siti Jahro, M.Si., as Secretay of Bilingual Program, Agus
Kembaren, S.Si, M.Si., as the head of Chemistry Department and Mr.Syamsudin
as administrator of Bilingual Office for their advices and other necessary
administrative business. The writer also say thanks to Prof. Dr. Retno Dwi
Suyanti, M.Si., as instrument’s validator in this research.
The author appreciation’s also given to Drs. Darwin Siregar, M.Pd as
Principal of SMA Negeri 15 Medan and chemistry teacher of SMA Negeri 15
Medan Dra. Lisnawati Ginting who gave me chance to done the research there.

v

A deepest love, appreciation and thanks also goes to my parents, Alm. Drs.
Darwin Bangun and Dra. Rosida Meliala, also my brother Hiskia Andika Putra
Bangun, my sister Clara Sri Menda Bangun, my cousin Filya Dina Sari Bangun
for their motivation, prayers, strength, and financial support to me during my

university lecture process. They are the most important people in my world and I
dedicated this thesis to them especially to my best daddy.
Special thanks are given to all my crazy classmate that I can’t mention one
by one in Bilingual Chemistry Education 2011 that always give me the best
moment in my education process, especially for my best ever Angela Sinambela
and Anggun Pardosi that always give me support and spirit and always patient to
hear and answer my many question. I also thanks to my PPL friends SMAN 2
Lintongnihuta Nova, Nancy, Tari, Aprita, Ricky, Ucok, Jasmen, Doni, Joni, Roni,
and Togi for all great experience. The writer also would like to say thanks to
every one whose names cannot be mentioned one by one for your support and
helping in my thesis process.
Finally, writer hopes this thesis can be used for those who would like to
explore more about learning model in colloidal system. The writer realize that this
thesis is still far from being perfect therefore critique and suggestion are needed
for further improvement of this thesis.

Medan, June 2015
The Writer,

Yolanda Octa Putri Bangun

IDN. 4113131081

iii

THE EFFECTIVENESS OF GUIDED INQUIRY LEARNING
MODEL WITH MACROMEDIA FLASH TO INCREASE
STUDENT’S ACHIVEMENT ON THE TEACHING
COLLOIDAL SYSTEM IN SENIOR HIGH SCHOOL
Yolanda Octa Putri Bangun (4113131081)
ABSTRACT
The research of guided inquiry learning model with macromedia flash to
increase student’s achievement was done. This research aimed to know whether
student’s achievement that be taught by guided inquiry learning model with
macromedia flash is significant higher than student’s achievement that be taught
by direct instruction model in the teaching colloidal system and to know the
effectiveness and cognitive aspect that most improve through the experiment
class. The population of this research was senior high school student year XI and
due to the limitation, SMAN 15 Medan as sample. Sample was chosen by
purposive sampling and taken 2 classes from the population. The first class was
used as experimental class and second class was used as control class. In

experimental class, the method that used was Guided Inquiry learning model with
macromedia flash while in control class used Direct Instruction model. Instrument
that used is 20 items of multiple choice tests. Before conducting the research, the
instrument was analyzed by using SPSS-17 and Microsoft Excel for the validity,
reliability, difficulty level and discrimination index. From 40 questions of
instrument test, finally gotten 20 items valid with reliability at 0.8829.
The data have been analyzed by using normality and homogeneity test
which is shown that data gain are normal distributed and homogeneous. It is
requirement to do hypothesis. Based on hypothesis test by using SPSS-17 that
using Independent Sample T-Test with significance level 0.05 and by using Right
Side t-Test, it can be concluded that student’s achievement that be taught by
guided inquiry learning model with macromedia flash is significant higher than
student’s achievement that be taught by direct instruction model in the teaching
colloidal system. The effectiveness of guided inquiry learning model with
macromedia flash in teaching colloidal system is 77.02%. Based on cognitive
aspect gain in experiment class are C1 0.7731 (high category), C2 0.7498 (high
category), and C3 0.8009 (high category), so it can be concluded that the most
influence of cognitive aspect through experiment class is C3 because it has
highest value of gain average.


