THE EFFECT OF INQUIRY-BASED MODEL COMBINED WITH MULTIMEDIA TOWARDS STUDENTS COGNITIVE ACHIEVEMENT IN ENVIRONMENTAL POLLUTION AND MANAGEMENT TOPIC FOR GRADE X IN SMA NEGERI 1 PERBAUNGAN ACADEMIC YEAR 2012/2013.

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THE EFFECT OF INQUIRY-BASED MODEL COMBINED WITH MULTIMEDIA TOWARDS STUDENT COGNITIVE ACHIEVEMENT

IN ENVIRONMENTAL POLLUTION AND MANAGEMENT TOPIC FOR GRADE X IN SMA NEGERI 1 PERBAUNGAN

ACADEMIC YEAR 2012/2013

By:

Hafizhah Dini Nasution Reg. Number 409342020 Biology Bilingual Education

THESIS

Submitted to Fulfill The Requirement for Degree Sarjana Pendidikan

BIOLOGY DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

MEDAN 2013

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Thesis Title : The Effect of Inquiry-Based Model Combined with Multimedia Towards Students Cognitive Achievement in Environmental Pollution and Management Topic for Grade X in SMA Negeri 1 Perbaungan Academic Year 2012/2013.

Name : Hafizhah Dini Nasution

SID : 409342020

Program of Study : Biology Bilingual Education Department : Biology

Approved by: Thesis Supervisor

Dra. Meida Nugrahalia, M.Sc. NIP. 19620527 199703 2 001

Acknowledged by:

Biology Department Bilingual Program

Coordinator Coordinator

Drs. H. Tri Harsono, M.Si. Dr. rer.nat. Binari Manurung, M.Si. NIP. 196512311990031018 NIP. 196404041989031006

FMIPA UNIMED Dean,

Prof. Drs. Motlan, M.Sc., Ph.D. NIP. 195908051986011001

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ACKNOWLEDGMENT

Alhamdulillahirabbilalamin, thanks to Allah The Lord of The Worlds for all blessing, thus the research and thesis were able to finish by the writer. This thesis entitle The Effect of Inquiry-Based Model Combined with Multimedia Towards Students Cognitive Achievement in Environmental Pollution and Management Topic for Grade X in SMA Negeri 1 Perbaungan Academic Year 2012/2013 was created to fulfill the requirement for holds Sarjana Pendididikan of Biology, Faculty of Mathematics and Natural Science.

Thanks to Mrs Dra. Meida Nugrahalia, M.Sc. as supervisor for all critics, advices and guidance to the writer since research started until this thesis finished. Thanks to Prof. Herbet Sipahutar, M.S., M.Sc, Dr.rer.nat. Binari Manurung, M.Si and Dr. Fauziyah Harahap, M.Si as examiner lectures for all critics and revise advices. Thanks to Mrs. Yulis and Marsinta Sinaga and teachers of SMA Negeri 1 Perbaungan that help writer during research. Special thanks to my beloved mother and family for all support given. Thanks to my besties Mizanina, Shofia, Bundo Ismi, Dewi Aphro, Sri, Dwi for all help and support and the last thanks to everyone that help writer until this thesis finished.

Writer tried the best to finish this thesis, but writer realise that still many lackness and weakness in content and grammatical side. Critics and advice are welcome from reader in order to perfect this reasearch. Hopefully this thesis is useful to education treasure.

Medan, Juli 2013 Writer

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THE EFFECT OF INQUIRY-BASED MODEL COMBINED WITH MULTIMEDIA TOWARDS STUDENTS COGNITIVE ACHIEVEMENT

IN ENVIRONMENTAL POLLUTION AND MANAGEMENT TOPIC FOR GRADE X IN SMA NEGERI 1 PERBAUNGAN

ACADEMIC YEAR 2012/2013.

HAFIZHAH DINI NASUTION (NIM 409342020)

ABSTRACT

The aimed of this research is to know, is there any effect of the treatment of inquiry based-model combined with multimedia to the biology learning achievement on the case of topic of environmental pollution and management in SMA Negeri 1 Perbaungan in academic year 2012/2013.

Research involved two classes from 8 classes of total classes in grade X. Samples was X-1 as control class with traditional method and X-2 as experiment class treated with inquiry based-model combined with multimedia, both class consisted of 40 students. The data was collected by pre-test post-test in form of multiple choices, with total question are 20.

