THE INFLUENCE OF CRITICAL THINKING DEVELOPMENT THROUGH CHEMISTRY MODULE TO INCREASE STUDENTS ACHIEVEMENT GRADE XI ON THE TOPIC SOLUBILITY AND SOLUBILITY PRODUCT.

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THE INFLUENCE OF CRITICAL THINKING DEVELOPMENT THROUGH CHEMISTRY MODULE TO INCREASE STUDEN’S ACHIEVEMENT GRADE XI ON THE TOPIC SOLUBILITY AND

SOLUBILITY PRODUCT

By: Yunia Rizki

408131103

Chemistry Bilingual Education Study Program

A Thesis

Submitted to Fulfill the Requirement for Getting the Degree of Sarjana Pendidikan

CHEMISTRY DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN

MEDAN 2012

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Thesis Title : THE INFLUENCE OF CRITICAL THINKING DEVELOPMENT THROUGH CHEMISTRY MODULE TO INCREASE STUDENT’S ACHIEVEMENT GRADE XI ON THE TOPIC SOLUBILITY AND SOLUBILITY PRODUCT

Name : Yunia Rizki

ID Number : 408131103

Study Program : Bilingual Chemistry Education Department : Chemistry

Approved by: Thesis Advisor,

Dr. Iis Siti Jahro, M. Si. NIP. 1965 1015 199203 2 003

Acknowledged by :

Chemistry Department Coordinator of Bilingual Head,

Drs. Jamalum Purba, M.Si Prof. Dr. Herbert Sipahutar, M.S, M.Sc

NIP. 19641207 199103 1 002 19610626 198710 1 001

FMIPA Unimed Dean,

Prof. Drs. Motlan, M.Sc., Ph.D. NIP. 19590805 198601 1 001 Date of Examination : 12thof July 2012

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ACKNOWLEDGEMENT

First and foremost, the greatest thanks to the almighty Allah SWT for his gracious and merciful help that I was finally able to complete this thesis.

In this opportunity, I would like to express My gratitude to :

1. Dr. Iis Siti Jahro, M.Si as My Thesis Supervisor and Secretary of Bilingual Program, Prof. Ramlan Silaban, M. Si., Dr. Retno Dwi Suyanti, M.Si., and Dra. Ani Sutiani, M.Si., as Thesis Examiner for their advices, suggestions, guidance, comments and corrected the proposal until the process of completing this thesis.

2. Prof. Drs. Motlan, M. Sc., Ph.D. as Dean of Faculty of Mathematics and Natural Science, Prof. Dr. Herbert Sipahutar, M.S, M. Sc as Head of Coordinator Bilingual Program and Mr. Syamsuddin as the Staff office of Bilingual Program.

3. Drs. Jamalum Purba, M.Si as the Head of Chemistry Department, Dr. Zainuddin Muchtar, M. Si as My Academic Suvervisor, all the lecturers and staffs of Chemistry Department, I also addressed My thanks to Drs. Alberto Colia, the Headmaster of SMAN 1 Berastagi, and all teacher who has helped me in doing the research.

4. My special sincere gratitude to My beloved father, H. Irwansyah Barito and mother, Alm. Hj. Lispianti, for everything they have given to make all the things become reality. My only one brother, M. Aslam Alqadri and also My beloved Edy Amrizal, S. Pd for love, pray and attention that always give to me.

5. My Best Friends in EnCy, Roma, Vika, Icit, Halimah, Ayu, Ciput, Izal, and all My Friends in Bilingual Chemistry’08 for all their help, kindness, togetherness, attention and prays.

6. My Senior in Chemistry study program, Ricky Andi Syahputra and Suharman for the helped and guidance in writing this thesis. And finally to all people who have supported and helped me that could not be explained one by one in this thesis.

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I have tried to write this thesis as maximal as I can, but in my humble heart I hope construct suggestion, development and critics from the reader for perfection this thesis. I hope this thesis can be useful and give many function to the reader’s knowledge especially about subject matter which is researched in this thesis.