vi

CONTENTS LIST

Page
Agreement Sheet

i

Biography

ii

Abstract

iii

Acknowledgement

iv


Contents List

vi

List of Figure

ix

List of Table

x

List of Appendix

xi

CHAPTER I

INTRODUCTION


1

1.1

Background

1

1.2

Problem Identification

4

1.3

Problem Limitation

5


1.4

Problem Formulation

5

1.5

Research Objective

5

1.6

Research Benefit

6

1.7


Operational Definition

6

CHAPTER II

LITERATURE REVIEW

7

2.1

The Nature of Learning Chemistry

7

2.2

Learning Strategies


7

2.3

Inquiry Learning Model

8

2.4

Guided Inquiry Learning Model

9

2.4.1 Definition of Guided Inquiry Learning Model

9

2.4.2 The Characteristic of Guided Inquiry Learning Model

10

2.4.3 Learning Steps of Guided Inquiry

11

2.5

Direct Instruction Method

12

2.6

Learning Media

13

vii

2.7

Macromedia Flash

14

2.8

Learning Assessment

15

2.9

Colloidal System

16

2.10 Conceptual Framework

16

2.11 Research Hypothesis

17

CHAPTER III

18

RESEARCH METHODOLOGY

3.1

Location and Time of Research

18

3.2

Population and Sample of Research

18

3.3

Research Variable

18

3.3.1 Independent Variable

19

3.3.1 Dependent Variable

19

3.3.1 Control Variable

19

3.4

Research Design

19

3.5

Research Procedure

20

3.6

Research Instrument

22

3.6.1 Validity of Item Test

23

3.6.2 The Reliability

23

3.6.3 The Difficulty Level

24

3.6.4 Discrimination Index Test

24

Technique of Data Collection

25

3.7.1 Normality Test

25

3.7.2 Homogeneity Test

26

3.7.3 Normalized Gain

26

3.8

Percentage of Improved Learning Outcomes

27

3.9

Hypothesis Testing

27

3.7

CHAPTER IV

RESULT AND DISCUSSION

29

4.1

Research Result

29

4.2

The Instrument’s Analysis

29

4.2.1 Validity of Instrument Test

29

viii

4.2.2 Reliability of Instrument Test

30

4.2.3 Difficulty Level of Instrument Test

30

4.2.4 Discrimination of Index Test

31

4.3

Result Data of Research

31

4.4

Data Analysis

32

4.4.1 The Normality Test

32

4.4.2 Homogeneity Test

34

4.4.2 Hypothesis Test

35

4.5

The Percentage of Improved Learning Outcomes

36

4.6

Cognitive Aspect Improvement

36

4.1

Discussion

39

CHAPTER V

CONCLUSION AND SUGGESTION

42

5.1

Conclusion

42

5.2

Suggestion

42

REFERENCES

43

x

LIST OF TABLE

Table 2.1

The Syntax of Direct Instruction Method

13

Table 3.1

The Design of Research by Using Guided Inquiry

19

Learning model with Macromedia Flash to Increase
the Student’s Achievement in the Teaching Colloidal
System
Table 3.2

