A COMPARISON BETWEEN COOPERATIVE LEARNING TYPE GROUP INVESTIGATION WITH E-LEARNING ON STUDENTS LEARNING ACHIEVEMENT AND CRITICAL THINKING IN GRADE ELEVENTH SMAN 2 BALIGE AT ACADEMIC YEAR 2011/2012.
A COMPARISON
BETWEEN
COOPERATIVE
LEARNING
TYPE
A COMPARISON
BETWEEN
COOPERATIVE
LEARNING
GROUP INVESTIGATION WITH E-LEARNING ON
STUDENT’S LEARNING ACHIEVEMENT
AND CRITICAL THINKING IN GRADE XI
SMAN 2 BALIGE AT A.Y. 2011/2012
By:
Wenny Pintalitna Tarigan
408141120
Biology Bilingual Education Study Program
A THESIS
Submitted to fulfill the requirement for the degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2012
94
Title
:
A COMPARISON BETWEEN COOPERATIVE
LEARNING TYPE GROUP INVESTIGATION WITH
E-LEARNING
ON
STUDENT’S
LEARNING
ACHIEVEMENT AND CRITICAL THINKING IN
GRADE ELEVENTH SMAN 2 BALIGE AT
ACADEMIC YEAR 2011/2012
Name
ID Number
Study Program
Department
:
:
:
:
Wenny Pintalitna Tarigan
408141120
Biology Bilingual Education
Biology
Approved by:
Thesis Advisor,
Prof.Dr.Herbert Sipahutar,M.S,M.Sc
NIP. 19610626 198710 1 001
Acknowledge by :
Biology Department
Head,
Coordinator of Bilingual
Program,
Prof.Dr.Herbert Sipahutar,M.S,M.Sc
NIP. 19610626 198710 1 001
Drs.H.Tri Harsono,M.Si
NIP. 19651231 199003 1 018
FMIPA UNIMED
Dean,
Prof. Drs.Motlan,M.Sc,Ph.D
NIP 19590805 198601 1 001
Date of completion : July 10th 2012
97
ACKNOWLEDGEMENT
First of all, I would like to praise and gratitude to God Almighty for His
love and grace that has given the health and wisdom to the author so that this
thesis can be completed properly in accordance with the planned time.
Thesis entitled "A Comparison between Cooperative Learning Type
Group Investigation with E-Learning on Student's Learning Achievement and
Critical Thinking in Grade Eleventh SMAN 2 Balige at the Academic Year
2011/2012” arranged to obtain S1 degree of Sarjana Pendidikan, Faculty of
Mathematics and Natural Science, State University of Medan.
During writing this thesis, the author had the guidance, assistance and
prayer support from the various parties. First and foremost, the writer would like
to express the endless gratitude to my beloved parents, Ayahanda Harmonis
Tarigan and Ibunda Sarioni Ginting, BA for their patience, encouragement
including their endless love and pray to me.
Therefore, the author would like thank profusely to
1). Prof. Drs. Motlan, M.Sc, Ph.D., as Dean of the Faculty of Mathematics and
Natural Science, State University of Medan.
2). Prof.Dr.Herbert Sipahutar, MS, M.Sc, as my thesis supervisor for his
valuable time in correcting and critizing the thesis draft until its present form.
3). Dr.rer.nat. Binary Manurung, M.Si, Syarifuddin, M.Sc, PhD, Dra.Meida
Nugrahalia, M.Sc, as the lecturer team of examiners for their suggestion and
constructive criticisms for the revision of this thesis.
4). Drs. H. Tri Harsono, M.Si, as my academic supervisor who has guided the
author during academic program.
5). All of the staff in Faculty of Mathematics and Natural Science and Biology
Department, State University of Medan who have given the knowledge that
are useful for the author during academic program.
7)
Head of Education and Culture Ministry Tobasa, Dra. Mariani, M.Pd who
has given permission for author to do research in SMAN 2 Balige.
98
6). Principal of SMA Negeri 2 Balige, Danjor Nababan, S.Pd, M.M, for his
kindness to allow author in conducting this research at SMAN 2 Balige.
7). Ida Lumbantoruan, S.Pi and Rohani Siburian, S.Pd, M.Si as biology
teacher in SMAN 2 who helped me in conducting the study.
8). Students of Class XI IA 2 and XI IA 3 SMAN 2 Balige who had received
the presence of the author during research in these classes.
9). Author also says thank for principal of SMAN 1 Berastagi, Alberto
Colia,M.Pd who have given permission to validate the instrument test and
Drs. Bokti Tarigan as biology teacher who helped me in validating the
research instrument and also Class XI IA 5 of SMAN 1 Berastagi who has
received a good response for answer the instrument test.
10). All my friends especially for Keasy Rismauly, Maya Sari for their
motivation, kindness and encouragement to author.
11). Last but not the least, All sisters and brothers in Biology Department and
Chemistry Department, State University of Medan for their support in
many things whose name cannot be mentioned one by one in here.
Medan, July 10th 2012
Author,
Wenny Pintalitna Tarigan
NIM 408141120
96
A COMPARISON BETWEEN COOPERATIVE LEARNING TYPE
GROUP INVESTIGATION WITH E-LEARNING ON STUDENT’S
LEARNING ACHIEVEMENT AND CRITICAL THINKING
IN GRADE ELEVENTH SMAN 2 BALIGE AT
ACADEMIC YEAR 2011/2012
WENNY PINTALITNA TARIGAN (408141120)
ABSTRACT
The objective of this study was to: 1) develop and apply e-learning media on
the subject digestive system, 2) know the differences of student’s learning
achievement and critical thinking skills of students who used e-learning media or
cooperative learning model type Group Investigation in digestive system topic in
grade eleventh SMAN 2 Balige at A.Y.2011/2012. This study used developmental
and queasy experimental design with sample of this study was dorm class namely XI
IA 2 and XI IA 3 determined by cluster sampling method. For developmental stage,
e-learning media was developed by following Luther model which has assessed
during validation process in order to get the feasibility on material and media aspect
by using questionnaire. The percentage of media assessment achieved 66% for screen
design effectiveness; 80% for media operation; consistency, format, organizing and
usage were achieved 80%. The percentage of content assessment achieved was
achieved 82.5 % belong to feasible category. Small scale validation involved ten
teachers and ten students got the average percentage was 92.13% for media and 95%
for content assessment. Large scale validation involved 26 students of SMAN 1
Berastagi showed 93.86% for indicator quality of content and purpose of learning
materials and 93.91% for quality of technique in the usage of e-learning media.
Class XI IA 2 used e-learning media and class XI IA 3 used group
investigation learning model. Instrument test used consists of cognitive test in the
multiple choice with five options (24 questions) and essay test (6 questions), critical
thinking test in the essay form (6 questions). Based on data analysis, the average of
post test for cognitive test in experimental group was higher than control group
(experimental group = 87.41 > control group = 82.84) and based on the calculation of
t-test, tobs was higher than ttable (tobs = 4.015 > ttable = 1.67) with p=0.05 and df=56. The
average of post test for critical thinking test in experimental group was higher than
control group (experimental group = 86.06 > control group = 82.06) with tobs was
higher than ttable (tobs = 2.173 > ttable = 1.67), with p=0.05 and df=56. It means Ha is
accepted so there was significant difference of students’ learning achievement and
critical thinking skill that taught by using e-learning media. There was relationship
between critical thinking and cognitive test with R=0.38 for experimental and
R=0.083 for control.
