THE EFFECTIVENESS OF GUIDED INQUIRY WITH MACROMEDIA FLASH TO INCREASE STUDENTS ACHIEVEMENT IN THE TEACHING OF SOLUBILITY AND SOLUBILITY PRODUCT.
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BIOGRAPHY
Shofiyah was born in Jepara on April 7th 1992. Father’s name is Kastono and mother’s name is Kundaefah. The writer is the second child of four siblings. In 1997, the writer entered in TK wih pesam and graduated in 1998. In 1998 the writer continued to Elementary School in SD Negeri 2 Wih Pesam and graduated in 2004. In 2004 continued to Junior High School in SMP Negeri 1 Wih Pesam and graduated in 2007. In 2007 entered to Senior High School in SMA Negeri 4 Takengon and graduated in 2010. In 2010, the writer accepted in Bilingual Chemistry Education Study Program, Faculty of Mathematic and Natural Science, State University of Medan and graduated in 2014. During the academic program, the writer active followed national and International Seminar.
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ACKNOWLEDGEMENT
Thanks to Almighty ALLAH SWT who always blesses me to complete my thesis and always gives me the mercy so that this thesis research could be done on time.
This Thesis had title “The Effectiveness of Guided Inquiry with Macromedia Flash to increase Student’s Achievement in the Teaching of Solubility and Solubility Product”. This thesis was aimed to fulfill the requirement for Degree of Chemistry Education, at Chemistry Department of Faculty of Mathematics and Natural Science (FMIPA), State University of Medan (Unimed).
Prior I would like to said thanks to Prof. Drs. Motlan, M.Sc, Ph.D., as the Dean of FMIPA Unimed, Prof. Dr.rer,nat Binari Manurung, M.Si., as the Coordinator of Bilingual Program in FMIPA Unimed, Dr. Iis Siti Jahro, M.Si., as Secretary of Bilingual Program in FMIPA Unimed, and also Drs. Jamalum Purba, M.Si., as Head of Chemistry Department.
In this thesis arrangement I especially would like to said special gratitude to: Drs. Rahmat Nauli, M.Si., as Thesis Supervisor for his guidance because he always give a tons of advice and suggestion in my thesis. I also thanks to Dr. Simson Tarigan, M.Pd., as Academic Supervisor for his support and advice when learning in college. The great thanks also go to Prof. Dr. Suharta, M.Si., Dr. Retno Dwi Suyanti, M.Si, Dr. Mahmud, M.Sc as Thesis Examiner Lecturer. In all daily activities of them, I was lucky because they always guide and give me lot of great suggestion.
I also said thanks to Drs. Sahlan Daulay as Headmaster of SMA Negeri 3 Medan. I Addressed thanks to all the teachers who helped me, giving suggestion and advice in the research Dra. Sernita Sianturi, M.Si, Drs. Simon Manurung, M.Si, and Rosna, S.Pd.
The Deepest and special gratitude, appreciation and love to my beloved parents, for all love, pray, support and sacrifice for me, they are my beloved mother kundaefah and my beloved father kastono. And also for my most shrewish sister Nofa
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Afriani, my most handsome and naughty brother Muhammand Rizki Jayadi and all my huge family. The thesis is dedicated specially for my beloved sister Alm. Siti Barokah.
Great thanks to my beloved friends in Chemistry Bilingual Study Program 2010 (CESP’10) especially for my kindest friend Ilmi Fadhilah Rizki, my energic and smallest friend Anggi Anggraini, my strangest friend Rudi Purwanto, my smartest friend Wika Prayogi, my diligent and thesis team friend all at one Santhy Ardelina Violita Br.Pinem, my sensational friend Melisa Sipayung, my funny friend Lina Marwiya and all my friends in CESP 2010 who guided, motivated, and gave suggestions, spirit and praying until this thesis has been done.
Special thanks to my friends in boarding home, my beloved friends; Aminah Ari Fadhilah for her helps especially in my English for compiling this thesis, Ika Ulansari for her enthusiasm who made me faster to finish this thesis, my most flexible friend Ervi Sheila Wanny Lubis and my amazing sister Mentari Tawarniate for the smile and fun they give that make me full spirit fully and my special friend Wendi Aramiko for his extraordinary suggestions, pray and spirit, and everyone who cannot be mentioned his/her name for their support and friendship during my academic years.