Instruments Specification

22

Table 4.1

Average and Standard Deviation of Pretest, Posttest,

31

and Gain Data
Table 4.2

Result of Normality Test by Using SPSS-17 Program

33

Table 4.3

Result of Normality Test by Using Chi-Square Test

33

Table 4.4

Description of Homogeneity Test

34

Table 4.5

Data of Hypothesis Test

35

Table 4.6

Average Gain of Cognitive Aspect in Control Class

36

Table 4.7

Average Gain of Cognitive Aspect in Experiment Class

37

Table 4.8

Comparison of Average Gain from Cognitive Aspect Level

38

ix

LIST OF FIGURE

Figure 3.1

The Scheme of Research

21

Figure 4.1

Average Gain of Cognitive Aspect in Control Class

37

Figure 4.2

Average Gain of Cognitive Aspect in Experiment Class

37

Figure 4.3

Comparison of Average Gain from Cognitive Aspect

38

Level
Figure 4.4

Comparison of Learning Outcomes Percentage

40

xi

LIST OF APPENDIX
Appendix 1

Colloidal System Material

46

Appendix 2

Syllabus

56

Appendix 3

Lesson plan (Experiment class)

59

Appendix 4

Lesson plan (Control class)

88

Appendix 5

Test Categories (Before Validation)

111

Appendix 6

Instrument Test (Before Validation)

122

Appendix 7

Answer Key of Instrument Test (Before Validation)

131

Appendix 8

Calculation of Validity Test

132

Appendix 9

Table of Validity Test

137

Appendix 10 Calculation of Reliability Test

138

Appendix 11 Table of Reliability Test

140

Appendix 12 Calculation of Difficulty Level

141

Appendix 13 Table of Difficulty Level

143

Appendix 14 Calculation of Discrimination of Index Test

144

Appendix 15 Table of Discrimination Index

147

Appendix 16 Test Categories (After Validated)

148

Appendix 17 Instrument Test (After Validated)

155

Appendix 18 Data Result of Student

158

Appendix 19 Calculation of Normality Test

162

Appendix 20 Calculation of Homogeneity Test

171

Appendix 21 Calculation of Hypothesis Test

175

Appendix 22 Percentage of Improved Learning Outcomes

178

Appendix 23 Calculation of Cognitive Aspect

183

Appendix 24 Average Gain from Each Level of Cognitive Aspect

189

Appendix 25 Question Analysis

191

Appendix 26 Documentation

193

Appendix 27 Table of Critical Value from r Product Moment

198

Appendix 28 Chi Square Value

199

Appendix 29 Table of F Value Distribution

200

Appendix 30 Table of t Distribution Value

203

1

CHAPTER I
INTRODUCTION

1.1

Background
Education is learning process that obtained by every human to make the

human know, understand, and more mature, as well as able to make people more
critical in thinking. Humans being are to educate and to be educated. The primary
aim of education is sustain individual and societal improvement. Educational
programs and policies play a pivotal role in social and individual progress. Social
progress clearly indicates a general development in the community in terms of
economic, social and cultural aspects (Turkkahraman, 2012). Thus, education has
very important role in the progress of a nation because without education
development of a nation is not going to happen.
Improving the quality of education is very important to be able compete in
today's global era. Now, the era of globalization is characterized by advancement
of science and technology as well as information. In that era, education
institutions such as schools are required to be able to create human resources that
competent and able to compete with other countries. Therefore, in the
management and implementation of education, an educational institution must be
always ready to adapt by observing the learning process that applied.
Student learn in many ways by seeing and hearing, reflecting and acting,
reasoning logically and intuitively, memorizing and visualizing and drawing
analogies and building mathematical models, steadily and in fits and strats.
Teaching methods also very. Some instructors lecture, others demonstrate or
discuss, some focus on principles and others on applications; some emphasize
memory and other understanding. How much a given student learns in a class is
governed in part by that student’s native ability and prior preparation but also by
the compability of his or her learning style and the instructor’s teaching style
(Felder and Silverman, 1998). So, from the opinion above it is clear that the
success of a learning process depends on the student's learning style in mastering

