THE INFLUENCE OF CRITICAL THINKING DEVELOPMENT IN LEARNING SALT HYDROLYSIS CONCEPT THROUGH CHEMISTRY MODULES TO INCREASE STUDENTS ACHIEVEMENT GRADE XI.
THE INFLUENCE OF CRITICAL THINKING DEVELOPMENT IN
LEARNING SALT HYDROLYSIS CONCEPT THROUGH
CHEMISTRY MODULES TO INCREASE STUDENTS'
ACHIEVEMENT GRADE XI
By :
VIKA HARDILA
ID. 408131098
Bilingual Chemistry Education
THESIS
Submitted to Fulfill the Requirement for Getting the Degree of
Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
2012
ACKNOWLEDGEMENT
First and foremost, the greatest thanks to the almighty Allah SWT for his gracious and
merciful help that the writer was finally able to complete this thesis.
In this opportunity, I would like to express my gratitude to :
1. Prof. Drs. Motland, M.Sc., Ph.D as my dean in the Faculty of Mathematics and Natural
Science.
2. Dr. Iis Siti Jahro, M.Si as my thesis advisor and as the secretary of Bilingual Program,
Prof. Dr. Ramlan Silaban, M.Si, Dr. Retno Dwi Suyanti, M.Si., and Dra. Ani Sutiani,
M.Si., as evaluator comittee for their advices, suggestions, guidance, comments and
corrected the proposal until the process of completing this thesis.
3. I would also wanna say thanks to Prof. Dr. Herbert Sipahutar, M.S, M.Sc. as the
Coordinator of Bilingual Program. Drs. Wesly Hutabarat, M.Sc, as academic advisor, all
the lecturers and staffs of Chemistry Department, especially Mr. Samsudin as the staff in
Bilingual Office who always give service of the facilities for me when study in the class.
4. I also addressed my thanks to Drs. Alberto Colia, the Headmaster of SMAN 1 Berastagi,
and all teacher who has helped me in doing the research, especially Asrida Br. Tarigan,
S.Pd as the chemistry teacher.
5. My special sincere gratitude to my parents, my beloved mother, Nilawati,S.Pd., for
everything which have given to make all the things become reality. My sister (K’Vie,
K’Noni, K’Veni) and brother (B’Iben), and also my beloved Indra Adiguna and Family
for love, pray and attention that they always give to me.
6. I wants to say thanks to my best friends in EnCy: Roma, Iqy, Icit, Ha5, Ayu, Ciput, Izal,
and all my beloved friends in Bilingual Chemistry’08 for all their help, kindness,
togetherness, attention and prays. And finally to all people who have supported and
helped me that could not be explained one by one in this thesis.
I have effort as maximal as I can, in doing this thesis but in my humble heart I hope
construct suggestion and critics from the people who read this thesis for perfection this thesis.
. And also I hope this thesis can be useful and give many function to the reader’s knowledge
especially about subject matter which is researched.