The result of the research showed that there is significant difference in student cognitive achievement score of students taught using the inquiry-based model combined with multimedia and those taught using the traditional method, tcount (1.80 ) > ttable (1.73). While persentage increasing score in control class is

4.6%, while in experiment class is 10.8%, with percentage difference is 4.15%. Furthermore, based on percentage of students activity showed that student in experiment class is more active than control class. Otherwise, the anova result shows that even the inquiry based-model combined with multimedia have significant difference in student cognitive achievement score compare to traditional one, it is not affect on student cognitive achievement significantly, Fcount (3.2) < Ftable (3.9).

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TABLE OF CONTENT

Pages

Thesis Approval i

Biography ii

Abstract iii

Acknowledgment iv

Table of Content v

List of Figures vii

List of Tables viii

List of Appendix ix

CHAPTER I BACKGROUND 1

1.1. Background 1

1.2. Problem Identification 5

1.3. Problem Limitation 5

1.4. Research Question 5

1.5. Research Objective 5

1.6. Research Significant 6

CHAPTER II LITERATURE STUDY 7

2.1. Learning Understanding 7

2.1.1. Essential of Learning 7

2.1.2. Learning Outcome 7

2.2. Inquiry-Based Learning 8

2.2.1. Inquiry in Classroom 9

2.2.2. Phase of Inquiry Model 11

2.2.3. Five Essential Fitures of Inquiry 12

2.3. Media 13

2.3.1. Function of Media 13

2.3.2. Multimedia 14

2.3.3. Multimedia in Inquiry-Discovery Learning 15

2.4. Human Effect on Biosphere 15

2.4.1. Harmful land use practices 15

2.4.2. Acid rain 16

2.4.3. Biological Effect of Chemical Pollutants 18

2.4.4. The Trouble with Trash 19

2.4.5. Ozone Depletion and Pollution 21

2.4.6. Global Climate Change 23

CHAPTER III RESEARCH METHODOLOGY 26

3.1. Location and Time of Research 26

3.2. Population dan Sample 26

3.3. Research Variable 26

3.4. Research Design 26

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3.5.1. Student Activity Instrument 28

3.6. Research Procedure 32

3.7. Data Analysis 35

CHAPTER IV RESULT AND DISCUSSION 39

4.1. Analysis of Research Instrument 39

4.1.1. Validity Test 39

4.1.2. Reliability Test 39

4.1.3. Test Level Difficulty 39

4.1.4. Item Discriminant 39

4.2. Research Result 40

4.2.1. Learning Achievement 40

4.2.1.1.Data Pre-test 40

4.2.1.2. Data Post-test 40

4.2.1.3. Normality Test 41

4.2.1.4. Homogeneity Test 42

4.2.2. Learning Activity 42

4.2.3. Anova single factor 43

4.2.4. Hypothesis Testing 43

4.3. Discussion 45

CHAPTER V CONCLUSION AND SUGGESTION 48

5.1. Conclusion 48

5.2. Suggestion 48

REFERENCES 52

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viii

LIST OF TABLES

Pages Table 2.1.Essential Features of Classroom Inquiry and Their Variation 12 Table 2.2. Changes in Selected Atmospheric Greenhouse Gases,

Preindustrial times to Present 23

Table 3.1. Test Research Design 26

Table 3.2. Distribution Test of Student Learning Outcome in Environment

Pollution and Management 27

Table 3.3.Indicator and Scoring of Student’s Learning Activities 28

Table 3.4. Description of Scoring 29

Table 3.5.Criterion of Test Reliability 28

Table 4.1.Students activity in control class result 42 Table 4.2. Students activity experiment class result 43

Tabel 4.3. Anova Summary 43

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LIST OF FIGURES

Pages

Figure 2.1 The Diagram of Inquiry Phases 11

Figure 2.2 Experimental Deforestation in Hubbard Brook watershed 16

Figure 2.3 Acid rain Effect 17

Figure 2.4 Biological Magnification in an Estuary on Long Island 18 Figure 2.5 One Effect of Discarded Plastic in Marine Environment 20

