THE EFFECTIVENESS OF LABORATORY EXPERIMENT METHOD TO INCREASE ACTIVITY AND STUDENT ACHIEVEMENT ON TEACHING SALT HYDROLYSIS.
ACKNOWLEDGMENT
Praise and Gratitude must be prayed to Almighty God Jesus Christ, for all
the graces and blessings that provide health and wisdom to me to compose this
thesis.
The tittle of this thesis is "The Effectiveness of Laboratory Experiment
Method To Increase Activity and Student’s Achievement On Teaching Salt
Hydrolysis ", conducted in SMA N 1 Lubukpakam, SMA N 2 Medan and SMA N
3 Medan in academic year 2011/2012” that prepared to get Sarjana Pendidikan
degree from chemistry education on Faculty of Mathematics and Natural
Sciences, State University of Medan.
On this occasion, the author conveys a respect and gratitude to:
Prof. Dr. Ramlan Silaban, M.Si, as my Thesis’s Supervisor who has provided
guidance, support and suggestions since the beginning to complete in writing this
thesis. I also give thanks to Prof. Drs. Manihar Situmorang, M.Sc, Ph.D, Dr. Iis
Siti Jahro, M.Si, and Drs. Jamalum Purba, M.Si, as an evaluator committe who
has provided suggestions from the plan until the completion of this thesis. The
gratitude also goes to Prof. Drs. Motlan Sirait, M.Sc, Ph. D, the Dean of
Mathematics and Natural Science Faculty, State University of Medan, and Prof.
Dr. Herbert Sipahutar, M.S., M.Sc as a Coordinator of Bilingual Programme, their
advices and other necessary administrative.
I also give thanks to Dra. Ani Sutiani, M.Si, as the Academic Supervisor
who always guided researcher during the lecture and the entire along with Mr.
and Mrs. Staff and Lecturer in chemistry department FMIPA UNIMED who
have helped the author. The author also presented to School Principal of SMA N 1
Lubukpakam, Badaruddin Tarigan, M.Pd, Principle of SMA N 2 Medan, Drs. M.
Abdu Siregar, School principal of SMA N 3 Medan, Drs. Sahlan Daulay, M.Pd
and all of chemistry teacher who have helped the author during the research in
SMA N 1 Lubukpakam, SMA N 2 Medan, SMA N 3 Medan. Special gratitude
and appreciation to the my lovely father, S.L. Tobing and my lovely mother G.
Sinaga who have caring, raising and educating me with love and affection.
Thanks to prayer, motivation and sacrifices for both of them so I can complete
Sarjana Pendidikan (S-1) from State University of Medan. Say thanks also for my
beloved brother and sister, Ellyas L.Tobing, ST, Imelda L. Tobing, STP and Irene
L.Tobing, S.Pd who have given me support and motivation until the completion
of this thesis. The authors also express thanks to Bintang, Eva, Dian, Jane,
Dameita, Amel, Rizal, my friends in Bilingual Chemistry 2008 Education
Programme, Miss. Romanti, Mr. Rio Togatorop, and to all of Sunday school
teacher, especially for Ma Men and Miss. Grace Eunike Sinaga, and also for
Julinton Sianturi who have helped and supported the author.
The author tried for maximal effort in the completion of this thesis, but the
author is aware there are many weaknesses in terms of both content and grammar.
Authors hope the suggestions and constructive criticism from readers for
completeness the thesis perfectly. At least, author hopes this thesis can be useful
to enrich the reader in science education.
THE EFFECTIVENESS OF LABORATORY EXPERIMENT METHOD
TO INCREASE ACTIVITY AND STUDENT’S ACHIEVEMENT
ON TEACHING SALT HYDROLYSIS
AGUSTINA M.L. TOBING (408131027)
ABSTRACT
The objectives of this research are to get the effectiveness of laboratory
experiment method to increase students’ achievement, students’ activity and the
significance correlation between students’ achievement and students’ activity.
This research was done in SMA N 1 Lubukpakam, SMA N 2 Medan, and SMA
N 3 Medan. Population is all of the students of RSBI and Non RSBI of XI
sciences class in North Sumatera. The sample are 2 class from students in SMA
RSBI and Non RSBIwhich taken by purposive random sampling. The school
sample are SMA N 1 Lubukpakam; SMA N 2 Medan; and SMA N 3 Medan.
The research instruments are achievement test and non test in list activity form.
Both of instruments have been validated. The research data analyzed by
description and infrential statistic methods. The results data shows that (1)
Laboratory experiment method effective to be used to increase students’ activity
on teaching Hydrolysis and also proved with t-test, average in experimental class
is (71 ± 9.459) and control class is (65 ± 10.128) at significant level α = 0.05, Ha
is received and Ho is refused (tcount 3.438 > ttable 1.289), (2) Laboratory
experiment method effective to be used to increase students’ achievement on
teaching Hydrolysis also proved with t-test, average in experimental class is
(64.6 ± 10.542) and control class is (57.03 ± 10.696) at significant level α =
0.05, Ha is received and Ho is refused (tcount 5.282 > ttable 1.289), (3) There is
relation between two variables that is student’s achievement and student’s
activity that is taught by laboratory experiment method with equation regression
is = -7,14 +1,02x and correlation percentage is 91.6%. It means categorized in
very high correlation.
TABLE OF CONTENTS
Legalization Paper
i
Biography
ii
Abstract
iii
Preface
iv
Table of Contents
vi
List of Figures
viii
List of Tables
ix
List of Appendix
x
CHAPTER I INTRODUCTION
1.1. Background
1
1.2. The Research Scope
4
1.3. Problem Statement
5
1.4. Problem Limitation
6
1.5. Research Objectives
6
1.6. Research Benefits
7
1.7. Operational Definition
7
CHAPTER II LITERATURE REVIEW
2.1.