Medan,
July 2012
Writer,
Vika Hardila
LIST OF TABLES
Pages
Table 3.1. Research design
29
Table 3.2 Research Time Table
35
Table 4.1. Difficulty Level
38
Table 4.2 Discriminating Power Index
39
Table 4.3 Data of Pre-Test and Post-Test
39
Table 4.4 Data of Normality Test
41
Table 4.5 Data of Homogeneity
42
Table 4.6. Data of Student’s achievement in the Pre-test
43
Table 4.7. Data of Student’s Achievement in Post-Test
43
Table 4.8. Average value of gain normalization
46
Table 4.9 Normality and Homogeneity Test of Gain
47
Table 4.10 Table of Hypothesis Result
47
Table 4.11 The Increasing of Students’ Achievement based on Cognitive 51
Level
Table 4.12 The Description of Research Result based on Indicator
52
LIST OF FIGURES
Pages
Figure 3.1 Research Flow Diagram
30
Figure 4.1 Students’ Achievement in Experiment Class by Using Critical
Thinking Module
44
Figure 4.2 Increasing of Students’ Achievement in Experiment Class
44
Figure 4.3.Student’s Achievement in Control Class by Using Common
Module
45
Figure 4.4 Increasing of Students Achievement in Control Class
46
Figure 4.5. Correlation between Gain and Average of Critical Thinking
48
Score
Figure 4.6 The Increasing of Students’ Achievement based on Cognitive
Level
51
LIST OF APPENDIX
Appendix 1. Syllaby
56
Appendix 2. Lesson Plan
66
Appendix 3. Table of Instrument Specification Before Validated
82
Appendix 4. Instrument Test
83
Appendix 5. Calculation of Validity Test
88
Appendix 6. Validity Test
89
Appendix 7. Result of Validity Test
90
Appendix 8. Table of Instrument Specification after Validated
92
Appendix 9. Instrument Valid
93
Appendix 10. Calculation of Reliability
96
Appendix 11. Table of Reliability
97
Appendix 12. Calculation of Difficulty Level
98
Appendix 13. Table of Difficulty Level
99
Appendix 14. Calculation of Discriminating Index
100
Appendix 15. Table of Discriminating Index
102
Appendix 16. Assessment of Module
103
Appendix 17. Analysis of Module
105
Appendix 18. Table of Critical Thinking Question Specification
107
Appendix 19. Critical Thinking Question
116
Appendix 20. Students’ Outcome
118
Appendix 21. Calculation of Standard Deviation
120
Appendix 22. Normality Test
122
Appendix 23. Homogeneity Test
127
Appendix 24. Normalized Gain
133
Appendix 25. Table of Normalized Gain
134
Appendix 26. Hyphothesis
136
Appendix 27. Critical Thinking Score
138
Appendix 28. Calculation of Correlation
139
Appendix 29. Level of Cognitive Aspect in Pretest for Experiment Class 140
Appendix 30. Level of Cognitive Aspect in Pretest for Control Class
141
Appendix 31. Level of Cognitive Aspect in Postest for Experiment Class 142
Appendix 32. Level of Cognitive Aspect in Postest for Control Class
143
Appendix 33. Increasing of Student’s Achievement Based on Level of
144
Cognitive Aspect in Experiment Class and Control Class
Appendix 34. Table of r-product
145
Appendix 35. Table of Chi Square
146
Appendix 36. f Table
147
Appendix 37. t Table
150
Appendix 38. Research Documentation
151
CHAPTER I
INTRODUCTION
1.1 Background
Effective education is an education that enable learners to be able to learn the easy,
fun and achievable goals as expected. Thus, educators (lecturers, teachers, instructors, and
trainers) are required to be able to increase the effectiveness of learning so that learning can
be useful.
During this time, many opinions assume that formal education is valued only a
formality to establish Indonesia's human resources. No matter how formal the learning
outcomes, the most important is to have conducted a high education level and can be
considered great by the community. However, the quality of education in general Indonesia is
still low.
The agency reports the union of the nations for the field of education, united nation
educational, scientific, and cultural organization (UNESCO) shows Indonesia's ranking in
terms of education fell from 58 to 62 among 130 countries in the world. Clearly, education
development index (EDI) Indonesia is 0935, under Malaysia (0945) and Brunei Darussalam
(0965). Decline in the index mirrors the low quality of education in Indonesia is only a small
picture of the education sector, among others, can be seen from how the performance of
students, teachers, schools, and the quality of human resources or human capital which is
derived as the output of the education system in Indonesia compared with other countries in
the world. (kabidsekmen, 2009)
The cause of the low quality of education in Indonesia, among others, is a matter of
effectiveness, efficiency and standardization of teaching. It is still a problem of education in
Indonesia in general.
So far, efforts to improve the quality of teaching to improve student learning
outcomes are mostly done through the improvement or development of methods, models and
learning media. Improving the quality of learning research largely focused on methods,
models and media.