Keyword: E-learning Media, Cooperative Learning,
Learning Achievement, Critical Thinking.
103
LIST OF TABLE
Page
Table 3.1
Number of Student Population Class XI IA
27
Table 3.2
Number of Dorm’s Student Population
28
Table 3.3
Cognitive Instrument Test Developed
30
Table 3.4
Test Number and Sources
31
Table 3.5
Cognitive Instrument Test Used
31
Table 3.6
Rubric of Critical Thinking Skills Assessment
32
Table 3.7
Critical Thinking Indicator Observed
33
Table 3.8
Experimental Research Design
34
Table 3.9
Learning Activity in Control and Experimental Group
34
Table 3.10 Percentage of E-learning Media Implementation
38
Table 3.11 Percentage of Student’s Skill in The Use Computer
38
Table 3.12 Category of Eligibility Percentage
43
Table 3.13 Criteria of E-learning Media Eligibility
44
Table 3.14 Interpretation of Assessment Criteria
44
Table 3.15 Category of Eligibility Percentage
44
Table 3.16 Teaching Learning Activities
46
Table 3.17 Schedule of Research Stage and Data Collecting
52
Table 3.18 Criteria of Item Difficulty for Multiple Choice
54
Table 3.19 Criteria of Item Difficulty for Essay Question
55
Table 3.20 Criteria of Item Discriminant for Multiple Choice
56
Table 3.21 Criteria of Item Discriminant for Essay
56
Table 3.22 Criteria of Critical Thinking Skill
57
Table 3.23 Qualification of Student’s Learning Response
59
Table 3.24 Qualification of Student’s Critical Thinking Attitude
59
Table 4.1
Material Content in E-learning Media
63
Table 4.2
Content of E-learning Media
63
Table 4.3
Summary of Normality Test
77
Table 4.4
Summary of Homogeneity Test
77
Table 4.5
Summary of Hypothesis Testing (Pre Test)
78
104
Table 4.6
Criteria of Critical Thinking Result
80
Table 4.7
Critical Thinking per Indicator
80
Table 4.8
Summary of Normality Test
81
Table 4.9
Summary of Homogeneity Test
81
Table 4.10 Summary of Hypothesis Testing
82
Table 4.11 Student Response in E-learning Class
83
Table 4.12 Student Response in Cooperative Class
83
Table 4.13 Critical Thinking Attitude in E-learning Class
84
Table 4.14 Critical Thinking Attitude in Cooperative Class
84
101
LIST OF FIGURE
Figure 2.1 Display of Wondershare Quiz Creator
Page
12
Figure 2.2 Display of Course Lab 2.4.
12
Figure 2.3 Display of Camtasia
12
Figure 2.4 Display of Weblog
12
Figure 2.5 Web Topology
13
Figure 2.6
14
Syntax of Cooperative Learning Type GI
Figure 2.7 Concept Map of Digestive System
18
Figure 2.8 Structure of Mouth Cavity
20
Figure 2.9 Three Saliva Glands in Mouth
20
Figure 2.10 Structure of Oesophagus
21
Figure 2.11 Part of Stomach
21
Figure 2.12 Structure of Small Intestine
22
Figure 2.13 Structure of Large Intestine
22
Figure 2.14 Structure of Pancreas
23
Figure 2.15 Structure of Liver
23
Figure 3.1
Research Type
35
Figure 3.2
Procedure of E-learning Media Development
36
Figure 3.3
Process of Creating a Weblog
40
Figure 3.4
Process of Creating Test Online
41
Figure 3.5
Process of Creating Survey Online
42
Figure 3.6
Flowchart of E-learning Media Content
46
Figure 3.7
Validation Process of E-learning Media
47
Figure 3.8
Stage of E-learning Media Implementation
49
Figure 3.9
Stage of Cooperative Learning Type
Group Investigation Implementation
49
Figure 3.10 Experimental Research Procedure
51
Figure 4.1
Wordpress Blog
60
Figure 4.2
Wordpress Account
60
Figure 4.3
Activation of Wordpress Account
61
Figure 4.4
Dashboard Display
61
102
Figure 4.5
Theme Editing Display
61
Figure 4.6
Header Editing Display
61
Figure 4.7
Post Editing Display
61
Figure 4.8
Wondershare Quiz Creator Display
62
Figure 4.9
Question Type
62
Figure 4.10 Writing the Question
62
Figure 4.11 Question Editing and Setting
62
Figure 4.12 Template Editing
63
Figure 4.13 Uploading Quiz Online
64
Figure 4.14 Screen Design of Weblog and Quiz Online
66
Figure 4.15 E-learning Media Assessment by Media Expert
66
Figure 4.16 E-learning Media Assessment by Content Expert
67
Figure 4.17 Blog Header Revision
68
Figure 4.18 Display of Intro Quiz Online Revision
68
Figure 4.19 Display of Data Sorting Revision
68
Figure 4.20 E-learning Media Assessment by 10 Teachers
69
Figure 4.21 E-learning Media Assessment by 10 Students
69
Figure 4.22 Figure Revision
70
Figure 4.23 Blog Home Revision
71
Figure 4.24 Quiz Online Revision
71
Figure 4.25 Video Revision
71
Figure 4.26 E-learning Media Assessment by 26 Students
72
Figure 4.27 Procedure of Using E-learning
73
Figure 4.28 Final Display of Weblog and Quiz Online
73
Figure 4.29 Student’s Achievement Pre and Post Test
76
Figure 4.30 Critical Thinking Pre and Post Test
79
Figure 4.31 Relationship Between Critical Thinking with
Cognitive Test in E-learning Class
85
Figure 4.32 Relationship Between Critical Thinking with
Cognitive Test in Cooperative Class
85
Figure 4.33 Feedback to Student’s Work
89
Figure 4.34 Certificate Reward
89
105
LIST OF APPENDIX
Page
Appendix 1
Syllabus
98
Appendix 2
Lesson Plan for Experimental Class
100
Appendix 3
Lesson Plan for Control Class
113
Appendix 4
Cognitive Test Instrument
125
Appendix 5
Rubric Score of Cognitive Test
134
Appendix 6
Critical Thinking Test Instrument
146
Appendix 7
Rubric Score of Critical Thinking Test
152
Appendix 8
Lattice Questions for Critical Thinking Test
156
Questionnaire of Student’s Response
for Control Class
Appendix 10 Lattice of Student’s Response Questionnaire
for Control Class
Appendix 11 Questionnaire of Student’s Response
for Experimental Class
157
159
Appendix 12 Lattice of Student’s Response Questionnaire
for Experimental Class
162
Appendix 13 Guidance of Teacher Interview
Appendix 14 Questionnaire of Student’s Ability and
Skill in Using Computer
Appendix 15 Lattice of Student’s Ability Using Computer
Questionnaire
Appendix 16 Questionnaire of E-learning Media Assessment
for Student
Appendix 17 Lattice of E-learning Media Assessment
for Student
163
166
Appendix 18 Sheet of E-learning Media Assessment
for Media Expert and Teacher
170
Appendix 19 Sheet of E-learning Media Assessment
for Content
172
Appendix 20 Questionnaire of E-learning Media Implementation
173
Appendix 21 Storyboard of Weblog
175
Appendix 22 Storyboard of Quiz Online
Appendix 23 Validity Table of Multiple Choice
177
179
Appendix 24 Validity Table of Essay Test
180
Appendix 9
160
167
168
169
106
Appendix 25 Calculation of Validity for Multiple Choice
Appendix 26 Calculation of Validity for Essay
181
182
Appendix 27 Calculation of Reliability for Multiple Choice
183
Appendix 28 Calculation of Reliability for Essay
184
Appendix 29 Calculation of Item Difficulty for Multiple Choice
185
Appendix 30 Calculation of Item Difficulty for Essay
186
Appendix 31 Calculation of Item Diiscriminant for Multiple Choice
188
Appendix 32 Calculation of Item Diiscriminant for Essay
188
Appendix 33 Calculation of Pre and Post Test Data