Figure 2.6 Ozone and CFCs 22

Figure 2.7 Enhanced greenhouse Effect 24

Figure 3.1 Research Design Flow Chart 33

Figure 3.2 Overall Research Procedure Flow Chart 34

Figure 4.1 Student pre-test data 40

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LIST OF APPENDIX

Pages

Appendix 1 Syllabus 52

Appendix 2 Lesson Plan 53

Appendix 3 Student Worksheet 63

Appendix 4 Pre Test/Post Test 65

Appendix 5 Observation Sheet of Students’ Learning Activity 73

Appendix 6 Validity Test calculation 75

Appendix 7 Validation table 76

Appendix 8 Reliability test 77

Appendix 9 Test Level Difficulty 78

Appendix 10 Item discriminant 79

Appendix 11 Result of Research data 80

Appendix 12 Normality test 84

Appendix 13 Homogeneity test 86

Appendix 14 Hypothesis I Testing 87

Appendix 15 control class activity data 91

Appendix 16 Experiment class activity data 92

Appendix 17 Research documentation 97

Appendix 18 Lilifors table 98

Appendix 19 F Distribution table 99

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CHAPTER I INTRODUCTION

1.1 Background

In Indonesia, generally in the learning science, students are required to learn the concepts and principles of science in verbalistic. This type of learning lead students in general, just knows a lot of science terminology in rote without meaning. On the other hand, because of many concepts and principles of science that student needs to learn, causing students getting bored to learn science by rote. Thus, the study of science is only meant as an introduction to a number of concepts and terminology in the fields of science course (Liliasari, 2007).

Reality on the school that many students just memorize concepts and less able to use the concept if encountered in real-life problems associated with the concept owned. Furthermore students even less able to pinpoint the problem and formulate it. Talking about learning and teaching process often makes us disappointed, especially associated with students' understanding of teaching materials. However, we realize that there are students who are able to have a good level of memorization of the material that they receive, but in reality they are often poorly understood in depth knowledge that is rote. Understanding in here is referred to students' understanding of where the basic qualitative facts intertwined with its ability to use knowledge in new situations. Most students are less able to link between what they learn with how that knowledge will be utilized to new situations.

Analysis of preliminary studies has been held in the junior high school in SMA Negeri 1 Perbaungan. Biology Teaching and learning processes tend to be conventional method that just deliver the concept or information from book or presentation that followed by test for that topic. Besides, learning lab is rarely performed, so that the learning experience was lacking. The less of variation in this learning model become one of the reason learning process becomes less attractive, students less participate in class and in the end resulting negative impact on student learning outcomes. Furthermore, facilities such as multimedia

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and LCD (Liquid Crystal Display) are present but rarely used in the teaching and learning activities.

On the cognitive aspect, unsatisfactory results can be seen from the low value of minimum criterion completeness (KKM), which are only 62 for biology subject matter. The analysis of the topic problem was also been done by taking the students’ learning outcome especially about environmental management, most of them are passed KKM. But, because of the low value minimum criterion even though student had passed the minimum criterion completeness, we cannot espect student fully understand about the topic.

Based on the problems above, it would require a more concrete learning activities, active, build concepts, and can motivate students to learn, so that the whole aspect of the learning outcomes can be done well and also can facilitate students to get used in doing the learning experience. One way to do that is by applying inquiry in learning activities. Recent study done by Dunlosky (2013) states that improve learning outcomes conducted with effective learning techniques, one of them are that by doing "practice testing". Science education, especially biology, more emphasis on the process and experience. Provide a learning experience to make students active in the process to achieve the concept of biology that want to be implanted. In this case the students does not serve as an object but a subject in the learning process, makes them will produce a learning experience. This situation also had been studied by Alberta Education (2004: 11) whom said, "One of the main reasons to think about using inquiry is because it provides a means to actively involve students in the learning process. With the trend in higher education to move away from teacher-centered instruction to a more student-centered approach, inquiry gives the opportunity to help students learn the content and course concepts by having them explore a question and develop a hypothesis and research. Thus, giving students more opportunity to reflect on their own learning, gain a deeper understanding of the course concepts, and Become better critical thinkers”.