Efforts to improve the quality of learning through the improvement or development of
teaching materials is very small. Though teaching materials play an important role in the
learning process and enhance students' mastery of subject matter. At this time very few
teachers and researchers (prospective teachers)
who compiled and develop their own teaching
1
materials. Most teachers use teaching materials that have been provided schools or students to
purchase instructional materials on the market. Some materials that have been circulating on
the market and used in schools include Yrama Widya, Tiga Serangkai, Erlangga, Esis,
Yudisthira.
Most of these materials include questions to determine students 'mastery of the
material only at the end of the subject so that less measure students' mastery of each concept
is learned. In addition, the questions are less students develop critical thinking skills.
Actually, Chemistry is the science of knowledge for all citizens (science for all).
Characteristic of scientific knowledge debriefing in the framework is the knowledge of
science to be used in everyday life. In achieving the purpose of learning science is not
emphasized on understanding the concepts of science , but rather directed at the effects of
learning the accompaniment of one of them is thinking skills. Such skills are very important
development, because it will direct the pattern of action of each individual in society in the
future. (Poppy K. Devi, 2009)
A wide variety of patterns of thinking that students need to be developed, ranging
from basic to complex thinking or higher-order thinking. There are 4 higher-order thinking,
i.e critical thinking, creative thinking, problem solving, and decision making. Among the four
patterns of these higher-order thinking, critical thinking underlies the other three patterns of
thinking. This means that critical thinking need to be mastered first before reaching the three
higher-order thinking to another. Several studies have shown an understanding of science
concepts can be enhanced through the development of critical thinking skills of students
(Liliasari, 2009). Critical thinking is also useful to critically evaluate what they have learned
in class.
Formal teaching in school systems tends to train analytical thinking power. Students
are required to construct a logical argument, find answers, eliminating the wrong choices, and
focus on the correct answer. The side effects are not students become accustomed to think
critically and creatively, that dare to try new ideas and look for alternative answers, not just
focus on one answer that is believed to be correct. Rational and objective thinking process is
a process of critical thinking which the key to success in solving the problem.
Learning chemistry emphasizes providing learning experiences directly through the
use and development of process skills and scientific attitudes. According to some researches,
researchers concluded that, (1) chemistry is not famous subject matter for students; (2)
chemistry is not able to improve students’ cognitive ability; (3) chemistry make a gap
between teacher and students; (4) chemistry has not improvement. Even thought school
programs have an effort to develop students’ conceptual understanding, but there is no
relationship among the materials (Perry, 2008). The material in chemistry is needed to be
developed especially in Salt Hydrolysis concept. Usually teachers explain the chemistry topic
by conventional method, difficult language to be gotten, not interest student and inappropriate
learning media.
Based on the explanation above, the writer is interested to conduct a research titled
“The Influence Of Critical Thinking Development In Learning Salt Hydrolysis Concept
Through Chemistry Modules To Increase
Students' Achievement Grade XI.” The
development of critical thinking in teaching materials is expected to enhance critical thinking
skills and the results students' learning. It will be made in the form of essay questions that
require students to develop the capacity to think. The questions are listed in general have a
level of understanding to the analysis.
1.2 Problem Identification
Based on the background above, some problems can be identified as the following:
1) The effort to increase the quality of teaching and learning process through the
development of chemistry modul still rarely.
2) The module which is used largely lacking teaching materials to develop students'
critical thinking skills.
3) Teaching module used in teaching and learning can not trigger the emergence of
critical thinking of students.
4) Students are difficult to understand about Salt Hydrolysis chemistry topic.
1.3 Research Scope
This study was conducted to develop critical thinking skills of high school students
class XI school year 2011/2012, especially in the preparation of teaching materials on the
topic of class XI Salt Hydrolysis.
1.4 Problem Statements
To give the direction of this research, the problem statements in this research are as
follows:
1.
How the propriety level of teaching materials that develop students' critical thinking
skills?
2.
What the effect of application of chemistry module that developing the critical
thinking of students higher than using chemistry module without developing critical
thinking?
3.
How the correlation between students 'critical thinking development toward students'
learning achievement?