Learning
9
2.1.1.
Learning Outcomes
9
2.1.2.
The Essence of Learning Chemistry
11
2.2.
Teaching Method in Chemistry
13
2.2.1.
Conventional Method
13
2.2.2.
Laboratory Experiment in teaching chemistry
14
2.3.
Discussion method
16
2.4.
Definition of learning activity
17
2.5.
Hydrolysis
18
2.5.1.
pH of salts solution
17
2.6.
Conceptual Framework
21
2.7.
Research Hypothesis
22
CHAPTER III RESEARCH METHODOLOGY
3.1.
Time and Research Location
24
3.2.
Population and sample of the research
25
3.3.
Research Variable
25
3.4.
Research Instrument
25
3.5.
Research Design
27
3.6.
Research Procedure
28
3.7.
Data Collection Techniques
30
3.7.1. The instrument Testing
30
3.7.1.1. Validity of item test
30
3.7.1.2. Reliability of item test
31
3.7.1.3. Difficulty Level
31
3.7.1.4. Different Index
32
3.8.
33
Data Analysis Technique
3.8.1. Normality test
33
3.8.2
Homogenity test
34
3.8.3
Hypothesis Test
34
3.8.4. Calculation of Effectivity Percentage
39
CHAPTER IV RESULT AND DISCUSSION
4.1.
The Description of School Samples
40
4.2.
Analyzing of Research Instrument
40
4.2.1. Validity test
41
4.2.2. Reliability test
41
4.2.3. Difficulty level of Instrument
41
4.2.4. Differentiate Index of instrument
42
4.3.
Description of Research Data
42
4.4.
Analysis of Research Data
42
4.4.1. Normality Test
43
4.4.2. Homogeneity Test
44
4.4.3.
45
Hypothesis testing
4.4.4. The Effectiveness of Laboratory Experiment Method
47
4.5.
47
Discussion
CHAPTER V CONCLUSION AND SUGGESTION
5.1.
Conclusion
50
5.2.
Suggestion
50
REFERENCES
52
LIST OF TABLE
Table 3.1. Table of time schedule the research
24
Table 3.2. Table of indicator and scoring for students’ learning activity
27
Table 3.3. Table of research design
28
Table. 3.4. Table of correlation coeficience
39
Table 4.1. Table of description of students in sample class
40
Table 4.2. Table of description of research data
42
Table 4.3. Table of normality test
44
Table 4.4. Table of homogeneity test
45
Table 19.1 The Student’s achievement data nad student’s activity
143
Table 19.2 List of sidik ragam
149
Table 21.1 Table of correlation coefficience
151
LIST OF FIGURE
Page
Figure 3.1. Flow Chart Overview of Research Procedure
29
LIST OF APPENDIX
Appendix 1. Syllabus
55
Appendix 2. Lesson plan
68
Appendix 3. Worksheet for experimental class
93
Appendix 4. Table of specification based on indicator
98
Appendix 5. Instrument test
99
Appendix 6. Key answer of instrument test
105
Appendix 7. Validation of observation sheet
106
Appendix 8. Calculation validity test
108
Appendix 9. Calculation reliability test
110
Appendix 10. Calculation of difficulty level
112
Appendix 11. Calculation of Different Index
114
Apendix 12 Data of student’s achievemnet
116
Appendix 13. Calculation of average, standard deviation, variance
123
Appendix 14. Calculation normality test for pretest
125
Appendix 15. Calculation normality test for activity
129
Appendix 16. Calculation of homogenity for pre test
131
Appendix 17. Calculation of homogenity test for activity
135
Appendix 18. Calculation hypothesis test 1
139
Appendix 19. Calculation of hypothesis 2
141
Appendix 20. Calculation hypothesis test 3
143
Appendix 21. The Calculation of test correlation
150
Appendix 22. The calculation of percentage
152
Appendix 23. Documentation of research
153
CHAPTER I
INTRODUCTION
1.1.
Background
Learning is an activity in order to acquire knowledge, skills and positive
values by utilizing a variety of sources for learning. Learning involves two parties
namely the students as learner and teacher as facilitators. The most important
activity in learning is a learning process. The learning process has several features
the following: (1) Learning to realize its nature, in this case the student feels that
he is learning, arise in him the motivation to have a knowledge of the expected.
(2) Results obtained with the process of learning; in this case knowledge is not
acquired spontaneously and instantly, but gradually. (Fuadaturrahmah, 2011)
Learning must be done individually by students, learning is experiencing,
and learning cannot be delegated to others. According to Edgar Dale, argued that
learning is best learned through direct experience. In learning through direct
experience of the students do not simply observe directly but he should live,
directly involved in the action, and are responsible for the results. (Dimyati and
Muhjiono, 2002)
To implement the effective teaching needed some condition (1) learning is
active, both mentally and physically, (2) motivation, (3) planning before teaching,
(4) The influence of suggestive teachers, should be given also to the students, (5)
The teacher must able to create a democratic condition in school, (6) the
presentation of materials to students, teachers need to provide a stimulating issues
to think. (Slameto, 2003)
Chemistry is an experimental science, can not be learned only by reading,
writing or listening it. Chemical Sciences not only learn to master a body of
knowledge of facts, concepts, principles, but also is a process of discovery and
mastery of the procedures or the scientific method. Therefore, in teaching
chemistry there are two important issues that must be considered, namely the
chemical as a product of the scientists in the form of facts, concepts, principles,
laws, and theories of chemistry as a process of scientific work. (Jahro, 2009)
Subject matter of abstract and concrete chemistry requires direct
observation by the students towards the object and the material being discussed.