Finally, I hope this thesis would be useful for everyone who likes to explore more about the learning model and media that suitable to learn solubility and solubility product notably and chemistry generally. I realize this thesis is still far from perfection; critique and suggestion are needed for further improvement of this thesis.
Medan, july 15th 2014 The writer,
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THE EFFECTIVENESS OF GUIDED INQUIRY WITH MACROMEDIA FLASH TO INCREASE STUDENT’S ACHIEVEMENT IN THE TEACHING
OF SOLUBILITY AND SOLUBILITY PRODUCT Shofiyah (Reg. Number 4103332025)
ABSTRACT
The objectives of this research are, the first is to know the student’s achievement that be taught by guided inquiry with macromedia flash is significant higher than student’s achievement that be taught by direct instruction with macromedia flash in the teaching of solubility and solubility product and the second is to know the cognitive aspect that most improve through the experiment class. This research was conducted in SMA Negeri 3 Medan on the second semester. The sample that used in this research is students in grade XI in two classes that are control and experiment class. The research instrument that was used in this research consists of test instrument (evaluation test). The instrument that used in this research had been tested based on validity and reliability test. Based on validity, from 30 questions there are 20 questions are valid and rcount for reliability test is 0.935. It means that the questions are reliable with high categories. The data of this research has been analyzed by using normality and homogeneity test which is shown that data gain are normal distributed and homogeny. It is requirement to do hypothesis test. Based on the hypothesis test using Right Side t-Test the result of calculation shows that tcount > ttable (10.15 > 1.69) it means that Ha is accepted. So, it can be concluded that the student’s achievement that be taught by guided inquiry with macromedia flash is significant higher than student’s achievement that be taught by direct instruction with macromedia flash in the teaching of solubility and solubility product. Based on cognitive aspect analysis, the average of cognitive aspect gain in experiment class are C1 0.52 (medium category), C2 0.82 (high category), C3 0.75 (high category), and C4 0.71 (high category), so it can be concluded that the most influence of cognitive aspect through experiment class are C2 (comprehension) because it has highest value of gain average.
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CONTENTS LIST
Legalization Paper i
Biography ii
Abstract iii
Acknowledgement iv
Contents List vi
Figures List ix
Tables List x
Appendix List xi
CHAPTER I INTRODUCTION
1.1 Research Background 1
1.2 Problem Identification 5
1.3 Problem Limitation 5
1.4 Problem Statement 5
1.5 Research Objectives 6
1.6 Research Benefit 6
1.7 Operational Definition 6
CHAPTER II LITERATURE REVIEW
2.1 Theoretical Framework 8 2.1.1 The Nature of Learning Chemistry 8
2.1.2 Learning Strategies 9
2.1.3 Inquiry Learning Method 10
2.1.4 Guided Inquiry Learning 12 2.2 Direct Instruction Model 16
2.3 Learning Media 17 2.3.1 Macromedia Flash 21
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2.4 Learning Assessment 23
2.5 Solubility and Solubility Product 24
2.5.1The definition of solubility 24
2.5.1.1 Kinds of Solution based on Substances’ Solubility 25 2.5.1.2 Factors influencing a substances’ solubility 25 2.5.1.3 Molecular Consideration in explaining solubility 26
2.5.2 Solubility Product (Ksp) 27
2.5.3 Relationship Solubility and Solubility Product 28 2.5.4 The effect of type Ions to Substance’ Solubility 30 2.5.5 The Relationship of Ksp and Sedimentation 32
2.6 Application 34
2.7 Previous Research of Guided Inquiry and Macromedia Flash 34
2.8 Conceptual Framework 37
2.9 Research Hypothesis 40
CHAPTER III RESEARCH METHODOLOGY
3.1 Overview of Research 41
3.2 Research Location and objects 41
3.3 Population and Sample 42
3.4 Research Variables 42
3.5 Research Design 42
3.6 Research Instrument 46