Learning Achievement
192
Appendix 34 Calculation of Normality Test
194
Appendix 35 Calculation of Homogeneity Test
196
Appendix 36 Calculation of t-Test
197
Appendix 37 Calculation of Pre and Post Test Data
Critical Thinking
199
Appendix 38 Calculation of Normality Test
202
Appendix 39 Calculation of Homogeneity Test
205
Appendix 40 Calculation of t-Test
206
Appendix 41 Score of Critical Thinking Test per Indicator
208
Appendix 42 Score of Cognitive Test per Indicator
212
Appendix 43
Recapitulation of Student’s Response
216
Appendix 44
Recapitulation of E-learning Media Assessment
218
Appendix 45
t-Table
222
Appendix 46
r-Product Moment Table
223
Appendix 47 F Table
224
Appendix 48 Normality (z) Table
226
Appendix 49 Liliefors Table
227
Appendix 50 Letter of Observation to SMAN 2 Balige
228
Appendix 51 Letter of Instrument Validation
to SMAN 1 Berastagi
229
Appendix 52 Description Letter of Validation from
SMAN 1 Berastagi
230
Appendix 53 Letter of Research Permission from Faculty
231
107
Appendix 54 Letter of Research Permission from
Dinas Pendidikan Tobasa
232
p
Appendix 55 Letter of Research Permission from
SMAN 2 Balige
233
Appendix 56 Letter of Permission for Using Multimedia Room
234
Appendix 57 Letter of Thesis Advisor Readiness
235
Appendix 58 Research Documentation
236
Appendix 59 Assessment Sheet of Media Expert
242
Appendix 60 Assessment Sheet of Content Expert
244
Appendix 61 Validation Letter of Cognitive Instrument Test
246
Appendix 62 Validation Letter of Critical Thinking Instrument Test
249
Appendix 63 Validation Letter of Questionnaire
251
1
CHAPTER I
INTRODUCTION
1.1 Background of Study
Biology is a subject-specific knowledge of biological systems and
concepts that provide the knowledge, skills, responsibilities to the environment,
and process of discovery (Budimansyah, 2002:34). A biology course allows
students to develop practical and technical skills from laboratory sessions,
communication skills are learned through report writing and making
presentations, teamwork skills are developed through group projects and
seminars, problem-solving skills are obtained from critical analysis to a problem.
Learning of biology should be carried out with emphasis on the direct
learning experience through the use and development of process skills and
scientific attitudes that needs critical thinking skill (BSNP, 2006). But the reality
on the ground indicates that the learning of biology conducted predominant in the
memorizing the concept. Students have not been teached to understand the
information and relate it to life. Science lessons at school are more geared to the
mastery of knowledge and lack of developing a scientific attitude (Meita, 2012:1).
The National Assessment of Educational Progress (NAEP) as the nation’s report
card in America reports that the development of advanced reasoning abilities has
declined in 12th grader because students are not learning how to think.
The interview result with biology teacher in SMAN 2 Balige obtained
number of students that did not fulfill the score criteria of minimum completeness
(KKM) 76 on semester final exam 2010/2011 was 48% in grade eleventh. The
results of the National Final Examination (UN) 2009/2011 for the Science
subjects that achieved by students were relatively low. Biology subjects were the
most potentially subject lead to failure when compared to Physics and Chemistry
(Source: BSNP Puspendik). Studies of science teaching in the late 1990s led to the
observation that most teachers used the didactic methods of instruction and
determined that ‘‘many students were low learning achievement, mastering
disconnected facts in understandings and problem solving skills’’ (National
Research Council, 2000:17).
2
Learning biology in high school had a lot of experience difficulties caused
by the physiological abstract concepts of biology material that need analyzing,
reasoning and critical thinking skill (Lazarowitz, 1992). Digestive system topic is
categorized difficult to comprehend because of its complicated characteristics
which deal with complex physical and chemical mechanism. It is supported by the
low of average percentage achievement of National Examination 2008/2009 on
digestive system topic in some areas like as Kab Nias, Kab. Binjai, Kab.Siantar
and Kab.Tobasa are 64% that can reach KKM (PPMP, 2009).
The increasing of student’s learning achievement and critical thinking in
the learner necessary changes in methods, models and learning media in the
school. SMA Negeri 2 Balige still use teacher centered learning thus creates the
passive learners focused on teacher, learners are not accustomed to think
critically. Learning media used by teacher is not internet based yet and does not
stimulate to student’s critical thinking skill (Source: prelimiery observation).
A Cooperative Learning Model Type Group Investigation is offered in
order to foster student’s learning achievement and critical thinking. This model
provide students to discuss and solving physiological abstract concepts, cognitive
restructuring leads, enhance elaborative thinking, more receiving of explanation
which has the potential to increase depth of understanding (Johnson,1986).
Research by Johnson (1991) showed that cooperative learning enhanced more
positive learning result towards subject members.
Computer-assisted teaching using the internet has radically changed the
teaching paradigm. The traditional teaching style is no longer sufficient for
learners. Development of science and technology develop IT/ICT based learning
(Pazos, 2002:34). Internet based learning (e-learning) can construct a new
learning style through internet. From the educational point of view, the e-learning
media is more superior than the other learning media because this media contents
illustrate the richness and diversification that combines sound, image, picture,
motion and words, create life-time learning model in which the learner is the
center of learning activities (Jhang,2004). E-learning assists learning and
cognitive construction, pushes resource sharing and quiz online that can improve
student’s critical thinking.
3
As one of the best high school in North Sumatra and Tobasa, SMAN 2
Balige contributed to the development of science, especially in the field of
information and technology. Majority of the learning process in SMAN 2 Balige
has IT/ICT based learning use. Thus, the students are no awkward to access
learning material course via internet. From the above background, the author is
interested in doing research about “A Comparison Between Cooperative
Learning Type Group Investigation with E-Learning on Student’s Learning
Achievement and Critical Thinking in Grade Eleventh SMAN 2 Balige at
Academic Year 2011/2012”.