Therefore, by using practical teaching methods are very effective delivery of
teaching materials for students will be confronted with real situations. Practical
methods of implementation in the laboratory is expected students will have the
ability to think scientifically, is able to find scientific facts, identify, think
critically and be able to accept criticism from fellow students owned a difference.
Students are asked to experience for her/his, seek the truth and draw conclusions
from what has been taught. (Simanjuntak, 2010)
Students are often difficult to understand the subject matter of abstract
chemical or chemical material which is microscopic. This difficulty will bring
adverse implications for students' understanding of chemical concepts, because
basically the facts that abstract or a microscopic is explanation for the facts and
concepts concrete. (GuruIT, 2009). Generally, teachers only emphasize the
learning by using conventional method, rare used media in communicate the
learning matter so that there is no interaction in learning. (Yamin, 2004).
Based on observation researcher in SMA N 2 Balige showed most of the
students have opinions about chemistry. In their opinions, chemistry is difficult
and abstract subject, also not interesting. When the students have examination
test, the students that can passed the test only 7 students from 30 students per
class with their KKM is 75 and it always happen when students get daily test after
they finished to study 1 chapter and the others students always get remedial test.
Some of the student that has mark above 75 are categorized as active student but
some of them are categorized not active students.
In other school, based on informal interview with chemistry teacher in
Senior High School where researcher will do the research at SMA N 1
Lubukpakam, the data was gotten that average value first daily test grade XI
especially for XI IPA 3 class is 65 while their KKM is 75 and their avarage value
for final test (UAS) is 75. So from that data it can be concluded that most of
students in this school have difficulties to study chemistry. Then from interview
for students they tell that the teacher always teach students with conventional
method and it make students not interest and feel bored when they learn chemistry
and the other problem in this school is the students rarely do the experiment for
chemistry eventhough in fact they have good facility for laboratory such as room,
apparatus, materials and also lighting. The same problem also happen in Senior
High School 2 Medan, the students are rarely do the experiment. The teacher
usually used conventional method to teach them.
Experimental method is a way of teaching which provides the
opportunity for students to find some facts that they need or want to know by
themselves. This method emphasizes the activities that must be experienced
personally, sought and found their own data and solutions. (Lazarowitctz and
Tamir in Astri and Zainuddin, 2008)
Learning chemistry is closely associated with experiments suitable with
the characteristic of chemistry as an experimental science. There are 2 important
things that must be noticed in studying the chemistry that is chemistry as a result
of the finding of experts such as principles, laws, theories and the chemistry as
process that is scientific work such as laboratory experiment. One effort to
improve student’s achievement is to use laboratory experiment method. By
laboratory experiment method, activities students will be more focused attention
on the learning process and not on other things as well as students have the
opportunity to develop the ability to observe all things that are involved in the
process and can take the expected conclusions. (Nurasiyah, 2010)
Learning activity are all activities that done by a student in the context of
learning to achieve the goals. Without any activity so the learning process will not
be going well. Activity of students in the learning process not only to listening
and writing. Increasingly more activities that done by students in learning, so the
process of learning that happen will be better. According Sadiman (2008) studied
activity is a principle or rules that very important in teaching and learning
interactions.
Research using laboratory experiment method has been done by previous
researchers, namely: Marlon (2008), with the research result by laboratory
experiment method = 78.18 and by conventional method = 67.74. Beside that,
Lubis (2007), with the research results of laboratory experiment method = 69.00
and by conventional method = 59.16, also Jahro (2009) with the results of design
research methods lab PAS = 81.6 and practical methods of design without PAS =
68.7
The chemistry topics of salt hydrolysis is categorized as a difficult subject
to be taught to the students as the contents of the subjects are difficult to
understand. Salt hydrolysis is one of the subject matter in the even semester of
Grade XI Sciences. One of learning activities that suggested by BSNP (Badan
Standar Nasional Pendidikan) in syllabus KTSP 2006 is to designing and doing
experiment to determine salt hydrolysis. From that learning activity so teacher has
to combine the theory and practice when teaching of salt hydrolysis. So to make it
easier for students to learn the salt hydrolysis, the author argues that laboratory
experiment method is learning method that appropriate to be used to teaching salt
hydrolysis.
From description above then the researcher interested in conducting
research about practical method by the title: "The Effectiveness of Laboratory
Experiment Method To Increase Activity and Student’s Achievement On
Teaching Salt Hydrolysis".
1.2. The Problem Identification
Based on the background, the problem identification in this research as
follows:
1.
Chemistry is difficult so as to impact student’s achievement.
2.
Students are difficult to understand the subject matter of abstract chemical or
chemical material which is microscopic.
3.
For all this time, chemistry learning only based on understanding of the
concept.
4.
Learning chemistry is based on the cooperative so as to impact the
independence of students that can be seen from the student’s activities.
1.3. The Research Scope
This research is focused on the following:
1.
Chemistry students' achievement on the subject of the Hydrolysis in the even
semester of high school class XI school year 2011/2012 at SMA N 1
Lubukpakam, SMA N 2 Medan and SMA N 3 Medan.
2.
Learning activities were observed limited to activities related to attention to
give
questions,
answer
questions,
give
suggestion/argument,
doing
experiment/doing discussion group, write notes for observation result in
experiment/discussion group result, doing test/solve problems, make
conclusion from experiment/discussion result.
3.
Student learning activities are categorized on the category of high and low.
4.
Student’s achievement on the subject of salt hydrolysis in even semester
grade XI senior high school and be limited to the cognitive area of Bloom's
taxonomy includes aspects of knowledge (C1), understanding (C2),
applications (C3), and analysis (C4).
5.