Furthermore, according to National Science Education (Howard and Miskowski, 2005), ‘‘Science as inquiry’’ was one of the eight content standards

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that put forth in , where it was described generally to ‘‘require that students combine processes ‘of science (i.e. observation, inference, and experimentation)’ and scientific knowledge as they use scientific reasoning and critical thinking to develop their understanding of science’’

Inquiry successful in gaining student achievement has been prove by Brown (2010) in process-oriented guided-inquiry learning (POGIL) in an introductory anatomy and physiology course shows that the grade distribution of student learning outcome moved steadily away from the C/D/F distribution and toward an A/B/C distribution after the introduction of POGIL, with no students failing the final exam in fall 2009. Although student perceptions of the course overall showed little difference between the lecture-only semesters and POGIL semesters. Student perceptions of the importance of their peers in helping them to understand ideas and concepts did increase significantly after the introduction of POGIL. In addition, research by Opara (2011) shows mean score of the students taught using inquiry method was higher than conventional class, means that inquiry teaching method is considered to be superior to conventional method.

The design of this model of learning which is composed, in addition aimed at improving understanding of the concept of pollution and environmental management, increase student participation in the learning process as well done as the use of facilities provided by the school to improve student achievement.

In learning methodologies there are two of the most prominent aspects of the method and medium of learning as a teaching aid. Learning media can be categorized as external factor that influence the learning process in the classroom, both teachers and learners themselves. Based on the results of Arif (Sutikno & Isa, 2010) suggests that the knowledge gained from person experience of hearing is 11%, and 83% of the viewing experience. Meanwhile, the ability of memory in the form of the experience gained from what is heard 20%, and visual experience is 50%. The use of appropriate learning media can enhance the learning process and learning outcomes achieved in the learning process. Here, teacher has a role in putting learning media in accordance with the demands of the curriculum, methods and level of student understanding.

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According to Rivers (2002), when used as part of an integrated approach to help students learn, computer-based technology has been an effective addition to the classroom and laboratory. However, it is also apparent that overuse of technological aids can undermine student active learning. Although the school has provided facilities to support learning Biology, some students still have difficulty in accepting the material of Biology. This may caused by some topic in biology, required ability to understanding, application and higher-order thinking in processing the knowledge. This is proven by result of study by Sutikno & Isa (2010) showed that teaching assisted by multimedia using guided inquiry is needed to increase student learning achievement average and interest of learning.

Environmental issue such as global climate change, land use, availability of freshwater, loss of biodiversity, and pollution all touch on areas of controversy (NSTA, 2009). Environmental science explores the complex interactions among human populations and their environment. Biology teachers should recognize how the understandings gained through environmental science interact with local, national and global environmental issues. That’s why learning environmental issues student should invited to face the environment problem around them. Teaching about environment should provide interdisciplinary, multicultural, and multi-perspective viewpoints to promote awareness and understanding of global environmental issues, potential solutions, and ways to prevent emerging environmental crises.

Based on the description above, researchers interested in conducting a study entitled "The Effect of Inquiry-Based Model Combined with Multimedia towards Student Cognitive Achievement in Environmental Pollution and Management Topic for Grade X in SMA Negeri 1 Perbaungan Academic Year 2012/2013".

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1.2 Problem Identification

Based on background above the problem can be identified into:

1. Student less interest in learning biology because lack of learning variation model

2. Student cognitive achievement is low

3. The learning process tend to teacher centered 4. Lack participation of student in learning biology 1.3Problem limitation

In this case, researcher limited the problem into effect of using inquiry-based model combined with multimedia in learning environmental pollution and management towards student cognitive achievement and activity grade X in SMA Negeri 1 Perbaungan.

1.4 Research Question

1. Is there any difference in student cognitive achievement score of students taught using the inquiry-based model combined with multimedia and those taught using the traditional method?

2. Is students’ learning activity in learning Environmental Pollution and Management topic that taught by inquiry-based model combined with multimedia is more active than students’ learning activity that taught by traditional method?

3. Is there any effect of Inquiry-based model combined with multimedia on student cognitive achievement in Environmental Pollution and Management Topic for Grade X in SMA Negeri 1 Perbaungan Academic Year 2012/2013

1.5 Research Objective

1. To find Is there any difference in student cognitive achievement score of students taught using the inquiry-based model combined with multimedia and those taught using the traditional method

2. To find whether students’ learning activity in learning Environmental Pollution and Management topic that taught by inquiry-based model

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combined with multimedia is more active than students’ learning activity that taught by traditional method

3. To find Is there any an effect of Inquiry-based model combined with multimedia on student cognitive achievement in Environmental Pollution and Management Topic for Grade X in SMA Negeri 1 Perbaungan Academic Year 2012/2013

1.6 Research Significant

This research will benefit some parties, namely: 1. _Author

Being a thesis writing material which is a prerequisite for completing Undergraduate Biology Science Education Program Unimed

2. _Teachers

Become an input for teachers to recognize students for teaching especially those with problems in academic achievement.