1.5 Problem Limitation
In order to keep our research become more focused and directed, we limit our
problems as the following:
1. Teaching materials that will be tested on the learning process only on the subject of
salt hydrolysis.
2. Student learning outcomes to be measured only cognitive ability levels C2 to C4 and
Students' critical thinking skills measured by essay questions that measured the level
of C3 to C5.
3. Chemistry module are developed instructional materials that is written by the author
Justiana, Sandri and Muchtaridi with the title “Chemistry for Senior High School”
1.6 Research Objectives
The objective of this research is to increase the understanding of students in
Salt
Hydrolysis as a topic in chemistry subject, increase the science ability and increase the
critical thinking ability of students. The specific objectives have beeen achieved in this
research are the following:
1. Knowing the propriety level of chemistry module that develop students' critical
thinking ability.
2. Knowing the effectiveness of chemistry module which develop the critical thinking
to increase critical thinking ability of students.
3. The correlation of chemistry module which develop the critical thinking to increase
the students’ achievement.
1.7 Research Benefit
In general, with the development of critical thinking skills in the preparation of
chemistry module is expected to provide benefits in the form of improved quality of the
learning process on the topic of Salt Hydrolysis. In particular the benefits of this research are:
1. Get the propriety level of the chemistry module on Salt Hydrolysis topic that develop
the critical thinking of students.
2. Knowing the Effectiveness of developing the critical thinking to increase the students
achievement in Salt Hydrolysis concept.
3. As the addition of literature review for the teacher in teaching-learning process which
can attract the critical thinking of students.
4. The existence of chemical learning module by teachers who emphasize the
development of students’ critical thinking.
1.8 Operational Definition
·
Critical thinking is the intellectually disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing, and/or evaluating information
gathered from, or generated by, observation, experience, reflection, reasoning, or
communication, as a guide to belief and action.
·
Module is a tool or a means of learning containing materials, methods, limitations,
and how to evaluate systematically designed and attractive to achieve the expected
competencies in accordance with the level of complexity. (Deni, 2007)
·
Student’s achievement means that student intellectual abilities to determine the
success of student in gaining achievement.
(sunartombs, 2009)
·
Salt hydrolysis is reaction of cation or anion, from a salt with water. Cation and anion
which can be hydrolyzed are cation and anion of salt which belongs to weak
electrolyte.
54
REFERENCES
Arikunto, S., (2010), Prosedur Penelitian Suatu Pendekatan Praktik, Rineka
Cipta, Jakarta.
Bassham, G, and friends, (2008), Critical Thinking s Student Introduction,
Boston: Mc Graw-Hill.
Burhan, P.Y.R.,(2008), Prospek Pengembangan Materi Pendidikan Kimia Masa
Depan 6: 54-58. Journal of Research
Deni,(2007), Definisi Modul (http://pena-deni.blogspot.com/2007/07/modul.html)
Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Medan,
(2010), Pedoman penulisan proposal dan skripsi mahasiswa program
studi pendidikan FMIPA Unimed, FMIPA, UNIMED.
Gregor, Mc., (2007), Development Thinking Developing Learning: A Guide to
Thinking Skills in Education, Berkshire: Open University Pers.
Johari, J.M.C, and Rachmawati, Ir. M., MPhil, (2009), Chemistry 2 for Senior
High School Grade XI, ESIS, Jakarta
Justiana, S and Muchtaridi., (2009), Chemistry for Senior High School,
Yudhistira, Jakarta Timur.
Kabidsekmen, (2009), Posisi Pendidikan Indonesia,
http://kabidsekmen.Blogspot.com/2009/02/bagaimana –posisi-pendidikanindonesia.html 5 February 2012 14:21)
Liliasari, (2009), Berpikir Kritis dalam Pembelajaran Sains Kimia Menuju
Profesionalitas Guru, Program Studi Pendidikan IPA Sekolah Pasca
Sarjana UPI, Bandung
Martono, K.,(2005), Peranan Buku Dalam Proses Belajar Mengajar,(online),
(http//www:ganeca.blokspirit.com/archive.20 Januari 2012.)