Medan, July 2012 Writer

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LIST OF CONTENTS

Page

Abstract i

Acknowledgement ii

List of Contents iv

List of Figure vii

List of Table viii

List of Appendix ix

CHAPTER I INTRODUCTION

1.1 Background 1

1.2 Problem Identification 4

1.3 Research Scope 4

1.4 Problem Statements 4

1.5 Problem Limitation 5

1.6 Research Objectives 5

1.7 Research Benefits 5

1.8 Operational Definition 6

CHAPTER II LITERATURE STUDY

2.1. Critical Thinking 8

2.1.1 Definition of Critical Thinking 8

2.1.2 Development of Critical Thinking in the Classroom 9

2.1.3 Critical in Life 12

2.2 Concept Development 13

2.3 Module 14

2.3.1 Module Characteristic 14

2.4Student’s Achievement 16

2.5 Solubility and Solubility Product 17

2.6 Conceptual Framework 26

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CHAPTER III RESEARCH METHODS

3.1 Location and Time Research 28

3.2 Population and Sample 28

3.3 Research Variables and Instrument Research 29

3.3.1 The study variables 29

3.3.2 Research Instrument 29

3.4 Type and Design Research 30

3.4.1 Type of Research 30

3.4.2 Research Procedure 30

3.4.3 Research Flow Diagram 32

3.5 Technic Data Collection 33

3.5.1 Test Validity 33

3.5.2 The difficulty level 34

3.5.3 Discriminating Power Index 35

3.5.4 Reliability Test 36

3.6 Data Analysis Techniques 37

3.6.1 Normality Test 37

3.6.2 Homogeneity Test 37

3.6.3 Normalized Gain 38

3.6.4 Hypothesis Test 38

CHAPTER VI RESULT AND DISCUSSION

4.1. Research Description 39

4.2 Analysis of Research Instrument 39

4.2.1 Validity Test 39

4.2.2 Reliability Test 40

4.2.3 Difficulty Index 40

4.2.4 Discriminating Power Index 41

4.3 Analysis of Research Result 41

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4.3.2 Homogeneity test 43

4.4Students’ Achievement 44

4.4.1.Student’s Achievement before Teaching Treatment 44 4.4.2. Student’s Achievement after Teaching Treatment 45

4.5 Hypothesis testing 49

4.6Correlation Between the Increasing of Student’s Achievement (Gain) 50 With the Average Value of Critical Thinking Development

4.7 Discussion 51

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion 56

5.2 Suggestion 56

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LIST OF TABLES

Pages

Table 3.1. Research design 31

Table 4.1. Data of Pre Test and Post Test 39

Table 4.2. Data of Normality Test (Pre Test) 42

Table 4.3. Data of Normality Test (Post Test and Gain) 43

Table 4.4 Data of Homogeneity 44

Table 4.5. Data of Student’s achievement in the Pre-test 45 Table 4.6. Data of Student’s Achievement in Post-Test 45 Table 4.7. Average value of gain normalization 48 Table 4.8Percentage of Student’s Achievement 49

Table 4.9 The Result of Hypothesis 50

Table 4.10 Increasing Student’s Achievement for the Level of Cognitive 53 Aspect

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LIST OF FIGURE

Page

Figure 3.1 Research Flow Diagram 32

Figure 4.1Students’ Achievement in Experiment Class by Using Critical 46 Thinking Module

Figure 4.2Increasing of Students’Achievement in Experiment Class 47 Figure 4.3.Student’s Achievementin Control Class by Using General 47

Module

Figure 4.4 Increasing of Students Achievement in Control Class 48 Figure 4.5. Correlation between Average of Critical Thinking 51