1.2 Problem Identification
With reference to the background, the identified problems are:
a) Students’ academic achievement is low noticed by number of students that did
not fulfill the score criteria of minimum completeness (KKM) 76 on semester
final exam is 48% .
b) Low of critical thinking developing during learning biology in the class
c) Teacher still use conventional method and teacher centered learning approach
d) Learning model applied by teacher does not stimulate to student’s critical
thinking skill
e) Learning media applied by teacher does not stimulate to student’s critical
thinking skill
1.3 Scope of Study
The scope of this study namely:
a) Learning topic taught in this research is Digestive System in Grade Eleventh
Natural Science SMAN 2 Balige at A.Y. 2011/2012.
b) The developing of e-learning media on digestive system topic
c) The implementation of e-learning media
d) Implementation cooperative learning model type Group Investigation
e) Comparison of student’s learning achievement that taught by cooperative
learning model type Group Investigation with e-learning and without e-learning
media on digestive system in class XI IPA SMAN 2 Balige at academic year
2011/2012
4
f) Comparison of student’s critical thinking skill that taught by cooperative
learning model type Group Investigation with applying e-learning media and
without e-learning media on the digestive system topic in class XI IPA SMAN
2 Balige at academic year 2011/2012.
g) Critical thinking indicator in this research focuses to the question, identifying
assumption, determine the solution of the problem and write down the
solutions.
h) Learning achievement researched in this research is cognitive test
1.4 Research Questions
The research questions of this study namely:
a) How to develop e-learning media?
b) How are the differences of student’s learning achievement of students that
taught by using cooperative learning model type Group Investigation assisted
e-learning media and without applying e-learning media?
c) How are the differences of student’s critical thinking skill that taught by using
cooperative learning model type Group Investigation assisted e-learning media
and without applying e-learning media?
d) How is the relationship between student’s critical thinking with cognitive
achievement?
1.5 Objective of Study
The purposes of this research are:
a) Developing and applying e-learning media on the digestive system topic
b) Knowing the differences of student’s learning achievement that taught by using
cooperative learning model type Group Investigation assisted e-learning media
and without applying e-learning media in digestive system topic
c) Knowing the differences of critical thinking skills of students that taught by
using cooperative learning model type Group Investigation assisted e-learning
media and without applying e-learning media in digestive system topic
d) Knowing the relationship between student’s critical thinking with cognitive
achievement
5
1.6 Significance of Study
Theoretically, the result of this study gives the contribution in the biology
learning, especially in the use of e-learning media using blog and extends the
knowledge about the implementation of cooperative learning model type Group
Investigation (GI) to improve students' learning achievement and critical thinking
skills. Practically, e-learning media can help students to comprehend the learning
topic easier so increasing students' learning achievement and critical thinking
skills. For educator, e-learning media can be used as a media of learning to create
the interesting learning activities, applying more innovative learning model such
as cooperative learning model type Group Investigation that able to overcome
student’s difficulties problem in understanding biology concept. For school,
optimizing facilities and infrastructure in schools that can support the learning
process.
1.7 Operational Definition
Critical thinking in this research defined as a process of intelligent
conceptualization, implementation, analysis, synthesis and generated the
information by observation, experience, reflection, and reasoning. When students
think critically, they will show the processes as follows submit the questions,
knowing the difference between the observations and conclusions, knowing that it
takes insufficient evidence to draw strong conclusions, provide an explanation and
interpretation, make observations and predictions. Learning achievement is the
result of student’s cognitive test on the topic digestive system.
Group Investigation model consists of six syntax namely grouping,
planning, investigation, organizing, presenting and evaluation that are able to
stimulate student’s critical thinking. E-learning media is a way of the acquirement
of knowledge, experience and skill. In e-learning, teacher’s role is guiding to learn
and the learners become more active.
94
s
94
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
Based on the objectives, results and discussion of development and
implementing e-learning media and cooperative learning model on digestive
system
topic
for
grade
XI
IA
stated
previously
then
the
conclusions obtained were:
a) The percentage of media assessment achieved 66% for screen design
effectiveness; 80% for media operation; consistency, format, organizing and
usage were achieved 80%. The percentage of content assessment achieved was
achieved 82.5 % belong to feasible category. Small scale validation involved
ten teachers and ten students got the average percentage was 92.13% for media
and 95% for content assessment. Large scale validation involved 26 students of
SMAN 1 Berastagi showed 93.86% for indicator quality of content and
purpose of learning materials and 93.91% for quality of technique in the usage
of e-learning media belong to very decent category and suitable to be
implemented during teaching and learning.
b) The use of discussion method assisted e-learning media has a positive effect
on student’s learning achievement. In the control class, the average of post test
value was 82.84 and the post test in the experimental class was 87.41. It was
proven from the tobs = 4.015 with ttable = 1.67.
c) The use of discussion method assisted e-learning media had also a positive
effect on student’s critical thinking skill. The average value of post test in
control class was 82.06 and in the experimental class were 86.06. It was
proven from the tobs= 2.173 with ttable = 1.67.
d) The implementation of cooperative learning model type group investigation
assisted e-learning media during learning process in the class has able to
stimulate the student’s critical thinking attitude.
e) Cooperative learning model type GI considered the priority of students'
thinking exchange that consists of several stage namely grouping, planning,
95
investigation, organizing, presenting, evaluating. In e-learning class, teacher
teaches the subject matter in the class but by using e-learning media assisted
like as blog and quiz online.
5.2. Recommendation
Based on the result and conclusion above, the recommendation
obtained namely:
a) For the further researcher who wants to research the implementation of
learning model group investigation to guide students more courageous in
the telling and presenting their opinion.
b) Biology teachers should apply the innovative learning media like e-learning
media to improve student’s learning achievement and critical thinking.
c) The teachers should do many things to create an interesting condition although
school doesn’t manage the learning facilities yet.
d) It is better if the researcher tell the importance of critical thinking skill first at
each stage of the learning process.
96
UNIVERSITAS NEGERI MEDAN
95
BIOGRAPHY
Wenny Pintalitna Br.Tarigan was born in Medan on March 8th 1991. My
father named Harmonis Tarigan and my mother named Sarioni Br.Ginting, BA.
The author is the first child of two sisters. In 1996, the author entered elementary
school in the SDN 0660648 Mawar Helvetia, Medan and graduated at 2002. In
2002 the author continued school in SMPN 18 Medan and graduated at 2005. In
2005, the author continued the study in SMA Markus Medan and graduated at
2008. In 2008, the author received in Biology Education Bilingual Study Program
Faculty of Mathematics and Natural Sciences, State University of Medan. During
the academic program, the author served as Commissioner of Biology Bilingual
Class at 2009-2012, Secretary of HMJ Biology at 2010-2011, and Treasurer of
IKBKB in 2010. The author has selected as the winner of Peer Teaching Pasca
PPL at 2011, Student Grant Research and Olimpiade Sains UNIMED at 2012.