Learning strategies that used for the experimental class is the learning to use a
laboratory experiment method.
1.4. The Problems Statement
Based on the background, problems identification and research scope
above, so the problems statement in this research are:
1.
Did laboratory experiment method effective to increase student’s activities on
teaching salt hydrolysis?
2.
Did
laboratory experiment
method
effective to
increase student’s
achievement on teaching salt hydrolysis?
3.
Is there relationship between student’s activities and students’ achievement
that is taught by laboratory experiment method on teaching hydrolysis?
1.5.
The Research Objectives
Based on the problems statement above, so the objectives that has been
achieved in this research are to know:
1.
To investigate the effectiveness of laboratory experiment method on teaching
hydrolysis by looking the student’s activities related to the chemistry subject
after applying laboratory experiment method compare with conventional
teaching method.
2.
To investigate the effectiveness of laboratory experiment method on teaching
hydrolysis by looking the student’s achievement on solving problems dealing
with related to the chemistry subject after applying laboratory experiment
method compare with conventional teaching method.
3.
To investigate the relationship between student’s activities and student’s
achievement with laboratory experiment method on the teaching hydrolysis.
1.6.
The Research Significance
The significance of this research are:
1.
As information and input for chemistry teachers that laboratory experiment is
one method that effective to be used for improving the quality of teaching
and learning process chemistry to make it more effective, an effort to improve
students’ achievement.
2.
Be using as information and reference for teachers, managers, developers of
educational institutions, and subsequent researchers who will to examine in
more depth about the use of laboratory methods in learning chemistry as one
of the effective teaching strategy.
1.7.
The Operational Definitions
To avoid the distinction or misconception of some words in this research,
so in this research writer make some operational defenition that is:
1.
Effectiveness
Effectiveness is influence condition, succesfull to effort or action. (Kamus
Besar Bahasa Indonesia, 1997) On this research, the effectiveness means
succesfull from the using of Laboratory Experiment Method on learning
hydrolysis topic XI science. The indicator of effectiveness is if the average of
student’s learning outcomes that follow the learning with laboratory
experiment method is better than student’s learning outcomes that be taught
by conventional method.
2.
Conventional method
Step of conventional method in this research still focused on teacher include
preparation phase, discussion phase, training phase, assignment, feed back.
3.
Laboratory Experiment Method
Experimental method is a way of teaching which provides the opportunity for
students to find some facts that they need or want to know by themselves.
This method emphasizes the activities that must be experienced personally,
sought and found their own data and solutions. (Lazarowitctz and Tamir in
Simalango and Zainuddin, 2008). To apply laboratory experiment, there are
some activities steps that must be done by teacher, such as, determine the
objective of experiment, design the procedure of experiment, prepare
apparatus and materials that will be used and prepare worksheet for
students.(Jahro, 2008)
Laboratory experiment method in this research means learning strategy that
focused to the students that observed based on student’s achievement and
student’s activities by using instrument test and observation sheet.
4.
Learning activities are all activities that done by a student in the context of
learning to achieve the goals (Sadiman in Siregar, 2010) include, (1) give
attention to techer’s explanation, (2) give question, (3) answer the question,
(4) give argument/suggestion, (5) observing the change that happen in
experiments/seriousness follow the teaching learning process, (6) record a
note , (7) discussion/cooperation in group, (8) doing test, (9) enthusiastic
follow the lesson and (10) collecting the report of experiment/ summary
report of discussion group.
The characteristic of learning activities in this research are (1) give question,
(3) answer the question, (4) give argument/suggestion, (5) write a note for
observation result in experiment/discussion group result , (6) doing test, (7)
make conclusion from experiment/ discussion result. It has been chosen based
on the validation process of lecturer or content valodation.
5.
Student’s Achievement
According to Catharina, student’s achievement is the changing of behaviour
that obtained by the students after undergo the learning activities.
Student’s achievement in this research means student’s achievement at aspect
of concept understanding, logical, communication and problem solving.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the research result in the discussion obtained the conclusions as
below:
1.
Laboratory experiment method effective to be used to increase students’
activities on teaching Hydrolysis and also proved with t-test, average in
experimental class is (71 ± 9.459) and control class is (65 ± 10.128) at
significant level α = 0.05, Ha is received and Ho is refused (tcount 3.438 > ttable
1.289).
2.
Laboratory experiment method effective to be used to increase students’
achievement on teaching Hydrolysis also proved with t-test, average in
experimental class is (64.6 ± 10.542) and control class is (57.03 ± 10.696) at
significant level α = 0.05, Ha is received and Ho is refused (tcount 5.282 > ttable
1.289).
3.
There is correlation between two variables that is student’s activities and
student’s achievement that is taught by laboratory experiment method with
equation regression is = -7,14 +1,02x and correlation percentage is 91.6%. It
means categorized in very high correlation.
5.2. Suggestion
From the results obtained from this study, some suggestions had to be raised
in order to the learning process on chemistry is effective in increasing of student’s
achievements, they are:
1.
It is suggested to chemistry teachers to use laboratory experiment method in
order to increase students’ achivement and students’ activity on teaching
Hydrolysis.
2.
It is suggested to other researcher in order to notice the relevant topic so that
the research result for the next will be better and the activity of students will
be increase.
3.
It is need to do the next research with other subject matter as an effort to
increase education quality especially in chemistry subject.