Metsala, J.L., and Glynn, S., 1996, Teaching with Analogies, Building on the
science textbook, The Reading teacher 49(6): 490
55
Muhibbin. S, (1999), Psikologi Belajar, PT Logos Wacana Ilmu, Ciputat.
Mulyasa, E., 2006, Kurikulum berbasis Kompetensi. Konsep, Karakteristik, dan
Implementasi, Remaja Rosdakarya, Bandung.
Munadi, Y, (2008), Media Pembelajaran Sebuah Pendekatan Baru, Gaung
Persada Press, Jakarta
Napitupulu, S., 2007, Berbagai Pendekatan Dalam Belajar Mengajar, Bumi
Aksara, Jakarta.
Sagala, S., (2005), Konsep dan Makna Pembelajaran, CV Alfabeta, Bandung.
Schafersman, S. D., (1991), An Introduction To Critical Thinking
http://www.freeinquiry.com/critical-thinking.html
Silitonga, P., M, (2011), Statistik (Teori dan Aplikasi Dalam Penelitian), FMIPA,
UNIMED, Medan
Slameto, (2003), Belajar dan Faktor-Faktor yang Mempengaruhinya, PT Asdi
Mahasatya, Jakarta.
Southwick, F.S. 2007. Theodore E. Woodward Award: Spare Me the Powerpoint
and Brings Back The Medical textbook, Trans Am Clin Climatol Assoc.
118:116
Stiggins, R. J., 1994, Student-Centered Classroom Assesment, Macmillan College
Publishing Company.
Sudirman, dkk, 1991, Ilmu Pendidikan, Remaja Rosdakarya, Bandung.
Sudjana, (2005), Metode Statiska, Tarsito, Bandung
Yamin, M. 2009., Desain Pembelajaran Berbasis Tingkat Satuan pendidikan,
Gaung P, Jakarta.
LEARNING SALT HYDROLYSIS CONCEPT THROUGH
CHEMISTRY MODULES TO INCREASE STUDENTS'
ACHIEVEMENT GRADE XI
By :
VIKA HARDILA
ID. 408131098
Bilingual Chemistry Education
THESIS
Submitted to Fulfill the Requirement for Getting the Degree of
Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
2012
ACKNOWLEDGEMENT
First and foremost, the greatest thanks to the almighty Allah SWT for his gracious and
merciful help that the writer was finally able to complete this thesis.
In this opportunity, I would like to express my gratitude to :
1. Prof. Drs. Motland, M.Sc., Ph.D as my dean in the Faculty of Mathematics and Natural
Science.
2. Dr. Iis Siti Jahro, M.Si as my thesis advisor and as the secretary of Bilingual Program,
Prof. Dr. Ramlan Silaban, M.Si, Dr. Retno Dwi Suyanti, M.Si., and Dra. Ani Sutiani,
M.Si., as evaluator comittee for their advices, suggestions, guidance, comments and
corrected the proposal until the process of completing this thesis.
3. I would also wanna say thanks to Prof. Dr. Herbert Sipahutar, M.S, M.Sc. as the
Coordinator of Bilingual Program. Drs. Wesly Hutabarat, M.Sc, as academic advisor, all
the lecturers and staffs of Chemistry Department, especially Mr. Samsudin as the staff in
Bilingual Office who always give service of the facilities for me when study in the class.
4. I also addressed my thanks to Drs. Alberto Colia, the Headmaster of SMAN 1 Berastagi,
and all teacher who has helped me in doing the research, especially Asrida Br. Tarigan,
S.Pd as the chemistry teacher.
5. My special sincere gratitude to my parents, my beloved mother, Nilawati,S.Pd., for
everything which have given to make all the things become reality. My sister (K’Vie,
K’Noni, K’Veni) and brother (B’Iben), and also my beloved Indra Adiguna and Family
for love, pray and attention that they always give to me.