3. _Student

As source information in put to the students of Department of Biology for the future research

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CHAPTER V

CONCLUSION AND SUGGESTION 5.1. Conclusion

Based on the results analysis done, and then concluded:

1. There is difference in student cognitive achievement score of students taught using the inquiry-based model combined with multimedia and those taught using the traditional method. Inquiry-based model combined with multimedia affect on student cognitive achievement by increasing score in experiment class is 4.15% higher than control class.

2. Students’ learning activity in learning Environtmental Pollution and Management topic that taught by inquiry-based learning combined with multimedia is more active than students’ learning activity that taught by traditional method in SMAN Negeri 1 Perbaungan. It is show from the percentage of student activity in experiment class is higher than control class.

3. There is no effect of the inquiry-based model combined with multimedia to student cognitive achievement in Environmental Pollution and Management Topic for Grade X in SMA Negeri 1 Perbaungan Academic Year 2012/2013.

5.2. Suggestion

Based on the result and conclusion above, the researcher recommended: 1. Teacher should do many new ways in teaching and learning process so it

can be interesting to learn and also utilize facilities in school such us apply inquiry based model combined with multimedia in teaching and learning process.

2. In preparing for implementation inquiry based model combined with multimedia in learning, teacher preparation should be maximal , start from lesson plan to the tools that will be used, in order to manage time well so all

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aspects of learning can be delivered and finally students easier learn environmental pollution and management topic.

3. This research was limited to the ability of the researchers; other researchers need to conduct further research about application of the inquiry based model combined with multimedia in a broader scope as well as other factors that also affect learning.

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REFERENCES

Alberta Education, (2004), Focus On Inquiry: A Teacher’s Guide To

Implementing Inquiry-Based Learning, Learning and Teaching Resources

Branch, Canada.

Arikunto, S., (2011), Dasar-Dasar Evaluasi Pendidikan, Penerbit Bumi Aksara, Jakarta

British Columbia Institute of Technology, (2010), Writing Learning Outcomes, BCIT Learning and Teaching Centre, Willingdon Avenue

Brown, Patrick J. P., (2010), Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population, Advan in Physiol Edu 34:150-155

Cecie S., Christine A. E., Lisa S., (2011), Biology: Concepts and Applications,

Eighth Edition, Brooks/Cole, Belmont

Dunlosky J., Katherine A. R., Elizabeth J. M., Mitchell J. N., and Daniel T. W., (2013), Improving Students’ Learning with Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology, Association for psychological science, 14(1): 4–58

Galileo Educational Network. (2004). What is inquiry? Inquiry & ICT.Retrieved July 12, 2004, from http://www.galileo.org/inquiry-what.html

Howard D. R and Jennifer A. M.,(2005), Using a Module-based Laboratory To Incorporate Inquiry into a Large Cell Biology Course, Cell Biology

Education, 4: 249–260

Jauhari, M., (2011), Implementasi PAIKEM dari Behavioristi ksampai

Konstruktivistik Sebuah Penegembangan Pembelajaran Berbasis CTL,

Prestasi Pustaka Raya, Jakarta

Karmana, Oman, (2000), Cerdas Belajar Biologi, Grafindo Media Pratama, Bandung.

Kirschner, P., John, S., Richard, E. C.,(2004), Why Unguided Learning Does Not Work: An Analysis of the Failure of Discovery Learning, Problem-Based Learning, Experiential Learning and Inquiry-Based Learning, Educational

Psychologist

Liliasari, 2007, Scientific concept and generic science skills relationship in the

21th century science education, Science education program graduate

school Indonesia university of education

Mayer, R. E., (2005), The Cambridge Handbook of Multimedia Learning, Cambridge University Press, New York

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Muljatiningrum, A., Nuryani, Y.R., Adi Rahmat, (2008), Pembelajaran Inkuiri untuk Mengembangkan Kemampuan Dasar Bekerja Ilmiah dan Berpikir Kreatif Pada Konsep Bioteknologi, Current Issues on Research and