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Sunardi, (2007), Kimia Bilingual untuk SMA/MA Kelas XI Semester 1 dan 2,
Yrama Wydia, Bandung
Suyanti, R.D., (2006), Strategi Pembelajaran Kimia, FMIPA UNIMED, Medan
Suryosubroto,B., (2002), Proses Belajar Mengajar Di Sekolah, PT Rineka Cipta,
Jakarta
Tim Pendidikan Kimia, (2006), Evaluasi Proses dan Hasil Belajar Kimia.,
Jurusan Kimia, FMIPA, Unimed, Medan
Tim Pendidikan Kimia, (2008), Dasar-dasar Pendidikan MIPA, FMIPA Unimed,
Medan
Tim Penyusun Kamus Bahasa Indonesia, (2008), Kamus Bahasa Indonesia, Pusat
Bahasa, Jakarta
Yamin, M, (2004), Pengembangan Kompetensi Belajar, PT. Rineka Cipta, Jakarta
Praise and Gratitude must be prayed to Almighty God Jesus Christ, for all
the graces and blessings that provide health and wisdom to me to compose this
thesis.
The tittle of this thesis is "The Effectiveness of Laboratory Experiment
Method To Increase Activity and Student’s Achievement On Teaching Salt
Hydrolysis ", conducted in SMA N 1 Lubukpakam, SMA N 2 Medan and SMA N
3 Medan in academic year 2011/2012” that prepared to get Sarjana Pendidikan
degree from chemistry education on Faculty of Mathematics and Natural
Sciences, State University of Medan.
On this occasion, the author conveys a respect and gratitude to:
Prof. Dr. Ramlan Silaban, M.Si, as my Thesis’s Supervisor who has provided
guidance, support and suggestions since the beginning to complete in writing this
thesis. I also give thanks to Prof. Drs. Manihar Situmorang, M.Sc, Ph.D, Dr. Iis
Siti Jahro, M.Si, and Drs. Jamalum Purba, M.Si, as an evaluator committe who
has provided suggestions from the plan until the completion of this thesis. The
gratitude also goes to Prof. Drs. Motlan Sirait, M.Sc, Ph. D, the Dean of
Mathematics and Natural Science Faculty, State University of Medan, and Prof.
Dr. Herbert Sipahutar, M.S., M.Sc as a Coordinator of Bilingual Programme, their
advices and other necessary administrative.
I also give thanks to Dra. Ani Sutiani, M.Si, as the Academic Supervisor
who always guided researcher during the lecture and the entire along with Mr.
and Mrs. Staff and Lecturer in chemistry department FMIPA UNIMED who
have helped the author. The author also presented to School Principal of SMA N 1
Lubukpakam, Badaruddin Tarigan, M.Pd, Principle of SMA N 2 Medan, Drs. M.
Abdu Siregar, School principal of SMA N 3 Medan, Drs. Sahlan Daulay, M.Pd
and all of chemistry teacher who have helped the author during the research in
SMA N 1 Lubukpakam, SMA N 2 Medan, SMA N 3 Medan. Special gratitude
and appreciation to the my lovely father, S.L. Tobing and my lovely mother G.
Sinaga who have caring, raising and educating me with love and affection.
Thanks to prayer, motivation and sacrifices for both of them so I can complete
Sarjana Pendidikan (S-1) from State University of Medan. Say thanks also for my
beloved brother and sister, Ellyas L.Tobing, ST, Imelda L. Tobing, STP and Irene
L.Tobing, S.Pd who have given me support and motivation until the completion
of this thesis. The authors also express thanks to Bintang, Eva, Dian, Jane,
Dameita, Amel, Rizal, my friends in Bilingual Chemistry 2008 Education
Programme, Miss. Romanti, Mr. Rio Togatorop, and to all of Sunday school
teacher, especially for Ma Men and Miss. Grace Eunike Sinaga, and also for
Julinton Sianturi who have helped and supported the author.
The author tried for maximal effort in the completion of this thesis, but the
author is aware there are many weaknesses in terms of both content and grammar.
Authors hope the suggestions and constructive criticism from readers for
completeness the thesis perfectly. At least, author hopes this thesis can be useful
to enrich the reader in science education.
THE EFFECTIVENESS OF LABORATORY EXPERIMENT METHOD
TO INCREASE ACTIVITY AND STUDENT’S ACHIEVEMENT
ON TEACHING SALT HYDROLYSIS
AGUSTINA M.L. TOBING (408131027)
ABSTRACT
The objectives of this research are to get the effectiveness of laboratory
experiment method to increase students’ achievement, students’ activity and the
significance correlation between students’ achievement and students’ activity.
This research was done in SMA N 1 Lubukpakam, SMA N 2 Medan, and SMA
N 3 Medan. Population is all of the students of RSBI and Non RSBI of XI
sciences class in North Sumatera. The sample are 2 class from students in SMA
RSBI and Non RSBIwhich taken by purposive random sampling. The school
sample are SMA N 1 Lubukpakam; SMA N 2 Medan; and SMA N 3 Medan.
The research instruments are achievement test and non test in list activity form.
Both of instruments have been validated. The research data analyzed by
description and infrential statistic methods. The results data shows that (1)
Laboratory experiment method effective to be used to increase students’ activity
on teaching Hydrolysis and also proved with t-test, average in experimental class
is (71 ± 9.459) and control class is (65 ± 10.128) at significant level α = 0.05, Ha
is received and Ho is refused (tcount 3.438 > ttable 1.289), (2) Laboratory
experiment method effective to be used to increase students’ achievement on
teaching Hydrolysis also proved with t-test, average in experimental class is
(64.6 ± 10.542) and control class is (57.03 ± 10.696) at significant level α =
0.05, Ha is received and Ho is refused (tcount 5.282 > ttable 1.289), (3) There is
relation between two variables that is student’s achievement and student’s
activity that is taught by laboratory experiment method with equation regression
is = -7,14 +1,02x and correlation percentage is 91.6%. It means categorized in
very high correlation.