Score and Gain

Figure 4.6. Increasing of Student’s Achievement for Level of Cognitive 54 Aspect

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LIST OF APPENDIX

Appendix 1. Syllaby 60

Appendix 2. Lesson Plan 68

Appendix 3. Table of Instrument Specification Before Validated 83

Appendix 4. Instrument Test Before Validated 84

Appendix 5. Answer Key of Instrument Test before Validated 88

Appendix 6. Calculation of Validity Test 89

Appendix 7. Validity Test 90

Appendix 8. Table of Instrument Specification after Validated 92

Appendix 9. Instrument After Validated 93

Appendix 10. Answer key of Instrument Valid 96

Appendix 11. Calculation of Reliability 97

Appendix 12. Table of Reliability 98

Appendix 13. Calculation of Difficulty Index 99

Appendix 14. Table of Difficulty Index 100

Appendix 15. Calculation of Discriminating Power Index 102 Appendix 16. Table of Discriminating Power Index 103

Appendix 17. Assessment of Module 105

Appendix 18. Analysis of Module 107

Appendix 19. Rubric of Critical Thinking Question 109

Appendix 20. Critical Thinking Question 127

Appendix 21. Students’ Result 130

Appendix 22. Calculation of Standard Deviation 132

Appendix 23. Normality Test 134

Appendix 24. Homogeneity Test 139

Appendix 25. Normalized Gain 145

Appendix 26. Hypothesis Test 146

Appendix 27. Tabulation Of Gain And Critical Thinking Value 148

Appendix 28. Calculation of Correlation 149

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Appendix 30. Level of Cognitive Aspect in Pretest for Control Class 151 Appendix 31. Level of Cognitive Aspect in Postest for Experiment Class 152 Appendix 32. Level of Cognitive Aspect in Postest for Control Class 153 Appendix 33. Increasing of Student’s Achievement Based on Level of 154

Cognitive Aspect in Experiment Class and Control Class

Appendix 34. Table of r-product moment 155

Appendix 35. Table of Chi Square 156

Appendix 36. Table of Distribution F Value 157

Appendix 37. Table of t Distribution Value 160

Appendix 38. Documentations 161

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CHAPTER I INTRODUCTION 1.1.Background

Education is an investment or asset that is valuable to everyone. Where the investment will improve the quality of the human resources due to quality of education. Without education, living standards and quality standards of a human being can say will be bad. A person who obtained a higher education course will have a much better quality than those who only finished primary school. But in fact, education in Indonesia is still far behind from other countries especially the education of developed countries. This is proved by the development index education for all in Indonesia decreased. If in 2010 and Indonesia is ranked 65, this year's ranking slipped to 69. Based on the data in the Education For All (EFA) Global Monitoring Report 2011: The Hidden Crisis, Armed Conflict and Education issued by the Organization for Education, Science, and Culture of the United Nations (UNESCO), launched in New York on Monday (1/3 / 2011), an index of educational development or education development index (EDI) based on 2008 data is 0.934. The value was put Indonesia in the 69th position from 127 countries around the world. Currently, Indonesia still lefts behind Brunei Darussalam that is ranked in 34th. Brunei Darussalam into a high achieving group with Japan, which reached the number one in the world. As Malaysia is ranked 65th or still in the medium category of achievement as well as Indonesia. Indonesia position is still far better than the Philippines (85), Kamboja (102), India (107), and Laos (109) (Kompas, 2011).

Conditions above inhibit Indonesia can rise up to overcome the problem of poor quality human resources and high unemployment. The lack of quality and educational facilities would significantly impact on the quality of the human self. Many problems facing the government certainly cannot be completed quickly.

Government of Indonesia through the Directorate of Early Childhood Education is promoting early childhood education program that includes the age of 0-8 years. Then, by providing free education through the National Operations

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Support (BOS), improving school infrastructure, improve supporting facilities of education, improve education quality, improve the curriculum and the last efforts still hot the character building for all elements involved in education.

In the learning process, improving the quality of education involves evaluating components such as Lesson Plan (RPP) with characterized, re-examine the indicators of material, improve the quality of teaching that is now only focused on developing methods, media and variety of learning models.