Besides that, the author was active as a Lecturer Assistant for Experimental in the
Laboratory and also Theory.
BETWEEN
COOPERATIVE
LEARNING
TYPE
A COMPARISON
BETWEEN
COOPERATIVE
LEARNING
GROUP INVESTIGATION WITH E-LEARNING ON
STUDENT’S LEARNING ACHIEVEMENT
AND CRITICAL THINKING IN GRADE XI
SMAN 2 BALIGE AT A.Y. 2011/2012
By:
Wenny Pintalitna Tarigan
408141120
Biology Bilingual Education Study Program
A THESIS
Submitted to fulfill the requirement for the degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2012
94
Title
:
A COMPARISON BETWEEN COOPERATIVE
LEARNING TYPE GROUP INVESTIGATION WITH
E-LEARNING
ON
STUDENT’S
LEARNING
ACHIEVEMENT AND CRITICAL THINKING IN
GRADE ELEVENTH SMAN 2 BALIGE AT
ACADEMIC YEAR 2011/2012
Name
ID Number
Study Program
Department
:
:
:
:
Wenny Pintalitna Tarigan
408141120
Biology Bilingual Education
Biology
Approved by:
Thesis Advisor,
Prof.Dr.Herbert Sipahutar,M.S,M.Sc
NIP. 19610626 198710 1 001
Acknowledge by :
Biology Department
Head,
Coordinator of Bilingual
Program,
Prof.Dr.Herbert Sipahutar,M.S,M.Sc
NIP. 19610626 198710 1 001
Drs.H.Tri Harsono,M.Si
NIP. 19651231 199003 1 018
FMIPA UNIMED
Dean,
Prof. Drs.Motlan,M.Sc,Ph.D
NIP 19590805 198601 1 001
Date of completion : July 10th 2012
97
ACKNOWLEDGEMENT
First of all, I would like to praise and gratitude to God Almighty for His
love and grace that has given the health and wisdom to the author so that this
thesis can be completed properly in accordance with the planned time.
Thesis entitled "A Comparison between Cooperative Learning Type
Group Investigation with E-Learning on Student's Learning Achievement and
Critical Thinking in Grade Eleventh SMAN 2 Balige at the Academic Year
2011/2012” arranged to obtain S1 degree of Sarjana Pendidikan, Faculty of
Mathematics and Natural Science, State University of Medan.
During writing this thesis, the author had the guidance, assistance and
prayer support from the various parties. First and foremost, the writer would like
to express the endless gratitude to my beloved parents, Ayahanda Harmonis
Tarigan and Ibunda Sarioni Ginting, BA for their patience, encouragement
including their endless love and pray to me.
Therefore, the author would like thank profusely to
1). Prof. Drs. Motlan, M.Sc, Ph.D., as Dean of the Faculty of Mathematics and
Natural Science, State University of Medan.
2). Prof.Dr.Herbert Sipahutar, MS, M.Sc, as my thesis supervisor for his
valuable time in correcting and critizing the thesis draft until its present form.
3). Dr.rer.nat. Binary Manurung, M.Si, Syarifuddin, M.Sc, PhD, Dra.Meida
Nugrahalia, M.Sc, as the lecturer team of examiners for their suggestion and
constructive criticisms for the revision of this thesis.
4). Drs. H. Tri Harsono, M.Si, as my academic supervisor who has guided the
author during academic program.
5). All of the staff in Faculty of Mathematics and Natural Science and Biology
Department, State University of Medan who have given the knowledge that
are useful for the author during academic program.
7)
Head of Education and Culture Ministry Tobasa, Dra. Mariani, M.Pd who
has given permission for author to do research in SMAN 2 Balige.
98
6). Principal of SMA Negeri 2 Balige, Danjor Nababan, S.Pd, M.M, for his
kindness to allow author in conducting this research at SMAN 2 Balige.
7). Ida Lumbantoruan, S.Pi and Rohani Siburian, S.Pd, M.Si as biology
teacher in SMAN 2 who helped me in conducting the study.
8). Students of Class XI IA 2 and XI IA 3 SMAN 2 Balige who had received
the presence of the author during research in these classes.
9). Author also says thank for principal of SMAN 1 Berastagi, Alberto
Colia,M.Pd who have given permission to validate the instrument test and
Drs. Bokti Tarigan as biology teacher who helped me in validating the
research instrument and also Class XI IA 5 of SMAN 1 Berastagi who has
received a good response for answer the instrument test.
10). All my friends especially for Keasy Rismauly, Maya Sari for their
motivation, kindness and encouragement to author.
11). Last but not the least, All sisters and brothers in Biology Department and
Chemistry Department, State University of Medan for their support in
many things whose name cannot be mentioned one by one in here.
Medan, July 10th 2012
Author,
Wenny Pintalitna Tarigan
NIM 408141120
96
A COMPARISON BETWEEN COOPERATIVE LEARNING TYPE
GROUP INVESTIGATION WITH E-LEARNING ON STUDENT’S
LEARNING ACHIEVEMENT AND CRITICAL THINKING
IN GRADE ELEVENTH SMAN 2 BALIGE AT
ACADEMIC YEAR 2011/2012
WENNY PINTALITNA TARIGAN (408141120)
ABSTRACT
The objective of this study was to: 1) develop and apply e-learning media on
the subject digestive system, 2) know the differences of student’s learning
achievement and critical thinking skills of students who used e-learning media or
cooperative learning model type Group Investigation in digestive system topic in
grade eleventh SMAN 2 Balige at A.Y.2011/2012. This study used developmental
and queasy experimental design with sample of this study was dorm class namely XI
IA 2 and XI IA 3 determined by cluster sampling method. For developmental stage,
e-learning media was developed by following Luther model which has assessed
during validation process in order to get the feasibility on material and media aspect
by using questionnaire. The percentage of media assessment achieved 66% for screen
design effectiveness; 80% for media operation; consistency, format, organizing and
usage were achieved 80%. The percentage of content assessment achieved was
achieved 82.5 % belong to feasible category. Small scale validation involved ten
teachers and ten students got the average percentage was 92.13% for media and 95%
for content assessment. Large scale validation involved 26 students of SMAN 1
Berastagi showed 93.86% for indicator quality of content and purpose of learning
materials and 93.91% for quality of technique in the usage of e-learning media.
Class XI IA 2 used e-learning media and class XI IA 3 used group
investigation learning model. Instrument test used consists of cognitive test in the
multiple choice with five options (24 questions) and essay test (6 questions), critical
thinking test in the essay form (6 questions). Based on data analysis, the average of
post test for cognitive test in experimental group was higher than control group
(experimental group = 87.41 > control group = 82.84) and based on the calculation of
t-test, tobs was higher than ttable (tobs = 4.015 > ttable = 1.67) with p=0.05 and df=56. The
average of post test for critical thinking test in experimental group was higher than
control group (experimental group = 86.06 > control group = 82.06) with tobs was
higher than ttable (tobs = 2.173 > ttable = 1.67), with p=0.05 and df=56. It means Ha is
accepted so there was significant difference of students’ learning achievement and
critical thinking skill that taught by using e-learning media. There was relationship
between critical thinking and cognitive test with R=0.38 for experimental and
R=0.083 for control.