TABLE OF CONTENTS
Legalization Paper
i
Biography
ii
Abstract
iii
Preface
iv
Table of Contents
vi
List of Figures
viii
List of Tables
ix
List of Appendix
x
CHAPTER I INTRODUCTION
1.1. Background
1
1.2. The Research Scope
4
1.3. Problem Statement
5
1.4. Problem Limitation
6
1.5. Research Objectives
6
1.6. Research Benefits
7
1.7. Operational Definition
7
CHAPTER II LITERATURE REVIEW
2.1.
Learning
9
2.1.1.
Learning Outcomes
9
2.1.2.
The Essence of Learning Chemistry
11
2.2.
Teaching Method in Chemistry
13
2.2.1.
Conventional Method
13
2.2.2.
Laboratory Experiment in teaching chemistry
14
2.3.
Discussion method
16
2.4.
Definition of learning activity
17
2.5.
Hydrolysis
18
2.5.1.
pH of salts solution
17
2.6.
Conceptual Framework
21
2.7.
Research Hypothesis
22
CHAPTER III RESEARCH METHODOLOGY
3.1.
Time and Research Location
24
3.2.
Population and sample of the research
25
3.3.
Research Variable
25
3.4.
Research Instrument
25
3.5.
Research Design
27
3.6.
Research Procedure
28
3.7.
Data Collection Techniques
30
3.7.1. The instrument Testing
30
3.7.1.1. Validity of item test
30
3.7.1.2. Reliability of item test
31
3.7.1.3. Difficulty Level
31
3.7.1.4. Different Index
32
3.8.
33
Data Analysis Technique
3.8.1. Normality test
33
3.8.2
Homogenity test
34
3.8.3
Hypothesis Test
34
3.8.4. Calculation of Effectivity Percentage
39
CHAPTER IV RESULT AND DISCUSSION
4.1.
The Description of School Samples
40
4.2.
Analyzing of Research Instrument
40
4.2.1. Validity test
41
4.2.2. Reliability test
41
4.2.3. Difficulty level of Instrument
41
4.2.4. Differentiate Index of instrument
42
4.3.
Description of Research Data
42
4.4.
Analysis of Research Data
42
4.4.1. Normality Test
43
4.4.2. Homogeneity Test
44
4.4.3.
45
Hypothesis testing
4.4.4. The Effectiveness of Laboratory Experiment Method
47
4.5.
47
Discussion
CHAPTER V CONCLUSION AND SUGGESTION
5.1.
Conclusion
50
5.2.
Suggestion
50
REFERENCES
52
LIST OF TABLE
Table 3.1. Table of time schedule the research
24
Table 3.2. Table of indicator and scoring for students’ learning activity
27
Table 3.3. Table of research design
28
Table. 3.4. Table of correlation coeficience
39
Table 4.1. Table of description of students in sample class
40
Table 4.2. Table of description of research data
42
Table 4.3. Table of normality test
44
Table 4.4. Table of homogeneity test
45
Table 19.1 The Student’s achievement data nad student’s activity
143
Table 19.2 List of sidik ragam
149
Table 21.1 Table of correlation coefficience
151
LIST OF FIGURE
Page
Figure 3.1. Flow Chart Overview of Research Procedure
29
LIST OF APPENDIX
Appendix 1. Syllabus
55
Appendix 2. Lesson plan
68
Appendix 3. Worksheet for experimental class
93
Appendix 4. Table of specification based on indicator
98
Appendix 5. Instrument test
99
Appendix 6. Key answer of instrument test
105
Appendix 7. Validation of observation sheet
106
Appendix 8. Calculation validity test
108
Appendix 9. Calculation reliability test
110
Appendix 10. Calculation of difficulty level
112
Appendix 11. Calculation of Different Index
114
Apendix 12 Data of student’s achievemnet
116
Appendix 13. Calculation of average, standard deviation, variance
123
Appendix 14. Calculation normality test for pretest
125
Appendix 15. Calculation normality test for activity
129
Appendix 16. Calculation of homogenity for pre test
131
Appendix 17. Calculation of homogenity test for activity
135
Appendix 18. Calculation hypothesis test 1
139
Appendix 19. Calculation of hypothesis 2
141
Appendix 20. Calculation hypothesis test 3
143
Appendix 21. The Calculation of test correlation
150
Appendix 22. The calculation of percentage
152
Appendix 23. Documentation of research
153
CHAPTER I
INTRODUCTION
1.1.
Background
Learning is an activity in order to acquire knowledge, skills and positive
values by utilizing a variety of sources for learning. Learning involves two parties
namely the students as learner and teacher as facilitators. The most important
activity in learning is a learning process. The learning process has several features
the following: (1) Learning to realize its nature, in this case the student feels that
he is learning, arise in him the motivation to have a knowledge of the expected.
(2) Results obtained with the process of learning; in this case knowledge is not
acquired spontaneously and instantly, but gradually. (Fuadaturrahmah, 2011)
Learning must be done individually by students, learning is experiencing,
and learning cannot be delegated to others. According to Edgar Dale, argued that
learning is best learned through direct experience. In learning through direct
experience of the students do not simply observe directly but he should live,
directly involved in the action, and are responsible for the results. (Dimyati and
Muhjiono, 2002)
To implement the effective teaching needed some condition (1) learning is
active, both mentally and physically, (2) motivation, (3) planning before teaching,
(4) The influence of suggestive teachers, should be given also to the students, (5)
The teacher must able to create a democratic condition in school, (6) the
presentation of materials to students, teachers need to provide a stimulating issues
to think. (Slameto, 2003)
Chemistry is an experimental science, can not be learned only by reading,
writing or listening it. Chemical Sciences not only learn to master a body of
knowledge of facts, concepts, principles, but also is a process of discovery and
mastery of the procedures or the scientific method. Therefore, in teaching
chemistry there are two important issues that must be considered, namely the
chemical as a product of the scientists in the form of facts, concepts, principles,
laws, and theories of chemistry as a process of scientific work. (Jahro, 2009)
Subject matter of abstract and concrete chemistry requires direct
observation by the students towards the object and the material being discussed.