However, improving the quality of learning by developing the teaching material itself is still small, because the learning process is currently only focused on the development of media, models and learning methods. In fact, it is important that teaching materials should be noticed and developed to enhance students' understanding of materials, particularly chemistry subject.

Chemistry subject is a field study to learn the things that make their students more in their brain. Chemical characteristics of the study area include (1) some basic material is considered to be abstract (2) the rapidly expanding science of chemistry (3) the chemical is not just solving a problem in the form of calculation but also lays the facts, laws, and chemical terms (4) the materials studied have a broad scope. One subject that covers almost all chemical Characteristics are "solubility and solubility product" (Situmorang, 2011).

To overcome this problem, researcher offers a development of critical thinking that can enhance students' understanding of learning materials. There are 4 higher level of thinking, they are critical thinking, creative thinking, problem solving, and making decision. Among the four higher level thinking, the critical thinking that base the other three thought patterns. This means that critical thinking need to be mastered first before reaching other three higher level thinking. Several studies have been conducted show an understanding of scientific concepts can be enhanced through the development of critical thinking skills of students.

In practice the application of the learning process is less encouraging to the achievement of critical thinking skills. Two factors did not develop critical thinking in the learning process and especially the general education curriculum

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that is designed with a broad target material so that teachers are more focused on solving the material and the lack of understanding of teachers about teaching methods that can enhance critical thinking skills. Students requiring an academic setting that provides the freedom and safety to express their opinions and decisions for participating in learning activities.

Formal teaching at school tends to train analytical thinking power. Students are required to make logical arguments, seek answers, eliminating the wrong choices, and focus on the correct answer. The side effects are not used for students to think critically and creatively, that dare to try new ideas and look for alternative answers, not just focus on one answer that is believed to be correct. Rational and objective thinking process is a process of critical thinking that is the key to success in solving the problem (Jahro,2010).

The literature Diane Halpern, a professor of psychology at California State University, refers to many educators and their opinions of critical thinking. Most agree that critical thinking is a purposeful, reasoned, and a goal directed method of solving problems and making decisions. Halpern states that the vast amount of material available on the Internet increases the need to teach critical thinking skills to evaluate information. Students need (1) instruction, as well as the (2) disposition to use these skills. Halpern proposes a four-part model to teach critical thinking which includes the two parts mentioned as well as (3) structure training to help students recognize when a certain thinking skill is needed and (4) metacognitive monitoring or the ability to reflect on thinking processes (Halpern, 1999).

The concept of student disposition is particularly interesting. A student not only needs to know skills but be willing to use those skills. Instructors need to employ a variety of methods to engage students in applying critical thinking skills. As one pedagogical suggestions, Halpern recommends utilizing the professional Web sites associated with individual disciplines, many of which offer free activities that promote critical thinking skills.

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Most of the chemical materials published by Yudhisthira, Yrama Widya and Tiga Serangkai lists of questions to gauge students' understanding of the material only at the end of the matter so that less develop students critical thinking skills. Beside, questions provided are less gauge their ability to think more deeply. Based on the description above, researcher conduct research aimed to develop critical thinking in the designing of chemistry module with the title“The Influence of Critical Thinking Development through Chemistry Module to Increase Student’s Achievement _{Grade XI on The Topic Solubility and} Solubility Product”

1.2 Problem Identification

1. The quality of education in Indonesia still far behind from other countries. 2. The way to improve quality of education by development of teaching

module still rare.

3. Most of teaching modules are less in developing critical thinking skill of students.

1.3 Research Scope

This study was conducted to increase student achievement and critical thinking skills of high school student grade XI school year 2011/2012, especially in the developing of solubility and solubility product module of grade XI.

1.4 Problem Statements

1. How the propriety level of the solubility and solubility product module that develop critical thinking skill of students?

2. Is there any significance effect of critical thinking development through tecahing moduleto increase student’s achievement?