2

the material and teaching style of the teacher in choosing and using models and
learning media that appropriate and effective.
From the experience of researcher during observation in PPLT 2014 at
SMAN 2 Lintongnihuta, teacher still use direct instruction model that make
students less active in learning process and make the student’s achievement in
chemistry is low. Beside of that, this case also caused by the use of media that
minim and limited that make students are less interested in following the teaching
and learning process. Compared with the researcher apply during PPLT, by using
Macromedia Flash in delivery the materials, students pay more attention and more
enthusiastic in receiving learning. It can be seen in increasing the student
achievement from UH-2 to UH-3. The average of UH-2 in class XI-MIA 1 is
51.75 and the average of UH-3 is 77.5. Similarly with the fact that researcher
found at initial observation in SMAN 15 Medan, learning model that applied also
used direct instruction model and the use of media still minim and limited that
make the students are still low in chemistry learning outcomes. It can be seen
from the results of daily exam with the KKM value of chemistry is 72, while the
students that were able to achieve it only 30%.
Chemistry is one of the most important branches of science; it enables
learners to understand what happened around them. Because chemistry topics are
generally related to or based on the structure of matter, chemistry proves a
difficult subject for many students (Sirhan, 2007). Many students view chemistry
as one of the most difficult subjects to study at all levels 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). Therefore, required austerity of teachers in
selecting appropriate teaching methods is one of the key success of learning
process and break the assumption that chemical topics is difficult.

3

From the problems above, required a model of learning that can give
interest and convenience for students in understanding the subject matter. One
way that can be used to solve the problem above is using a model of learning that
involves students and makes students actively in the learning process by using
Guided Inquiry learning model. In guided inquiry method, teachers and learners
play a crucial role in asking questions, developing answers and structuring of
materials and cases. The usage of guided inquiry method is very important in
transition from lecturing method to other teaching methods which are less and
more clearly structured for alternative solutions. Guided inquiry activities help
students to develop their individual responsibility, cognitive methods, report
making, problem solving and understanding skills (Jack, 2013).
Colloid is one of chemistry matter that much discuss theory so required
creativity of teachers in selecting a learning model to explain the material so that
students are not difficult and saturate to understand the teacher's explanation.
According to Zainuddin and Lailan (2007), the colloidal system is one of the
topics in chemistry learning that contains concepts, where one side has an abstract
concept and the other hand its application easy to find in everyday life. So, the
colloidal material can be presented by inquiry learning model and showing the
students about the process.
In addition, to maximize the learning process it is necessary to use a
media. Computer based media such as Macromedia Flash is the right media to
display the visualization of learning. According to Tiarina and Julian (2013),
Macromedia Flash is combination of learning concept with the audiovisual
technology capable of generating new features that can be used in education.
Macromedia Flash animation able to present abstract concepts clearly illustrated
more attractive to students with a variety of animated images. In colloidal
material, most of the concepts are abstract for example the difference between
solution, colloids and suspensions, the Tyndall effect process, brown motion,
coagulation, and so forth, so that it is necessary to use media such as Macromedia
Flash that can clearly describe colloidal material.

4

Some research showed the effectiveness of guided inquiry learning model
to improve student achievement. Research conducted by Kristanti (2011),
Pengaruh Penerapan Model Pembelajaran Inkuiri Terbimbing Terhadap
Keterampilan Proses Sains dan Prestasi Belajar Siswa Kelas XI IPA SMA Negeri
1 Batu Pada Materi Koloid, obtained student achievement that significant
between student that taught by guided inquiry learning model than student that
taught by conventional method, where student achievement that taught by guided
inquiry learning model is higher 86.5% than student that taught by conventional
method 82.6%. Purwati and Suyanti (2014), The Influence of Guided Inquiry
Learning Method with Macromedia Flash toward Student’s Achievement in the
Solubility and Solubility Product Topic, obtained data of experimental class taught
by guided inquiry learning methods with Macromedia Flash media can improve
student achievement in higher category (0.78 ± 0.0940) and control class taught
by conventional methods can improve student achievement in medium category
(0.59 ± 0.1124), it can be concluded that the student achievement that were taught
by guided inquiry learning methods with Macromedia Flash media is higher than
the conventional method.
Based on the description, the researcher is interested to conduct a research
with the title “The Effectiveness of Guided Inquiry Learning Model With
Macromedia Flash to Increase Student’s Achievement on the Teaching
Colloidal System in Senior High School”.