3.6.1 Validity Test 47
3.6.2 The Reliability 47
3.6.3 The Difficulty Level 48
3.6.4 Different Index 49
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3.7.1 Normality Test 50
3.7.2 Homogeneity Test 51
3.7.3 Normalized gain 51
3.7.4 Hypothesis Testing 52
3.8 Percentage of Improve Learning Outcomes 53
CHAPTER IV RESULTS AND DISCUSSION
4.1 Result of Research 54
4.1.1 Analysis of Instrument data 54
4.1.2 Validity Test of Instrument 54
4.1.3 Reliability Test of Instrument 54
4.1.4 Difficulty level of instrument 55
4.1.5 Different Index of Instrument 55
4.2 Result of data Result 57
4.3 Data Analysis 58
4.3.1 The Normality Test of Data 58
4.3.2 The Homogeneity Test of Data 60
4.3.3 The Hypothesis Test of Data 61
4.3.4 The Percentage of Improved Learning Outcomes 62 4.4 Discussion 63
CHAPTER IV CONCLUSION AND SUGGESTION
5.1 Conclusion 68
5.2 Suggestion 69
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TABLES LIST
Table 2.1 Syntax of the training model 17
Table 2.2 Application of Learning Model and Media 34 Table 3.1 Research Treatment (Two classes, Pretest, and Post test) 44
Table 3.2 Instrument Specification 46
Table 4.1 Difficulty Level and Discrimination Index of each Valid
Item 56
Table 4.2 Average Score and Standard Deviation of Pretest,
Posttest, and Gain Data 57
Table 4.3 Result of Normality Test by using SPSS-16 59 Table 4.4 Result of Normality Test by using Chi-Square 59 Table 4.5 Result of Homogeneity Test by using SPSS-16 60 Table 4.6 Group statistic of Hypothesis Test by Using SPSS-16 61 Table 4.7 Independent Sample t-Test of Hypothesis Test by using
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FIGURES LIST
Figure 3.1 Scheme of Research Design 43
Figure 4.1 The Comparison of Learning Outcomes Percentage in
Control and Experiment Class 65
Figure 4.2 The Comparison of Cognitive Aspects in Control and
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APPENDIX LIST
Appendix 1 Syllabus 73
Appendix 2 Lesson Plan (Experimental Class) 74
Appendix 2a Motivations and Apperceptions of Lesson Plan 95 Appendix 2b The Experiment Direction about The kinds of Solution
based on Substance’s Solubility of LP 100 Appendix 2c The Pretest and Posttest Questions in Lesson Plan 102
Appendix 3 Lesson Plan (Control Class) 106
Appendix 4 Test Categories of Solubility and Solubility Product
before Validated 122
Appendix 5 Calculation of Validity Test 133
Appendix 6 Table of Validity Test 138
Appendix 7 Calculation of Reliability Test 139
Appendix 8 Table of Reliability Test 141
Appendix 9 Calculation of Difficulty Level Test 142
Appendix 10 Table of Difficulty Level Test 144
Appendix 11 Calculation of Different Index Test 145
Appendix 12 Table of Different Index Test 147
Appendix 13 Test Categories of Solubility and Solubility Product
after Validated 148
Appendix 14 Instrument Test 155
Appendix 15 Data Result of students in Control and Experiment Class 158
Appendix 16 Calculation of Normality Test 164
Appendix 17 Calculation of Homogeneity Test 171
Appendix 18 Calculation of Hypothesis Testing 173 Appendix 19 Percentage of Improved Learning Outcomes 206
Appendix 20 Calculation of Cognitive Aspect 181
Appendix 21 Average Gain from Each Level of Cognitive Aspect 188
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Appendix 23 Research Documentation 194
Appendix 24 Chi-square Distribution Table 198
Appendix 25 Values Table of r-Product Moment 199 Appendix 26 values Table of t-Distribution (t-Table) 200 Appendix 27 Table of Critical Value for F Distribution 201
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CHAPTER I INTRODUCTION
1.1.Research Background
The success of learning process is the main thing that is expected to carry out education in schools. Major Components in teaching and learning activities is students and teachers, in this case students who become subject of learning, not to be the object of learning. To present the material becomes more attractive teachers must have the ability to develop methods of learning and exploiting such instructional media so that the objectives can be achieved correctly.