Keyword: E-learning Media, Cooperative Learning,
Learning Achievement, Critical Thinking.
103
LIST OF TABLE
Page
Table 3.1
Number of Student Population Class XI IA
27
Table 3.2
Number of Dorm’s Student Population
28
Table 3.3
Cognitive Instrument Test Developed
30
Table 3.4
Test Number and Sources
31
Table 3.5
Cognitive Instrument Test Used
31
Table 3.6
Rubric of Critical Thinking Skills Assessment
32
Table 3.7
Critical Thinking Indicator Observed
33
Table 3.8
Experimental Research Design
34
Table 3.9
Learning Activity in Control and Experimental Group
34
Table 3.10 Percentage of E-learning Media Implementation
38
Table 3.11 Percentage of Student’s Skill in The Use Computer
38
Table 3.12 Category of Eligibility Percentage
43
Table 3.13 Criteria of E-learning Media Eligibility
44
Table 3.14 Interpretation of Assessment Criteria
44
Table 3.15 Category of Eligibility Percentage
44
Table 3.16 Teaching Learning Activities
46
Table 3.17 Schedule of Research Stage and Data Collecting
52
Table 3.18 Criteria of Item Difficulty for Multiple Choice
54
Table 3.19 Criteria of Item Difficulty for Essay Question
55
Table 3.20 Criteria of Item Discriminant for Multiple Choice
56
Table 3.21 Criteria of Item Discriminant for Essay
56
Table 3.22 Criteria of Critical Thinking Skill
57
Table 3.23 Qualification of Student’s Learning Response
59
Table 3.24 Qualification of Student’s Critical Thinking Attitude
59
Table 4.1
Material Content in E-learning Media
63
Table 4.2
Content of E-learning Media
63
Table 4.3
Summary of Normality Test
77
Table 4.4
Summary of Homogeneity Test
77
Table 4.5
Summary of Hypothesis Testing (Pre Test)
78
104
Table 4.6
Criteria of Critical Thinking Result
80
Table 4.7
Critical Thinking per Indicator
80
Table 4.8
Summary of Normality Test
81
Table 4.9
Summary of Homogeneity Test
81
Table 4.10 Summary of Hypothesis Testing
82
Table 4.11 Student Response in E-learning Class
83
Table 4.12 Student Response in Cooperative Class
83
Table 4.13 Critical Thinking Attitude in E-learning Class
84
Table 4.14 Critical Thinking Attitude in Cooperative Class
84
101
LIST OF FIGURE
Figure 2.1 Display of Wondershare Quiz Creator
Page
12
Figure 2.2 Display of Course Lab 2.4.
12
Figure 2.3 Display of Camtasia
12
Figure 2.4 Display of Weblog
12
Figure 2.5 Web Topology
13
Figure 2.6
14
Syntax of Cooperative Learning Type GI
Figure 2.7 Concept Map of Digestive System
18
Figure 2.8 Structure of Mouth Cavity
20
Figure 2.9 Three Saliva Glands in Mouth
20
Figure 2.10 Structure of Oesophagus
21
Figure 2.11 Part of Stomach
21
Figure 2.12 Structure of Small Intestine
22
Figure 2.13 Structure of Large Intestine
22
Figure 2.14 Structure of Pancreas
23
Figure 2.15 Structure of Liver
23
Figure 3.1
Research Type
35
Figure 3.2
Procedure of E-learning Media Development
36
Figure 3.3
Process of Creating a Weblog
40
Figure 3.4
Process of Creating Test Online
41
Figure 3.5
Process of Creating Survey Online
42
Figure 3.6
Flowchart of E-learning Media Content
46
Figure 3.7
Validation Process of E-learning Media
47
Figure 3.8
Stage of E-learning Media Implementation
49
Figure 3.9
Stage of Cooperative Learning Type
Group Investigation Implementation
49
Figure 3.10 Experimental Research Procedure
51
Figure 4.1
Wordpress Blog
60
Figure 4.2
Wordpress Account
60
Figure 4.3
Activation of Wordpress Account
61
Figure 4.4
Dashboard Display
61
102
Figure 4.5
Theme Editing Display
61
Figure 4.6
Header Editing Display
61
Figure 4.7
Post Editing Display
61
Figure 4.8
Wondershare Quiz Creator Display
62
Figure 4.9
Question Type
62
Figure 4.10 Writing the Question
62
Figure 4.11 Question Editing and Setting
62
Figure 4.12 Template Editing
63
Figure 4.13 Uploading Quiz Online
64
Figure 4.14 Screen Design of Weblog and Quiz Online
66
Figure 4.15 E-learning Media Assessment by Media Expert
66
Figure 4.16 E-learning Media Assessment by Content Expert
67
Figure 4.17 Blog Header Revision
68
Figure 4.18 Display of Intro Quiz Online Revision
68
Figure 4.19 Display of Data Sorting Revision
68
Figure 4.20 E-learning Media Assessment by 10 Teachers
69
Figure 4.21 E-learning Media Assessment by 10 Students
69
Figure 4.22 Figure Revision
70
Figure 4.23 Blog Home Revision
71
Figure 4.24 Quiz Online Revision
71
Figure 4.25 Video Revision
71
Figure 4.26 E-learning Media Assessment by 26 Students
72
Figure 4.27 Procedure of Using E-learning
73
Figure 4.28 Final Display of Weblog and Quiz Online
73
Figure 4.29 Student’s Achievement Pre and Post Test
76
Figure 4.30 Critical Thinking Pre and Post Test
79
Figure 4.31 Relationship Between Critical Thinking with
Cognitive Test in E-learning Class
85
Figure 4.32 Relationship Between Critical Thinking with
Cognitive Test in Cooperative Class
85
Figure 4.33 Feedback to Student’s Work
89
Figure 4.34 Certificate Reward
89
105
LIST OF APPENDIX
Page
Appendix 1
Syllabus
98
Appendix 2
Lesson Plan for Experimental Class
100
Appendix 3
Lesson Plan for Control Class
113
Appendix 4
Cognitive Test Instrument
125
Appendix 5
Rubric Score of Cognitive Test
134
Appendix 6
Critical Thinking Test Instrument
146
Appendix 7
Rubric Score of Critical Thinking Test
152
Appendix 8
Lattice Questions for Critical Thinking Test
156
Questionnaire of Student’s Response
for Control Class
Appendix 10 Lattice of Student’s Response Questionnaire
for Control Class
Appendix 11 Questionnaire of Student’s Response
for Experimental Class
157
159
Appendix 12 Lattice of Student’s Response Questionnaire
for Experimental Class
162
Appendix 13 Guidance of Teacher Interview
Appendix 14 Questionnaire of Student’s Ability and
Skill in Using Computer
Appendix 15 Lattice of Student’s Ability Using Computer
Questionnaire
Appendix 16 Questionnaire of E-learning Media Assessment
for Student
Appendix 17 Lattice of E-learning Media Assessment
for Student
163
166
Appendix 18 Sheet of E-learning Media Assessment
for Media Expert and Teacher
170
Appendix 19 Sheet of E-learning Media Assessment
for Content
172
Appendix 20 Questionnaire of E-learning Media Implementation
173
Appendix 21 Storyboard of Weblog
175
Appendix 22 Storyboard of Quiz Online
Appendix 23 Validity Table of Multiple Choice
177
179
Appendix 24 Validity Table of Essay Test
180
Appendix 9
160
167
168
169
106
Appendix 25 Calculation of Validity for Multiple Choice
Appendix 26 Calculation of Validity for Essay
181
182
Appendix 27 Calculation of Reliability for Multiple Choice
183
Appendix 28 Calculation of Reliability for Essay
184
Appendix 29 Calculation of Item Difficulty for Multiple Choice
185
Appendix 30 Calculation of Item Difficulty for Essay
186
Appendix 31 Calculation of Item Diiscriminant for Multiple Choice
188
Appendix 32 Calculation of Item Diiscriminant for Essay
188
Appendix 33 Calculation of Pre and Post Test Data