Therefore, by using practical teaching methods are very effective delivery of
teaching materials for students will be confronted with real situations. Practical
methods of implementation in the laboratory is expected students will have the
ability to think scientifically, is able to find scientific facts, identify, think
critically and be able to accept criticism from fellow students owned a difference.
Students are asked to experience for her/his, seek the truth and draw conclusions
from what has been taught. (Simanjuntak, 2010)
Students are often difficult to understand the subject matter of abstract
chemical or chemical material which is microscopic. This difficulty will bring
adverse implications for students' understanding of chemical concepts, because
basically the facts that abstract or a microscopic is explanation for the facts and
concepts concrete. (GuruIT, 2009). Generally, teachers only emphasize the
learning by using conventional method, rare used media in communicate the
learning matter so that there is no interaction in learning. (Yamin, 2004).
Based on observation researcher in SMA N 2 Balige showed most of the
students have opinions about chemistry. In their opinions, chemistry is difficult
and abstract subject, also not interesting. When the students have examination
test, the students that can passed the test only 7 students from 30 students per
class with their KKM is 75 and it always happen when students get daily test after
they finished to study 1 chapter and the others students always get remedial test.
Some of the student that has mark above 75 are categorized as active student but
some of them are categorized not active students.
In other school, based on informal interview with chemistry teacher in
Senior High School where researcher will do the research at SMA N 1
Lubukpakam, the data was gotten that average value first daily test grade XI
especially for XI IPA 3 class is 65 while their KKM is 75 and their avarage value
for final test (UAS) is 75. So from that data it can be concluded that most of
students in this school have difficulties to study chemistry. Then from interview
for students they tell that the teacher always teach students with conventional
method and it make students not interest and feel bored when they learn chemistry
and the other problem in this school is the students rarely do the experiment for
chemistry eventhough in fact they have good facility for laboratory such as room,
apparatus, materials and also lighting. The same problem also happen in Senior
High School 2 Medan, the students are rarely do the experiment. The teacher
usually used conventional method to teach them.
Experimental method is a way of teaching which provides the
opportunity for students to find some facts that they need or want to know by
themselves. This method emphasizes the activities that must be experienced
personally, sought and found their own data and solutions. (Lazarowitctz and
Tamir in Astri and Zainuddin, 2008)
Learning chemistry is closely associated with experiments suitable with
the characteristic of chemistry as an experimental science. There are 2 important
things that must be noticed in studying the chemistry that is chemistry as a result
of the finding of experts such as principles, laws, theories and the chemistry as
process that is scientific work such as laboratory experiment. One effort to
improve student’s achievement is to use laboratory experiment method. By
laboratory experiment method, activities students will be more focused attention
on the learning process and not on other things as well as students have the
opportunity to develop the ability to observe all things that are involved in the
process and can take the expected conclusions. (Nurasiyah, 2010)
Learning activity are all activities that done by a student in the context of
learning to achieve the goals. Without any activity so the learning process will not
be going well. Activity of students in the learning process not only to listening
and writing. Increasingly more activities that done by students in learning, so the
process of learning that happen will be better. According Sadiman (2008) studied
activity is a principle or rules that very important in teaching and learning
interactions.
Research using laboratory experiment method has been done by previous
researchers, namely: Marlon (2008), with the research result by laboratory
experiment method = 78.18 and by conventional method = 67.74. Beside that,
Lubis (2007), with the research results of laboratory experiment method = 69.00
and by conventional method = 59.16, also Jahro (2009) with the results of design
research methods lab PAS = 81.6 and practical methods of design without PAS =
68.7
The chemistry topics of salt hydrolysis is categorized as a difficult subject
to be taught to the students as the contents of the subjects are difficult to
understand. Salt hydrolysis is one of the subject matter in the even semester of
Grade XI Sciences. One of learning activities that suggested by BSNP (Badan
Standar Nasional Pendidikan) in syllabus KTSP 2006 is to designing and doing
experiment to determine salt hydrolysis. From that learning activity so teacher has
to combine the theory and practice when teaching of salt hydrolysis. So to make it
easier for students to learn the salt hydrolysis, the author argues that laboratory
experiment method is learning method that appropriate to be used to teaching salt
hydrolysis.
From description above then the researcher interested in conducting
research about practical method by the title: "The Effectiveness of Laboratory
Experiment Method To Increase Activity and Student’s Achievement On
Teaching Salt Hydrolysis".
1.2. The Problem Identification
Based on the background, the problem identification in this research as
follows:
1.
Chemistry is difficult so as to impact student’s achievement.
2.
Students are difficult to understand the subject matter of abstract chemical or
chemical material which is microscopic.
3.
For all this time, chemistry learning only based on understanding of the
concept.
4.
Learning chemistry is based on the cooperative so as to impact the
independence of students that can be seen from the student’s activities.
1.3. The Research Scope
This research is focused on the following:
1.
Chemistry students' achievement on the subject of the Hydrolysis in the even
semester of high school class XI school year 2011/2012 at SMA N 1
Lubukpakam, SMA N 2 Medan and SMA N 3 Medan.
2.
Learning activities were observed limited to activities related to attention to
give
questions,
answer
questions,
give
suggestion/argument,
doing
experiment/doing discussion group, write notes for observation result in
experiment/discussion group result, doing test/solve problems, make
conclusion from experiment/discussion result.