Chemistry learning materials in senior high school contain many difficult concepts to be understood by students, because it involves chemical reactions and calculations as well as concerning the concepts that are abstract and considered by students is a relatively new material and have never gained while in SMA (sunyono, 2009). The low achievement of students in learning chemistry can be seen in the average of UAS scores of students to the area of North Sumatra, namely: academic year 2004/2005 on chemical subjects is 4.01, the academic year 2005/2006 was 6.75, the academic year 2006/2007 is
6.50, and the school year 2008/2009 was 6.25
(http://www.waspada.co.id/index.php//20.10). This showed that the students had difficulties in understanding the subject matter of chemistry. The proof is the final UAS scores are 6.25 which are still relatively not optimal.
Based on the experience of researcher at PPLT UNIMED at SMAN 1 Sidikalang 2013, particularly in class XI Science, student learning outcomes in chemistry subjects were still relatively low because of the lack of students’ motivation in learning chemistry. There was no great willingness of the students to learn and understand the lesson so they ignored this subject. Consequently the teaching-learning process was not running optimally due to the students could not achieved the settled standard score. The low student achievement in learning chemistry can be interpreted as a lack of effective
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teaching and learning process, it could be seen in the average score of odd semester examination of the school year 2012/2013 in class XI Science i.e. 31.25 % passed and 68.9 % failed. From the data it could be concluded that the percentage of students learning outcomes were still low at only 31.25% which fulfill the Completeness Minimum Criteria (KKM) i.e. 75. Lack of students’ motivation encourages teachers to use appropriate model and media in learning process to makes students’ motivated in studying chemistry.
The learning process is still Teachers Centered Learning with verbal instruction, authoritarian teaching and the lack of variety in teaching and learning chemistry, plus the excessive emphasis on individual achievement. Furthermore, in learning chemistry students seem passive and boring because students just accept what is given by the teachers, students and even fear or phobia of chemistry lessons (Bayanto, 2009). Based on observation at SMAN 1 Sidikalang (PPLT 2013), information obtained by interview with some students in class XI Science, they said that the chemistry teaching and learning process in SMA Negeri 1 Sidikalang was still using direct instruction model where the teacher is the center of teaching and learning activities. Students generally only listened, read and memorized the obtained information, so the concept was not embedded deeply in students. On this issue, teachers are required to be able to choose the interesting model that can increase students’ motivation to make student achievement better.
Based on observation at SMA Negeri 2 Karanganyar that conducted in February 2012, in particular some students of XI science and interviews the chemistry teachers, it could be seen that the most of students still has difficulties in learning of solubility and solubility product particularly in calculation concept. From the data obtained showed that the averages scores of class XI Science year 2010/2011 has reached the completeness minimum criteria (KKM), but there were still some students who have not completed is 44.74 % in solubility and Solubility product subject matter .This was caused by the inappropriate model which is used by teacher so the students became inactive and less creative to followed the lessons. In solubility and solubility
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product material, students still have difficulties to understood the solubility and solubility product particularly of the effect of common ion toward solubility, predicted the precipitation based on solubility and solubility product value, determined the influences of pH toward solubility and precipitation reaction, the difficulty is at calculation materials, the students were still confused which coefficient or components of substances that should be put or not in the calculation (Utami, 2012). To solve the problems in solubility and solubility product it should be applied the appropriate model in chemistry learning process such as Guided Inquiry, mainly to increase students’ motivation, achievement and curiosity.
Guided Inquiry (GI) is a way of presenting that teachers provide sufficient guidance to students and the vast majority of plans are made the teacher where students conduct experiments/investigations to discover the concepts that have been assigned a teacher. The method requires students to find their own concepts that must be obtained from the material being studied. By linking the material solubility and solubility product into daily life, students are expected to find a concept in a way to practice on the material of the solubility, so that learning becomes more active and interesting. There are many researches that used guided inquiry model to increase student achievement through motivation and learning activities. Paidi (2007), conclude that there was 37.5% increase number of students with good capability in making experiment design (from 12.5% to 50%). There was 25% increase number of students with good capability in doing the experiment and reporting its result (from 50% to 75%). The Guided Inquiry also increased number of students who have good understanding in scientific processes; from 50% to 72%.It has shown us the increasing of student’s motivation in the scientific learning process. Ambarsari (2012) The t test value shown P-value is 0.014 that smaller than α(0.05) it means that application of guided inquiry learning have a significant influence on basic science process skills of students in grade VIII Junior High School 7 Surakarta. Based on the researches, it
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could be be conclude that guided inquiry has higher influences model in scientific learning process.