Teaching in Science Education, ISBN 978-979-98546-4-2

Opara , Jacinta A., (2011), Inquiry Method and Student Academic Achievement in Biology: Lessons and Policy Implications, American-Eurasian Journal

of Scientific Research 6 (1): 28-31

Pratiwi et. all, (2007), Biologi Jilid I untuk SMA Kelas X, Erlangga, Jakarta Prawihartono, S. dan Hidayati, S., (2007). Sains IPA 3 SMA/MA. Jakarta: PT

Bumi Aksara

Rivers, D. B.,(2002), Using A Course-Long Theme For Inquiry-Based Laboratories In A Comparative Physiology Course, Advances in

Physiology Education, 26:317-326

Rusman, ( 2010 ), Model Pembelajaran Mengembangkan Profesionalisme Guru, Penerbit Raja Grafindo Persada, Jakarta.

Sconul, (2004), Learning Outcomes and Information, Society of Collage, National and University Library, United kingdom.

Solomon, E.P., Linda R. B., Diana W. M., (2011), Biology 9 Edition, Brooks/Cole, Belmont

Sudjana, N.,(2008 ),Penilaian Hasil BelajarMengajar, PT Remaja Rosdakarya, Bandung.

Sutikno, W., A. Isa, (2010), Keefektifan Pembelajaran Berbantuan Multimedia Menggunakan Metode Inkuiri Terbimbing Untuk Meningkatkan Minat dan Pemahaman Siswa, Jurnal Pendidikan Fisika Indonesia, 6 : 58-62

Tobing., (2012), The Effectiveness of Laboratory Experiment Method to Increase Activity and Students’ Achievement on Teaching Salt Hydrolisis., Skripsi, FMIPA, Unimed, Medan

Trianto, (2009), Mendesain Model Pembelajaran Inovatif Progresif, Kencana: Jakarta.

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REFERENCES

Alberta Education, (2004), Focus On Inquiry: A Teacher’s Guide To

Implementing Inquiry-Based Learning, Learning and Teaching Resources

Branch, Canada.

Arikunto, S., (2011), Dasar-Dasar Evaluasi Pendidikan, Penerbit Bumi Aksara, Jakarta

British Columbia Institute of Technology, (2010), Writing Learning Outcomes, BCIT Learning and Teaching Centre, Willingdon Avenue

Brown, Patrick J. P., (2010), Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population, Advan in Physiol Edu 34:150-155

Cecie S., Christine A. E., Lisa S., (2011), Biology: Concepts and Applications,

Eighth Edition, Brooks/Cole, Belmont

Galileo Educational Network. (2004). What is inquiry? Inquiry & ICT.Retrieved July 12, 2004, from http://www.galileo.org/inquiry-what.html

Howard D. R and Jennifer A. M.,(2005), Using a Module-based Laboratory To Incorporate Inquiry into a Large Cell Biology Course, Cell Biology

Education, 4: 249–260

Jauhari, M., (2011), Implementasi PAIKEM dari Behavioristi ksampai

Konstruktivistik Sebuah Penegembangan Pembelajaran Berbasis CTL,

Prestasi Pustaka Raya, Jakarta

Karmana, Oman, (2000), Cerdas Belajar Biologi, Grafindo Media Pratama, Bandung.

Psychologist

Liliasari, 2007, Scientific concept and generic science skills relationship in the

21th century science education, Science education program graduate

school Indonesia university of education

Mayer, R. E., (2005), The Cambridge Handbook of Multimedia Learning, Cambridge University Press, New York

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Teaching in Science Education, ISBN 978-979-98546-4-2

Opara , Jacinta A., (2011), Inquiry Method and Student Academic Achievement in Biology: Lessons and Policy Implications, American-Eurasian Journal of

Scientific Research 6 (1): 28-31

Pratiwi et. all, (2007), Biologi Jilid I untuk SMA Kelas X, Erlangga, Jakarta Prawihartono, S. dan Hidayati, S., (2007). Sains IPA 3 SMA/MA. Jakarta: PT

Bumi Aksara

Rivers, D. B.,(2002), Using A Course-Long Theme For Inquiry-Based Laboratories In A Comparative Physiology Course, Advances in

Physiology Education, 26:317-326

Rusman, ( 2010 ), Model Pembelajaran Mengembangkan Profesionalisme Guru, Penerbit Raja Grafindo Persada, Jakarta.