3.
Student learning activities are categorized on the category of high and low.
4.
Student’s achievement on the subject of salt hydrolysis in even semester
grade XI senior high school and be limited to the cognitive area of Bloom's
taxonomy includes aspects of knowledge (C1), understanding (C2),
applications (C3), and analysis (C4).
5.
Learning strategies that used for the experimental class is the learning to use a
laboratory experiment method.
1.4. The Problems Statement
Based on the background, problems identification and research scope
above, so the problems statement in this research are:
1.
Did laboratory experiment method effective to increase student’s activities on
teaching salt hydrolysis?
2.
Did
laboratory experiment
method
effective to
increase student’s
achievement on teaching salt hydrolysis?
3.
Is there relationship between student’s activities and students’ achievement
that is taught by laboratory experiment method on teaching hydrolysis?
1.5.
The Research Objectives
Based on the problems statement above, so the objectives that has been
achieved in this research are to know:
1.
To investigate the effectiveness of laboratory experiment method on teaching
hydrolysis by looking the student’s activities related to the chemistry subject
after applying laboratory experiment method compare with conventional
teaching method.
2.
To investigate the effectiveness of laboratory experiment method on teaching
hydrolysis by looking the student’s achievement on solving problems dealing
with related to the chemistry subject after applying laboratory experiment
method compare with conventional teaching method.
3.
To investigate the relationship between student’s activities and student’s
achievement with laboratory experiment method on the teaching hydrolysis.
1.6.
The Research Significance
The significance of this research are:
1.
As information and input for chemistry teachers that laboratory experiment is
one method that effective to be used for improving the quality of teaching
and learning process chemistry to make it more effective, an effort to improve
students’ achievement.
2.
Be using as information and reference for teachers, managers, developers of
educational institutions, and subsequent researchers who will to examine in
more depth about the use of laboratory methods in learning chemistry as one
of the effective teaching strategy.
1.7.
The Operational Definitions
To avoid the distinction or misconception of some words in this research,
so in this research writer make some operational defenition that is:
1.
Effectiveness
Effectiveness is influence condition, succesfull to effort or action. (Kamus
Besar Bahasa Indonesia, 1997) On this research, the effectiveness means
succesfull from the using of Laboratory Experiment Method on learning
hydrolysis topic XI science. The indicator of effectiveness is if the average of
student’s learning outcomes that follow the learning with laboratory
experiment method is better than student’s learning outcomes that be taught
by conventional method.
2.
Conventional method
Step of conventional method in this research still focused on teacher include
preparation phase, discussion phase, training phase, assignment, feed back.
3.
Laboratory Experiment Method
Experimental method is a way of teaching which provides the opportunity for
students to find some facts that they need or want to know by themselves.
This method emphasizes the activities that must be experienced personally,
sought and found their own data and solutions. (Lazarowitctz and Tamir in
Simalango and Zainuddin, 2008). To apply laboratory experiment, there are
some activities steps that must be done by teacher, such as, determine the
objective of experiment, design the procedure of experiment, prepare
apparatus and materials that will be used and prepare worksheet for
students.(Jahro, 2008)
Laboratory experiment method in this research means learning strategy that
focused to the students that observed based on student’s achievement and
student’s activities by using instrument test and observation sheet.
4.
Learning activities are all activities that done by a student in the context of
learning to achieve the goals (Sadiman in Siregar, 2010) include, (1) give
attention to techer’s explanation, (2) give question, (3) answer the question,
(4) give argument/suggestion, (5) observing the change that happen in
experiments/seriousness follow the teaching learning process, (6) record a
note , (7) discussion/cooperation in group, (8) doing test, (9) enthusiastic
follow the lesson and (10) collecting the report of experiment/ summary
report of discussion group.
The characteristic of learning activities in this research are (1) give question,
(3) answer the question, (4) give argument/suggestion, (5) write a note for
observation result in experiment/discussion group result , (6) doing test, (7)
make conclusion from experiment/ discussion result. It has been chosen based
on the validation process of lecturer or content valodation.
5.
Student’s Achievement
According to Catharina, student’s achievement is the changing of behaviour
that obtained by the students after undergo the learning activities.
Student’s achievement in this research means student’s achievement at aspect
of concept understanding, logical, communication and problem solving.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the research result in the discussion obtained the conclusions as
below:
1.
Laboratory experiment method effective to be used to increase students’
activities on teaching Hydrolysis and also proved with t-test, average in
experimental class is (71 ± 9.459) and control class is (65 ± 10.128) at
significant level α = 0.05, Ha is received and Ho is refused (tcount 3.438 > ttable
1.289).
2.
Laboratory experiment method effective to be used to increase students’
achievement on teaching Hydrolysis also proved with t-test, average in
experimental class is (64.6 ± 10.542) and control class is (57.03 ± 10.696) at
significant level α = 0.05, Ha is received and Ho is refused (tcount 5.282 > ttable
1.289).
3.
There is correlation between two variables that is student’s activities and
student’s achievement that is taught by laboratory experiment method with
equation regression is = -7,14 +1,02x and correlation percentage is 91.6%. It
means categorized in very high correlation.
5.2. Suggestion
From the results obtained from this study, some suggestions had to be raised
in order to the learning process on chemistry is effective in increasing of student’s
achievements, they are:
1.
It is suggested to chemistry teachers to use laboratory experiment method in
order to increase students’ achivement and students’ activity on teaching
Hydrolysis.
2.
It is suggested to other researcher in order to notice the relevant topic so that
the research result for the next will be better and the activity of students will
be increase.
3.
It is need to do the next research with other subject matter as an effort to
increase education quality especially in chemistry subject.
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