Using Media is necessary in the learning process; especially the media which can be demonstrated directly for the issues are being discussed in order to increase students' interest in learning chemistry. As suggested by most students of SMAN 1 Sidikalang by using questionnaire distributed, they suggested in learning process should be used multimedia that makes easy to understand, relax and interesting because in their school most of teachers were still used only whiteboard as media in the learning process, so it made the students got bored and did not want to learn chemistry anytime. Khairani (2008) Improved student learning outcomes and calculated the gain percentage of students’ successes as high as 77.94%. Based on the test obtained, the effectiveness of the treatment that was declared was effective learning because there is a significant difference between pretest and posttest was 32.414, which is given as a supporting essay test and posttest results gained an average 65.96% of essay test. Based on questionnaires distributed was found that 74.31% macromedia flash media used can affect the student's knowledge through their interest. Wicaksono (2012) concludes that from t test value in student’s interest after applying the treatment. t-count is 2.160 and t-table is 1.668, it means that t-table is smaller than t-count and also the average value of experiment class is higher than control class (136.82>128.88). so the macromedia Flash MX has influence in student’s interest. Based on data explained above, it can be concluded that the use of macromedia flash are needed as well as play an important role in the teaching-learning process in order to increase student’s interest in learning outcomes.
So, based on background explained above Researcher interested to do research with the title of this research is “The Effectiveness of Guided Inquiry with Macromedia Flash to Increase Student Achievement in the teaching of Solubility and Solubility Product”.
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1.2.Problem identification
Identification of problems in this study is as follows: 1. Chemistry is a difficult/abstract theory
2. Student’s achievement is low
3. The lack of student’s motivation makes chemistry become bored subject matter
4. Teacher’s model is still direct instruction and dominated by teacher centered learning
5. Teacher doesn’t use appropriate media in learning process.
1.3.Problem limitation
Problem limitations in this research are:
1. Research will be conducted in SMAN 3 MEDAN, Class XI science of Senior High School
2. Subject matter is solubility and solubility product
3. Low student activity caused by the lack of student’s motivation so Learning model that will be used is guided inquiry
4. Low interest of student caused by the lack of media used so Media that used is macromedia flash software
1.4.Problem statement
Problem statements in this research are:
1. Is the student achievement that be taught by guided inquiry with macromedia flash significant higher than student achievement that be taught by direct instruction with macromedia flash in the teaching of solubility and solubility product?
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1.5.Research objectives
Research objectives in this research are:
1. To know the student achievement that be taught by guided inquiry with macromedia flash is significant higher than student achievement that be taught by direct instruction with macromedia flash in the teaching of solubility and solubility product
2. To know the cognitive aspect that most improve through the experiment class
1.6Research benefit
The research benefits on this research are:
1. For student, it can increase student achievement through innovative model learning to make interest of learning process so that it can increase student’s motivation to learning chemistry and repeat the subject matter until they comprehend and it will result student’s achievement and value increase.
2. For chemistry teachers and researcher, this research result can be as alternative model beside others model presented in increasing quality of teaching learning process in chemistry especially solubility and solubility product by applying guided inquiry using multimedia.
3. For principal and official government, this research will be used as foundation to make the wishes.
4. For other researcher, research result can add information for future research to make innovative, effective interesting model in teaching and learning process.
1.7Operational definition
Student achievement is the abilities of student after receiving the learning experience. The existence of learning outcomes because of the teaching and learning process and learning outcomes can be known through the test (sudjana, 1989).
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Guided Inquiry (GI) is a way of presenting that teachers provide sufficient guidance to students and the vast majority of plans are made the teacher where students conduct experiments / investigations to discover the concepts that have been assigned a teacher. The method requires students to find their own concepts that must be obtained from the material being studied. By linking the material solubility and solubility product into daily life, students are expected to find a concept in a way to practice on the solubility of the material, so that learning becomes more active and interesting (Utami, 2013).