1.2

Problem Identification
With the background above identified some problem namely: 1) Whether

chemistry teacher doesn’t implement other learning models beside direct
instruction model? 2) Do students consider that chemistry is less attractive and
difficult to understand? 3) The use of learning media in teaching and learning
process.
To reveal the things in the problem identified above, overall through this
research is not yet possible. Some things in these problems are still limited
because of limited time, funds, and facilities to support this research.

5

1.3

Problem Limitation
Problem limitations in this research are:

1. Material that be taught is about colloidal system in class XI science.
2. This study is measured the cognitive aspect.
3. Learning model that will be used is Guided Inquiry.
4. Learning media that will be used is macromedia flash.

1.4

Problem Formulation
Based on the problem limitation above, the problem formulation of this

research are:
1. Is student’s achievement that taught by guided inquiry learning model with
macromedia flash significant higher than student’s achievement that taught by
direct instruction model in colloidal system topic?
2. What is the effectiveness of guided inquiry learning model with macromedia
flash to increase student’s achievement on the teaching colloidal system?
3. What is cognitive aspect that most improve by implementation of guided
inquiry learning model with macromedia flash in colloidal system topic?

1.5

Research Objectives
The research objectives are as follows:

1. To determine whether there is significant higher of the student’s achievement
that taught by guided inquiry learning model with macromedia flash than
student’s achievement that taught by direct instruction model in colloidal
system topic.
2. To investigate the effectiveness of guided inquiry learning model with
macromedia flash in increasing student’s achievement on the teaching
colloidal system.
3. To know the cognitive aspect that most improve through the experiment class.

6

1.6

Research Benefits
After doing this research, the benefits that expected are:

1. As consideration for teacher to use guided inquiry learning model with
macromedia flash in teaching and learning process in classroom to increase
achievement of student.
2. Increase student achievement and help students to be more active in learning
process.
3. For other researcher, as an input in doing research.

1.7

Operational Definition
The operational definitions in this research are:

1. Guided Inquiry Learning is a model where the teachers and learners play a
crucial role in asking questions, developing answers and structuring of
materials and cases. Guided inquiry activities help students to develop their
individual responsibility, cognitive methods, report making, problem solving
and understanding skills (Jack, 2013).
2. Macromedia Flash is a software that widely used by web professionals due to
its impressive capabilities in multimedia displays, combining elements of text,
graphics, animation, sound and interactivity for the user of internet animation
program (Rahman et.al, 2008).
3. Student’s achievement is an evidence of learning success or ability of students
in conducting learning activities appropriate with the weight that reached
(Winkel, 1997).

42

CHAPTER V
CONCLUSION AND SUGGESTION

5.1 Conclusion
After conducted the research and done some analyzing process of research
data result, the researcher concluded:
1. The students achievement that be taught by guided inquiry learning
model with macromedia flash is significant higher with the students
achievement that taught by direct instruction model on the learning
colloidal system
2. Guided Inquiry learning model with macromedia flash that used is
effective to increase student’s achievement in teaching colloidal system
with the effectiveness is 77.02%.
3. The cognitive aspect that most improve through guided inquiry learning
model with macromedia flash is C3. It could be seen from the average
gain score of C3 is 0.8009 that included highest value of average gain of
cognitive aspect.

5.2 Suggestion
Considering to the result of the research, there are some suggestion to make
the teaching and learning process in chemistry more effective to improve the
student’s achievement as follows:
1. For chemistry teacher, it is suggested to use appropriate model and
media like guided inquiry learning model with macromedia flash to
improve student’s achievement in teaching and learning colloidal
system.
2. For school holder, it is suggested for developing and providing the good
model and media like guided inquiry learning model with macromedia
flash in teaching and learning process especially for chemistry subject
because it is effective to improves student achievement.