6. I wants to say thanks to my best friends in EnCy: Roma, Iqy, Icit, Ha5, Ayu, Ciput, Izal,
and all my beloved friends in Bilingual Chemistry’08 for all their help, kindness,
togetherness, attention and prays. And finally to all people who have supported and
helped me that could not be explained one by one in this thesis.
I have effort as maximal as I can, in doing this thesis but in my humble heart I hope
construct suggestion and critics from the people who read this thesis for perfection this thesis.
. And also I hope this thesis can be useful and give many function to the reader’s knowledge
especially about subject matter which is researched.
Medan,
July 2012
Writer,
Vika Hardila
LIST OF TABLES
Pages
Table 3.1. Research design
29
Table 3.2 Research Time Table
35
Table 4.1. Difficulty Level
38
Table 4.2 Discriminating Power Index
39
Table 4.3 Data of Pre-Test and Post-Test
39
Table 4.4 Data of Normality Test
41
Table 4.5 Data of Homogeneity
42
Table 4.6. Data of Student’s achievement in the Pre-test
43
Table 4.7. Data of Student’s Achievement in Post-Test
43
Table 4.8. Average value of gain normalization
46
Table 4.9 Normality and Homogeneity Test of Gain
47
Table 4.10 Table of Hypothesis Result
47
Table 4.11 The Increasing of Students’ Achievement based on Cognitive 51
Level
Table 4.12 The Description of Research Result based on Indicator
52
LIST OF FIGURES
Pages
Figure 3.1 Research Flow Diagram
30
Figure 4.1 Students’ Achievement in Experiment Class by Using Critical
Thinking Module
44
Figure 4.2 Increasing of Students’ Achievement in Experiment Class
44
Figure 4.3.Student’s Achievement in Control Class by Using Common
Module
45
Figure 4.4 Increasing of Students Achievement in Control Class
46
Figure 4.5. Correlation between Gain and Average of Critical Thinking
48
Score
Figure 4.6 The Increasing of Students’ Achievement based on Cognitive
Level
51
LIST OF APPENDIX
Appendix 1. Syllaby
56
Appendix 2. Lesson Plan
66
Appendix 3. Table of Instrument Specification Before Validated
82
Appendix 4. Instrument Test
83
Appendix 5. Calculation of Validity Test
88
Appendix 6. Validity Test
89
Appendix 7. Result of Validity Test
90
Appendix 8. Table of Instrument Specification after Validated
92
Appendix 9. Instrument Valid
93
Appendix 10. Calculation of Reliability
96
Appendix 11. Table of Reliability
97
Appendix 12. Calculation of Difficulty Level
98
Appendix 13. Table of Difficulty Level
99
Appendix 14. Calculation of Discriminating Index
100
Appendix 15. Table of Discriminating Index
102
Appendix 16. Assessment of Module
103
Appendix 17. Analysis of Module
105
Appendix 18. Table of Critical Thinking Question Specification
107
Appendix 19. Critical Thinking Question
116
Appendix 20. Students’ Outcome
118
Appendix 21. Calculation of Standard Deviation
120
Appendix 22. Normality Test
122
Appendix 23. Homogeneity Test
127
Appendix 24. Normalized Gain
133
Appendix 25. Table of Normalized Gain
134
Appendix 26. Hyphothesis
136
Appendix 27. Critical Thinking Score
138
Appendix 28. Calculation of Correlation
139
Appendix 29. Level of Cognitive Aspect in Pretest for Experiment Class 140
Appendix 30. Level of Cognitive Aspect in Pretest for Control Class
141
Appendix 31. Level of Cognitive Aspect in Postest for Experiment Class 142
Appendix 32. Level of Cognitive Aspect in Postest for Control Class
143
Appendix 33. Increasing of Student’s Achievement Based on Level of
144
Cognitive Aspect in Experiment Class and Control Class
Appendix 34. Table of r-product
145
Appendix 35. Table of Chi Square
146
Appendix 36. f Table
147
Appendix 37. t Table
150
Appendix 38. Research Documentation
151
CHAPTER I
INTRODUCTION
1.1 Background
Effective education is an education that enable learners to be able to learn the easy,
fun and achievable goals as expected. Thus, educators (lecturers, teachers, instructors, and
trainers) are required to be able to increase the effectiveness of learning so that learning can
be useful.