Flash is one of the software which is an excellent product animation maker vector image that is in demand today. A file generated from this software has the file extension *. Swf and can be played in a web browser that has been fitted with the Flash Player. Flash uses a programming language called Action Script. Macromedia Flash is an animation program that has been widely used by designers to produce a professional design (Ramadianto, 2008).
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CHAPTER V
CONCLUSION AND SUGGESTION 5.1 Conclusion
Based on the result of research that obtained from the result of data analysis, it could be stated some conclusion as follow:
1. The students’ achievement that be taught by guided inquiry with macromedia flash is significant higher than students’ achievement that be taught by direct instruction with macromedia flash in the teaching of solubility and solubility product. It can be seen from t-test value shows that tcount > ttable (10.15 > 1.69). 2. The cognitive aspects that most improve through experiment class are C2
(comprehension). It could be seen from the average gain score of C2 are 0.82 that included highest value of average gain of cognitive aspect.
5.2 Suggestion
Based on the conclusion above, there are some suggestions that have to be stated in order to make the teaching and learning process in chemistry become more effective to improve students’ achievement as follows:
1. It is suggested that the chemistry teacher should use the appropriate model and media in learning process such as guided inquiry with macromedia flash in the teaching and learning process of solubility and solubility product notably and chemistry generally to improve students’ achievement. Attentively, guided inquiry would better if it is used in small class (at most comprising 25 students for each class) to make learning process effectively. 2. It is suggested to next researcher could add information for future research to
make innovative, effective and interesting model in teaching and learning process.
3. It is suggested to school holder for developing and providing the good model and media as guided inquiry with macromedia flash to be used in teaching
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and learning process especially for chemistry subject because it is effective to improve students’ achievement.
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Paidi., (2007), Improving Student’s scientific skill through Implementing of Guided Inquiry on Biology Teaching in SMAN 1 Sleman , Jurnal Skripsi, page 1-12
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Purba, M., (2006), Kimia untuk SMA kelas XI, Erlangga, Jakarta
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Guided Inquiry (GI) is a way of presenting that teachers provide sufficient guidance to students and the vast majority of plans are made the teacher where students conduct experiments / investigations to discover the concepts that have been assigned a teacher. The method requires students to find their own concepts that must be obtained from the material being studied. By linking the material solubility and solubility product into daily life, students are expected to find a concept in a way to practice on the solubility of the material, so that learning becomes more active and interesting (Utami, 2013).
Flash is one of the software which is an excellent product animation maker vector image that is in demand today. A file generated from this software has the file extension *. Swf and can be played in a web browser that has been fitted with the Flash Player. Flash uses a programming language called Action Script. Macromedia Flash is an animation program that has been widely used by designers to produce a professional design (Ramadianto, 2008).
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CHAPTER V
CONCLUSION AND SUGGESTION 5.1 Conclusion
Based on the result of research that obtained from the result of data analysis, it could be stated some conclusion as follow:
1. The students’ achievement that be taught by guided inquiry with macromedia flash is significant higher than students’ achievement that be taught by direct instruction with macromedia flash in the teaching of solubility and solubility product. It can be seen from t-test value shows that tcount > ttable (10.15 > 1.69).
2. The cognitive aspects that most improve through experiment class are C2 (comprehension). It could be seen from the average gain score of C2 are 0.82 that included highest value of average gain of cognitive aspect.
5.2 Suggestion
Based on the conclusion above, there are some suggestions that have to be stated in order to make the teaching and learning process in chemistry become more effective to improve students’ achievement as follows:
1. It is suggested that the chemistry teacher should use the appropriate model and media in learning process such as guided inquiry with macromedia flash in the teaching and learning process of solubility and solubility product notably and chemistry generally to improve students’ achievement. Attentively, guided inquiry would better if it is used in small class (at most comprising 25 students for each class) to make learning process effectively. 2. It is suggested to next researcher could add information for future research to
make innovative, effective and interesting model in teaching and learning process.
3. It is suggested to school holder for developing and providing the good model and media as guided inquiry with macromedia flash to be used in teaching
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and learning process especially for chemistry subject because it is effective to improve students’ achievement.
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