Sconul, (2004), Learning Outcomes and Information, Society of Collage, National and University Library, United kingdom.

Solomon, E.P., Linda R. B., Diana W. M., (2011), Biology 9 Edition, Brooks/Cole, Belmont

Sudjana, N.,(2008 ),Penilaian Hasil BelajarMengajar, PT Remaja Rosdakarya, Bandung.

Tobing., (2012), The Effectiveness of Laboratory Experiment Method to Increase Activity and Students’ Achievement on Teaching Salt Hydrolisis., Skripsi, FMIPA, Unimed, Medan

Trianto, (2009), Mendesain Model Pembelajaran Inovatif Progresif, Kencana: Jakarta.

(1)

CHAPTER V

CONCLUSION AND SUGGESTION 5.1. Conclusion

Based on the results analysis done, and then concluded:

5.2. Suggestion

Based on the result and conclusion above, the researcher recommended: 1. Teacher should do many new ways in teaching and learning process so it

can be interesting to learn and also utilize facilities in school such us apply inquiry based model combined with multimedia in teaching and learning process.

(2)

aspects of learning can be delivered and finally students easier learn environmental pollution and management topic.

(3)

REFERENCES

Alberta Education, (2004), Focus On Inquiry: A Teacher’s Guide To Implementing Inquiry-Based Learning, Learning and Teaching Resources Branch, Canada.

Arikunto, S., (2011), Dasar-Dasar Evaluasi Pendidikan, Penerbit Bumi Aksara, Jakarta

British Columbia Institute of Technology, (2010), Writing Learning Outcomes, BCIT Learning and Teaching Centre, Willingdon Avenue

Brown, Patrick J. P., (2010), Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population, Advan in Physiol Edu 34:150-155

Cecie S., Christine A. E., Lisa S., (2011), Biology: Concepts and Applications, Eighth Edition, Brooks/Cole, Belmont

Galileo Educational Network. (2004). What is inquiry? Inquiry & ICT.Retrieved July 12, 2004, from http://www.galileo.org/inquiry-what.html

Howard D. R and Jennifer A. M.,(2005), Using a Module-based Laboratory To Incorporate Inquiry into a Large Cell Biology Course, Cell Biology Education, 4: 249–260

Jauhari, M., (2011), Implementasi PAIKEM dari Behavioristi ksampai Konstruktivistik Sebuah Penegembangan Pembelajaran Berbasis CTL, Prestasi Pustaka Raya, Jakarta

Karmana, Oman, (2000), Cerdas Belajar Biologi, Grafindo Media Pratama, Bandung.

Liliasari, 2007, Scientific concept and generic science skills relationship in the 21th century science education, Science education program graduate school Indonesia university of education

Mayer, R. E., (2005), The Cambridge Handbook of Multimedia Learning, Cambridge University Press, New York

(4)

Opara , Jacinta A., (2011), Inquiry Method and Student Academic Achievement in Biology: Lessons and Policy Implications, American-Eurasian Journal of Scientific Research 6 (1): 28-31

Pratiwi et. all, (2007), Biologi Jilid I untuk SMA Kelas X, Erlangga, Jakarta Prawihartono, S. dan Hidayati, S., (2007). Sains IPA 3 SMA/MA. Jakarta: PT

Bumi Aksara

Rivers, D. B.,(2002), Using A Course-Long Theme For Inquiry-Based Laboratories In A Comparative Physiology Course, Advances in Physiology Education, 26:317-326

Rusman, ( 2010 ), Model Pembelajaran Mengembangkan Profesionalisme Guru, Penerbit Raja Grafindo Persada, Jakarta.

Sconul, (2004), Learning Outcomes and Information, Society of Collage, National and University Library, United kingdom.

Solomon, E.P., Linda R. B., Diana W. M., (2011), Biology 9 Edition, Brooks/Cole, Belmont

Sudjana, N.,(2008 ),Penilaian Hasil BelajarMengajar, PT Remaja Rosdakarya, Bandung.

Tobing., (2012), The Effectiveness of Laboratory Experiment Method to Increase Activity

and Students’ Achievement on Teaching Salt Hydrolisis., Skripsi, FMIPA,

Unimed, Medan