Learning Achievement
192
Appendix 34 Calculation of Normality Test
194
Appendix 35 Calculation of Homogeneity Test
196
Appendix 36 Calculation of t-Test
197
Appendix 37 Calculation of Pre and Post Test Data
Critical Thinking
199
Appendix 38 Calculation of Normality Test
202
Appendix 39 Calculation of Homogeneity Test
205
Appendix 40 Calculation of t-Test
206
Appendix 41 Score of Critical Thinking Test per Indicator
208
Appendix 42 Score of Cognitive Test per Indicator
212
Appendix 43
Recapitulation of Student’s Response
216
Appendix 44
Recapitulation of E-learning Media Assessment
218
Appendix 45
t-Table
222
Appendix 46
r-Product Moment Table
223
Appendix 47 F Table
224
Appendix 48 Normality (z) Table
226
Appendix 49 Liliefors Table
227
Appendix 50 Letter of Observation to SMAN 2 Balige
228
Appendix 51 Letter of Instrument Validation
to SMAN 1 Berastagi
229
Appendix 52 Description Letter of Validation from
SMAN 1 Berastagi
230
Appendix 53 Letter of Research Permission from Faculty
231
107
Appendix 54 Letter of Research Permission from
Dinas Pendidikan Tobasa
232
p
Appendix 55 Letter of Research Permission from
SMAN 2 Balige
233
Appendix 56 Letter of Permission for Using Multimedia Room
234
Appendix 57 Letter of Thesis Advisor Readiness
235
Appendix 58 Research Documentation
236
Appendix 59 Assessment Sheet of Media Expert
242
Appendix 60 Assessment Sheet of Content Expert
244
Appendix 61 Validation Letter of Cognitive Instrument Test
246
Appendix 62 Validation Letter of Critical Thinking Instrument Test
249
Appendix 63 Validation Letter of Questionnaire
251
1
CHAPTER I
INTRODUCTION
1.1 Background of Study
Biology is a subject-specific knowledge of biological systems and
concepts that provide the knowledge, skills, responsibilities to the environment,
and process of discovery (Budimansyah, 2002:34). A biology course allows
students to develop practical and technical skills from laboratory sessions,
communication skills are learned through report writing and making
presentations, teamwork skills are developed through group projects and
seminars, problem-solving skills are obtained from critical analysis to a problem.
Learning of biology should be carried out with emphasis on the direct
learning experience through the use and development of process skills and
scientific attitudes that needs critical thinking skill (BSNP, 2006). But the reality
on the ground indicates that the learning of biology conducted predominant in the
memorizing the concept. Students have not been teached to understand the
information and relate it to life. Science lessons at school are more geared to the
mastery of knowledge and lack of developing a scientific attitude (Meita, 2012:1).
The National Assessment of Educational Progress (NAEP) as the nation’s report
card in America reports that the development of advanced reasoning abilities has
declined in 12th grader because students are not learning how to think.
The interview result with biology teacher in SMAN 2 Balige obtained
number of students that did not fulfill the score criteria of minimum completeness
(KKM) 76 on semester final exam 2010/2011 was 48% in grade eleventh. The
results of the National Final Examination (UN) 2009/2011 for the Science
subjects that achieved by students were relatively low. Biology subjects were the
most potentially subject lead to failure when compared to Physics and Chemistry
(Source: BSNP Puspendik). Studies of science teaching in the late 1990s led to the
observation that most teachers used the didactic methods of instruction and
determined that ‘‘many students were low learning achievement, mastering
disconnected facts in understandings and problem solving skills’’ (National
Research Council, 2000:17).
2
Learning biology in high school had a lot of experience difficulties caused
by the physiological abstract concepts of biology material that need analyzing,
reasoning and critical thinking skill (Lazarowitz, 1992). Digestive system topic is
categorized difficult to comprehend because of its complicated characteristics
which deal with complex physical and chemical mechanism. It is supported by the
low of average percentage achievement of National Examination 2008/2009 on
digestive system topic in some areas like as Kab Nias, Kab. Binjai, Kab.Siantar
and Kab.Tobasa are 64% that can reach KKM (PPMP, 2009).
The increasing of student’s learning achievement and critical thinking in
the learner necessary changes in methods, models and learning media in the
school. SMA Negeri 2 Balige still use teacher centered learning thus creates the
passive learners focused on teacher, learners are not accustomed to think
critically. Learning media used by teacher is not internet based yet and does not
stimulate to student’s critical thinking skill (Source: prelimiery observation).
A Cooperative Learning Model Type Group Investigation is offered in
order to foster student’s learning achievement and critical thinking. This model
provide students to discuss and solving physiological abstract concepts, cognitive
restructuring leads, enhance elaborative thinking, more receiving of explanation
which has the potential to increase depth of understanding (Johnson,1986).
Research by Johnson (1991) showed that cooperative learning enhanced more
positive learning result towards subject members.
Computer-assisted teaching using the internet has radically changed the
teaching paradigm. The traditional teaching style is no longer sufficient for
learners. Development of science and technology develop IT/ICT based learning
(Pazos, 2002:34). Internet based learning (e-learning) can construct a new
learning style through internet. From the educational point of view, the e-learning
media is more superior than the other learning media because this media contents
illustrate the richness and diversification that combines sound, image, picture,
motion and words, create life-time learning model in which the learner is the
center of learning activities (Jhang,2004). E-learning assists learning and
cognitive construction, pushes resource sharing and quiz online that can improve
student’s critical thinking.
3
As one of the best high school in North Sumatra and Tobasa, SMAN 2
Balige contributed to the development of science, especially in the field of
information and technology. Majority of the learning process in SMAN 2 Balige
has IT/ICT based learning use. Thus, the students are no awkward to access
learning material course via internet. From the above background, the author is
interested in doing research about “A Comparison Between Cooperative
Learning Type Group Investigation with E-Learning on Student’s Learning
Achievement and Critical Thinking in Grade Eleventh SMAN 2 Balige at
Academic Year 2011/2012”.