During this time, many opinions assume that formal education is valued only a
formality to establish Indonesia's human resources. No matter how formal the learning
outcomes, the most important is to have conducted a high education level and can be
considered great by the community. However, the quality of education in general Indonesia is
still low.
The agency reports the union of the nations for the field of education, united nation
educational, scientific, and cultural organization (UNESCO) shows Indonesia's ranking in
terms of education fell from 58 to 62 among 130 countries in the world. Clearly, education
development index (EDI) Indonesia is 0935, under Malaysia (0945) and Brunei Darussalam
(0965). Decline in the index mirrors the low quality of education in Indonesia is only a small
picture of the education sector, among others, can be seen from how the performance of
students, teachers, schools, and the quality of human resources or human capital which is
derived as the output of the education system in Indonesia compared with other countries in
the world. (kabidsekmen, 2009)
The cause of the low quality of education in Indonesia, among others, is a matter of
effectiveness, efficiency and standardization of teaching. It is still a problem of education in
Indonesia in general.
So far, efforts to improve the quality of teaching to improve student learning
outcomes are mostly done through the improvement or development of methods, models and
learning media. Improving the quality of learning research largely focused on methods,
models and media.
Efforts to improve the quality of learning through the improvement or development of
teaching materials is very small. Though teaching materials play an important role in the
learning process and enhance students' mastery of subject matter. At this time very few
teachers and researchers (prospective teachers)
who compiled and develop their own teaching
1
materials. Most teachers use teaching materials that have been provided schools or students to
purchase instructional materials on the market. Some materials that have been circulating on
the market and used in schools include Yrama Widya, Tiga Serangkai, Erlangga, Esis,
Yudisthira.
Most of these materials include questions to determine students 'mastery of the
material only at the end of the subject so that less measure students' mastery of each concept
is learned. In addition, the questions are less students develop critical thinking skills.
Actually, Chemistry is the science of knowledge for all citizens (science for all).
Characteristic of scientific knowledge debriefing in the framework is the knowledge of
science to be used in everyday life. In achieving the purpose of learning science is not
emphasized on understanding the concepts of science , but rather directed at the effects of
learning the accompaniment of one of them is thinking skills. Such skills are very important
development, because it will direct the pattern of action of each individual in society in the
future. (Poppy K. Devi, 2009)
A wide variety of patterns of thinking that students need to be developed, ranging
from basic to complex thinking or higher-order thinking. There are 4 higher-order thinking,
i.e critical thinking, creative thinking, problem solving, and decision making. Among the four
patterns of these higher-order thinking, critical thinking underlies the other three patterns of
thinking. This means that critical thinking need to be mastered first before reaching the three
higher-order thinking to another. Several studies have shown an understanding of science
concepts can be enhanced through the development of critical thinking skills of students
(Liliasari, 2009). Critical thinking is also useful to critically evaluate what they have learned
in class.
Formal teaching in school systems tends to train analytical thinking power. Students
are required to construct a logical argument, find answers, eliminating the wrong choices, and
focus on the correct answer. The side effects are not students become accustomed to think
critically and creatively, that dare to try new ideas and look for alternative answers, not just
focus on one answer that is believed to be correct. Rational and objective thinking process is
a process of critical thinking which the key to success in solving the problem.
Learning chemistry emphasizes providing learning experiences directly through the
use and development of process skills and scientific attitudes. According to some researches,
researchers concluded that, (1) chemistry is not famous subject matter for students; (2)
chemistry is not able to improve students’ cognitive ability; (3) chemistry make a gap
between teacher and students; (4) chemistry has not improvement. Even thought school
programs have an effort to develop students’ conceptual understanding, but there is no
relationship among the materials (Perry, 2008). The material in chemistry is needed to be
developed especially in Salt Hydrolysis concept. Usually teachers explain the chemistry topic
by conventional method, difficult language to be gotten, not interest student and inappropriate
learning media.