43

REFERENCES

Creswell, J.W., (2012), Educational Research: Planning, Conducting, and
Evaluating Qualitative and quantitative Research, Pearson Education.
Inc., Boston.
Davis, B.G., (2009), Tools For Teaching, John Wiley & Sons, USA.
Ewing, B., (2011), Direct Instruction In Mathematics: Issues For School With
High Indigenous Enrolments: A Literature Review, Australian Journal of
Teacher Education 36(5): 64-91.
Felder, R.M., and Silverman, L.K., (1988), Learning and Teaching Style In
Engineering Education, Engineering Education Journal 78(7): 674-681.
Houwer, J.D., Holmes, D.B., and Moors, A., What is Learning? On the Nature
and Merits of a Functional Definition of Learning, Psychonomic Society,
Springer.
Huitt, W.G., Monetti, D.M., and Hummel, J.H., (2009), Designing Direct
Instruction, Instructional Design Theories and Models 3: 73-97.
Ibrahim, R., and Syaodih, N., (2003), Perencanaan Pengajaran, PT. Rineka Cipta,
Jakarta.
Jack, G.U., (2013), Concept Mapping and Guided Inquiry as Effective Techniques
for Teaching Difficult Concepts in Chemistry: Effect on Students’
Academic Achievement, Journal of Education and Practice 4(5): 9-15.
Kothari, C.R., (1990), Research Methodology: Methods and Technique, New Age
International (P) Ltd., New Delhi.
Kristanti, A., (2011), Pengaruh Penerapan Model Pembelajaran Inkuiri
Terbimbing Terhadap Keterampilan Proses Sains dan Prestasi Belajar
Siswa Kelas XI IPA SMA Negeri 1 Batu Pada Materi Koloid, Skripsi,
FMIPA, Universitas Negeri Malang, Malang.
Muchtar, Z., and Siregar, L., (2007), Efektifitas Kombinasi Media Dalam
Peningkatan Hasil Belajar Kimia Siswa MAN Pada Pembelajaran Sistem
Koloid, Jurnal Pendidikan Matematika dan Sains, 2: 103-109.

44

Naz, A.A., and Akbar, R.A., (2012), Use of Media for Effective Instruction its
Importance: Some Consideration, Journal of Elementary Education, 18(12): 35-40.
Priyatno, Dwi., (2008), Mandiri Belajar SPSS (Statistical Product and Service
Solution) untuk Analisis Data dan Uji Statistik, MediaKom, Yogyakarta.
Purwati, Y., and Suyanti, R. D., (2012), The Influence of Guided Inquiry Learning
Method with Macromedia Flash toward Student’s Achievement in the
Solubility and Solubility Product Topic, Jurnal Pendidikan Kimia
Pascasarjana Unimed, 6(2): 1-9.
Rahman, R., Setiawan, W., and Fitrijaya, E., (2008), Optimalisasi Macromedia
Flash Untuk Mendukung Pembelajaran Berbasis Komputer Pada Program
Studi Ilmu Komputer FPMIPA UPI, Jurnal Pendidikan Teknologi
Informasi Dan Komunikasi 1(2): 1-10.
Rooney, C., (2009), How Am I Using Inquiry-Based Learning to Improve My
Practice and to Encourage Higher Order Thinking among My Students of
Mathematics?, Educational Journal of Living Theories 5(2): 99-127.
Sanjaya, W., (2006), Strategi Pembelajaran Berorientasi Standar Pendidkan,
Kencana Prenada Media Group, Bandung.
Silberman, M.L., (1996), Active Learning, Needham Heights Massachusetts:
Allyn & Bacon.
Sirhan, G., (2007), Learning Difficulties in Chemistry, An Overview, Journal
Turkish Science Education 4(2): 2-20.
Stieff, M., and Wilensky, U., (2003), Connected Chemistry-Incorporating
Interactive Simulations into the Chemistry Classroom, Journal of Science
Education and Technology 12(3): 285-302.
Sudarmo, U., (2013), KIMIA untuk SMA/MA Kelas XI, PT. Gelora Aksara
Pratama, Surakarta.
Sudjana, N., (1989), Penilaian Hasil Proses Belajar Mengajar, PT. Remaja
Rosdakarya, Bandung.
Sudjana and Rivai, (2002), Media Pendidikan, Balai Pustaka, Jakarta.