1.2 Problem Identification
With reference to the background, the identified problems are:
a) Students’ academic achievement is low noticed by number of students that did
not fulfill the score criteria of minimum completeness (KKM) 76 on semester
final exam is 48% .
b) Low of critical thinking developing during learning biology in the class
c) Teacher still use conventional method and teacher centered learning approach
d) Learning model applied by teacher does not stimulate to student’s critical
thinking skill
e) Learning media applied by teacher does not stimulate to student’s critical
thinking skill
1.3 Scope of Study
The scope of this study namely:
a) Learning topic taught in this research is Digestive System in Grade Eleventh
Natural Science SMAN 2 Balige at A.Y. 2011/2012.
b) The developing of e-learning media on digestive system topic
c) The implementation of e-learning media
d) Implementation cooperative learning model type Group Investigation
e) Comparison of student’s learning achievement that taught by cooperative
learning model type Group Investigation with e-learning and without e-learning
media on digestive system in class XI IPA SMAN 2 Balige at academic year
2011/2012
4
f) Comparison of student’s critical thinking skill that taught by cooperative
learning model type Group Investigation with applying e-learning media and
without e-learning media on the digestive system topic in class XI IPA SMAN
2 Balige at academic year 2011/2012.
g) Critical thinking indicator in this research focuses to the question, identifying
assumption, determine the solution of the problem and write down the
solutions.
h) Learning achievement researched in this research is cognitive test
1.4 Research Questions
The research questions of this study namely:
a) How to develop e-learning media?
b) How are the differences of student’s learning achievement of students that
taught by using cooperative learning model type Group Investigation assisted
e-learning media and without applying e-learning media?
c) How are the differences of student’s critical thinking skill that taught by using
cooperative learning model type Group Investigation assisted e-learning media
and without applying e-learning media?
d) How is the relationship between student’s critical thinking with cognitive
achievement?
1.5 Objective of Study
The purposes of this research are:
a) Developing and applying e-learning media on the digestive system topic
b) Knowing the differences of student’s learning achievement that taught by using
cooperative learning model type Group Investigation assisted e-learning media
and without applying e-learning media in digestive system topic
c) Knowing the differences of critical thinking skills of students that taught by
using cooperative learning model type Group Investigation assisted e-learning
media and without applying e-learning media in digestive system topic
d) Knowing the relationship between student’s critical thinking with cognitive
achievement
5
1.6 Significance of Study
Theoretically, the result of this study gives the contribution in the biology
learning, especially in the use of e-learning media using blog and extends the
knowledge about the implementation of cooperative learning model type Group
Investigation (GI) to improve students' learning achievement and critical thinking
skills. Practically, e-learning media can help students to comprehend the learning
topic easier so increasing students' learning achievement and critical thinking
skills. For educator, e-learning media can be used as a media of learning to create
the interesting learning activities, applying more innovative learning model such
as cooperative learning model type Group Investigation that able to overcome
student’s difficulties problem in understanding biology concept. For school,
optimizing facilities and infrastructure in schools that can support the learning
process.
1.7 Operational Definition
Critical thinking in this research defined as a process of intelligent
conceptualization, implementation, analysis, synthesis and generated the
information by observation, experience, reflection, and reasoning. When students
think critically, they will show the processes as follows submit the questions,
knowing the difference between the observations and conclusions, knowing that it
takes insufficient evidence to draw strong conclusions, provide an explanation and
interpretation, make observations and predictions. Learning achievement is the
result of student’s cognitive test on the topic digestive system.
Group Investigation model consists of six syntax namely grouping,
planning, investigation, organizing, presenting and evaluation that are able to
stimulate student’s critical thinking. E-learning media is a way of the acquirement
of knowledge, experience and skill. In e-learning, teacher’s role is guiding to learn
and the learners become more active.
94
s
94
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
Based on the objectives, results and discussion of development and
implementing e-learning media and cooperative learning model on digestive
system
topic
for
grade
XI
IA
stated
previously
then
the
conclusions obtained were:
a) The percentage of media assessment achieved 66% for screen design
effectiveness; 80% for media operation; consistency, format, organizing and
usage were achieved 80%. The percentage of content assessment achieved was
achieved 82.5 % belong to feasible category. Small scale validation involved
ten teachers and ten students got the average percentage was 92.13% for media
and 95% for content assessment. Large scale validation involved 26 students of
SMAN 1 Berastagi showed 93.86% for indicator quality of content and
purpose of learning materials and 93.91% for quality of technique in the usage
of e-learning media belong to very decent category and suitable to be
implemented during teaching and learning.
b) The use of discussion method assisted e-learning media has a positive effect
on student’s learning achievement. In the control class, the average of post test
value was 82.84 and the post test in the experimental class was 87.41. It was
proven from the tobs = 4.015 with ttable = 1.67.
c) The use of discussion method assisted e-learning media had also a positive
effect on student’s critical thinking skill. The average value of post test in
control class was 82.06 and in the experimental class were 86.06. It was
proven from the tobs= 2.173 with ttable = 1.67.
d) The implementation of cooperative learning model type group investigation
assisted e-learning media during learning process in the class has able to
stimulate the student’s critical thinking attitude.
e) Cooperative learning model type GI considered the priority of students'
thinking exchange that consists of several stage namely grouping, planning,
95
investigation, organizing, presenting, evaluating. In e-learning class, teacher
teaches the subject matter in the class but by using e-learning media assisted
like as blog and quiz online.
5.2. Recommendation
Based on the result and conclusion above, the recommendation
obtained namely:
a) For the further researcher who wants to research the implementation of
learning model group investigation to guide students more courageous in
the telling and presenting their opinion.
b) Biology teachers should apply the innovative learning media like e-learning
media to improve student’s learning achievement and critical thinking.
c) The teachers should do many things to create an interesting condition although
school doesn’t manage the learning facilities yet.
d) It is better if the researcher tell the importance of critical thinking skill first at
each stage of the learning process.
96
UNIVERSITAS NEGERI MEDAN
95
BIOGRAPHY
Wenny Pintalitna Br.Tarigan was born in Medan on March 8th 1991. My
father named Harmonis Tarigan and my mother named Sarioni Br.Ginting, BA.
The author is the first child of two sisters. In 1996, the author entered elementary
school in the SDN 0660648 Mawar Helvetia, Medan and graduated at 2002. In
2002 the author continued school in SMPN 18 Medan and graduated at 2005. In
2005, the author continued the study in SMA Markus Medan and graduated at
2008. In 2008, the author received in Biology Education Bilingual Study Program
Faculty of Mathematics and Natural Sciences, State University of Medan. During
the academic program, the author served as Commissioner of Biology Bilingual
Class at 2009-2012, Secretary of HMJ Biology at 2010-2011, and Treasurer of
IKBKB in 2010. The author has selected as the winner of Peer Teaching Pasca
PPL at 2011, Student Grant Research and Olimpiade Sains UNIMED at 2012.
Besides that, the author was active as a Lecturer Assistant for Experimental in the
Laboratory and also Theory.