Based on the explanation above, the writer is interested to conduct a research titled
“The Influence Of Critical Thinking Development In Learning Salt Hydrolysis Concept
Through Chemistry Modules To Increase
Students' Achievement Grade XI.” The
development of critical thinking in teaching materials is expected to enhance critical thinking
skills and the results students' learning. It will be made in the form of essay questions that
require students to develop the capacity to think. The questions are listed in general have a
level of understanding to the analysis.
1.2 Problem Identification
Based on the background above, some problems can be identified as the following:
1) The effort to increase the quality of teaching and learning process through the
development of chemistry modul still rarely.
2) The module which is used largely lacking teaching materials to develop students'
critical thinking skills.
3) Teaching module used in teaching and learning can not trigger the emergence of
critical thinking of students.
4) Students are difficult to understand about Salt Hydrolysis chemistry topic.
1.3 Research Scope
This study was conducted to develop critical thinking skills of high school students
class XI school year 2011/2012, especially in the preparation of teaching materials on the
topic of class XI Salt Hydrolysis.
1.4 Problem Statements
To give the direction of this research, the problem statements in this research are as
follows:
1.
How the propriety level of teaching materials that develop students' critical thinking
skills?
2.
What the effect of application of chemistry module that developing the critical
thinking of students higher than using chemistry module without developing critical
thinking?
3.
How the correlation between students 'critical thinking development toward students'
learning achievement?
1.5 Problem Limitation
In order to keep our research become more focused and directed, we limit our
problems as the following:
1. Teaching materials that will be tested on the learning process only on the subject of
salt hydrolysis.
2. Student learning outcomes to be measured only cognitive ability levels C2 to C4 and
Students' critical thinking skills measured by essay questions that measured the level
of C3 to C5.
3. Chemistry module are developed instructional materials that is written by the author
Justiana, Sandri and Muchtaridi with the title “Chemistry for Senior High School”
1.6 Research Objectives
The objective of this research is to increase the understanding of students in
Salt
Hydrolysis as a topic in chemistry subject, increase the science ability and increase the
critical thinking ability of students. The specific objectives have beeen achieved in this
research are the following:
1. Knowing the propriety level of chemistry module that develop students' critical
thinking ability.
2. Knowing the effectiveness of chemistry module which develop the critical thinking
to increase critical thinking ability of students.
3. The correlation of chemistry module which develop the critical thinking to increase
the students’ achievement.
1.7 Research Benefit
In general, with the development of critical thinking skills in the preparation of
chemistry module is expected to provide benefits in the form of improved quality of the
learning process on the topic of Salt Hydrolysis. In particular the benefits of this research are:
1. Get the propriety level of the chemistry module on Salt Hydrolysis topic that develop
the critical thinking of students.
2. Knowing the Effectiveness of developing the critical thinking to increase the students
achievement in Salt Hydrolysis concept.
3. As the addition of literature review for the teacher in teaching-learning process which
can attract the critical thinking of students.
4. The existence of chemical learning module by teachers who emphasize the
development of students’ critical thinking.
1.8 Operational Definition
·
Critical thinking is the intellectually disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing, and/or evaluating information
gathered from, or generated by, observation, experience, reflection, reasoning, or
communication, as a guide to belief and action.
·
Module is a tool or a means of learning containing materials, methods, limitations,
and how to evaluate systematically designed and attractive to achieve the expected
competencies in accordance with the level of complexity. (Deni, 2007)
·
Student’s achievement means that student intellectual abilities to determine the
success of student in gaining achievement.
(sunartombs, 2009)
·
Salt hydrolysis is reaction of cation or anion, from a salt with water. Cation and anion
which can be hydrolyzed are cation and anion of salt which belongs to weak
electrolyte.
54
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