45

Sunardi, 2011, Kimia Bilingual Untuk SMA/MA Kelas XI, Yrama Widya,
Bandung.
Suyanti, R.D., (2010), Strategi Pembelajaran Kimia, Graha Ilmu, Yogyakarta.
Tiarina, Y., and Julian, H., (2013), Using Macromedia Flash 8 to Help English
Teacher to Build Media Toward Teaching Reading, Journal of English
Language Teaching 1(2): 392-398.
Turkkahraman, M., (2012), The Role of Education in the Social Development,
Journal of Educational and Instructional Studies in the World, 4(2): 3841.

Dokumen yang terkait

THE EFFECT OF ROUNDTABLE MODEL IN COOPERATIVE LEARNING ON THE WRITING ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF SMAN 1 ARJASA IN THE 2005 / 2006 ACADEMIC YEAR

0 4 92

THE EFFECT OF TAI (TEAM ASSISTED INDIVIDUALIZATION) COOPERATIVE LEARNING TECHNIQUE ON THE EIGHTH GRADE STUDENTS’ WRITING ABILITY AT MTS. ASHRI JEMBER IN THE 2013/2014ACADEMIC YEAR

0 6 13

THE EFFECT OF USING JIGSAW TYPE II IN COOPERATIVE LEARNING ON THE EIGHTH GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SMPN 2 TANGGUL JEMBER

0 2 15

THE EFFECT OF USING QUANTUM LEARNING MODEL ON THE EIGHTH GRADE STUDENTS’ SPEAKING ACHIEVEMENT AT SMPN 11 JEMBER

1 9 44

THE EFFECT OF USING ROUNDTABLE TECHNIQUE IN COOPERATIVE LEARNING ON THE EIGHTH GRADE STUDENTS’ WRITING ACHIEVEMENT AT SMPN 1 WULUHAN - JEMBER

0 2 16

THE EFFECT OF USING STUDENTS TEAM ACHIEVEMENT DIVISION (STAD) IN COOPERATIVE LEARNING ON THE ELEVENTH YEAR STUDENTS’ VOCABULARY ACHIEVEMENT AT SMA NEGERI TEMPEH LUMAJANG

0 5 14

APPLYING COOPERATIVE LEARNING METHOD, GROUP INVESTIGATION TYPE IN BEDANA DANCE LEARNING OF JHS WIRATAMA KOTAGAJAH PENERAPAN METODE COOPERATIVE LEARNING TIPE GROUP INVESTIGASI DALAM PEMBELAJARAN TARI BEDANA DI SMP WIRATAMA KOTAGAJAH

1 23 61

THE DIFFERENCE OF STUDENTS’ MATHEMATICAL ACHIEVEMENT BY USING GUIDED-DISCOVERY AND COOPERATIVE LEARNING MODEL JIGSAW TYPE

0 0 10

THE EFFECT OF COOPERATIVE SCRIPT LEARNING MODEL ON BIOLOGY STUDENTS’ ACHIEVEMENT IN CLASS VII SMP 11 MANOKWARI

0 0 11

PENINGKATAN AKTIVITAS PEMBELAJARAN IPS MENGGUNAKAN MODEL COOPERATIVE LEARNING TIPE GROUP INVESTIGATION DI SEKOLAH DASAR

0 0 14