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3. Is there correlation between the student’s critical thinking skill with the studentt’s achievement?

1.5 Problem Limitation

1. The chemistry module limited in chemistry material on XI grade in the second semester.

2. The chemistry module treated in learning process only on solubility and solubility product topic.

3. Student achievement measured by objective test only the cognitive skill from level C1-C4.

4. Critical thinking skill of student measured by essay test that have C2-C5 level.

5. The solubility and solubility product module that developed is the chemistry module that written by J.M.C Johari and M. Rachmawati with the title “CHEMISTRY”.

1.6 Research Objectives

The objective that will be expected for this researh is to determine the accurate information about

1. The propriety level of the solubility and solubility product module that develop critical thinking skill of students

2. The significance effect of critical thinking development through tecahing module to increase student’s achievement

3. Correlation between the student’s critical thinking skill with the studentt’s achievement

1.7 Research Benefit

The benefits that expected from this research are:

1. Obtain the propriety level of the solubility and solubility product module that develop critical thinking skill of students

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2. Obtain the significance effect of critical thinking development through tecahing module to increase student’s achievement

3. As a solution and suggestion for teacher in developing teaching modul to increase student’s achievement and understanding the subjectmaterial 4. Obtain correlation between the student’s critical thinking skill with the

studentt’s achievement

1.8. Operational Definition 2. Chemistry

Chemistry is one of the subjects listed in the national curriculum. As one branch of science, chemistry was developed based on observations and experiments (MOEC, 1995 in the Light Goddess, 2003). On that basis, Teaching and Learning Activities (TLA) of Chemistry is more emphasis on skills development process. (Http://gudangmakalah.blogspot.com/2009/08/prosedur-dan-efektifitas pengembangan.html)

3. Module

Module is one form of teaching materials that are packed full and systematic, it contains a set of planned learning experiences designed to help student mastering in specific learning objectives. The module serves as a learning tool that is independent, so that students can learn according to their speed.

4. Solubility and Solubility Product

 Solubility

Solubility is the property of a solid, liquid, or gaseous chemical substance called solute to dissolve in a solid, liquid, or gaseous solvent to form a homogeneous solution of the solute in the solvent.

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 Solubility Product

Solubility product or Ksp, is the equilibrium constant for a chemical reaction in which a solid ionic compound dissolves to yield its ions in solution

(http://wikipedia/2009/01/05/solubility and solubility product/)

5. Critical Thinking

Critical thinking is a process that is widely acknowledged in the literature to be crucial to the learning process, to cognitive development, and to effective information seeking.

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56 CHAPTER V

CONCLUSION AND SUGGESTION 5.1 Conclusion

1. The propriety level of module is 97.5%. So the module be able to use in the process of learning in class

2. There is a significant effect in learning outcomes of students who have learning using chemistry module with critical thinking development. The student’s achievement that taught using chemistry module with critical thinking development is higher than conventional teaching method using general module in teaching of solubility and solubility product. It can be seen from the average result of post-test, in experiment class is 88.89 and in control class is 74.65. The percentage of student’s average gain in experiment class is 76.1%, while control class 58.4%. The result of hypothesis at level α= 0.05 is tcount(8.85) > ttable(1.6588).

3. There is positive correlation between the average value of critical thinking development towardthe increasing of student’s achievement (gain), with r = 0.277

5.2 Suggestion

1. For chemistry teachers should using chemistry module with critical thinking development, because it was able to increase the student’s achievement, enhance students' ability to think, be active will make learning is a meaningful and makes student easy to remind longer.

2. The results of this study certainly is not perfect, so expect similar study could be developed, among others, by conducting similar studies on other populations or other variables.

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2. Obtain the significance effect of critical thinking development through tecahing module to increase student’s achievement

studentt’s achievement

1.8. Operational Definition

2. Chemistry

3. Module

4. Solubility and Solubility Product  Solubility